Students: Se, J, Sa

Target Skill: Using the bathroom with as much independence as possible

Context for Instruction: Instruction will occur whenever students use the bathroom.
Instruction will occur in the bathroom. There may be other students present in the
bathroom when instruction is occurring, and there may be up to one other staff member
present. Currently, students use the bathroom at three specific times during the school
day. This should be altered to include more natural or spontaneous opportunities, so that
students learn to think of going to the bathroom as a naturally occurring activity rather
than a structured routine. For instance, Sa should be taken to the bathroom immediately
after Friendship Circle/Exercise and Movement, because this is typically the time of day
that she has accidents in her diaper.

Program Objectives:
Se: In the bathroom when given the Sd Time to go to the bathroom, Se will complete
the steps of a bathroom task analysis, with 18 out of 18 steps completed independently on
5 out of 5 opportunities.
J: In the bathroom when given the Sd Time to go to the bathroom, J will complete the
steps of a bathroom task analysis, with 16 out of 16 of the mandatory* steps completed
independently on 5 out of 5 opportunities.
Sa: In the bathroom when given the Sd Time to go to the bathroom, Sa will complete
the steps of a bathroom task analysis, with 12 out of 12 of the mandatory* steps
completed with direct verbal prompts on 5 out of 5 opportunities.

*Task analyses will indicate which steps are mandatory. The reasons for any of the steps
being non-mandatory are due to fine motor skill deficits.

Generalization: Instruction will occur in the natural environment, which will promote
generalization. In addition, instruction can occur in different bathrooms throughout the
school which will help students to generalize across locations. It will be important that
students are taught in different stimulus conditions. For instance, sometimes they should
receive instruction using the sink that turns on automatically, while other times they use
the sink that needs to be turned on manually. They should receive instruction at various
different times of the day and in different bathrooms in the school, so that they can
experience different environments such as other peers being present in the bathroom. If
there are opportunities to teach in bathrooms outside of the school, such as on a field trip,
this will also help promote generalization. In addition, students should be taken to the
bathroom at spontaneous opportunities, rather than the scheduled three times per day that
currently occurs. This will make going to the bathroom seem more natural, rather than as
a scheduled routine.

Rationale: The three target students should be equipped with the skills to complete the
steps of using the bathroom as independently as possible. This is a private skill and would
ideally require as little assistance from other people as possible. All three students
currently require some level of assistance, which would likely go down with consistent
instruction of the necessary skills.

Assessment Procedures: Assessment procedures will be the same as instructional
procedures, and assessment will occur naturally. This is because a least-to-most prompt
hierarchy is being used for each student, so it will be possible to tell whether or not the
students are able to complete the steps of the task (independently for Se and J, with a
direct verbal prompt for Sa). As this data is taken, pluses will be marked next to the steps
that the students are able to complete, and minuses will be marked next to the steps that
they are unable to complete.

Assessment Schedule: Baseline data will be taken until consistent. This will consist of
delivering the sd Time to go to the bathroom, and not providing any other type of
prompting for each step (except for Sa, who will receive a direct verbal for each step).
For each step that is completed successfully, mark a plus. If students do not begin step
within five seconds, mark a minus and complete the step for the student. Once baseline
data has been taken and instruction begins, students will be probed naturally throughout
instruction, due to the prompt hierarchy being used.

Instructional Procedures for Se and J: Instruction will occur using a least-to-most
prompt hierarchy as follows:
1. Write a task analysis for each student for teacher reference, targeting the steps of using
the bathroom. Task analyses will differ slightly based on the student.
2. Once in the bathroom, give the sd Time to go to the bathroom. Wait five seconds for
student to begin each step. Once five seconds pass and student does not begin the step
independently, begin the prompt hierarchy. For Se, provide a gesture prompt along with
an indirect verbal prompt, and if she does not respond to that after five seconds, give a
direct verbal prompt, which is her control prompt. Do this for each step of her task
analysis. For J, provide a gesture prompt along with an indirect verbal prompt, and if she
does not respond to that after five seconds, give a direct verbal prompt, and then a partial
physical prompt along with the direct verbal, which is her control prompt. Do this for
each step of her task analysis.

Instructional Procedures for Sa: Instruction will occur using a least-to-most prompt
hierarchy as follows:
1. Write a task analysis for each student for teacher reference, targeting the steps of using
the bathroom. Task analyses will differ slightly based on the student.
2. Once in the bathroom, give the sd Time to go to the bathroom. For each step of the
task analysis, provide a direct verbal prompt. Sa should begin the step within five seconds
of the direction. If five seconds pass, provide a partial physical prompt along with the
verbal direction. If five seconds pass and she does not respond, move to a full physical
prompt (control prompt) with the verbal direction. Do this for each step of the task
analysis.

Reinforcement Schedule: Students will receive positive verbal praise for each cluster of
steps of the task analysis that is completed correctly. Initially, students will receive
reinforcement every single time a cluster is completed. Reinforcement will be faded as
students become more consistent with accurately completing each entire cluster of steps.
When a cluster reaches mastery, fade reinforcement to every other completion. Keep it at
this level until the entire task analysis has been mastered. Once the entire task analysis
has been mastered consistently, fade reinforcement to variable intervals to facilitate
maintenance.

Maintenance: These skills should be naturally maintained because the task occurs
naturally multiple times per day. However, maintaince will be tested once per week once
a student has reached mastery. Maintenance will be facilitated by providing spontaneous
reinforcement, so that the student receives reinforcement at variable intervals and does
not know when it will occur.

Task Analyses: (numbers after each step represent cluster)

Bathroom Task Analysis: Se



Bathroom Task Analysis: J

1. Walk into a stall. (1)
2. Pull down pants. (1)
3. Pull down underwear. Take off diaper (AM only). (1)
4. Sit on the toilet. (1)
5. Go to the bathroom. (2)
6. Get toilet paper. (2)
7. Wipe. (2)
1. Walk into a stall. (1)
2. Pull down pants. (1)
3. Pull down underwear. (1)
4. Sit on the toilet. (1)
5. Go to the bathroom. (2)
6. Get toilet paper. (2)
7. Wipe. (2)
8. Put toilet paper in the toilet. (2)
9. Flush the toilet. (2)
10. Pull up underwear. (3)
11. Pull up pants. (3)
12. Walk to the sink. (4)
13. Squeeze soap onto hands. (4)
14. Turn on water. (4)
15. Rub hands together under water. (4)
16. Get a paper towel. (5)
17. Dry hands. (5)
18. Put paper towel in the garbage. (5)
8. Put toilet paper in the toilet. (2)
9. Flush the toilet. (2)
10. Pull up underwear.* (3)
11. Pull up pants.* (3)
12. Walk to the sink. (4)
13. Squeeze soap onto hands. (4)
14. Turn on water. (4)
15. Rub hands together under water. (4)
16. Get a paper towel. (5)
17. Dry hands. (5)
18. Put paper towel in the garbage. (5)

Bathroom Task Analysis: Sa

1. Walk into a stall. (1)
2. Pull down pants. (1)
3. Take off diaper.* (2)
4. Clean with wet wipes. (2)
5. Pick up new diaper. (3)
6. Put on new diaper.* (3)
7. Pull pants up.* (3)
8. Throw dirty diaper in the garbage. (4)
9. Walk to the sink. (4)
10. Squeeze soap onto hands. (4)
11. Turn on water. (4)
12. Rub hands together under the water. (4)
13. Get a paper towel. (5)
14. Dry hands. (5)
15. Throw paper towel in the garbage. (5)

*indicates non-mandatory step

Sample Data Sheet:

Student: Se Instructor: Griffin
Skill: Toileting
Procedure: SLP
Delay: 5-s
Prompts/Key: Independent (I), Gesture (G), Direct Verbal (DV)
Assessment: += correct, O= incorrect, NR= no response
R+: Vp on correct after each cluster.

Date

1. Walk into a stall. (1)
2. Pull down pants. (1)
3. Pull down underwear. (1)
4. Sit on the toilet. (1)
5. Go to the bathroom. (2)
6. Get toilet paper. (2)
7. Wipe. (2)
8. Put toilet paper in the toilet.
(2)

9. Flush the toilet. (2)
10. Pull up underwear. (3)
11. Pull up pants. (3)
12. Walk to the sink. (4)
13. Rinse hands under water. (4)
14. Squeeze soap onto hands. (4)
15. Rub hands together under
water. (4)

16. Get a paper towel. (5)
17. Dry hands. (5)
18. Put paper towel in the
garbage. (5)

TOTAL

Skill Sequence:

Using the bathroom spontaneously and independently
^
Using the bathroom with assistance
^
Requesting to use the bathroom
^
Feeling/acknowledging the sensation of having to use the bathroom
^
Physical awareness of wet diaper > Indicating that diaper is wet