TOILET TRAINING

By Melissa Biedak

Clinical Director

Neurodiverse Playhouse

Art Therapist, Certified Autism Specialist, Podiatrist

B Hlth Sci (Podiatry); Graduate Certificate Education (Autism); Diploma Art Therapy; Yoga Teacher; Certified Zumbini Instructor, Certified Autism Specialist

Introduction

Toilet training is a significant milestone in a child's development, but for many parents and caregivers, it can be a challenging and stressful process. Interoception, the ability to perceive and understand internal bodily sensations, plays a crucial role in toilet training success. In this blog, we will explore how interoception can be leveraged to support and facilitate the toilet training process, offering insights and strategies for parents and caregivers.

Understanding Interoception

Interoception involves the awareness of sensations arising from within the body, such as hunger, thirst, temperature, and the need to use the toilet. This innate sensory system helps individuals recognise and respond to bodily cues, including those related to bladder and bowel function.

The Role of Interoception in Toilet Training

Interoception plays a pivotal role in toilet training, as it enables children to recognize the sensations associated with a full bladder or bowel and respond appropriately by using the toilet. For neurotypical children, interoceptive awareness typically develops naturally over time, allowing them to master toileting skills with relative ease. However, for neurodiverse children, including those with autism spectrum disorder (ASD) or sensory processing difficulties, challenges with interoception can complicate the toilet training process.

Strategies for Leveraging Interoception in Toilet Training

1. Introducing Body Awareness Activities: Engage in activities that promote body awareness and interoceptive skills, such as yoga, mindfulness exercises, or sensory play. These activities can help children tune into their bodily sensations and develop a greater awareness of their bladder and bowel functions.
2. Using Visual Supports: Create visual schedules or charts that depict the steps involved in toileting, including recognizing bodily cues, navigating the bathroom routine, and washing hands afterward. Visual supports can provide a clear and concrete framework for children to follow and reinforce the connection between bodily sensations and toileting actions.
3. Encouraging Self-Monitoring: Teach children to tune into their body's signals and recognize the signs of a full bladder or bowel. Encourage them to verbalize or indicate when they need to use the toilet and praise them for their efforts to self-monitor and communicate their needs effectively.
4. Establishing Predictable Routines: Create a consistent toileting routine with scheduled bathroom breaks throughout the day. Consistency helps children anticipate and prepare for toileting, reducing anxiety and promoting success.
5. Offering Positive Reinforcement: Celebrate successes and provide positive reinforcement when children successfully recognize and respond to their body's signals by using the toilet. Praise their efforts and offer rewards or incentives to reinforce desired behaviours.

Conclusion

Interoception plays a vital role in toilet training success, allowing children to recognize and respond to their body's signals related to bladder and bowel function. By understanding the importance of interoception and implementing strategies to support its development, parents and caregivers can empower their children to achieve success and independence in toileting.

Remember, every child is unique, and the journey to toilet training success may vary. Be patient, supportive, and responsive to your child's individual needs, and don't hesitate to seek guidance from healthcare professionals or occupational therapists specialized in sensory processing if additional support is needed.

By harnessing the power of interoception, we can help our children develop the skills and confidence needed to master this important aspect of daily living.

References

1. Dunn, W. (2015). Sensory Profile 2 Manual. Pearson.
2. Horder, J., Wilson, C. E., Mendez, M. A., & Murphy, D. G. (2019). Autistic traits and abnormal sensory experiences in adults. Journal of Autism and Developmental Disorders, 49(2), 706-718.
3. Leekam, S. R., Nieto, C., Libby, S. J., Wing, L., & Gould, J. (2007). Describing the sensory abnormalities of children and adults with autism. Journal of Autism and Developmental Disorders, 37(5), 894-910.
4. Quintero, M., & Shaw, R. J. (2014). Interoceptive awareness in health and disease: Measurement, theory, and clinical implications. Frontiers in Psychology, 5, 1-5.