A Behavioral Approach to Toileting Success

A Behavioral Approach to Toileting Success 

Children with autism and other developmental disabilities do not always learn to toilet like their typically developing peers. A lack of continence past the age of 48 months often interferes with social relationships and least restrictive school placement. This course will address how behavior analysts can use research-based strategies for designing and implementing toileting programs for urinary continence.

The goal of this course is to provide behavior analysis professionals in clinical practice information on research-based methods to use when toilet-training children with autism and other developmental disabilities. 

This training program is offered independent of the Behavior Analysis Certification Board® (BACB®).


Hours: 1.50


Certificates provided by accrediting body (1 Match)

Behavior Analyst Certification Board


This course is designed to meet CE requirements as outlined by the BACB.
CEU Type: Learning

Course Details

Course Code: REL-ABA-0-BATS
Hours: 1.5
Type: Online Course
Content Expiration Date: 9/30/2023
Learning Objectives:
Describe issues surrounding toilet training and individuals with autism and developmental disabilities.
Discuss research on behavioral strategies for addressing toilet training.
Describe how to implement research-based toilet training programs for individuals with autism and developmental disabilities.

Section 1: Introduction

About This Course

Learning Objectives

Section 2: Issues Surrounding Toilet Training

The Significance of Independent Toileting

Training Typically Developing Individuals

Toilet Training Issues with People with Disabilities

Addressing the Issues



Section 3: Research on Toilet Training

The Study that Started It All

A Review of Current Research

Some Promising Advances

Using the Research



Section 4: Implementing a Research-Based Toilet Training Program

Preparing for Toilet Training

Case Example: Arthur

Case Example: Andrea

Individualization for Effectiveness



Section 5: Conclusion


Course Contributor



Staff Writer: Rhonda Davin, Ph.D., BCBA-D
Dr. Rhonda Davin is a Board Certified Behavior Analyst with over 25 years of experience in the fields of developmental disabilities and autism. She has served the field as a teacher, college professor, consultant and expert witness. She started Behavior Consulting Services which provided direct behavior analytic services to children with autism and their families. She has supervised and mentored several behavior analysts and service providers currently practicing in the field today. Dr. Davin has also provided technical assistance for large scale organizational change efforts in the area of Positive Behavior Supports. Disclosure: Rhonda Davin, Ph.D., BCBA-D has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Behavioral Analyst; in the following settings: Intellectual Developmental Disabilities.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
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