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Pause: Crystal feels very angry toward Cameron and recognizes that she needs to quickly intervene. She immediately calls to have an additional staff member assist with supervision and also requests that a member of the leadership team assist. Sheila, the program administrator, knows Makayla and her family well and will soon be able to join. This is not the first time there has been an incident of Cameron threatening other children. However, staff have never observed him using inappropriate sexual touch. Staff is already providing targeted support (Tier 2 of the Pyramid Model) for Cameron because he has repeatedly had challenges with handling typical, peer conflicts that occur in school-age children. Learn more about the Pyramid Model and targeted supports in the Focused Topics course, �Թ���ing Children With Challenging Behaviors.

Redirect: Crystal calmly redirects, “Cameron, sit here and wait,” as she gestures for him to sit in a seat she has pulled aside. When the additional staff member, Josh, arrives, Crystal asks him to closely supervise Cameron while she speaks with Makayla in private. Crystal asks Josh to let Sheila know where they are and to please join.

Listen (Makayla): Once they are in a private area, Crystal checks in with Makayla, “Are you OK?” Makayla begins to cry as she explains that Cameron is always, “Cutting the computer line and taking longer than we are supposed to. He is a bully!” Crystal tries to comfort Makayla, saying that she understands why she is so upset. Crystal knows she needs to address the explicit language and inappropriate touching to make sure she knows exactly what happened, per Makayla’s account. Crystal waits for Sheila to arrive before asking Makayla questions about the incident. When Sheila joins, Crystal explains to Makayla, “When things like this happen we have to have two grown-ups available, so Ms. Sheila is going to sit with us while we talk.” Crystal asks Makayla, “Can you tell me exactly what happened to cause you to be so upset?” Makayla uses her own words to describe the incident, and Sheila makes sure to carefully document. Both know they must have detailed documentation, including staff observations, and those of the children involved.

Teach (Makayla): Once Makayla has calmed down, Crystal assures Makayla that no one deserves to be threatened, bullied, or inappropriately touched. She praises Makayla for going to a staff member rather than arguing back or becoming confrontational with Cameron. Makayla is still very upset and wants to see her mom. Crystal suggests they see if Ms. Toni, a staff member Makayla is fond of, is OK with letting Makayla sit with her. Makayla is agreeable to this. Crystal shares with Toni that Makayla had an upsetting incident and wants to be with someone she feels close to. She is careful to continue to control her emotions and not to speak in detail about the situation while other children are around.

Listen (Cameron): Crystal requests that Josh stay so she, Sheila, and Cameron can speak in private. Crystal explains to Cameron that another grown-up must be present and write some things down when there is a serious conflict with children in the program. Crystal uses open-ended questions to understand why Cameron engaged in this behavior. “You made a very serious threat and touched another person’s private parts. What was going through your mind when you did those things?” Cameron is upset but withdrawn, gesturing that he doesn’t know. Crystal keeps her cool, trying to minimize the anger she feels inside. She tells Cameron, “You are a good person, and I know you care about other people. How do you think Makayla felt when you threatened her and touched her private parts?” Cameron acknowledges that he made Makayla feel “sad” and “scared.” Cameron says, “I get so mad over stupid stuff,” as tears roll down his face.

Teach (Cameron): Crystal does her best to comfort Cameron. She very calmly speaks about how threatening any kind of violent or sexual behavior is a form of bullying or harassment, and children are never to touch another person’s private parts. She tells Cameron, “I can tell that you are upset and angry right now, but it is never okay to threaten to hurt another person or to touch a person’s private parts. When you are upset or having a problem with another child, you can always come get help from an adult.” She shared with Cameron that if he ever feels like he isn’t sure of what he can do if he disagrees with someone or he is going to lose control of his anger, he should immediately come to her or another staff member. Normally, Crystal encourages children to talk out conflicts with each other, but she recognizes that Cameron does not have the skills to do this. Cameron is still upset, and Crystal recognizes that he needs direct supervision until his parent picks him up. Sheila arranges to ensure Cameron has one-to-one supervision.

Reflect: Crystal shares with Sheila her account of what happened. They make sure they are in agreement about what has been documented. They work through the Sexual Development and Behavior Factors handout and Sexual Behavior Reflection Tool together. You can see their completed forms in the Learn attachments.Problem Sexual Behavior (PSB) Non-Clinical Referral Tool Sheila and Crystal determine that Cameron’s behavior is non-normative because:

• Cameron used advanced sexual knowledge and forcefully touched another child’s private parts.
• Cameron’s pattern of threatening behavior has not improved with targeted support and redirection.
• Overall behavior is interfering with his ability to have peer relations.
• The incident occurred with a child with a two or more year age gap

Prepare: Sheila praised Crystal for how she responded to this situation. Crystal followed the Responding in the Moment steps and recognized she needed the assistance of another staff member. Sheila and Crystal discussed that they need to provide more support and guidance around computer time. This is not the first issue to arise around this activity. Sheila suggests that staff clearly state to everyone the line-up for computer stations. The children who participate will do their part by writing their names on the board in the computer room in the correct order. Also, Crystal will provide all the children in the program a refresher on respect, safe touching, and bullying. Both agree that until they have a more concrete plan, Cameron needs direct supervision. Sheila will make arrangements to have a staff member available to supervise him until further plans are made to support Cameron.

Communicate: