Effectiveness of a modified rapid toilet training workshop for parents of children with developmental disabilities

Individuals with developmental disabilities often experience challenges in acquiring toileting skills, which highlights a need for effective toilet training strategies that can be readily disseminated to caregivers. The purpose of this multiple baseline study was to evaluate the effectiveness of a modified rapid toilet training workshop provided to the parents of six children with developmental disabilities. In the workshop, parents were taught to implement an instructional protocol that included increased fluid intake, positive reinforcement for correct toileting, scheduled toilet sittings, scheduled chair sittings to teach initiation, neutral redirection for accidents, and procedures to enhance maintenance and generalization. Following the workshop, parents implemented the toilet training protocol at home with their children for 5–8 days, with telephone support from a researcher. Results indicate that the workshop resulted in increased in-toilet urination and defecation and decreased accidents for the five children who completed the study. The results are discussed in relation to previous and future research and implications for practice.

► Six parents of children with developmental disabilities participated in the study.
► Two groups of three parents each attended a rapid toileting training workshop.
► Following the workshop, they implemented toilet training procedures at home.
► All children attained urinary continence and most learned to self-initiate.
► All children were also bowel trained, although this was not part of the workshop.