Date of Defense
4-23-2017
Date of Graduation
4-2017
Department
Psychology
First Advisor
Richard Malott
Second Advisor
Kelly Kohler
Third Advisor
Karyn Lynn Joshua
Abstract
Children with autism and developmental disabilities typically take longer to learn skills. Specific training that requires more repetition to obtain mastery should be used to teach specific tasks (MacDuff, Kratz, & McClannahan, 2001). Toilet training is no exception and must be directly taught to children with Autism. Toilet training is a fundamental skill for independent living and greatly reduces the work load of care givers (Chung, 2007). The child in this study was chosen based on a toilet training readiness checklist. The present study is a combination of the scheduled sitting protocol by Azrin and Foxx (1971) with the omission of the positive practice procedure. An enuresis alarm was used so accidents could be immediately detected. The child had an average of one accident during the three hour school day. Sitting on the toilet was scheduled in 30 minute intervals and was increased by 10 minutes every third day with no accidents. A 5-second full-physical prompt was used for every step in the bathroom. It is expected that the intervention will decrease the frequency of urination accidents and will increase the child’s independence in the classroom setting.
Recommended Citation
Ferrier, Kristianna, "Toilet-Training a Child with Autism in a School Setting" (2017). Honors Theses. 2880.
https://scholarworks.wmich.edu/honors_theses/2880
Access Setting
Honors Thesis-Open Access
Defense Presentation
Included in
Applied Behavior Analysis Commons, Child Psychology Commons, Developmental Psychology Commons