A Systematic Review of Rapid Toilet Training Intervention Intensity for Individuals with Intellectual and Developmental Disabilities

Autor/inn/en	Johnson, Jenee Vickers; Travers, Jason C.; Forbes, Heather J.; Zimmerman, Kathleen
Titel	A Systematic Review of Rapid Toilet Training Intervention Intensity for Individuals with Intellectual and Developmental Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 56 (2021) 2, S.140-157 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Pervasive Developmental Disorders; Toilet Training; Intellectual Disability; Developmental Disabilities; Program Effectiveness; Intervention; Incidence; Multiple Disabilities + Suchen Sie Ihr Suchwort? Autismus; Toilettenbenutzung; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Vorkommen; Multiple disability; Mehrfachbehinderung
Abstract	Approximately 50 years of research on rapid toilet training (RTT) first used by Azrin and Foxx (1971) indicates RTT is effective for teaching individuals with intellectual and developmental disabilities (IDD) independent toileting routines. Professionals focused on toilet training may be familiar with RTT procedures but be less informed about the frequency and duration of RTT application. We systematically reviewed the intervention research focused on rapid toileting training to better understand the intensity of RTT in the intervention research literature. Results indicated intensity varied considerably by study but suggest RTT will require approximately 30-min inter-sit intervals for six days per week, for a total of 373 hours to produce the effect. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01