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Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder

Authors
  • Cagliani, Rachel R.1, 2
  • Snyder, Sara Kathryn1
  • White, Emily N.1
  • 1 University of Georgia,
  • 2 Department of Communication Sciences and Special Education, 533 Aderhold Hall, 110 Carlton St, Athens, GA 30602 USA
Type
Published Article
Journal
Journal of Autism and Developmental Disorders
Publisher
Springer-Verlag
Publication Date
Jan 27, 2021
Pages
1–11
Identifiers
DOI: 10.1007/s10803-021-04883-3
PMID: 33506373
PMCID: PMC7840080
Source
PubMed Central
Keywords
Disciplines
  • Original Paper
License
Unknown

Abstract

The purpose of this study was to investigate the effects of an intensive toilet training program on continence and self-initiation for elementary children with autism spectrum disorder (ASD). Researchers used a non-concurrent multiple baseline design (Watson and Workman in J Behav Ther Exp Psychiatry 12:257–259, 1981, 10.1016/0005-7916(81)90055-0) with regulated randomization (Koehler and Levin in Psychol Methods 3(2):206, 1998, 10.1037/1082-989X.3.2.206) to evaluate the effects of the intensive protocol with four students with ASD in the classroom where they received special education services. The protocol included increased access to fluids, contingent time intervals for sit schedules, programmed reinforcement, and dry checks. All four participants met mastery criteria and maintained independent toileting after the study’s completion. Three participants began self-initiating to use the restroom. The implications and recommendations for future research are discussed.

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