Bir Meydan Okuma: Geleneksel Tuvalet Eğitimine Karşı Yoğun Tuvalet Eğitimi

Yıl 2021, Cilt: 17 Sayı: 2, 350 - 374, 19.08.2021

Nuray ÖNCÜL Şerife YÜCESOY ÖZKAN

https://doi.org/10.17860/mersinefd.920857

Öz

The present study aims to describe the participant and practice characteristics and evaluate the quality of single-subject experimental studies using traditional and intensive toilet training protocols to provide toilet training to children with developmental disabilities. In addition, this study aims to evaluate the evidence-based practices of traditional and intensive toilet training protocols for children with developmental disabilities. A systematic review was used in the study. In order to reach the related studies, a comprehensive electronic and manual search of the last 50 years was conducted and inclusion and exclusion criteria were applied to all studies accessed. The quality of the studies was evaluated, and then it was revealed whether they had evidence bases. Full texts of 65 out of 3025 studies were reviewed and inclusion criteria were applied to these studies. The design standards were applied to 20 studies that met the inclusion criteria. Two studies for traditional toilet training met design standards with reservations, and only one study met design standards for intensive toilet training. Based on the evidence base evaluation, both traditional toilet training and intensive toilet training are not yet evidence-based for children with developmental disabilities.

Anahtar Kelimeler

Tuvalet eğitimi, geleneksel tuvalet eğitimi,, yoğun tuvalet eğitimi, sistematik derleme, kanıta dayalı uygulama

A Challenge: Traditional Toilet Training versus Intensive Toilet Training

Öz

The current study aims to describe the participant and practice characteristics of studies that use traditional and intensive toilet training protocols, to evaluate the quality of these studies and to determine whether traditional and intensive toilet training protocols are evidence-based practices for children with developmental disabilities. This study used a systematic review. In order to obtain the studies, a comprehensive electronic and hand search for the last 50 years was completed. The inclusion and exclusion criteria were applied to all studies. The quality of the studies was evaluated, and then it was revealed whether they had evidence bases. The inclusion and exclusion criteria were applied to 65 of 3025 studies. The design standards were applied to 20 studies that met the inclusion criteria. Two studies for traditional toilet training met design standards with reservations, and only one study met design standards for intensive toilet training. Based on the evidence base evaluation, both traditional toilet training and intensive toilet training are not yet evidence-based for children with developmental disabilities

Anahtar Kelimeler

toilet training, traditional toilet training, intensive toilet training, systematic review, evidence based practice

Kaynakça

• Akça, Ö. F., Aysev, A., & Aycan, İ. Ö. (2011). Familial features and comorbid psychiatric disorders in children with encopresis. Bulletin of Clinical Psychopharmacology, 21(4), 345-352. https://doi.org/10.5455/bcp.20110502050441 American Psychiatric Association (APA, 2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.
• Ardıç, A., & Cavkaytar, A. (2014). Effectiveness of the modified intensive toilet training method on teaching toilet skills to children with autism. Education and Training in Autism and Developmental Disabilities, 49(2), 263-276. https://www.jstor.org/stable/23880609
• Averink, M., Melein, L., & Duker, P. C. (2005). Establishing diurnal bladder control with the response restriction method: Extended study on its effectiveness. Research in Developmental Disabilities, 26(2), 143-151. https://doi.org/10.1016/j.ridd.2004.02.001
• Azrin, N. H. & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis, 4(2), 89-99. https://doi.org/10.1901/jaba.1971.4-89
• Azrin, N. H., Bugle, C., & O’Brien, F. (1971). Behavioral engineering: Two apparatuses for toilet training retarded children. Journal of Applied Behavior Analysis, 4(3), 249-252. https://doi.org/10.1901/jaba.1971.4-249
• Bainbridge, N., & Myles, B. S. (1999). The use of priming to introduce toilet training to a child with autism. Focus on Autism and Other Developmental Disabilities, 14(2), 106-109. https://doi.org/10.1177/108835769901400206
• Blum, N. J., Taubman, B., & Nemeth, N. (2003). Relationship between age at initiation of toilet training and duration of training: a prospective study. Pediatrics, 111(4), 810-814. https://doi.org/10.1542/peds.111.4.810
• Bozlu, M., Çayan, S., Doruk, E., Canpolat, B., ve Akbay, E. (2002). Çocukluk çağı ve adolesan yaş grubunda noktürnal ve diurnal enürezis epidemiyolojisi. Türk Üroloji Dergisi, 28(1), 70-5.
• Brown, F. J., & Peace, N. (2011). Teaching a child with challenging behaviour to use the toilet: a clinical case study. British Journal of Learning Disabilities, 39(4), 321-326.
• Caldwell, P. H. Y., Codarini, M., Stewart, F., Hahn, D., & Sureshkumar, P. (2020). Alarm interventions for nocturnal enuresis in children. Cochrane Database of Systematic Reviews, (5). Art. No.: CD002911. Accessed 05 March 2021. https://10.1002/14651858.CD002911.pub3.
• Call, N. A., Mevers, J. L., McElhanon, B. O., & Scheithauer, M. C. (2017). A multidisciplinary treatment for encopresis in children with developmental disabilities. Journal of Applied Behavior Analysis, 50(2), 332-344. https://doi.org/10.1002/jaba.379
• Chang, Y. J., Lee, M. Y., Chou, L. D., Chen, S. F., & Chen, Y. C. (2011). A mobile wetness detection system enabling teachers to toilet train children with intellectual disabilities in a public-school setting. Journal of Developmental and Physical Disabilities, 23(6), 527-533. https://doi.org/10.1007/s10882-011-9243-3