Too Much Toilet Training
My daughter, Elizabeth, was diagnosed with a global development delay and 3-years-old and later with Autism. At 3-years-old, we started the process of toilet training. We worked with her Integrated Preschool Program as well as her home-based ABA therapist to develop a program that was consistent at home and school. We were constantly adjusting her toileting programs based on her behavior/feedback and performance. Between the ages of 3 and 6, she had one brief period of success where she successfully voided on the toilet for a two week period with minimal accidents. The remainder of the time she would have periods of frequent accidents, but most often she would hold for the duration of the day. Throughout this time, we tried multiple behavior/reward systems, coupled with pushing fluids. We spent 3 years working on toileting programs in school, in addition to support we received from 2 home-based ABA agencies – needless to say we worked with countless specialists, therapists and special education teachers in developing and adjusting ways to successfully toilet train Elizabeth. Again, her success was never consistent during this time. It’s also important to note as her parents, we were extremely committed to Elizabeth’s success and therefore very consistent when it came to following any given program.
We met Robyn in April, 2016. She met with us in our home, observed Elizabeth, and asked us a series of questions. She provided me with a simple toileting program to follow, one that was easy to integrate into our busy lives and easily transferred to the school setting. I have to admit, I was skeptical. Robyn’s program was similar to some we had tried in the past and far more simple than many we had tried. While the similarities to other programs were clear, the slight differences proved to be significant. From the first day we started Robyn’s program, we began to see something different – real progress, that pretty quickly became success. For the first time in almost 3 1/2 years of trying to toilet train, we saw consistency in her success. I’m happy to say that her success continues to this day – 9 months later. This new freedom allowed flexibility with her globally; notably being able to spend more time fully integrated at school and attending a summer camp with typical peers. I also believe it influenced her first grade placement. All of this is important for Elizabeth’s continued development; however, the impact on her self-esteem and self-confidence is impossible articulate. Elizabeth is extremely connected and wants to interact and socialize, she also derives a great deal of happiness in her own success and the success of others. It was extremely difficult for Elizabeth to try so hard for so long and be unsuccessful; when she finally achieved success, it was pure joy for her! Thank you, Robyn, for your dedication and commitment to helping Elizabeth and children like her! ~ Mother of Lizzy, age 6
* At Robyn’s N.E.S.T. we consider testimonials to be one of the most thoughtful forms of gratitude. These testimonials have not been coerced or solicited by Robyn’s N.E.S.T. Psychology in exchange for money or services.