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The potty training process for any child can be stressful at times. Autistic children may present different challenges in the process, but that’s why we’re here to help.

In this blog on autism and potty training, we’ll answer the following question:

Is There a Typical Age to Start Potty Training?

There’s no typical age to potty train a child. Each child is unique, and many factors play into their ability to learn and be fully trained for the task. These factors include physical, mental, environmental, and developmental milestones.

It’s generally expected for children to start toilet training between 18-36 months old – which is in itself a wide range. There is no rush for you or your child so long as you monitor their abilities and assess when the time is right for your child.

If you are beginning to suspect that your autistic child may be having issues with the learning process of potty training, it is perfectly acceptable to take it slow.

Most important is that you are patient, tracking progress and ensuring your goals are realistic for you and your child.

When Can I Potty Train My Autistic Child?

The timing to start potty training an autistic child can be similar to that of neurotypical children. There is no set age to potty train, though there may be different levels of patience needed in the beginning and duration of the process for potty training an autistic child.

One thing to be attentive to is potential behavioral or developmental impediments that might push back or augment how you approach potty training autistic children. 

Potty training requires communication, pattern recognition, and reinforcement for outcomes. Behavioral interactions may have to be worked out before potty training is a realistic option for your child. Similarly, some autistic children are ready pretty early on.

Here are some things to consider when approaching potty training for autistic children:

  • Autistic children often have developmental delays or learn skills slowly. This is perfectly fine, as there is no set age to achieve potty training.
  • An autistic child thrives on routine. Using a diaper is something they are likely used to, and using the toilet is both a change in that routine and a new one for them to develop.
  • There might be anxiety or stress for both you and your child around toileting training. This is perfectly okay; just be patient in the process.

Each autistic child might face unique challenges in potty training but will have better success with support, structure, and patience.

What are the Signs That an Autistic Child is Ready for Potty Training?

Children begin potty training at different times depending on where they are in their physical and mental development. You may not teach your autistic child potty training until three years of age. In other cases, they may be ready as young as two years old. In general, your autistic child is ready to begin potty training when they’re able to do the following:

  • Follow instructions in simple tasks
  • Alert you they’ve had an accident
  • Can sit on the toilet independently
  • Can pull pants up and down
  • Have regular bowel movements
  • Have bladder control, stay dry for at least an hour during the day

Sensory Issues with Potty Training Autistic Children

Frequently, a part of toilet training for an autistic child is working around sensory issues. Specific actions involved in the potty process can initially overwhelm the child’s senses and may take time for them to get used to. Some sensory triggers that a child may experience include:

  • Hand washing (rubbing soap on hands, wetting hands, drying hands)
  • Faucet sounds
  • Flushing sounds
  • Sitting on the toilet

If you find your child continuing to struggle with certain stimuli, working with a therapist may be beneficial. They can offer tools and activities that help your child handle stimuli.

Potty Training Techniques for Autistic Children

The techniques for potty training an autistic child will depend on their ability to communicate and other behavioral traits. We always recommend working to strengths instead of forcing a pre-planned method of training which may cause unnecessary stress and anxiety for both you and your child.

Here are some of our most successful toilet training strategies for autistic children:

  1. Use Simple Communication: Potty training and the shift in routine can be a mentally and physically complex process for any child. Visual supports and consistent timing can help simplify the mechanics at the beginning until using the bathroom is a known behavior for your child.
  1. Reward Positive Behaviors: Positive reinforcement is one of the strongest ways to help an autistic child learn in general. Rewarding a successful toilet trip is an excellent idea for encouraging your child’s development – whether it’s praise, toys, or treats.

Offer praise and reward your child when they complete the following:

  • Lift and close the toilet seat
  • Sit on the toilet
  • Pee or poop in the toilet
  • Flush the toilet
  • Wash their hands
  • Stay calm throughout the process if the child feels anxious or is tantrum-prone

Make sure to reinforce immediately after so that the connection between their accomplishment and the reward is clear as possible to your child.

  1. Don’t Stress Over Accidents: While positive reinforcement is integral for potty training success, overly fussing about incidents can create a negative hindrance that will prevent your child from trying again. A brief reminder about the intended action should be sufficient as a learning mechanism.
  1. Move Out of Diapers ASAP: As we have implied, routine is vital to autistic children. Making wearing underwear and going to the bathroom the norm instead of using a diaper will reinforce this routine.

We always encourage getting professional help via your ABA therapist or autism center. They can help you create positive systems, work through potential behavioral impediments, and add to your potty training routine.

Published On: December 8, 2021
Updated On: March 23, 2023

The Diagnostic and Statistical Manual of Mental Disorders describes that RRB diagnostic criteria are repetitive motor movements, a higher order of repetitive behaviors, a restricted pattern of interest, and preoccupation with the manipulation of objects. 

If your autistic child exhibits these tendencies, it’s highly encouraged to use behavioral interventions, such as ABA, to treat them. To get the proper treatment for RRBs, you must first be able to understand them.

In this blog, we will be discussing:

What is an Example of a Restricted Repetitive Behavior in Autism?

For autistic children, there are many common RRBs. However, each child will display them differently and at varying frequencies. Although there’s not a prescriptive set of actions for autistic children, these are some of the more frequently seen repetitive behaviors in autism:

This stereotyped behavior is frequently observed in both autistic children and adults. Repetitive behaviors will vary between person and circumstance, but these are the most common examples to look out for. 

What are Examples of Restricted Interests in Autism?

Outside of body movements, an autistic child may have restricted and intense interests. This is commonly seen as having specific knowledge about certain topics or fixation on hobbies, foods, or activities.

These are just a few of the many restricted interests and ritualistic behaviors an autistic child might display. If you are beginning to notice repeated movements, behavioral patterns, or fixations, we recommend documenting them and asking your child’s ABA therapist about the next steps for treatment.

Are These Types of Behaviors a Problem or Can Be?

While most repetitive behaviors are used to self-soothe, they can become a problem if they interfere with school/work, begin to distract others, or get in the way of ordinary activities. Additionally, make sure that your child’s RRBs don’t pose a risk of harm to them or others around them. 

Are There Specific Causes for Restricted and Repetitive Behaviors?

Outside of autism spectrum disorder, there are a few other contributing factors to RRB. Additional causes include:

  • Heightened anxiety and stress. Amidst an unpredictable world, having repeated behaviors can provide a sense of control. Routines signify predictability!

There is no “one size fits all” regarding restrictive and repetitive behaviors- these can be presented in ASD and other conditions. Understanding the causes of RRB is a complex and ongoing area of research- and factors such as genetics, environment, and neurological differences are all coming into play. 

Are There Any Treatments for Restricted and Repetitive Behaviors?

ABA therapy can treat restricted and repetitive behaviors. As this is a type of behavior intervention, it has shown success with reductions in sensory-oriented and repetitive behaviors. This therapy program is also individualized, so your child will get a personalized experience. The goal is to reinforce alternative behaviors so your child will gradually decline in repetitive behaviors.

Published On: November 19, 2021
Updated On: August 8, 2023

Using the best modern resources to create a foundation of education and lifelong support is ideal, and Applied Behavioral Analysis (ABA) is the preeminent therapy for treating ASD today.

In this blog, we’ll look at the following:

What are the Basics of ABA?

For children with autism spectrum disorder, ABA strategies teach skills to apply to life, reducing potentially problematic behaviors, improving learning, and several other valuable applications. While ABA therapy has the backbone of data collection and analysis, it’s also tailored to fit a child’s and their family’s specific needs. Some aba therapy techniques commonly used include:

Discrete Trial Training (DTT)

Discrete Trial Training is a structured teaching format that breaks skills down into smaller components and relies on reinforcement to retrain them systematically. For example, a clinician might teach a child the alphabet by having them identify one letter at a time and reinforcing that before eventually having them put the letters together in a sequence.

Natural Environment Teaching (NET)

Natural environment teaching shows individuals with autism how to apply skills across multiple real-life situations. This is done by creating contrived situations within one environment and showing how they mimic common ones that a person will encounter frequently.

Some examples of settings that NET is used to prepare children for include home, school, playgrounds, and private practices. NET is one of the disciplines that parents can help their children with the most, as it can be a less formal learning process than in a clinic.

Pivotal Response Treatment (PRT)

Pivotal response treatment is a play-based therapy that helps children with communication skills and positive behavior. PRT builds on the client’s interests and allows them to take the initiative while reinforcing focus and communication skills.

These three core principles are prevalent in ABA therapy that your child might encounter. Many others and the clinic and specialists your child works with collaborate with you to map out the framework that best suits your child and your family.

10 Tips for Parents of Children in ABA Therapy

One critical stance on ABA training for parents of children with autism is that you’re working towards an educational framework rather than a set curriculum. No child, parent, or family will have one-size-fits-all solutions to their needs, and being flexible and competent in ABA practices is critical. Instead of referring to a curriculum (which is more narrow in focus), our specialists look to create frameworks for life-long growth and maintenance of learned skills.

Children with autism enrolled in ABA therapy require parents’ and educators’ support.

As a parent, you can use these measures to make sure your child has the best chance of learning and growing across multiple environments:

  • Create a Support System. It takes a village to raise a child, and ABA therapy for autism embodies that expression. Family members, friends, educators, and clinicians are strong foundations of a support system for your child. Find out who you can trust for what support, and build environments your child feels comfortable in.
  • Consistent Involvement. ABA therapy for autism works best with dedication and positivity from parents and family members. There will be difficult moments in ABA teaching and applying the principles across different environments. Even in these more challenging times, continuing to nurture and support regularly is critical for your child’s success.
  • Observation. Keeping a watchful eye on your child’s behavior is essential for any parent, especially for one whose child is enrolled in ABA therapy. Seeing their unique response to techniques and treatments will help you accelerate good outcomes and minimize detrimental ones.
  • Learn Your Child’s Functions of Behavior. Attention is engagement in certain behaviors to garner a reaction from people. Escape is designed to avoid doing a particular task, such as chores or schoolwork. Tangible gain is when a child wants something material and acts primarily to obtain it. It can also refer to a behavior to grant access to a situation. Lastly, automatic reinforcement is usually more self-contained within your child, including rocking back and forth or drumming on inanimate objects.
  • Learn What Motivates Your Child. There will be motivators for your child’s behavior, and analysis within the framework provided by your ABA clinician will help you track and reinforce them in whatever way is best for your child.
  • Understand Antecedents and Consequences. Describe the events or actions immediately before a behavior – a stimulus. Analyzing these and seeing what behaviors they lead to helps guide interventions. Consequences are the responses following the antecedent and behavior. This can apply to your child or the people they interact with.
  • Help Track Behaviors. Behaviors are what your child does but broken down in specific details with how they are carried out in natural environments. Data is the backbone of ABA therapy, and being a part of collecting and understanding it can help your child immensely.
  • Training. Using the same standards and explanations throughout all environments and behavioral frameworks will make life easier for you and your child. Consult with your ABA therapists and clinicians to determine the vocabulary, standards, and goals of any work you do at home.
  • Alliance. Being well-connected with ABA therapists, clinicians, teachers, and caretakers will help create a unified front. Additionally, staying active in the autism community will allow you to find new ways to help your child succeed and give you opportunities to meet like-minded parents and advocates.
  • Establish Goals and Celebrate Success. We naturally want to improve our child’s quality of life and set them up for lifelong success. ABA therapy for autism is no different. As you set goals for them, celebrate the achievements. It will reinforce behavioral milestones, reduce stress, and create an atmosphere of joy that will amplify the changes you are aiming for.

How to Start ABA Therapy for Your Child

To enroll your child in ABA therapy, follow these steps:

  1. Get an assessment from your pediatrician or a medical provider.
  2. Research local autism clinics near you.
  3. Do an intake evaluation with an ABA clinician.
  4. Meet your potential providers and see the clinic.
  5. Enroll your child in ABA therapy.

Depending on your clinic, insurance qualifications, and home setup, additional steps may exist. Make sure to thoroughly discuss with each medical provider and potential ABA clinician the next step for enrolling your child in ABA Therapy.

What are the Goals of Parent Training in ABA?

ABA parent training sets several goals for you and your child. To begin, your therapist works with you to learn ABA principles and techniques that can be practiced at home with your child. In this way, ABA training doesn’t stop once you leave the center; it continues throughout the day. 

Parents will likely become frustrated at some point while trying to help their children learn. ABA is designed to create a better understanding and relationship between parents and children, promoting better communication. You can also develop coping strategies when you’re feeling stressed or anxious to avoid misdirecting your emotions toward your child.

You’ll also learn how to create a structured environment for your child that provides more consistency and predictability, which often helps children with developmental or behavioral challenges.

What are Three Ways to Build Parenting Skills?

Behavior Development

Integrating treatment plans custom-tailored to your child and family is vital. When participating in behavior skills training (BST), it’s essential to consider all the environments your child will be learning in. Your role as a parent-ally is to enact change across non-clinical settings such as socializing, school, and everyday situations.

Skill Development

One of the other core components of ABA implementation is the development of your child’s broader behavioral skills training (BST). These are things like communication and daily living skills. They’re different from the target behaviors we look to develop via ABA therapy because they serve as mechanisms your child can learn to apply independently.

In parent training sessions, you’ll learn about the ABA principles that work on these skills, such as Pivotal Response Treatment. Ultimately, the mechanisms that help your child develop their skills will be shaped by your knowledge of them, so learning from the best clinicians goes a long way.

Generalization

This is the application of one skill to another. We aim to help our children learn from specific programming and communication for certain acute behaviors. A good ABA framework will distill more from each lesson and allow your child to control their behaviors across multiple environments, even in the face of unfamiliar stimuli.

Being consistent is critical while learning about ABA practices in a clinical framework. Frequently communicating with your family therapist about adapting ABA parent training to fit your child’s current lessons is highly recommended.

When it comes down to it, you want to be the best equipped to help your child develop through ABA practices. Being well-versed and educated in ABA programming is the easiest way to collaborate for a better family life.

Published On: March 5, 2021
Updated On: July 28, 2023

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THIS NOTICE DESCRIBES HOW PERSONAL HEALTH INFORMATION ABOUT YOU AND/OR YOUR CHILD MAY BE USED OR DISCLOSED AND HOW YOU CAN ACCESS THIS INFORMATION. PLEASE REVIEW IT CAREFULLY. The Health Insurance Portability & Accountability Act of 1996 (HIPAA) is a federal program that requires that all medical records and other individually identifiable health information used or disclosed by us in any form, whether electronically, on paper, or orally are kept properly confidential. This Act gives you, the client, significant new rights to understand and control how your health information is used. HIPAA provides penalties for misuse of personal health information.

As required by HIPAA, we have prepared this explanation of how we are required to maintain the privacy of your health information and how we may use and disclose your health information.

We may use and disclose your health information only for each of the following purposes: Treatment, Payment, and Health Care Operations.

  • Treatment means providing, coordinating, or managing health care and related services. Examples of this include speech, language, and oral motor assessments and therapy.
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We may also create and distribute de-identified health information by removing all references to individually identifiable health information.
In some cases, the law allows or requires us to use your health information without your permission. We will use only the minimum necessary amount of protected health information to satisfy the purpose of the request. Such uses may be:

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We may contact you to provide appointment reminders or information about treatment alternatives or other related benefits and services that may be of interest to you. Any other uses or disclosures will be made only with your written authorization. You may revoke such authorization in writing and we are required to honor and abide by that written request, except to the extent that we have already taken actions relying on your prior authorization.

You have the following rights with respect to your/your child’s health information, which you can exercise by presenting us with a written request:

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  • The right to inspect and ask for a copy of your/your child’s protected health information.
  • The right to receive an accounting of disclosures of protected health information.  The right to obtain a paper copy of this notice from us upon request.

We are required by law to maintain the privacy of your protected health information and to provide you with notice of our legal duties and privacy practices with respect to protected health information. This notice is effective as of June 16, 2005, and we are required to abide by the terms of the Notice of Privacy Practices currently in effect. We reserve the right to change the terms of our Notice of Privacy Practices and to make the new notice provisions effective for all protected health information that we maintain. We will post, and you may request a written copy of a revised Notice of Privacy Practices. You have recourse if you feel that your privacy protections have been violated. You have the right to file a written complaint with Ally Pediatric Therapy or with the Department of Health & Human Services, Office of Civil Rights about violations of the provisions of this notice or the policies and procedures of Ally Pediatric Therapy. We will not retaliate against you for filing a complaint.

Scottsdale Autism Services, LLC
d/b/a/ Ally Pediatric Therapy
10595 North Tatum Blvd, Suite E146
Paradise Valley, AZ. 85253
(602) 606-2237

HIPAA Security & Privacy Officer: Anthony Macleod
privacy@allypediatric.com

For more information about HIPAA
Or to file a complaint:
The US Dept. of Health & Human Services
Office of Civil Rights
200 Independent Ave, S.W.
Washington, D.C. 20201
(202) 619-0257
Toll Free: 1-877-696-6775

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ABA Therapy

Applied Behavior Analysis Therapy Treatment Services

Prospective Client Information Form

Our Approach to ABA Therapy Treatment

Every child is unique. Their treatment should be too. We believe in a blended approach of ABA methodologies, which allows us to utilize the most effective approach based on each child’s learning style and needs. PRT and DTT are both beneficial teaching methodologies with useful applications. Every behavior technician at Ally Pediatric Therapy will achieve and maintain proficiency in both methodologies, allowing the technician to use the approach best suited to the skills being taught and the motivation of the child. If you would like to know more about Applied Behavior Analysis Therapy, read our guide here.

About ABA Therapy

Applied Behavior Analysis (ABA) is a systematic process based on principles of learning theory and is used to make meaningful changes to behavior. ABA is considered best practice for the treatment of autism and serves as a foundation for all the services provided by Ally Pediatric Therapy. Many facets of your child’s behavior can be improved, including but not limited to: Challenging Behaviors, Language, Speech, Communication, Play Skills, Self-help Skills, Feeding Skills.

While ABA is commonly associated with autism therapy, its applications are much broader. ABA is also used successfully with other childhood diagnoses as well as typically developing children and adults. Research has shown that broadening the scope of ABA beyond the diagnosis of autism spectrum disorder increases collaboration with other professionals and yields positive results (Matson & Nebel-Schwalm, 2007; Ross, 2007). The objective of each ABA session is to work towards mastery of each objective listed on the individualized treatment plan. ABA sessions can include a variety of teaching methodologies including, but not limited to, Pivotal Response Training (PRT), Discrete Trial Teaching (DTT), Natural Environment Teaching (NET), behavior management, crisis intervention, etc. These teaching methodologies allow information to be presented in a systematic manner, providing more opportunities for your child to learn skills.

ABA applies decades of research in the field of behavior analysis to help children develop communication and social skills. It is based on the principles of learning theory and is used to increase functional skills and reduce challenging behaviors. ABA demonstrates positive behavior changes and helps to decrease skill difficulties for children with a variety of childhood disorders and is considered best practice to treat the symptoms of autism spectrum disorder. ABA is the foundation for all services provided at Ally Pediatric Therapy. Be sure to read our ABA therapy guide here.

Our Treatment

Pivotal Response Training (PRT)

PRT is a comprehensive, evidence-based treatment approach that targets your child’s pivotal areas of development, including motivation, social initiations, self-management, and responding to multiple language cues. PRT relies heavily on the motivation of the child to guide the activities of the session and uses natural reinforcement (e.g. if a child is reaching for a toy car, the therapist will prompt the child to say “car”, before handing over the car to the child). A well-run PRT session will make it appear like the child is playing.

Discrete Trial Training (DTT)

DTT is a highly structured method of teaching where each skill is broken down into smaller components. Each smaller step is taught in an intensive and systematic manner using consistent arbitrary reinforcement (e.g. earning a piece of candy or a high-five for responding correctly) to help a child learn each skill. DTT is often associated with doing drills at a table. This may be true when new skills are introduced to make the initial instruction clear and present targets in a systematic manner. As the child learns each skill, sessions are also conducted in more natural contexts to work on generalization (the ability to apply a skill in different environments).

Our Assessment Tools:

  • The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)
  • Assessment of Basic Language and Learning Skills (ABLLS)
  • Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) and/or Assessment of Functional Living Skills (AFLS)
  • Vineland, SSIS, FBA, and FAs as appropriate.
  • The PEAK Relational Training System

An Illustrative
Day in Our Center

8:00 am

Johnny arrives for his first session and is greeted in the lobby by Sue, his first behavior technician. Johnny loves playing with trains, so Sue takes Johnny to the training room to start the day. Johnny has difficulty sharing toys with his siblings, so Sue works on the goals that are written into Johnny’s Individualized Treatment Plan (ITP) to help reduce the challenging behaviors he demonstrates while sharing toys.

10:00 am

Teaching Johnny how to dress and better accept the feel of certain types of clothing was a major concern of his parents when beginning treatment. Zach works with Johnny on dressing goals that are written into his care plan. Zach then walks him to the speech office for his speech and feeding session with Melissa, his speech-language pathologist (SLP).

what does an aba therapist do
11:00 am

Zach updates Melissa on Johnny’s progress from the morning. Johnny has difficulty with stuttering, so Melissa works on goals from Johnny’s Speech-Language Pathology and Feeding Therapy Plan of Care to help with his speech fluency. Melissa takes Johnny back over to the ABA Center for Social Skills Lunch Bunch.

12:00 pm

During lunch, Johnny works on social skills with other similarly functioning children his age. This group is run by a behavior technician and a speech-language pathologist assistant.

12:30 pm

Cindy meets Johnny in the lunch room to pick him up for his afternoon session. She takes him to the pretend playroom and begins to target his pretend-play goals outlined in his ITP. Cindy follows Johnny’s lead to see what he is interested in today and begins playing “car wash” with him. She sets up goals to increase his play skills with narrative through a script. Scripts are varied depending on what Johnny is interested in for the rest of the session.

2:30 pm

Bob, another behavior technician, will step in for Cindy to increase the generalization of the skills Johnny has targeted throughout his day. Johnny’s Mom told Sue this morning that he didn’t get much sleep last night, so Cindy lets Bob know that Johnny was more sluggish than normal towards the end of her session. Bob takes Johnny over to the patio to begin working on some of his daily living skills. They first work on hand washing and head outside. Bob has some activities set up to help Johnny learn how to follow a simple set of instructions to plant in the garden.

4:30 pm

Utilizing the safety objective of safely crossing the parking lot written into the ITP, Bob will walk Johnny over to the speech offices for his afternoon care until his Mom arrives for pickup at 5:15 pm.

*Each child is different and each day will look different depending on the individual needs of the child. This example is presented to illustrate what a day could look like.

Benefits of an Integrated Approach

We believe in doing what is best for the child and strive to deliver the highest quality treatment for our clients. Two critical components of high quality treatment are training and communication. To complement a clinician’s area of expertise, every clinician at Ally is taught foundational ABA and Speech principles, enabling each child’s team to communicate effectively. Supervising clinicians meet regularly to ensure appropriate progress is being made toward goals in each child’s treatment plan.

Our ultimate goal is to improve the quality of life for every child we work with. Doing that requires us to work together as a team, and we believe that we’re stronger as an integrated, coordinated group.

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Unified

Every employee is trained in ABA and Speech principles, ensuring a comprehensive treatment plan that reflects the unique needs of each child.

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Efficient

The collaboration of our staff reinforces what works best for each child across every discipline, maximizing progress and minimizing setbacks.

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Effective

Outcomes matter. We work together because collaborating produces the most meaningful learning for the children we support.

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Benefits of a Center-Based Therapy Model

  • When considering ABA programs for their child, parents face many choices. One important choice is the location and setting for therapy. At Ally Pediatric Therapy, we believe that center-based treatment offers clear and important advantages over in-home treatment for the children we support.
  • Research demonstrates that participants attending a center-based program significantly increase the number of skills and/or targets learned in each hour of treatment. In one study, twice as many learning objectives were mastered per hour when compared with in-home treatment.
  • A center allows for greater control over the environment, enabling children to learn more effectively during their sessions and improving the quality of parent education. Center-based treatment also allows children to interact with unfamiliar staff and peers, increasing generalization of learned skills.
  • Staff training and supervision also plays a critical role in the quality of a program. Research shows that the frequency and quality of supervision is tied directly to program outcomes. A center-based program allows for more frequent and higher quality supervision, which promotes higher rates of mastered targets and skills for each client.
Parent with their child

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Our team will set up a time to discuss your family’s unique needs and help you navigate the process of obtaining the best services for your child. We understand the stress that can come with finding services for your child and we want to support you in any way we can throughout this process.

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