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A parent training model for toilet training children with autism
Author(s) -
Kroeger K.,
Sorensen R.
Publication year - 2010
Publication title -
journal of intellectual disability research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.941
H-Index - 104
eISSN - 1365-2788
pISSN - 0964-2633
DOI - 10.1111/j.1365-2788.2010.01286.x
Subject(s) - toilet , autism , training (meteorology) , intervention (counseling) , parent training , protocol (science) , multiple baseline design , intellectual disability , psychology , single subject design , medicine , physical therapy , developmental psychology , psychiatry , psychotherapist , alternative medicine , physics , pathology , meteorology
Background Azrin & Foxx pioneered an intensive toilet training protocol for individuals with intellectual disability living in a residential setting. Since the development of the Rapid Toilet Training (RTT) protocol, many have replicated the efficacy, most notably in educational and outpatient treatment settings, but often training over longer periods of time. This study presents data from a parent training model that replicates Azrin and Foxx's results and training time. Method This multiple baseline across subjects design study employs an ABA design where two boys diagnosed with autism were toilet trained using a modified Azrin & Foxx intensive teaching protocol. The first subject, a 4‐year‐old boy, did not have a history of attempted toilet training. The second subject, a 6‐year‐old boy, demonstrated a history of failed toilet training attempts in both the home and school settings. The trainings were conducted in the home setting where a novel parent‐training approach was implemented. Results Participant 1 was continent at the end of the second day of training, and completely toilet trained (including initiation and communication) by day 10 of the intervention. Participant 2 was continent after day 1 and completely toilet trained by day 5 of the intervention. Conclusions Long‐term follow‐up demonstrates maintenance of skills 3 years post training. Social validity via parent satisfaction was assessed. Limitations to the current study and recommendations for future research were discussed.