Webinar Series
Before the Potty Party: Preparing Practitioners for Practical and Person-Centered Toilet Training
Nicole Hollins (University of Virginia, EdBee Consultations)
Date: June 18, 2024
Abstract: The development of individualized toilet training programs can be a comprehensive process. While several decision-making guidelines exist for other behavior analytic interventions and assessments, there are limited resources specific to preparing for and developing person-centered intensive toilet training programs for individuals with and without developmental disabilities. This has resulted in practitioners omitting essential steps within the program development phase and hastily including intrusive toileting components leading to unfavorable training contexts. Prior to directly implementing intensive toilet training programs, practitioners should complete essential preparatory steps to ensure client dignity and safety throughout the training context. Thus, the purpose of this article is to discuss ethical and practical considerations for developing person-centered intensive toileting training programs. This presentation offers recommendations to bridge the existing gap in the literature for toileting programs covering five sectors (i.e., Medical Clearance, Risk Assessment, Consent and Preferences, Assent, and Elimination Contingencies). Future research avenues are discussed.
At the conclusion of the presentation, participants will be able to (1) Discuss the literature on evidence-based intensive toilet training programs; (2) Review practical considerations for implementation; and (3) Provide recommendations based on our collective experience.
Instruction Level: Novice
Biography: Dr. Nicole Hollins (BCBA-D, LBA) holds a M.A. and Ph.D. in Applied Behavior Analysis from Western Michigan University. Dr. Hollins completed her Post-Doctoral Fellowship at the University of Kansas, Juniper Gardens Children’s Project. Subsequently, she assumed the role of a Research Program Manager for a R01-NIH grant at the University of Virginia.
Her research and clinical work focus on assessing multitiered systems of support, training pre-or in-service teachers on evidence-based practices, and examining techniques to enhance adaptive behaviors among students with diverse abilities. Dr. Hollins has published her research in peer-reviewed journals and book chapters and also sits on the Board of Editors for the journal of Education and Treatment of Children. She has presented her research at conferences and workshops both locally and nationally. Dr. Hollins prioritizes community-engaged research to ensure her research directly addresses the needs of the stakeholders and community members. Through these efforts, Dr. Hollins has coordinated several grants that focused on evaluating teacher instructional practices while providing systemic recommendations for improving equity in the classrooms. She has also developed efficient systems across various applied settings including public schools, private schools, universities, autism treatment centers, Head Start programs, family homes, and adult group homes. Dr. Hollins consulting agency, EdBee Consultations, focuses on providing evidence-based, individualized, and transparent services as a mission to support school districts and school-based behavior analysts.
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