Abstract
In the current case report, we implemented a treatment that improved the toileting skills at school for a 19-year-old-female diagnosed with mental retardation. The treatment program was implemented in a self-contained special education classroom. An ABAB single subject replication design was employed to evaluate the effects of the in class toilet training program. The number of occasions that the student was observed wet declined and the number of times she successfully used the bathroom for urination increased. There were significant treatment differences found for both behaviors. The overall outcomes demonstrate that a toilet training treatment program could be successfully instituted in the school setting. The positive and negative aspects of toilet training in the classroom are discussed.
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Sells-Love, D., Rinaldi, L.M. & McLaughlin, T.F. Toilet Training an Adolescent with Severe Mental Retardation in the Classroom: A Case Study. Journal of Developmental and Physical Disabilities 14, 111–118 (2002). https://doi.org/10.1023/A:1015272212804
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DOI: https://doi.org/10.1023/A:1015272212804