Dissertations / Theses on the topic 'Toilet training'

The current evaluation assessed the effectiveness of an intensive toilet training procedure for three young boys with autism. The evaluation extended the work of LeBlanc et al. (2005) by assessing parents’ preference to include the usage of urine alarm and positive practice. In addition, we collected descriptor data on challenging behaviors. All three parent participants’ elected not to use the urine alarm and one parent elected to discontinue the implementation of positive practice techniques. Researchers chose a nonconcurrent multiple baseline across participants design to evaluate the effects of the intervention. All three child participants’ increased successful self-initiations for the toilet and decreased accidents across home and clinic settings. Findings suggest that clinicians should partner with parents to develop individualized toileting interventions that are acceptable and effective.

The participant was a 52 year-old woman, diagnosed with a profound intellectual disability, who engaged in high rates of severe self-injurious behaviors (SIB) predominantly in the forms of head banging and head hitting. A series of analyses and interventions was implemented to establish appropriate toileting behavior in the natural environment. Treatment consisted of conjugate reinforcement for optimal toilet positioning with the absence of SIB, episodic positive reinforcement of eliminating in the toilet, and programed generalization across environments and staff. Results showed the maintenance of optimal toilet positioning, decrease in SIB (under 1 instance per min), and appropriate eliminating in 96.3% of all available sessions. Direct support staff were trained to implement the program with 100% fidelity.

Toilet training is often viewed as a fairly straightforward process. This may be why much of the prescriptive literature available today has not been subject to empirical investigation. This study followed twenty-six children through toilet training to investigate five factors that are assumed to be associated with a successful outcome to training - child readiness, parental readiness, behavioural style of parents, child temperament and the type of approach parent's use to train their child. Three of these five factors - behavioural style of parent's, child temperament and the approach parent's use to train their child - were found to be associated with a successful outcome. Advice for parent's who have difficulties with toilet training is presented along with recommendations for improving the measures used in this study for future research.

Individuals with developmental disabilities often experience challenges in learning toileting skills, which highlights a need for effective toilet training strategies that can be readily disseminated to caregivers. The purpose of this study was to evaluate the effects of parent attendance at a rapid toilet training-derived workshop on the toileting behaviours of their children with developmental disabilities. In the workshop, 6 parents were provided with instruction related to teaching urinary continence, which included increased fluid intake, positive reinforcement for correct toileting, scheduled toilet sittings, scheduled chair sittings to teach initiation, redirection for accidents, maintenance and generalization . Following the workshop, parents implemented the toilet training procedure they had learned at home with their children for approximately 5 days with telephone support from a researcher. A multiple baseline design was used to examine the effectiveness of the workshop. Results suggest that the toilet-training workshop resulted in increases in positive toileting behaviours in five of the six children. The results are discussed in relation to previous and future research and implications for practice.

Current research has demonstrated that having a child who has been diagnosed with Autism Spectrum Disorder can have implications for the parents. Following a diagnosis of Autism Spectrum Disorder, early intervention has been utilised, being delivered either by professionals or the child’s parents, both at home and in an educational setting. The aim of these interventions is to address the child’s improvement in behaviour, socialisation and communication. Only recently has literature started to focus on parents’ needs and evaluating outcome for these parents when they are accessing different types of early intervention. A review of this literature reveals the need to develop systemic models considering child and parental needs and outcomes in early intervention. Before this may occur further research is needed to address the methodological limitations of the research reviewed in chapter I. Whilst there is limited literature concerning difficulties with toilet training for children diagnosed with Autism Spectrum Disorder, there are clinical examples of difficulties with this task. In chapter II, eight interviews addressing toilet training were completed with parents of a child diagnosed with Autism Spectrum Disorder. A possible psychological conceptualisation of parent’s experiences was developed. Limitations of the research and implications for clinical practice are considered.

Hos barn med utvecklingsstörning och autism är kontrollen över blåsan och tarmen försenad i varierande grad. Syfte: Att utvärdera hur föräldrars upplevelse av sitt barns förmåga gällande toalettbesök samt blås- ochtarmkontroll har förändrats sedan avslutad föräldracirkel. Metod: Deskriptiv studie. Enkäter till samtliga föräldrar (n=64) som deltagit i föräldracirkeln vid Habiliteringen för barn ochvuxna i Uppsala län, åren 2002-2010. Svarsfrekvensen var 27 av 64 (42 %). Enkäten innehöll femton slutna frågor rörande barnens förmågor, två frågor omföräldrarnas behållning samt två öppna frågor om vad som var bra respektive saknades. Huvudresultat: Majoriteten av föräldrarna upplever att barnens förmågor har blivit bättre vad gäller toalettbesök, bortsett från förmågan att torka sig ordentligt efter att ha bajsat. Majoriteten av föräldrarna upplever även en förbättring av barnets förmågor vid blås- och tarmkontroll. En stor del av föräldrarna anser att föräldracirkeln gett dem stöd samt att de kunnat omvandla de råd de fått. Det som föräldrarna uppskattade med föräldracirkeln var bland annat informationen, verktygen, kunskapen samt möjligheten till utbyte av erfarenheter. Det föräldrarna däremot saknade var uppföljning och utvärdering. Vissa uttryckte ett behov av mer tid för diskussion samt individanpassat stöd. Det fanns även föräldrar som upplevde att föräldracirkeln inte gav dem vare sig stöd eller hjälp. Slutsats: Idag ger föräldracirkeln positiva upplevelser för majoriteten av deltagarna. Detta i sig ger föräldracirkeln ett värde. Det finns dock delar i utformningen som bör förbättras för att tillmötesgå fler föräldrars behov.<br>The bladder and bowel control is delayed in different extent in children with mental retardation and autism. Aim: To evaluate how parents experience if their child’s ability, regarding toileting and bladder and bowel control, has changed since the end of parental study circle. Method: Descriptive study. Questionnaires were sent to all parents (n=64) who participated in the parental study circle organized by the Habilitation centre in Uppsala, during 2002-2010. Fifteen closed questions concerning children's abilities, two questions on the parents’ benefits, and two open questions about what was good and was missing. The respond rate was 27 of 64 (42 %). Primary results: After the parental study circle the majority of parents feel that their children’s abilities have improved in terms of toileting, apart from the ability to wipe themselves properly after defecation. The majority of parents also experience an improvement in the child's abilities regarding the bladder and bowel control. Many parents believed that the parental study circle gave them support and that they could apply the advice they received. The parents appreciated the information, tools, knowledge and opportunity to exchange experiences. The parents, however, missed follow-up and evaluation. Some expressed a need for more time for discussion and individual support. There were also parents who felt that the parental study circle had not given them support or assistance. Conclusion: Today the parental study circle was experienced positively by the majority of the participants. This in itself gives the parental study circle a value. However, there are some parts that could be improved to meet the needs of parents.

Bakgrund: Potträningen har de senaste decennierna senarelagts. Svenska barn blir i genomsnitt kontinenta vid tre års ålder trots att barn kan uppnå blåskontroll redan under spädbarnstiden. Sen potträning kan leda till fysiska och psykiska komplikationer. Att potträningen har senarelagts kan bland annat bero på att föräldrar har svårt att bedöma när barn är redo för potträning. Syfte: Syftet med denna studie var att undersöka vilken information som ges kring potträning från BVC (barnavårdscentral) -sjuksköterskor och vad den informationen baserades på. Metod: Studien var deskriptiv, jämförande med kombinerad kvantitativ och kvalitativ metod och inkluderade 58 respondenter. Resultat: Majoriteten av BVC-sjuksköterskorna ansåg att potträning var ett viktigt ämne och de saknade tydliga riktlinjer om potträning. Information om potträning till föräldrarna baserades på egen inhämtad kunskap och erfarenhet. Nästan hälften av BVC-sjuksköterskorna upplevde att föräldrar var osäkra på när och hur de skulle potträna sina barn. Majoriteten ansåg att barn kunde börja pottränas mellan 6-12 månaders ålder. Den vanligaste informationen som gavs till föräldrar om potträning handlade om att invänta barnets mognad och intresse, vänja sig vid pottan på ett lekfullt sätt, göra potträningen till en positiv naturlig del av dagen och skapa rutiner. Slutsats: Eftersom det saknas riktlinjer om potträning finns ett stort behov av kvalitetssäkrade anvisningar. I Rikshandboken i barnhälsovård borde det finnas information om när potträning kan startas samt råd om hur föräldrar kan gå tillväga med potträningen. Mer stöd och information om potträning från BVC skulle underlätta för föräldrarna att hjälpa sina barn att bli fria från blöjorna.<br>Background:Children’s toilet training has in recent decades been postponed in Sweden.Children are on average continent by the age of three, whereas they are able toachieve bladder control already during infancy. Late toilet training can leadto both physical and psychological complications. One reason why toilettraining has been postponed may be due to parents finding it difficult toassess when the child is ready to be toilet trained. Objective: The objective of this research paper is to study theinformation BVC (Child Health Care Center) nurses provide to parents abouttoilet training and to find out what the information is based on. Method: The study employs descriptiveand comparative approaches combined with quantitative and qualitative methods.The questionnaire to Child Health Care Center nurses was filled in by 58respondents. Results: The majorityof Child Health Care Center nurses thought that toilet training was animportant topic and they said they would need clear and concise guidelines ontoilet training. It transpired that the information about toilet trainingnurses have been providing to parents is based on nurses’ own knowledge andexperience acquired over time. Almost half of the Child Health Care Centernurses that responded to the questionnaire had experienced that parents wereuncertain about when and how to potty train their children. The majority of therespondent nurses felt that children could start toilet training between 6-12months of age. The most common advice given to parents about toilet trainingwas waiting for the child's maturity and interest in using the potty, getting usedto the potty in a playful way, making toilet training a positive natural partof the day and creating routines. Conclusion:There are no official set guidelines on toilet training, whereas there is agreat need for them. Thus, Rikshandboken should include a respective chapter, stating,among other things, when toilet training should be started as well as givingadvice on how parents can proceed with toilet training. The Child Health CareCenters should provide parents with more support and information about toilettraining so that parents can help their children to become free from thediapers at an earlier age.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-27T17:36:16Z No. of bitstreams: 1 flaviacristinadecarvalhomrad.pdf: 2344497 bytes, checksum: 0157deb2672226f5c62355c30c9919f4 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-28T14:10:36Z (GMT) No. of bitstreams: 1 flaviacristinadecarvalhomrad.pdf: 2344497 bytes, checksum: 0157deb2672226f5c62355c30c9919f4 (MD5)<br>Made available in DSpace on 2017-09-28T14:10:36Z (GMT). No. of bitstreams: 1 flaviacristinadecarvalhomrad.pdf: 2344497 bytes, checksum: 0157deb2672226f5c62355c30c9919f4 (MD5) Previous issue date: 2017-09-15<br>Introdução: As crianças com síndrome de Down apresentam atraso do desenvolvimento neuropsicomotor, o que determina uma dificuldade na aquisição do treinamento esfincteriano. O presente estudo tem como objetivo estimar a idade de início e conclusão do treinamento esfincteriano nas crianças com síndrome de Down, comparando-as com crianças neurotípicas, assim como avaliar o método de treinamento esfincteriano usado e a associação com sintomas do trato urinário inferior e constipação intestinal funcional. Pacientes e métodos: Foi realizado um estudo caso-controle de 2010 a 2015. Todos os pais ou responsáveis responderam a um questionário elaborado para avaliar qual o processo de treinamento esfincteriano foi utilizado.Os sintomas do trato urinário inferior foram avaliados por meio da aplicação da versão validada e adaptada do Dysfunctional Voiding Symptom Score para a população brasileira. A presença de constipação intestinal funcional foi avaliada de acordo com os critérios de Roma III. Resultados: O estudo incluiu 93 crianças com síndrome de Down e 204 crianças neurotípicas (Grupo Controle). A idade média para iniciar o treinamento esfincteriano foi 22,75 meses nas crianças com síndrome de Down e 17,49 meses no grupo controle (p= 0,001). Em crianças com síndrome de Down, a idade média para concluir o treinamento esfincteriano foi de 56,25 meses e 27,06 meses no grupo controle (p= 0,001). As meninas com síndrome de Down completaram o treinamento esfincteriano mais precocemente (p= 0,02). O método de treinamento esfincteriano mais usado foi abordagem orientada para a criança. Não houve associação com a presença de sintomas do trato urinário inferior ou constipação intestinal funcional e a idade de início e de conclusão do treinamento esfincteriano em ambos os grupos. Conclusão: As crianças com síndrome de Down apresentaram um tempo prolongado de treinamento esfincteriano, sendo que as meninas concluíram o processo mais cedo. Estudos de coorte são essenciais para obter uma melhor avaliação sobre o processo de treinamento esfincteriano em crianças com síndrome de Down.<br>Introduction: Children with Down syndrome have delayed psychomotor development, which determines the level of difficulty in toilet training. The current study aims to estimate at what age they start and complete toilet training compared to children with typical psychomotor development, as well as to evaluate the toilet training method used and any association with lower urinary tract symptoms and functional constipation. Patients and methods: A case-control study was carried out from 2010 to 2015. All parents completed a questionnaire designed to assess the toilet training process. Lower urinary tract symptoms was assessed through the application of the Dysfunctional Voiding Symptom Score. The presence of functional constipation was evaluated according to the Rome III criteria. Results: The study included 93 children with Down Syndrome and 204 children with normal psychomotor development (Control Group). The average age children started toilet training was 22.75 months in those with Down Syndrome and 17.49 months in the Control Group (p= 0.001). In children with Down Syndrome, the average age when completing toilet training was 56.25 months and 27.06 months in the Control Group (p= 0.001). Among children with Down Syndrome, females completed toilet training earlier (p= 0.02). The toilet training method used most often was child-oriented approach in both groups. There was no association with the presence of lower urinary tract symptoms or functional constipation and the age of begin and complete toilet training in both groups. Conclusion: Children with Down Syndrome experiencedprolonged toilet training time. Females with Down Syndrome complete toilet training earlier. Cohort studies are essential to gain insight into thetoilet training process in children with Down Syndrome.

This study investigated schooled unemployment by focusing on the following aspects: The importance of a positive interaction between the education system and the labour market. The importance of a positive interaction between the education system and employment opportunities. The importance of the involvement of employers in education. With a "school-to-work change, it is clear that the economic "health" of the community is located in the viability of school education. The country is experiencing an acute need for highly trained workers, and this inhibits its long-term economic growth and international competitiveness. It thus seems as if a gap exits between the labour market's changing requirements and the education system's way of preparing the country's youth for a career. Education, according to literature, is too academic, while vocationally directed education does not receive sufficient attention. The value of any education system is seated in the preparation of learners for employment opportunities and better living conditions, and in this connection theory and practice ought to be integrated, which will result in the education system providing in the real needs of the community.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education programme at the NWU, continue to demand personal, face-to-face communication with their lecturers during the course of their studies. „Off-campus education‟ (also known as „distance education‟ and / or „decentralised education‟) is usually implemented in an attempt to afford more students the opportunity to improve their qualifications and skills – especially in the case of those students who, for a variety of reasons, may not be in a position to enrol for fulltime contact training. Off-campus education could help to serve the divergent education-related needs of poor, less privileged, geographically isolated, difficult-to-reach and deep rural communities. It could also assist with the teaching and learning of new knowledge and skills as far as its integrated use of contemporary technological developments is concerned. Besides UNISA, the North-West University is at present the biggest supplier of off-campus education programmes to practising teachers in the country. Despite the exponential increase in educational and technological developments in the late 20th and early 21st century, information and communication technology – within a broader South African context – is still not within reach of all the NWU‟s off-campus education students. Recent attempts to integrate contact education principles in off-campus education, led to the development of the (well-known) hybrid, namely „flexi-education‟. Over the past seven years or so, this state of affairs has slowly developed to the point where the number of registered, off-campus African education students at the NWU who insist (despite paper-based, electronic and mobile learning support) on demanding personal, face-to-face contact with their lecturers, has increased rapidly. It would furthermore seem that the use of, for example, internet and communication technology is increasing the existing gap between the African education student and his / her lecturer. This growing gap has already resulted in some registered African education students feeling increasingly isolated. The problem with the use of ICT in off-campus education is understood by some as leading to a situation where the ICT being implemented may, one day soon, replace the lecturer during scheduled contact facilitation sessions. Should that happen, it could mean that interactive communication and the social presence of the lecturer during scheduled contact facilitation sessions may be compromised and even permanently forfeited. The available body of scholarship does not adequately address the perceptions of students with regard to the importance of (a) the temporal-spatial, simultaneous presence of their lecturers and (b) social interactions during scheduled contact facilitation sessions. From the available literature, it is also not clear: why some students may want to entertain and maintain such perceptions, what the attitude of students with regard to social interaction and the social presence of their lecturers might be, or what role ICT could be playing in the life-world of off-campus students in South Africa. In an attempt to solve this intellectual conundrum and with a view to effecting naturalistic generalisation (and not statistical generalisation) I have decided, in light of the above, to implement and follow a multi-analytical research design (mixed methods, multi-analysis design) (Onwuegbuzie et al., 2009: passim; 117). Instead of me seeking to generalise my own research findings, I have decided to leave it to my readers to generalise the findings from their own experiences in the past (Onwuegbuzie et al., 2009: 120). This approach represents a kind of „fuzzy generalisation‟ (Ekiz, 2006:73) in the sense that something that has happened in one place could just as well be demonstrated to have happened somewhere else as well (ibid.). I have, therefore, undertaken both a quantitative as well as qualitative study in order to understand why Setswana speaking education students in the ACE-programme in Life Orientation would continue to demand personal, face-to-face contact with their lecturers, despite all the teaching and learning support that they are offered along the way. I have completed my research on the basis of (and in view of) my research aims. The same applies to the data that I have managed to capture and interpret. On the basis of these data, certain strategic guidelines for effective education in off-campus education programmes for practising teachers have then been drafted. My most important research findings include: Off-campus education is purposively delivered to the client, e.g. to the Setswana speaking student in his / her natural surroundings. Off-campus education should strive to care for the student and his / her contextualised needs. An authentic encounter between the off-campus lecturer and student should be allowed to take place. These encountering opportunities could assist in liberating the Setswana speaking student from all moral and ethical obligation of having to meet his / her lecturer and talking to him / her personally. No more moral burdening or social indebtedness should be placed on students to attend the scheduled contact facilitation sessions. The Setswana speaking student should be accompanied to feel and experience that s/he is unconditionally accepted and respected in his / her particular situation and locale. The Setswana speaking student should be able to feel and experience on a particularly deep interpersonal level the security that s/he has the right to belong to a particular off-campus education community (that is not only viewed as a communal society, but also managed as one). The University as service provider ought to create intimate, interactive spaces during scheduled contact facilitation sessions for all off-campus lecturers in order to afford their Setswana speaking students the opportunity to realise their ontic, social yearning for belonghesion. The Setswana speaking student experiences off-campus education as a process of social unity, as well as a social, communal learning community, together with his / her lecturers and fellow students. For this reason, scheduled contact facilitation sessions should be focusing (given the transactional nature of off-campus education) on communal, „perfect-fit education for us‟. Within a communal „perfect-fit‟ education community, the Setswana speaking student should be accompanied to adopt his / her reason for existence in the following manner: “We are, therefore I am.” Given the transactional nature of scheduled contact facilitation sessions (that should be focusing on transactional proximity, openness and sincerity within this communal „perfect-fit education for us‟) the Setswana speaking student does not wish the use of computer and internet technology to replace their ontic and socially cohesive, essential yearning for communal humanity and fellowship. It would seem that Setswana speaking students may not, necessarily, be less than ready for the implementation of ICT in their off-campus education programmes because they cannot afford it, but mainly because they do not yet regard computer and internet technology as part of their cultural furniture. Any attempt at implementing ICT in off-campus education should be considered and managed by universities with great circumspect, so that these students‟ social, ontic, and cohesively essential yearning and ever intensifying, deepening, socially-mutual attaching, fixative and reciprocally trusting attraction could be properly accounted for, and so that it may be managed satisfactorily on a curricular level. Off-campus education should, therefore, be based on the realisation of ontic „We-ness‟ where the members of this community continue to depend on each other and where the supply and delivery of off-campus education is constantly reformed and fine-tuned so that it may reflect an authentic collective learning community. Off-campus education should be focusing on a collectivist, communally searching, epistemological approach where human beings are constantly relating to their fellow human beings, playing different social roles and taking full responsibility for whatever may be needed to realise these students‟ off-campus studies successfully.<br>Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.

This is a thesis about social change for a climate-changed world. I argue that in order to think more creatively about much-needed social change, we must explore the multiple possibilities for future worlds already present in experimental form. This thesis offers insight into the ways in which hybrid, experimental practices of infant care are developed and performed by mothers and others in their everyday lives. I take a place-based approach that draws on rich ethnographies and interviews with mothers and others in two field sites: the city of Xining and surrounding areas in the northwestern Chinese province of Qinghai, and a 'virtual' group of mothers from Australia and New Zealand. What results is effectively an ethnography of social change, where I describe how mothers and others respond to -- and also contribute to -- global changes through appropriating, resisting, and hybridising various mothering and caregiving practices. Through embodied ethnographic engagement, I explore the Chinese infant-toileting practice of baniao, and the hybrid infant toileting practice of 'elimination communication'. Through a collective process of knowledge production, I work with other mothers in experimenting with hybrid infant-toileting hygienes that are less about ; 'killing germs' and more about 'guarding life'. This thesis thus takes the important step of exploring and understanding experimental social change through hybrid and collective research practices outside the academy, where people are already responding intelligently and creatively to environmental crisis.