Toilet
Training
by Dr Avril Brereton
Toilet
training is usually a difficult task for any child and
family to accomplish. It can be especially difficult if
the child to be toilet trained has autism. There are a
number of factors to consider prior to commencing toilet
training.
1. Is the child well?
Have a check
up with the GP to make sure that there are no medical
problems that may affect toilet training.
-
Impaired neurological bladder and bowel control
- Small
bladder capacity
- Constipation
Also
need to check that the child is drinking well,
exercising and eating foods high in fibre.
2. Is the child ready to
be toilet trained?
-
Are all
family members prepared for the intensity toilet
training the child with autism will require?
-
Are there
any other major life changes that will be happening
at this time?
-
The child
should be able to demonstrate signs of recognising
the need to be changed, e.g. by approaching an
adult, or by fidgeting and appearing uncomfortable
when in a wet or soiled nappy
-
Adequate
bladder control: able to remain dry for at least an
hour at a time
-
Can the
child sit still for about 2 minutes?
3. Establishing a pattern
-
This step
requires the child’s current toileting habits to be
documented, to establish a pattern that will then
form the basis of the initial toilet training
schedule
-
As
unobtrusively as possible, check his/her nappy every
30mins and document if wet/soiled.
-
If he/she
attends preschool or child care, it will be
important for this documentation to continue there
also.
A simple
bladder chart can be used to record current toileting
habits.
TIME |
DRINKS
AMOUNT/TYPE |
WET/DRY |
COMMENTS |
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4. Getting prepared for
toilet training
-
Prior to
commencing toilet training, it is a good idea to
pair the nappy changing routine with future
toileting habits, by changing the child in the
bathroom or toilet, and involving him/her in the
disposal of the nappy, usually in the
toilet/bathroom bin.
-
Identify
some highly motivating rewards that will be used
solely for toilet training to maintain their novelty
and effectiveness
Some
tips for choosing effective rewards.
1.
List possible rewards with the help of people who
know the child best (Verbal praise, physical praise,
preferred activities, food)
2. Try them out
3. Note the response
4. Do some rewards seem more effective than others?
5.
The final list will comprise only those rewards that
are known to work!
(Use only effective rewards /
reinforcers)
6. Ensure the child knows what he/she is being
rewarded for by talking about it or having a visual
cue
7. Plan how frequently the reward will be used
(reinforcement schedule)
8. Watch out for satiation… don’t overuse the
reward
9. Tail off tangible rewards as soon as possible
10. Continue the verbal praise
Provide visual
supports for the child when beginning toilet training.
Check with his/her parents and other professionals to
know whether objects, photos or line drawings would be
most developmentally appropriate
The following
visual supports will help:
- the toilet at
home and at preschool/childcare
- the child
sitting on the toilet
- a motivating
reward
- a toilet that
has been used for urine and a bowel motion
For higher
functioning children a simple schedule may be used:
5. Sitting on the toilet
The goal at
this stage is for the child to sit on the toilet without
fear or anxiety. It is not so important that they use
the toilet just yet. The key is to make the initial
toileting experience a positive one. Good
motivators/rewards at this stage may include favourite
games, books, objects, or sometimes food.
-
Lead
him/her by the hand to the toilet, showing the
picture of the toilet
-
Encourage
him/her to pull pants down. It is a good idea to
have pants that are easy to un/dress in at this
stage, such as pants with elasticised waist.
-
Say “sit
down” as you help him/her to sit on the toilet. Make
sure he/she is comfortable and secure when sitting
on the toilet
-
Once
seated, provide labelled praise, such as “good
sitting on the toilet” paired with the immediate
reinforcement of the reward.
6. Using the toilet
-
The aim at
this stage is for the child to use the toilet for
urine and bowel motions.
-
Review the
toileting routine documented in the initial phase
-
Increase
the child’s liquid intake 15-20mins prior to their
usual toileting time
-
Take the
child to the toilet 5-10mins prior to their usual
toileting time, to maximise the chances of
“catching” a success
-
Every hour
or so take him/her to the toilet, by following the
same routine as above with accompanying visuals
-
Encourage
him/her to bear down when typically scheduled for a
bowel motion by playing games that involve blowing,
coughing or whistling
-
Keep
him/her engaged and relaxed when sitting on the
toilet to maximise their chances of a successful
attempt
-
If they
have done nothing, say “no poo, no wee” and let them
leave the room
-
If he/she
has successfully used the toilet, reward and praise
them
NB:
A
child with autism may not recognise what others know or
do not know about their bodily state, and may not
communicate the need to use the toilet. Asking the child
intermittently throughout the day will help with this
problem.
Managing
accidents
-
If the
child is not fully toilet trained during the
day, avoid going back to nappies and use
training pants instead
-
If the
child is wet or soiled, help them to change
their pants without fuss and take underwear to
the laundry
-
If
underwear is soiled, encourage the child to tip
the contents into the toilet, explaining that is
where it belongs
-
If the
child has soiled or wet the floor, encourage
them to assist in the cleaning up process (not
to punish but to help the child to understand
that they are responsible for their toileting
habits).
-
Avoid
bathing the child immediately following an
accident, use a wet cloth instead. For some
children the bathing may be seen as a reward and
may increase the frequency of “accidents”.
NB:
Becoming angry or punishing the child may lead to
retaining faeces or urine, which can cause
constipation and lead to a long cycle of toileting
problems
Some children can become distressed and anxious when
toilet training begins. This may lead to them becoming
constipated and “hanging on”. Some signs of constipation
to look for include:
-
Saying that
it hurts when doing a poo
-
Showing
signs of holding on (crossing legs, running around,
crying or refusing to sit on the toilet)
-
Complaining
of tummy pain
-
Soiling
their pants (overflow)
Helpful
Hints
-
Give
the child a drink 10-15 mins prior to toileting
to increase the chances of a successful attempt
to wee/poo on the toilet
-
Wet
wipes to wipe after a bowel motion initially, as
these are easier for a child to use effectively
-
Flush
the toilet at the end of the toileting and
dressing routine to minimise the impact of the
unpleasant noise of the flush. This also allows
the child to have successfully completed the
toileting routine, and an adult can flush the
toilet if initially required to gradually
introduce this step into the toileting process
-
The
introduction of underpants and “no more nappy”
should be generalised across all environments.
It can become confusing for the child if they
are wearing underpants at home, but a nappy is
placed on them when going out, for example. This
is likely to increase the time required to
toilet train the child, as it sends confusing
messages about what the expectations are.
-
A
Social Story™ explaining “no more nappies” and
the new toileting routine and expectations, with
accompanying visuals, may be helpful for some
children
-
Make
sure the toilet seat has an insert that fits the
child’s smaller bottom, with handles on each
side and a step for them to place their feet on,
to minimise their anxiety and ensure they feel
comfortable, safe and secure when first toilet
training.
Useful resources:
http://www.betterhealth.vic.gov.au/
http://raisingchildren.net.au/
Toilet
Time- a resource manual. Disability SA website:
http://www.familiesandcommunities.sa.gov.au/
One Step at
a Time. Victorian Continence Resource Centre
website:
http://www.continencevictoria.org.au/mambo/content/view/35/45/
National
Autistic Society website:
http://www.nas.org.uk/ for information handout,
Toilet Training
Brown, N. & Halsted, A. Aim High!
Are you
ready?
Toilet training animation. Intellectual Disability
Services Council. S.A.
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