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Getting Started
You have seen and heard the claims: Toilet train your child in a day!
It can happen, but it is highly unlikely, especially with a child with
ASD. And even if it is possible, there are occassional setbacks. It
is important not to set yourself or your child up for additional frustration
by expecting toilet training to be a quick and easy process. This lesson
will help you prepare for the likelihood of success while anticipating
difficulties.
- First and foremost, be sure that any medical problems
that would interfere with toilet training are identified.
- Keep a record of elimination. See if there is a pattern.
Try to have at least one or two weeks documentation of data.
- Document reinforcing items/activities. Keep an open
mind! A few words about reinforcement: Think like your child!! Really
look at what motivates your child: what will he/she crawl over anything
for? Think bigger than "candy." Food may be a motivator
for some, but often it takes more! One child was highly interested
in stoplights; a replica of a working stoplight (battery operated)
was shown to the child; the picture of the stoplight was included
at the end of his visual schedule of toileting, and when he did void,
he was allowed to turn the stoplight on and watch for 1 minute. Another
child enjoyed pushing the button on the handle of an umbrella to make
it "pop" open; this symbol was placed on his visual toileting
schedule. Flushing the toilet may be a reward enough for some. If
that is the case, it is important then, that the toilet is not flushed
unless they actually go in the toilet.
- Include visuals to help your child follow the sequence
of toileting. The Picture This School Routines CD (see References)
provides an actual photo sequence of toileting routines.
- Note any particular fears, fascinations or reactions
to all aspects of toileting, including responses to flushing, interest
in toilet paper, ability to sit.
- Look at the need for adaptations; for example, a stool
for the feet to be supported; handrails if necessary for support;
an insert for the toilet seat if the opening is too large for the
child to sit comfortably.
- Have a supply of regular underwear that will be worn
by the child during the toileting process.
- Think about communication; initially you will be taking
your child to the toilet, but you want to build in a method by which
your child can communicate when he/she needs to go. If your child
is nonverbal, work with your child's speech pathologist and teacher
to implement a way in which your child can indicate he or she needs
to use the toilet.
- Get ready to put this all together and begin toilet
training!
In summary, before going further, you will have completed
data collection that documents when your child is dry or when he is
wet. You will have identified some toileting readiness skills; you will
have identified at least two or three very powerful reinforcers that
are not being used for other activities and you will have a block of
time in which you will devote all your attention to toileting.
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