Directions: First, review the case study about Avery. Determine if you think Avery's sexual behaviors are normative by answering the questions from the Sexual Behavior Reflection Tool (this tool is also available in the Apply section) and brainstorm how you would respond in the moment and after the fact. You may find it helpful to refer to the suggested answers for additional guidance. Share your responses with your trainer, coach, or administrator.

Preschool Case Study: Avery

Avery is a four-year-old child in a preschool classroom with delays in social-emotional and communication. An intervention specialist and speech therapist each come to the classroom once a week to fulfill services on Avery’s Individualized Education Program (IEP). The family has mentioned that Avery goes to weekly speech therapy at an outpatient clinic, too. Avery is the youngest of five children, and the program staff think the parents “baby” Avery. Staff have discussed that the family let’s Avery “walk all over them.” Adam, Avery’s father, has shared that they feel bad for Avery because of their difficulty with speech, and the family feels the need to “spoil” Avery.

Avery primarily uses gestures, grunting, and long strands of “gibberish” sounds to communicate. It seems like Avery has a lot of thoughts but isn’t able to get them out. The program staff observe that Avery accesses the learning environment and physically engages in play similar to the other children in the classroom. Outside time seems to be Avery’s favorite activity.

Avery is interested in interacting with peers but is often ignored, likely due to difficulty understanding Avery’s speech. When Avery wants to play with another child, staff observe Avery doing the following: licking other children’s faces, giving unwanted hugs, and sometimes touching other children’s genitals over clothing. Avery thinks it is funny when children respond to these behaviors. Staff have noticed that these behaviors primarily occur during morning free play. When this happens staff respond by saying, “Stop, friends don’t like that.” While Avery stops in the moment, the behaviors have continued for several months now.

 

Sexual Behavior Reflection Tool

 

1. Is the behavior random or infrequent?

The behavior happens most during morning free play. It is not constant but it seems to be more than random.

 

 

2. Is the behavior typical for the child’s age and developmental ability?

Yes, it is typical for children (especially when speech is limited) to not understand personal space and to use touch to communicate messages.

 

 

3. Is the behavior driven by curiosity, exploration, and playfulness?

Yes, Avery engages in this behavior because she wants to interact with peers or to get attention.

 

 

4. If other children are involved, is it mutual and good-humored?

Other children are not harmed but they sometimes don’t like when Avery does these things. Others think it is funny.

 

 

5. If other children are involved, do they know each other well and are they of a similar age and development ?

The children are all similar age to Avery and know each other well.

 

 

6. Is the behavior easily redirected?

Yes, in the moment. Although Avery “forgets” the next day unless reminded about safe touching.

 

 

Is this normative sexual behavior?

Avery’s behavior is not always random, and she needs reminders about safe touch. But considering her social-emotional and language development and family factors, this is still a normative behavior.

 

 

Response Tool

 

Describe the behavior:

Licking other children’s faces, giving unwanted hugs, and sometimes touching other children’s genitals over clothing

 

Responding: In the Moment

Pause

• Stay calm when Avery touches other children in these ways, control frustration.
• Consider that Avery struggles to communicate with peers and think about how hard this must be for a preschooler.

 

Redirect

• Calmly remind Avery that licking, touching private parts, and hugging without asking are not safe touch.
• Suggest she do another activity she enjoys or ask her to help you with a task.

 

Listen

• Avery cannnot explain what she did or why, due to her delays with communication.
• You believe the intention of the behavior is to interact and communicate with peers.

 

Teach

• Reinforce safe touch vs. unsafe touch to all the children. Praise children when you see them using safe touch.
• Support Avery by intervening before she engages in unsafe touch. Avery may enjoy passing out books/toys to peers, or you can suggest she give "high fives" to friends.

 

 

Responding: After the Fact

Reflect

• Avery is delayed with communication and social-emotional but is typical in other ways. It must be very frustrating to not be able to talk with peers. Some things are not black-and-white but if we think about Avery's expressive communication as more similar to an 18-month-old (though atypical) and delayed social-emotional skills, it makes since that she responds to redirection in the moment but needs reminders from day-to-day.

 

Prepare

• Know the in the moment steps for this behavior.
• Promote healthy sexual development and safe touch with all the children.
• Praise Avery when she uses safe touch and find ways you can foster peer interaction. Think about how typical peer models benefit Avery. "Look how Maria gave Sam a high-five, can you do that too?"

 

Communicate

• Communicate with co-teachers so responses are consistent.
• Speak with Avery's family about the behavior and what your team is doing to support her. Ask for their feedback and if they have suggestions.
• Consider consulting with the intervention specialist and speech therapist so you are implementing consistent support.