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The Effectiveness of Different Methods of Toilet Training for Bowel and Bladder Control: Evidence Report/Technology Assessment Number 147

Paperback |English |1499512988 | 9781499512984

The Effectiveness of Different Methods of Toilet Training for Bowel and Bladder Control: Evidence Report/Technology Assessment Number 147

Paperback |English |1499512988 | 9781499512984
Overview
Toilet training is the mastery of skills necessary for urinating and defecating in a socially acceptable time and manner. In many cultures, parents regard the achievement of independent toileting as a significant accomplishment and a step toward self-sufficiency. Bladder and bowel function is regulated by complex muscles and may be modified by physiological, psychological, social, and cultural factors. Currently, an all-encompassing definition of "toilet trained" is lacking, and there are no strict criteria stating how long a child must be bladder or bowel continent, or what components of the toileting process a child must accomplish independently, in order to be considered "toilet trained." Over the last 100 years, recommended toilet training methods have oscillated between rigid programs and child-oriented ones. In 1962, Brazelton developed the "child readiness" approach, which focused on gradual training. This approach described parameters of child and parent toilet training readiness. The Azrin and Foxx method emerged in 1971 as a parent-oriented method that emphasized structured behavioral endpoint training aimed at eliciting a specific chain of independent events by teaching the component skills of toilet training. These two methods differ with respect to goal development, endpoints, and emphasis on the child's self-esteem. Other methods include variations of operant conditioning, assisted infant toilet training, and the Spock method. Some factors believed to impact toilet training include sex, age at initiation, race, physical or mental handicaps, and constipation. While the majority of children are toilet trained without incident, approximately 2 to 3 percent experience an adverse outcome. Common adverse events are enuresis, encopresis, stool toileting refusal, stool withholding, and hiding while defecating. Toilet training children with special needs presents a unique set of challenges as impaired communication skills, reduced ability to process sensory information, and mobility and neurophysiological deficits add challenges to their toilet training. Current published toilet training guidelines in North America recommend (1) a child-oriented approach, (2) not starting before 18 months because the child is not physically ready, and, (3) starting when the child displays interest. The American Academy of Pediatrics put forth the following four questions: 1. What is the evidence for effectiveness of various toilet training methods to achieve bowel and bladder control? 2. What factors modify the effectiveness of toilet training, such as age, sex, race, ethnicity, culture, age at initiation, constipation, or stool toileting refusal? 3. What is the evidence for various toilet training methods as a risk factor for adverse outcomes, such as dysfunctional voiding, enuresis, encopresis, later problems, and psychological consequences? 4. What is the effectiveness of toilet training methods for achieving bowel and bladder control among patients with special needs?
ISBN: 1499512988
ISBN13: 9781499512984
Author: U.S. Department of Health and Human Services, Agency for Healthcare Research and Quality
Publisher: CreateSpace Independent Publishing Platform
Format: Paperback
PublicationDate: 2014-05-10
Language: English
PageCount: 184
Dimensions: 8.5 x 0.42 x 11.0 inches
Weight: 15.52 ounces
Toilet training is the mastery of skills necessary for urinating and defecating in a socially acceptable time and manner. In many cultures, parents regard the achievement of independent toileting as a significant accomplishment and a step toward self-sufficiency. Bladder and bowel function is regulated by complex muscles and may be modified by physiological, psychological, social, and cultural factors. Currently, an all-encompassing definition of "toilet trained" is lacking, and there are no strict criteria stating how long a child must be bladder or bowel continent, or what components of the toileting process a child must accomplish independently, in order to be considered "toilet trained." Over the last 100 years, recommended toilet training methods have oscillated between rigid programs and child-oriented ones. In 1962, Brazelton developed the "child readiness" approach, which focused on gradual training. This approach described parameters of child and parent toilet training readiness. The Azrin and Foxx method emerged in 1971 as a parent-oriented method that emphasized structured behavioral endpoint training aimed at eliciting a specific chain of independent events by teaching the component skills of toilet training. These two methods differ with respect to goal development, endpoints, and emphasis on the child's self-esteem. Other methods include variations of operant conditioning, assisted infant toilet training, and the Spock method. Some factors believed to impact toilet training include sex, age at initiation, race, physical or mental handicaps, and constipation. While the majority of children are toilet trained without incident, approximately 2 to 3 percent experience an adverse outcome. Common adverse events are enuresis, encopresis, stool toileting refusal, stool withholding, and hiding while defecating. Toilet training children with special needs presents a unique set of challenges as impaired communication skills, reduced ability to process sensory information, and mobility and neurophysiological deficits add challenges to their toilet training. Current published toilet training guidelines in North America recommend (1) a child-oriented approach, (2) not starting before 18 months because the child is not physically ready, and, (3) starting when the child displays interest. The American Academy of Pediatrics put forth the following four questions: 1. What is the evidence for effectiveness of various toilet training methods to achieve bowel and bladder control? 2. What factors modify the effectiveness of toilet training, such as age, sex, race, ethnicity, culture, age at initiation, constipation, or stool toileting refusal? 3. What is the evidence for various toilet training methods as a risk factor for adverse outcomes, such as dysfunctional voiding, enuresis, encopresis, later problems, and psychological consequences? 4. What is the effectiveness of toilet training methods for achieving bowel and bladder control among patients with special needs?

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Shipping method varies depending on what is being shipped.  

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If your package has been delivered in a PO Box, please note that we are not responsible for any damage that may result (consequences of extreme temperatures, theft, etc.). 

If you have any questions regarding shipping or want to know about the status of an order, please contact us or email to support@stevensbooks.com.

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  • Downloadable software products
  • Some health and personal care items

To complete your return, we require a tracking number, which shows the items which you already returned to us.
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Overview
Toilet training is the mastery of skills necessary for urinating and defecating in a socially acceptable time and manner. In many cultures, parents regard the achievement of independent toileting as a significant accomplishment and a step toward self-sufficiency. Bladder and bowel function is regulated by complex muscles and may be modified by physiological, psychological, social, and cultural factors. Currently, an all-encompassing definition of "toilet trained" is lacking, and there are no strict criteria stating how long a child must be bladder or bowel continent, or what components of the toileting process a child must accomplish independently, in order to be considered "toilet trained." Over the last 100 years, recommended toilet training methods have oscillated between rigid programs and child-oriented ones. In 1962, Brazelton developed the "child readiness" approach, which focused on gradual training. This approach described parameters of child and parent toilet training readiness. The Azrin and Foxx method emerged in 1971 as a parent-oriented method that emphasized structured behavioral endpoint training aimed at eliciting a specific chain of independent events by teaching the component skills of toilet training. These two methods differ with respect to goal development, endpoints, and emphasis on the child's self-esteem. Other methods include variations of operant conditioning, assisted infant toilet training, and the Spock method. Some factors believed to impact toilet training include sex, age at initiation, race, physical or mental handicaps, and constipation. While the majority of children are toilet trained without incident, approximately 2 to 3 percent experience an adverse outcome. Common adverse events are enuresis, encopresis, stool toileting refusal, stool withholding, and hiding while defecating. Toilet training children with special needs presents a unique set of challenges as impaired communication skills, reduced ability to process sensory information, and mobility and neurophysiological deficits add challenges to their toilet training. Current published toilet training guidelines in North America recommend (1) a child-oriented approach, (2) not starting before 18 months because the child is not physically ready, and, (3) starting when the child displays interest. The American Academy of Pediatrics put forth the following four questions: 1. What is the evidence for effectiveness of various toilet training methods to achieve bowel and bladder control? 2. What factors modify the effectiveness of toilet training, such as age, sex, race, ethnicity, culture, age at initiation, constipation, or stool toileting refusal? 3. What is the evidence for various toilet training methods as a risk factor for adverse outcomes, such as dysfunctional voiding, enuresis, encopresis, later problems, and psychological consequences? 4. What is the effectiveness of toilet training methods for achieving bowel and bladder control among patients with special needs?
ISBN: 1499512988
ISBN13: 9781499512984
Author: U.S. Department of Health and Human Services, Agency for Healthcare Research and Quality
Publisher: CreateSpace Independent Publishing Platform
Format: Paperback
PublicationDate: 2014-05-10
Language: English
PageCount: 184
Dimensions: 8.5 x 0.42 x 11.0 inches
Weight: 15.52 ounces
Toilet training is the mastery of skills necessary for urinating and defecating in a socially acceptable time and manner. In many cultures, parents regard the achievement of independent toileting as a significant accomplishment and a step toward self-sufficiency. Bladder and bowel function is regulated by complex muscles and may be modified by physiological, psychological, social, and cultural factors. Currently, an all-encompassing definition of "toilet trained" is lacking, and there are no strict criteria stating how long a child must be bladder or bowel continent, or what components of the toileting process a child must accomplish independently, in order to be considered "toilet trained." Over the last 100 years, recommended toilet training methods have oscillated between rigid programs and child-oriented ones. In 1962, Brazelton developed the "child readiness" approach, which focused on gradual training. This approach described parameters of child and parent toilet training readiness. The Azrin and Foxx method emerged in 1971 as a parent-oriented method that emphasized structured behavioral endpoint training aimed at eliciting a specific chain of independent events by teaching the component skills of toilet training. These two methods differ with respect to goal development, endpoints, and emphasis on the child's self-esteem. Other methods include variations of operant conditioning, assisted infant toilet training, and the Spock method. Some factors believed to impact toilet training include sex, age at initiation, race, physical or mental handicaps, and constipation. While the majority of children are toilet trained without incident, approximately 2 to 3 percent experience an adverse outcome. Common adverse events are enuresis, encopresis, stool toileting refusal, stool withholding, and hiding while defecating. Toilet training children with special needs presents a unique set of challenges as impaired communication skills, reduced ability to process sensory information, and mobility and neurophysiological deficits add challenges to their toilet training. Current published toilet training guidelines in North America recommend (1) a child-oriented approach, (2) not starting before 18 months because the child is not physically ready, and, (3) starting when the child displays interest. The American Academy of Pediatrics put forth the following four questions: 1. What is the evidence for effectiveness of various toilet training methods to achieve bowel and bladder control? 2. What factors modify the effectiveness of toilet training, such as age, sex, race, ethnicity, culture, age at initiation, constipation, or stool toileting refusal? 3. What is the evidence for various toilet training methods as a risk factor for adverse outcomes, such as dysfunctional voiding, enuresis, encopresis, later problems, and psychological consequences? 4. What is the effectiveness of toilet training methods for achieving bowel and bladder control among patients with special needs?

Books - New and Used

The following guidelines apply to books:

  • New: A brand-new copy with cover and original protective wrapping intact. Books with markings of any kind on the cover or pages, books marked as "Bargain" or "Remainder," or with any other labels attached, may not be listed as New condition.
  • Used - Good: All pages and cover are intact (including the dust cover, if applicable). Spine may show signs of wear. Pages may include limited notes and highlighting. May include "From the library of" labels. Shrink wrap, dust covers, or boxed set case may be missing. Item may be missing bundled media.
  • Used - Acceptable: All pages and the cover are intact, but shrink wrap, dust covers, or boxed set case may be missing. Pages may include limited notes, highlighting, or minor water damage but the text is readable. Item may but the dust cover may be missing. Pages may include limited notes and highlighting, but the text cannot be obscured or unreadable.

Note: Some electronic material access codes are valid only for one user. For this reason, used books, including books listed in the Used – Like New condition, may not come with functional electronic material access codes.

Shipping Fees

  • Stevens Books offers FREE SHIPPING everywhere in the United States for ALL non-book orders, and $3.99 for each book.
  • Packages are shipped from Monday to Friday.
  • No additional fees and charges.

Delivery Times

The usual time for processing an order is 24 hours (1 business day), but may vary depending on the availability of products ordered. This period excludes delivery times, which depend on your geographic location.

Estimated delivery times:

  • Standard Shipping: 5-8 business days
  • Expedited Shipping: 3-5 business days

Shipping method varies depending on what is being shipped.  

Tracking
All orders are shipped with a tracking number. Once your order has left our warehouse, a confirmation e-mail with a tracking number will be sent to you. You will be able to track your package at all times. 

Damaged Parcel
If your package has been delivered in a PO Box, please note that we are not responsible for any damage that may result (consequences of extreme temperatures, theft, etc.). 

If you have any questions regarding shipping or want to know about the status of an order, please contact us or email to support@stevensbooks.com.

You may return most items within 30 days of delivery for a full refund.

To be eligible for a return, your item must be unused and in the same condition that you received it. It must also be in the original packaging.

Several types of goods are exempt from being returned. Perishable goods such as food, flowers, newspapers or magazines cannot be returned. We also do not accept products that are intimate or sanitary goods, hazardous materials, or flammable liquids or gases.

Additional non-returnable items:

  • Gift cards
  • Downloadable software products
  • Some health and personal care items

To complete your return, we require a tracking number, which shows the items which you already returned to us.
There are certain situations where only partial refunds are granted (if applicable)

  • Book with obvious signs of use
  • CD, DVD, VHS tape, software, video game, cassette tape, or vinyl record that has been opened
  • Any item not in its original condition, is damaged or missing parts for reasons not due to our error
  • Any item that is returned more than 30 days after delivery

Items returned to us as a result of our error will receive a full refund,some returns may be subject to a restocking fee of 7% of the total item price, please contact a customer care team member to see if your return is subject. Returns that arrived on time and were as described are subject to a restocking fee.

Items returned to us that were not the result of our error, including items returned to us due to an invalid or incomplete address, will be refunded the original item price less our standard restocking fees.

If the item is returned to us for any of the following reasons, a 15% restocking fee will be applied to your refund total and you will be asked to pay for return shipping:

  • Item(s) no longer needed or wanted.
  • Item(s) returned to us due to an invalid or incomplete address.
  • Item(s) returned to us that were not a result of our error.

You should expect to receive your refund within four weeks of giving your package to the return shipper, however, in many cases you will receive a refund more quickly. This time period includes the transit time for us to receive your return from the shipper (5 to 10 business days), the time it takes us to process your return once we receive it (3 to 5 business days), and the time it takes your bank to process our refund request (5 to 10 business days).

If you need to return an item, please Contact Us with your order number and details about the product you would like to return. We will respond quickly with instructions for how to return items from your order.


Shipping Cost


We'll pay the return shipping costs if the return is a result of our error (you received an incorrect or defective item, etc.). In other cases, you will be responsible for paying for your own shipping costs for returning your item. Shipping costs are non-refundable. If you receive a refund, the cost of return shipping will be deducted from your refund.

Depending on where you live, the time it may take for your exchanged product to reach you, may vary.

If you are shipping an item over $75, you should consider using a trackable shipping service or purchasing shipping insurance. We don’t guarantee that we will receive your returned item.

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