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Using a Video Modeling-Based Intervention Package to Toilet Train Two Children with Autism

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Abstract

The current study evaluated the effects of an intervention package designed to teach independent toileting skills to two boys with autism spectrum disorder (ASD). A non-concurrent multiple baseline across participants design was employed to investigate the effects of video modeling that utilized animation to depict in-toilet voiding combined with prompting and reinforcement procedures. Results indicated that the intervention package was effective in teaching a sequence of behaviors necessary for successful and independent toileting (e.g., walking to the toilet, undressing, sitting on the toilet, dressing, and flushing) as well as in-toilet urination for both boys. Skills generalized to the school and were maintained over 3 to 4 months. The intervention may have also been responsible for teaching in-toilet defecation for one participant. Results are interpreted in relation to the differential contributions of video modeling and behavioral instructional strategies.

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Acknowledgments

We acknowledge and appreciate all the time and energy contributed by the children, their families, and school staff who participated in this study.

Conflict of Interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this paper.

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Authors and Affiliations

  1. School of Health Sciences, College of Education, University of Canterbury, Private bag 4800, Christchurch, New Zealand

    Laurie McLay

  2. School of Education, Victoria University of Wellington, Wellington, New Zealand

    Amarie Carnett & Larah van der Meer

  3. Clinic for Autism Research Evaluation and Support, Texas State University, San Marcos, TX, USA

    Russell Lang

Authors
  1. Laurie McLay
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  2. Amarie Carnett
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  3. Larah van der Meer
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  4. Russell Lang
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Correspondence to Laurie McLay.

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McLay, L., Carnett, A., van der Meer, L. et al. Using a Video Modeling-Based Intervention Package to Toilet Train Two Children with Autism. J Dev Phys Disabil 27, 431–451 (2015). https://doi.org/10.1007/s10882-015-9426-4

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  • DOI: https://doi.org/10.1007/s10882-015-9426-4

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