Effectiveness of a Rapid Toilet Training Workshop for Parents of Children with Autism and Other Developmental Disabilities

Background: Although the Rapid Toilet Training (RTT) Method has been shown to be effective at teaching continence to a wide range of populations, toilet training remains a challenge for families of children with disabilities.  In the large body of research related to toilet training, parents of children with autism and other disabilities are virtually absent.  A lack of continent toileting can be a strain on children and families.  Thus, research on time- and cost-effective toilet training methods that parents can implement as independently as possible is a worthy pursuit.

Objectives: To determine whether parent participation in an RTT-derived workshop would result in increases in positive toileting behaviours emitted by their children with developmental disabilities.

Methods: After collecting baseline data on their child's toileting, six parents of children with disabilities (4 with autism, 2 with other developmental disabilities) attended an RTT-derived workshop where they were taught how to implement the toileting protocol at home with their children.  In the 5 days following the workshop, the parents implemented the toilet training procedure with their children and reported data (number of accidents/successes) each day to the researchers.  The researchers were available for telephone support at any time, but the parents were responsible for implementing the entire intervention.

Results: Five families completed the study.  All five children showed significant gains in positive toileting behaviours and displayed both urinary and fecal continence within a short period of time (i.e., 5 days).  Four of the five children were independently initiating toilet use by the time of a 2-week follow-up data point.  In addition, social validity and self-efficacy ratings from participating parents were very high.

Conclusions: Parent participation in the RTT-derived workshop resulted in rapid increases in positive toileting behaviours in all participating children.  Both urinary and fecal continence were acheived for all children completing the study.  This study has multiple implications for both clinical practice and future research involving parents and toilet training.