Reducing Time Spent in a Classroom Bathroom with Preschool Student with Autism: Effects of Timing and Consequences
- Authors
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Janie Rasmussen-Pryor
Author
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T. F. McLaughlin
Author
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K. Mark Derby
Author
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Melina Robison
Author
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- Keywords:
- autism; preschool child, toilet training, self help skills, changing criterion and reversal single case design, classroom research, data-based decision making
- Abstract
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The purpose of the case study was to examine the efficacy of timing and
contingent adult attention to teach a 6-year-old preschool student with autism
toileting skills. Data were gathered on the length of time required for our participant
to either self-toilet or request that he did not need to use the classroom toilet per
session. The intervention included providing adult attention contingent spending less
time on the toilet based on a changing criteria. Our results indicated a decrease in
the time to toilet that was near or below his criterion. A brief return to baseline
produced an increase in the time required to toilet. The replication of timing and
consequences resulted in a decrease in the time required to complete a toilet visit.
The implementation and evaluation of these procedures in a classroom setting were
discussed. - Downloads
- Published
- 2014-04-10
- Issue
- Vol. 3 No. 2 (2014)
- Section
- Articles