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Special Populations: Toilet Training Children with Disabilities

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Clinical Guide to Toilet Training Children

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

Children with special needs, specifically those with intellectual disabilities (ID) or developmental disabilities (DD), are at particular risk for delays in toilet training or for ongoing toileting problems. The purpose of this chapter is to provide a generalized sampling of diagnoses that fall under the larger umbrella statement of ID and DD, a brief history of toilet training practices over the past 60 years, and research that provides evidence for current effective practices. Best practice outcomes will be discussed and compared to offer practitioners insight regarding success across interventions. Future perspectives based on changes to educational law at the federal level (IDEA, Building the legacy: IDEA 2004. Retrieved August 7, 2016, from http://idea.ed.gov/archive, 2004) will be included to support a shift in learning environments and the relevance of toilet training for the purposes of “quality of life” and as a component to adaptive learning across settings.

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Author information

Authors and Affiliations

  1. Capitol Region Education Council-River Street Autism Program, 601 River Street, Windsor, CT, 06095, USA

    Michael A. Cocchiola Jr. & Caroline C. Redpath

Authors
  1. Michael A. Cocchiola Jr.
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  2. Caroline C. Redpath
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Corresponding authors

Correspondence to Michael A. Cocchiola Jr. or Caroline C. Redpath .

Editor information

Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA

    Johnny L. Matson

Appendices

Appendices

figure a

Bathroom Teaching Strategy

Name: John Doe

Program: Bathroom Training Teaching Strategy

Date Initiated: 01-08-09

Most recent revision:

Objective: Given staff support, John will sit on the toilet and urinate appropriately with 100% accuracy for five consecutive days by 08-31-09.

Run this program every day John is at school.

Materials needed: Task analytic worksheet

An established bathroom

A monthly data collection sheet

Timer set at 3 min

1:1 instruction

Edible reinforcers available for correct use of bathroom (currently M&Ms)

Change of clothes in case of an accident

Set-up Directions→

1. Each day upon arrival at school, John will enter the bathroom to ensure his “pull-up” is off.

2. Every day, John will be cued to the bathroom on the half hr (e.g., 9:00, 9:30, 10:00, etc).

3. Once in the bathroom and seated on the toilet, he will remain seated for 3 min.

SD: “Time for Bathroom”

Task analysis

1. Go to bathroom

2. Lights on

3. Close door

4. Pants down

5. Sit on toilet

(staff to set timer for 3 min)

6. Stay on toilet (if cue needed)

(Upon sound of timer or upon urination)

7. All done

8. Pants up

9. Wash hands

10. Lights off

Staff Instructions

  1. 1.

    If John urinates on the toilet, deliver heavy verbal praise immediately (e.g., within 0.5 s) coupled with “M&Ms” as the edible reinforcer.

  2. 2.

    Use the edible reinforcers only for appropriate use of the bathroom

If a wetting accident occurs, simply assist John into the bathroom and help him to put dry clothes on. Interaction during this procedure should remain neutral and matter of fact.

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Cocchiola, M.A., Redpath, C.C. (2017). Special Populations: Toilet Training Children with Disabilities. In: Matson, J. (eds) Clinical Guide to Toilet Training Children . Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-62725-0_13

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