The Trials Of Toilet Training

The Trials of Toilet Training


     Toilet training is difficult for both parent and child.  Based on the research

of two psychologists, Nathan Azrin and Richard Foxx, the average child can be

fully trained in less than four hours.  They began their training with mentally

handicapped adults and successfully taught 95% in three days.  With the added

emphasis on language and verbal rehearsal they attempted to teach children and

were astounded at the results.  Their methods eliminate the fear damaging the

child's psyche by making toilet training a pleasant experience.  The child is

not simply toilet "trained", he is toilet "educated", that is, the complete

process from knowing it's time to emptying the pot and flushing the waste down,

all unsupervised.  Any parent would agree, this is incredible.  They use a

combination of the same principals used in Practical Applications of Psychology.

     The overall objective is to teach the child to toilet himself with the

same independence as an adult without the need for reminders, continued praise,

or assistance.  This method is rapid because of the variety of learning

techniques.  Learning by imitation, learning by teaching, a partial

reinforcement schedule with rewards that increase the need and the negative

reinforcement of disapproval are all employed. Children learn best by imitation

and teaching with the aid of a hollow doll.  The child gives the doll a drink

then is told the doll has to "peepee" and he must help her.  After the child

assists in removing the doll's pants, the liquid is released.  The child must

observe the flow of liquid. into the potty chair.  The adult and the child then

praise the doll and the child then assists the doll in redressing and emptying

the pot in the standard toilet and flushes.  Then the child is instructed to ask

is the doll is dry and feel her pants.  If they are dry the doll gets a treat.

The child is then asked if he is dry; if he is, he can then eat the doll's treat.

     After two or three drills, distract the child and cause and 'accident' by

spilling some liquid on the doll's pants.  When the child discovers the wetness,

use instructions and guidance to help the child correct the doll.  First, let

the doll know he is displeased, "Big girls don't wet their pants."  Second, the

child helps the doll practice a
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