Modified Intensive Toilet Training Method

McPeak
Dr. Scheirer
10/26/15
Analyzing Research Studies

Effectiveness of the Modified Intensive Toilet Training Method on Teaching Toilet Skills to Children with Autism

1. I used the ProQuest database that the Behavior Analyst Certification Board provides to Analysts and RBTs. I used the search terms “toilet training,” and “toilet training and autism” when researching this topic. My rational for selecting this study over others was that the title met all of my key words in my search. I also read the abstract to make sure that the study followed as closely as possible to my topic. The full reference:
Ardic and Cavkaytor (2014). Effectiveness of modified intensive toilet training method On teaching toilet skills to children with autism.

The literature reviewed prior to this study found that toilet training programs are conducted within the framework of the behaviorist approach, which includes positive reinforcement and operant conditioning principles with adverse consequences. The researchers of this study highly referenced Azrin and Foxx (1971) and their toilet training program called “intensive toilet training method (ITTM).” Another purpose for this study was a lack of literature on toilet training practices conducted with children with autistic characteristics.
3. The research question for this study was whether or not a modified version of Azrin and Foxx’s (1971) intensive toilet training method was effective in teaching toileting skills to children with autism.
4. The participants of this study were three children at least 2.5 years of age, all diagnosed with autism. All the students took special education instruction ranging from eight months to a year in duration. The research was conducted in the group education room of the Special Education Centre and in a bathroom located across the hall from the education room.
5. This research was an experimental study which was conducted with a multiple probe design using probe sessions across subjects. Data collection procedures included baseline data, probe data, training data and inter-observer reliability

Focus on Autism and Other Developmental Disabilities, 2, 106-109
2. Previous research was conducted on the effects of priming from 1966 to 1998. It was found that priming can be used with communication tasks, memory retrieval, stimulus processing, mood states, composition, ethics, and social initiations. However, the research on priming used as an education tool for students with disabilities is limited.
3. The purpose of the research was to analyze the effects of priming in introducing toilet training to an infant with autism.
4. The participant of this study was one 3 year old boy with autism (Mark). The priming occurred in the home and at preschool.
5. An event recording system was used to collect data on the number of wet and dry diapers Mark had throughout his day and the number of times he initiated to use the toilet when given the verbal prompt “it’s time to go potty.” Data was collected by the author and Mark’s mother using a data collection form.
6. The data was analyzed by using an ABAB design to evaluate the effectiveness of priming in teaching a child with autism to urinate on the toilet. A video called “It’s Potty Time” was shown to Mark three times a day; in the morning after breakfast, in the afternoon after returning from preschool, and after