Teaching Wiping Skills
The article reports an applied behavior‑analytic investigation of a treatment package designed to teach post‑bowel‑movement wiping hygiene to two young male children with autism spectrum disorder (ASD). The package combined three components—labeling clean versus dirty, receptive identification of clean versus dirty, and simulation training using SunButter as a feces simulant on a doll. Participants (ages 5 y 9 m and 6 y 11 m) were already toilet‑trained but required assistance with hygiene after bowel movements. Training occurred in a clinic setting with structured prompt‑fading hierarchies and mastery criteria (90 % for labeling and receptive identification; 100 % for simulation). After mastery, parents conducted home generalization probes; both children generalized the skill (average accuracy 87.5‑95.8 %) and maintained it at 100 % after six months. The study discusses the clinical utility of the protocol, notes methodological challenges (extra training trials, lack of experimental control), and calls for future research with stronger designs and broader participant profiles. Ethical compliance, conflict‑of‑interest statements, and a concise reference list are provided.
Topics
Rationale for Post‑Toilet Hygiene Training in ASD
Explains the gap in existing toilet‑training literature regarding after‑toilet cleaning, citing prior work and the need for targeted hygiene instruction.
Participant Selection and Baseline Characteristics
Details the two male children’s ages, verbal and motor skill levels, VB‑MAPP scores, and inclusion criteria (bowel/bladder trained, ability to manage clothing, etc.).
Materials and Stimulus Gradient Design
Describes the creation of clean/dirty picture cards using SunButter, the stimulus gradient (varying amounts of SunButter), and the simulation apparatus (doll, potty, correspondence script).
Labeling Procedure and Prompt‑Fading Hierarchy
Outlines the four‑phase vocal prompt fading sequence for teaching “clean” vs. “dirty” labeling, mastery criteria (90 % across two sessions), and data collection methods.
Receptive Identification Training and Prompt Levels
Explains the most‑to‑least prompting protocol for touch‑response identification, the probe trial to set prompt level, and mastery standards.
Simulation Training: Chain Construction and Mastery
Details the two‑phase simulation training using the doll with SunButter, the correspondence script, picture schedule, chain‑by‑chain prompting, and the stricter 100 % mastery criterion across five sessions.
Parent‑Conducted Generalization Probes and Home Data Collection
Describes how parents used the protocol and data sheets to assess skill transfer at home, scoring methods, and the number of probe sessions per child.
Results: Acquisition, Generalization, and Maintenance
Presents session counts to mastery for each component, accuracy percentages during home probes (87.5‑95.8 %), and 100 % performance at six‑month follow‑up.