Cocchiola Michael A, Martino Gayle M, Dwyer Lisa J, Demezzo Kelly
Capitol Region Education Council: CREC River Street Autism Program.
Behav Anal Pract. 2012 Winter;5(2):60-4. doi: 10.1007/BF03391824.
Current research literature on toilet training for children with autism or developmental delays focuses on smaller case studies, typically with concentrated clinical support. Limited research exists to support an effective school-based program to teach toileting skills implemented by public school staff. We describe an intervention program to toilet train 5 children with autism or developmental delays who demonstrated no prior success in the home or school setting. Intervention focused on (a) removal of diapers during school hours, (b) scheduled time intervals for bathroom visits, (c) a maximum of 3 min sitting on the toilet, (d) reinforcers delivered immediately contingent on urination in the toilet, and (e) gradually increased time intervals between bathroom visits as each participant met mastery during the preceding, shorter time interval. The program was effective across all 5 cases in a community-based elementary school. Paraprofessional staff implemented the program with minimal clinical oversight.
当前关于自闭症或发育迟缓儿童如厕训练的研究文献主要集中在较小规模的案例研究上，通常有集中的临床支持。支持公立学校工作人员实施有效校本如厕技能教学项目的研究有限。我们描述了一个针对5名自闭症或发育迟缓儿童的干预项目，这些儿童在家或学校环境中之前均未成功进行如厕训练。干预措施包括：(a) 在上学时间脱掉尿布；(b) 安排固定的如厕时间间隔；(c) 每次坐在马桶上最长3分钟；(d) 儿童在马桶排尿后立即给予强化物；(e) 随着每个参与者在前一个较短时间间隔内达到掌握标准，逐渐增加如厕时间间隔。该项目在一所社区小学的所有5个案例中均取得了成效。辅助专业人员在最少临床监督的情况下实施了该项目。
