Case Study - Elementary School

Focused Topics Sexual Development & Behavior in K-12 Students Lesson 1 Explore Case Study - Elementary School Reflection	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 23101 Name Certifier Date
Directions: Please read the following case study. Use the table below to note the physical changes, knowledge and beliefs, and behaviors that contribute to Avery's sexual development. Review the list of factors and record your thoughts on how they influence Avery's sexual behavior. You may find it helpful to refer to the suggested answers for additional guidance. Share your responses with a coach, trainer, or administrator. Case Study: Avery Avery is a 7-year-old student in your classroom with delays in social-emotional development and communication. An intervention specialist and a speech therapist 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 school 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 their child because of Avery’s 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 school staff observe that Avery accesses the learning environment and physically engages in play similar to the other students 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 peers’ difficulty understanding Avery’s speech. When Avery wants to play with another student, staff observe Avery doing the following: licking other student’s faces, giving unwanted hugs, and sometimes touching other student’s genitals over clothing. Avery thinks it is funny when children respond to these behaviors. Staff have noticed that these behaviors primarily occur during recess. 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. Avery's Sexual Development & Behavior Physical Changes Physically explores during play and activities. Seven-year-old-body and abilities. Uses physical touch to communicate. Knowledge & Beliefs Understands that certain actions cause peers to react. Wants to engage with peers but is not sure how. May understand that touching others in these ways is not appropriate but does it anyway to get a response. Behaviors Licks peers, gives unwanted hugs, and touches others’ genitals over clothes. Factors That Influence Avery's Sexual Behavior Culture & Family Norms Staff thinks that the family babies Avery Adam feels guilty because of Avery’s difficulties, copes with this by “spoiling” Large family, youngest child Avery receives a lot of help from other professionals Development Avery is delayed with social-emotional and communication skills Physical growth and motor skills appear to be typical Personal space/touching issues are common for children this developmental age Function of the Behavior It seems like Avery knows that these behaviors cause certain reactions in peers May seem intentional sometimes and reactionary other times (like when peers ignore communication attempts) Frequency & Participation Occurred over several months during specific times of the day Otherwise, Avery plays typically Environment During recess Effect on Others Other children affected by Avery's behavior No one is harmed, but children may be upset or annoyed by behaviors Redirection Responds to redirection in the moment but behaviors continue

Reflection

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ACTIVITY ID: 23101

Name

Certifier

Date

Directions: Please read the following case study. Use the table below to note the physical changes, knowledge and beliefs, and behaviors that contribute to Avery's sexual development. Review the list of factors and record your thoughts on how they influence Avery's sexual behavior. You may find it helpful to refer to the suggested answers for additional guidance. Share your responses with a coach, trainer, or administrator.

Case Study: Avery

Avery is a 7-year-old student in your classroom with delays in social-emotional development and communication. An intervention specialist and a speech therapist 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 school 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 their child because of Avery’s 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 school staff observe that Avery accesses the learning environment and physically engages in play similar to the other students 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 peers’ difficulty understanding Avery’s speech. When Avery wants to play with another student, staff observe Avery doing the following: licking other student’s faces, giving unwanted hugs, and sometimes touching other student’s genitals over clothing. Avery thinks it is funny when children respond to these behaviors. Staff have noticed that these behaviors primarily occur during recess. 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.

Avery's Sexual Development & Behavior

Physical Changes

Physically explores during play and activities.
Seven-year-old-body and abilities.
Uses physical touch to communicate.

Knowledge & Beliefs

Understands that certain actions cause peers to react.
Wants to engage with peers but is not sure how.
May understand that touching others in these ways is not appropriate but does it anyway to get a response.

Behaviors

Licks peers, gives unwanted hugs, and touches others’ genitals over clothes.

Factors That Influence Avery's Sexual Behavior

Culture & Family Norms

Staff thinks that the family babies Avery
Adam feels guilty because of Avery’s difficulties, copes with this by “spoiling”
Large family, youngest child
Avery receives a lot of help from other professionals

Development

Avery is delayed with social-emotional and communication skills
Physical growth and motor skills appear to be typical
Personal space/touching issues are common for children this developmental age

Function of the Behavior

It seems like Avery knows that these behaviors cause certain reactions in peers
May seem intentional sometimes and reactionary other times (like when peers ignore communication attempts)

Frequency & Participation

Occurred over several months during specific times of the day
Otherwise, Avery plays typically

Environment

During recess

Effect on Others

Other children affected by Avery's behavior
No one is harmed, but children may be upset or annoyed by behaviors

Redirection

Responds to redirection in the moment but behaviors continue