Analysis of Rapid Toilet Training (RTT) Protocol to Help Toilet Training for Children with Autism
Problem Statement
One of the training methodologies that has been developed to help children with toilet training is through the use of a Rapid Toilet Training (RTT) Protocol. While the training protocol applies to other children, the training may not work efficiently for children with special needs such as children with autism. Children with autism may experience the RTT training protocol differently, encounter several challenges with the use of the program, and the program may not work effectively for them. The specific challenges associated with their use of the program should thus be identified and improvements made.
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Sources for the Literature Review
Kırcaali-İftar, G., Ülke-Kürkçüoğlu, B., Çetin, Ö., & Ünlü, E. (2009). Intensive daytime toilet training of two children with autism: Implementing and monitoring systematically guarantees success!. International Journal of Early Childhood Special Education , 1 (2), 117-126.
Kroeger, K., & Sorensen, R. (2010). A parent training model for toilet training children with autism. Journal of Intellectual Disability Research , 54 (6), 556-567.
Richardson, D. (2016). Toilet training for children with autism. Nursing children and young people , 28 (2).
Rinald, K., & Mirenda, P. (2012). Effectiveness of a modified rapid toilet training workshop for parents of children with developmental disabilities. Research in Developmental Disabilities , 33 (3), 933-943.
Research Questions
What are the challenges that children with autism have with RTT training for toilet use?
How long do children with autism learn how to use the toilet with RTT training?
What are some improvements that can be made to RTT for children with autism?
Design of the Research Study
The design of the study will follow an action research where the training program will be studied, the effectiveness noted, and areas for improvement identified. The procedure will involve our participant Sophia, takin water consistently for 8 hours under the supervision of the parent. She will then have to use the toilet after 30-minute intervals and get trained every time they use the toilet. Positive reinforcement could be applied after the child has successfully used the toilet. The effectiveness will be determined based on the time taken to learn how to use the toilet. Improvements that can be made on the study to benefit children with autism will be specifically examined.
Reasons to Conduct the Study
As a pre-school teacher, I have observed that all children with autism face several challenges and one of them is the use of the toilet. One of the techniques that has been applied to help children is the RTT. The training sparked my interest as it was an approach that was generally used for children with disabilities. While previous research has been done on its application with children with autism, there remains little research on the strategies that can be used to improve the RTT protocol. This sparked interest to analyze the training method and to identify some of the ways which it can be improved.
Limitations with the Study
Due to the nature of the study, it will involve a limited number of participants. It is expected that one children with autism that have not been trained on how to use the toilet will be selected. This will limit the number of participants and could question the validity of the results.
Biblical Perspective
The verse in 1 John 1:1 states “That which was from the beginning, which we have heard, which we have seen with our eyes, which we have looked at and hours hands have touched – this we proclaim concerning the Word of life.” The verse shows that John was not making empty statements but was discussing about things that he had evidence to have seen and touched them. As Christians we are thus expected to show such a form of evidence and this can be done through the use of data and conduct when researching. One can therefore that what they have learned about teaching is truth by simply doing research so as to collect data and evidence. False prophets can thus be recognized as those that make assertions without any basis of scientific, research or any form of evidence. For the RTT protocol to be used to train students about potty training, it needs to have accurate evidence regarding its effectiveness. The effectiveness will be studied in the research. The RTT protocol ensures that parents take up their time and train their children on how to use the potty or the toilet. This applies to me as a teacher as the verse emphasizes on the need to make use of evidence before teaching anything to my students.
Research 3 – Using Video Technology to Potty Train Children with Autism
Problem Statement
The development of technology has meant that it is increasingly being applied in different areas of our lives. One of the technologies that has been applied in potty training is video technology. Video training can cause several challenges for use among children with autism as they may find it difficult to interact with the technology. The use of technology for training may also act as a temporary approach to training and may not create a long-term and lasting habit. It is thus important to specifically identify whether children with autism benefit from video technology in the long-term or not.
Sources for the Literature Review
Acar, Ç., & Diken, I. H. (2012). Reviewing Instructional Studies Conducted Using Video Modeling to Children with Autism. Educational Sciences: Theory and Practice , 12 (4), 2731-2735.
Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with autism: The effects of video modeling. Journal of Developmental and Physical Disabilities , 19 (4), 291-303.
Lee, C. Y. Q., Anderson, A., & Moore, D. W. (2014). Using video modeling to toilet train a child with autism. Journal of Developmental and Physical Disabilities , 26 (2), 123-134.
McLay, L., Carnett, A., van der Meer, L., & Lang, R. (2015). Using a video modeling-based intervention package to toilet train two children with autism. Journal of Developmental and Physical Disabilities , 27 (4), 431-451.
Research Questions
Can video technology be used as a long term solution for potty training for children with autism?
Is video technology effective in potty training for children with autism?
What are the challenges of using video technology to potty train children with autism?
Design of the Research Study
The design of the study will be an ABA research design where the intervention will be introduced in the A-phase and the change observed in the B-Phase and removing the intervention to see if the it returns to the baseline. The child with autism will make use of video technology to train about how to use the potty for 1 month. The technology will then be removed to observe whether the children would have benefited from the use of the technology or whether their behavior has returned to normal. The results should guide how video technology can be implemented to potty train children with autism.
Reasons to Conduct the Study
Technology is increasingly being applied in almost every area of our lives. As a preschool teacher, I have observed that there several technology children interact with today. This sparked my interest regarding how video technology can be used to help children with autism. What prompted the study were thus questions regarding how video technology can be used to ensure that children with autism can fully benefit from the intervention.
Limitations with the Study
Different children with autism would interact differently with the technology provided. The assumption is that the children will respond positively with the video technology. This could limit how the results could be replicable to other children that may not interact with the technology. The number of participants for the study was also limited and this could raise questions about the validity of the results.
Biblical Perspective
The verse in 1 John 4:3 states “We proclaim to you what we have seen and heard, so that you also may have fellowship with us. And our fellowship is with the Father and with his Son, Jesus Christ.” The verse makes use of two types of evidence of sight and sound. This verse thus teaches Christians to make use of a similar evidence and in scientific inquiry to make use of data. Teaching will be guided in truthfulness when it makes use of evidence and data and false teachers will easily be identified when they make statements that do not have any proof. For the use in this specific research, the analysis of the effectiveness of video technology for the child that is being studied will be used as the basis of the research and to establish the truth. This applies to me as a teacher as the verse emphasizes on the need to make use of evidence before teaching anything to my students.
