Cagliani RR(1)(2), Snyder SK(3), White EN(3). Author information:
(1)Department of Communication Sciences and Special Education, Center for Autism
and Behavioral Education Research, University of Georgia, 570 Aderhold Hall, 110
Carlton Street, Athens, GA, 30602, USA. [Email]
(2)Department of Communication Sciences and Special Education, 533 Aderhold
Hall, 110 Carlton St, Athens, GA, 30602, USA. [Email]
(3)Department of Communication Sciences and Special Education, Center for Autism
and Behavioral Education Research, University of Georgia, 570 Aderhold Hall, 110
Carlton Street, Athens, GA, 30602, USA.
The purpose of this study was to investigate the effects of an intensive toilet training program on continence and self-initiation for elementary children with autism spectrum disorder (ASD). Researchers used a non-concurrent multiple baseline design (Watson and Workman in J Behav Ther Exp Psychiatry 12:257-259, 1981, https://doi.org/10.1016/0005-7916(81)90055-0 ) with regulated randomization (Koehler and Levin in Psychol Methods 3(2):206, 1998, https://doi.org/10.1037/1082-989X.3.2.206 ) to evaluate the effects of the intensive protocol with four students with ASD in the classroom where they received special education services. The protocol included increased access to fluids, contingent time intervals for sit schedules, programmed reinforcement, and dry checks. All four participants met mastery criteria and maintained independent toileting after the study's completion. Three participants began self-initiating to use the restroom. The implications and recommendations for future research are discussed.
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