The current evaluation assessed the effectiveness of an intensive toilet training procedure for three young boys with autism. The evaluation extended the work of LeBlanc et al. (2005) by assessing parents’ preference to include the usage of urine alarm and positive practice. In addition, we collected descriptor data on challenging behaviors. All three parent participants’ elected not to use the urine alarm and one parent elected to discontinue the implementation of positive practice techniques. Researchers chose a nonconcurrent multiple baseline across participants design to evaluate the effects of the intervention. All three child participants’ increased successful self-initiations for the toilet and decreased accidents across home and clinic settings. Findings suggest that clinicians should partner with parents to develop individualized toileting interventions that are acceptable and effective.
|School:||University of North Texas|
|School Location:||United States -- Texas|
|Source:||MAI 55/04M(E), Masters Abstracts International|
|Subjects:||Behavioral psychology, Developmental psychology, Experimental psychology|
|Keywords:||Autism, Generalization, Parent training, Toilet training|
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