Preparing - Steady video transcript

In this video, we will talk about preparing your toileting routine and using visual supports. We will discuss why it may be difficult for autistic children to transition from nappies to the toilet and think about how we can help them with this.

 

When planning for toilet training, developing a clear routine can be really helpful. This is because autistic children have a strong preference for routines and predictability.

 

Use the toilet diary mentioned in our previous video and linked on this page. This can help develop a routine, as it will tell you what time your child usually does their wees and poos. Then, you could start your toileting schedule 10 to 15 minutes before they typically need to go.

 

Think about the frequency of toilet trips during the day. It could be every hour or between 3 and 5 times a day. Think about what’s manageable for you all as a family. It may be easier if this follows natural times such as mealtimes, activities and sleep. For example, they go to the toilet either before or after the meal. And always dedicate the same time of day to toilet training.

 

Break down the toileting into small steps which your child can make sense of. These could form the basis of a visual timetable, which I will talk more about in a moment.

 

Each time you take your child to use the toilet, follow this same sequence of steps and try to be as consistent as possible.

 

So, for example, 10 to 15 minutes before you know they usually do a wee or poo, you could show them a toileting visual to prompt them, then go to the toilet together, and follow your visual timetable. Do this the same way each time.

 

Try to use really simple language and not overwhelm them with anything else.

 

It’s important that whatever routine or visuals that you decide to use, you share this information with nursery or school, so that they are also following the same routine.

 

As you will have seen on our communication advice pages, visual aids help to establish routine, as well as supporting understanding. This is a crucial strategy for toilet training. If you have a picture schedule, place it at your child’s eye level in the bathroom. Keep communication aids even after toileting has been established, as these may help in an unfamiliar setting, or after a difficult day. It’s important to keep verbal instructions short and clear. For example, hold up the visual and just say “toilet”. You can download a copy of this visual schedule by clicking on the link above this video, or you may choose to make your own to personalise it to your child’s needs.

 

If your child is not yet recognising symbols, you can use what we call an “object of reference”. This is where you use a physical object and a symbol or photo of the area, like you can see in the image below. You can attach visuals to the physical objects because this will help your child to recognise photos and symbols for the future. This can be left around the house or stuck on the wall so your child can use it to initiate and request going to the toilet.

 

As we explained in our earlier video, autistic children often have a strong preference for familiarity and sameness. This can impact on toilet training by making it harder for them to try something new and develop a different routine.

 

Your child has been using nappies since they were born, and it’s a routine they may have become really comfortable with.

 

They may not know or understand why it’s important for them to be able to use the toilet and it may be really difficult for them to make the change.

 

To help children with this, it can be important to start creating a relationship between what they do in their nappies, and nappy changing, with the toilet and the toileting process. We will look in more detail at how you might do this in videos further down this page.

 

The things that motivate an autistic child can be different to those that might motivate a non-autistic child. All children are different, but your child may not be as motivated by social rewards and feedback, such as wanting to be toilet trained by the time they start school, or to be like their friends or older siblings. At times they may also be less motivated by praise.

 

Therefore, they may need additional motivators to help them engage in the task.

 

To help with this you might want to try, for example, having a special and interesting toy that they can only access when they’re in the bathroom, like holding a toy dinosaur or blowing bubbles.

 

You could also use something visual, like having a sticker chart or putting beads in a jar every time they complete a task you are working on, like sitting on the toilet for a short time, or going into the bathroom.

 

You may want to consider decorating the bathroom with pictures from a special interest, like Spider man or Peppa Pig, or anything that they are interested in at that time.

 

Think about your child and what interests them and choose your motivator that way.

 

Again, discuss this with your child’s nursery or school to agree a motivator they can use in that setting as well.

 

Thank you so much for taking the time to watch this video from the social communication team. We hope you have found it useful.

 

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