Milestones National Autism Conference -- Jun 14-15
Milestones Autism Resources
4853 Galaxy Parkway, Suite A
Warrensville Heights, OH 44128
Phone: (216) 464-7600
Punishment involves taking away something that the child wants or imposing something that the child doesn’t want in response to the occurrence of the “wrong” behavior (such as wetting pants). In either case, punishment does not support creating a positive experience that promotes success. When your child has an accident, be matter of fact and calm. You can say “You are wet. You need to use the potty.” Lead your child to the bathroom and have him sit on the toilet after removing the wet clothing. Then praise your child for sitting on the potty and complete the remainder of the toileting sequence on the visual schedule.
Using rewards to encourage desired behavior is more effective than punishing undesired behavior. Recognizing and rewarding expected behavior can be very motivating to your child. A reward can be something as simple as a smile or saying “well done”. Other rewards can be a preferred food or activity. All rewards should be used to encourage and motivate the child to engage in the desired behavior.
To set up a toileting reward system, develop a list of items and activities that are highly motivating to your child. Next, choose those that you will only use for toilet trip rewards. Avoid using these rewards for other behaviors and events throughout the child’s day. Be sure to inform others of the rewards that you have identified for toileting only so that they too can be consistent and supportive.
Click here for examples of some reward charts; there are many other free printable samples available online.
When using rewards, remember:
For additional information on the use of reward systems, refer to ERIC (Education and Resources for Improving Childhood Continence).
Another way to encourage participation in toileting training is to make sure that a preferred and rewarding activity follows completion of the routine. Present the picture for “toilet” followed by the activity that your child can engage in once the toileting routine is finished. For example, tell him, “First, toilet, then blocks” so he can understand and predict what comes next. Read this for more information on how to use the First —> Then technique.
This is an example of a First –> Then chart. Print out this blank chart to use at home.
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