Evidence map›Paper›PMID 42840319›Full record

ReviewBehavior analysis in practice2026

Before the Potty Party: Preparing Practitioners for Toilet Training.

Nicole A Hollins, Brandon C Perez, Rebecca L Kolb, Timothy R Vollmer, Stephanie M Peterson, Holly C Perez

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Behavior analysis in practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Nicole A HollinsSchool of Education, Virginia Commonwealth University, Richmond, VA 23230 USA.ORCID 0000-0003-3845-3737
Brandon C PerezSpecial & Early Education Department, Northern Illinois University, DeKalb, IL 60115 USA.
Rebecca L KolbDepartment of Educational Psychology, University of Minnesota, Minneapolis, MN 55455 USA.
Timothy R VollmerDepartment of Psychology, University of Florida, Gainesville, FL 32611 USA.
Stephanie M PetersonDepartment of Psychology, Western Michigan University, Kalamazoo, MI 49008 USA.
Holly C PerezDiplomate of the American Board of Family Medicine, Lexington, KY USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

There are limited resources specific to preparing for and developing individualized, intensive toilet-training programs for individuals with developmental disabilities. This has resulted in practitioners omitting critical steps within the program-development phase and hastily including unnecessarily intrusive training components, leading to unfavorable training contexts and variable caregiver buy-in. The purpose of this article is to discuss ethical and practical considerations for developing intensive toilet training programs. We do not provide guidance on toilet-training protocols, as this has been extensively described elsewhere. Instead, we offer recommendations to bridge the existing gap in the literature for toilet training planning that is focused on medical considerations, risk assessment, choice to participate, data collection systems, and caregiver collaboration.

Indexed as

Autism spectrum disorderDevelopmental disabilitiesEthicsIncontinenceToilet training

Identifiers

PMID42840319
PMCPMC13638840

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.