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Potty Time with Pete the Kitty by James and Kimberly Dean

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Using the Bathroom at School: A Social Story

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Free Bathroom Log

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BATHROOM SCHEDULE, TOILETING DATA SHEET, POTTY TRAINING CHART LOG, SPED, PREK

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Are you looking for a printable toileting schedule, toileting log, or toileting data sheets? This weekly bathroom schedule / bathroom log is a free printable that helps you to quickly collect data on whether individual students are wet, dry, attempted to use the toilet / potty, or did not attempt to...

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Toilet Training: 12 Tips to Keep the Process Positive

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Toilet Training: 12 Tips to Keep the Process Positive

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Toilet training is a big step in your child's development. Being supportive and positive throughout the potty-training process is key. Here are some tips that can help.

1. Choose your words wisely. Choose positive words your family will use to describe body parts, urine and bowel movements. Avoid words that are negative, like dirty, naughty or stinky.

2. Pick a potty-chair. A potty-chair is a child-sized seat with an opening in the seat and a removable container underneath to collect pee and poop. Children's feet should be able to reach the floor. Books or toys for "potty time" may help make this time more fun.

3. Be a role model. Let your children see you use the toilet and wash your hands afterward.

4. Know the signs. When your children feel the urge to poop, you might notice grunting, squatting or freezing. Children's faces may turn red while pooping. Explain briefly to your children that these signs mean a poop is about to come. If your children tell you about a wet diaper, praise them for "using their words." It may take longer for children to notice the need to pee than the need to poop.

5. Think of toilet training as toilet mastery. Invite your child to take over their toileting. Talk with them about how they will now be in charge of their pee and poop. Read children's books about using the toilet to help the process make sense and seem inviting and exciting. When you start the process, try to turn as much of the care of toileting as possible over to your child. Remember, if parents are in charge, there is less room for children to step in and take charge.

6. Make trips to the potty-chair a routine. Routines are important, and practicing the steps is helpful. Make a habit of seating your children onto the potty-chair first thing in the morning. Boys can urinate by sitting down first and can stand up to urinate when better at it.

7. Expect hesitancy. Taking over toileting is a big step. Many children want their parents to take care of their pee and poop and may seek ways to keep parents involved, such as peeing and pooping into their pants. Gently help them overcome their hesitation. Then help them stay in charge by having them be in charge of the cleanup.

8. When toilet training starts, switch to big-kid underwear. Talk with your children about taking control and toileting into the toilet and not their underwear. Some parents may use cloth training pants, which are a little thicker, to protect children's clothing. (Diapers and disposable training pants send a message to children that they are not taking over and do not need to learn to use the toilet.)

9. Teach your children proper hygiene habits. Show your children how to wipe carefully. Girls should spread their legs apart when wiping. They should wipe thoroughly from front to back. This helps prevent bringing germs from their rectum to their vagina or bladder. Make sure both boys and girls learn to wash their hands well after using the toilet.

10. Be precise with praise. Taking over toileting is something all healthy children do. Achieving mastery is the best reward for toilet training success. Avoid treats and punishments. Because this is an adventure for your children-a reach for new responsibility-treats and punishments distract rather than encourage. When your children succeed, be specific about why you are proud-"I am so proud you are able to use the toilet so well," for example.

11. Avoid a power struggle. Children at toilet training ages are becoming aware of their individuality. They look for ways to test their limits. Some children may do so by holding back bowel movements. Try to stay calm about toilet training. Remember that children control when and where they pee and poop. So power struggles, begging, pleading, rewarding, and punishing keep children from managing their own toileting.

12. Understand their fear. Some children believe that their pee and poop are part of their bodies. They may be scared the toilet will flush parts of them away. Some may also fear they will be sucked into the toilet if it is flushed while they are sitting on it. To give your children a feeling of control, let them flush the toilet.

Toilet training is a learning experience. Follow your child's cues, and remember that they'll get the hang of it at their own pace. Don't hesitate to talk with your child's pediatrician about any questions or concerns you have during your child's potty-training process.

More information

The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.

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Toilet Training: 12 Tips to Keep the Process Positive

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Toilet training is a big step in your child's development. Being supportive and positive throughout the potty-training process is key. Here are some tips that can help.​

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Using the Bathroom Boy  #ABA #Autism #socialstory

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Bet you can’t get it out of your head! | Potty Training Song & Dance | Push The Poopy Out | Tips

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Children typically go through toilet or potty training between eighteen months and three years old. Here you'll find helpful tips about when and how to get started with your child.

Toilet or potty training is a big step for you and your child. Learning how to go to the bathroom in a toilet is a huge developmental milestone that requires your help - and patience. Typically, children are ready to be toilet trained between eighteen months and three years old. However, every child is different and may need their own time to get the hang of things.

Before you begin the toilet training process, you want to look for these signs in your child's behavior:

Interest in the bathroom. Your child shows an interest in what happens in the bathroom and may want to watch or imitate what he sees.

Recognition of their own body. Your child tells you when he is going to the bathroom or has to go to the bathroom. Your child is learning to control when she needs to go to the bathroom.

Dislike of diapers. Your child expresses to you that he does not like having a dirty diaper and/or wants his soiled diaper changed immediately.

Once you think your child is ready to be toilet trained, there are several methods for toilet training. Regardless of which one you choose, following these general guidelines will help your child reach success:

Establish a routine. Set a schedule for when you take your child to the bathroom. At first, you may need to take him every hour. Make your child sit on the toilet for a few minutes every time you go into the bathroom as part of this schedule.

Make it fun. When you are in the bathroom, have activities and things to do while your child is on the toilet. This is a great everyday (or every hour) opportunity to read books, sing songs, and tell stories.

Praise for success and encourage for improvement. If your child uses the toilet, celebrate! High-fives, happy dances, and positive words are all great ways to show your child how great she's doing. If your child does not go in the toilet after a few minutes, don't show anger or disappointment. Praise her for trying, and encourage her to try again in a while. Say things like, "Oh, not this time. Maybe next time you'll go. Thanks for trying!" Special recognition and reward charts can be very helpful. For example, you can give your child a sticker for every time he goes to the bathroom in the toilet.

Teach them about their bodies' signs. Although you know when you need to go, children don't always recognize the signs that they need to use the bathroom. Talk to your child about what it may feel like when her body is telling her she has to go to the bathroom. You can start by describing what you feel in your body. After your child goes to the bathroom, ask her what it felt like right before so she can associate and remember that feeling with going to the bathroom.

Accidents will happen! Your child likely will have a few accident during the toilet-training process. That's okay! Don't be upset with your child. Talk about what happened together, and what she can do next time to make it to the toilet in time.

Toilets can be scary for some children. It's important to be understanding during the potty training process as some children are genuinely scared of toilets or the idea of going potty in the toilet. Be patient and listen to their concerns.

Sometimes going "number one" is easier to learn than "number two." But patience and positive reinforcement are always the best ways you can help your little one learn.

For more helpful tips on establishing a toilet-training routine, click here.

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Children typically go through toilet or potty training between eighteen months and three years old. Here you'll find helpful tips about when and how to get started with your child. Toilet or potty training is a big step for you and your child.

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Most effective potty training video - Toilet training for toddlers social story

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https://autismlittlelearners.com/

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Ejemplo de un Grafico Visual Para ir al Baño

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Ejemplo de un Grafico Visual Para ir al Baño

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Potty Training: Learning to Use the Toilet

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Potty Training: Learning to Use the Toilet

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Potty Training: Learning to the Use the Toilet

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There is not one "right" way or one "right" age to learn how to use the toilet. Here's what to keep in mind to child approach potty training.

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Potty Training Children with Special Needs

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Potty Training Children with Special Needs

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The issue of when and how to begin toilet training can be particularly challenging for parents of children with special needs. The sense of accomplishment when they do succeed in this important aspect of self-care can make an enormous difference in their level of self-esteem.

Perhaps more than other parents, those who have children with physical, intellectual, or developmental disabilities can appreciate the toilet-training process as a way to follow and celebrate a child's overall growth. Rather than focusing negatively on setbacks, which are inevitable in any case, they can use the setbacks as opportunities to discover how their child learns best and to demonstrate to them that they are able to progress.

Toilet training works best when parents of children with special needs have access to the guidance, instruction, and encouragement of their pediatrician, other trained professionals (including school personnel), support groups, or a combination of all . The first step you must take is to determine whether your child is ready to begin.

Signs of potty training readiness are the same for your child as for all children:

Is your child aware of the difference between being wet and being dry?

Can they stay dry for at least two hours at a time?

Can they sense when he needs to urinate or have a bowel movement?

Are they capable of reaching the toilet or potty in time (perhaps with your help)?

Can they undress and dress themselves or are they ready to learn?

Are they motivated at some level to take this next step?

If your child is in a resistant phase, is not ready to take on a new challenge, or does not yet feel the urge to behave "like other kids" in this way, you might take some extra time to prepare them mentally before starting the potty training process.

If you feel that your child is ready, ask your pediatrician for their opinion. They can examine your child to offer a physical assessment and perhaps special insight into the particular needs of your child. They can also provide further information that you may need before starting, and let you know what types of special equipment may be advisable.

It is also important to prepare yourself emotionally before you and your child begin the process. Children with special needs often begin toilet training later than other children, frequently completing the process at age five years old or even later. Of course, children with some conditions may always need help with their clothing (button, zippers, tights) and some might need help getting to the bathroom. Some will develop innovative ways of achieving independence.

Learning to use the toilet can be physically painful to some, and challenging for others to understand. Accidents will happen, of course, and you will need to draw on an extra dose of patience and humor when they occur. Ask for help from your spouse, relatives or friends before you begin.

Physical challenges

A number of physical disabilities and illnesses can hinder a child's ability to become fully toilet-trained or easily adjust to bathroom use. If your child faces such a challenge, you will need to think about how their unique situation affects each stage of toilet training and how you can compensate. Whether your child is unable to sense the need to urinate, has difficulty getting onto or staying on a standard potty or toilet or must adjust or readjust to toilet use after having used an ostomy device, they will need extra support from you and their other caregivers as they learn to master this new skill.

Visual disabilities

Children with visual disabilities and those with sight deficiencies experience a disadvantage at several stages of toilet training. First, they might be unable to observe family members and peers using the toilet, so they cannot mimic their behavior. So many details of toilet or potty use-where the potty is in the bathroom, how the body is oriented to it as one sits down, how the urine and poop get into the potty, how one tears off and uses toilet paper-are simple to understand if a child can observe the process but difficult if they cannot. Without sight to help them, your child will need to rely more on language to understand how the process works. Because of this, you will probably want to wait a little longer to begin potty training-until they are three or four years old (or even later, since language delays can accompany blindness)-so that they can fully comprehend what you are telling her.

When you are ready to introduce your child with a visual impairment to the concept of toilet use, start bringing them with you when you use the bathroom. Allow them to explore the bathroom and locate the toilet. (Be sure it's well ventilated and smells pleasant so they will want to return.) Place their hands on your shoulders so they can feel you sitting on the toilet, explain what you are doing and why, and guide her hands to the toilet paper dispenser. Also show them the flush handle and the sink for hand washing.

Once you have placed a potty in the bathroom, lead them to it, let them accustom herself to its presence, and keep it in the same place throughout the toilet-training process. Talk to them about toilet use at other times, too-pointing out that most of the people they knows use the toilet and that toilet use is a sign of being a big kid who can take care of themselves.

Once your child begins practicing potty use themselves, keep the bathroom and the passage to it clear of obstacles. A musical potty that is activated when urine hits the bowl might make the learning process more fun. Teach them to feel the inner edge of the seat before tossing in the toilet paper and, if the child is a boy urinating standing up at a toilet, to position his body so he doesn't urinate on the toilet itself. (You may want to have your son first sit to urinate; once he masters that skill, then you can teach him to stand in front of the toilet.)

Finally, as your child grows more comfortable with bathroom use, make a point of taking them to the bathroom at each public place you visit. By helping them familiarize themselves with the wide variety of bathroom layouts and toilet styles, you will help build their self-confidence when away from home and prevent accidents. And don't forget to reward their progress with praise, hugs or a small reward.

Hearing disabilities

Children who are deaf or have difficulty hearing may or may not find toilet training challenging, depending on their ability to communicate. A child who is already fluent in sign language can rely on a combination of visual observation and explanations from you to understand what's expected of them-much like any other child. Children who do not yet have the ability to understand your signals and simple signs may not be ready for toilet training until they are somewhat older.

The key to training in these cases is to keep the process simple. When introducing the concept, emphasize the visual: Allow your child to observe you (and, even better, other children) using the bathroom, and show them picture books about it. Choose one gesture or sign for the essential terms (pee, poop, potty, wet, dry, and need to go). Use these gestures each time you use the bathroom, and use them with them as well-signing "wet" (with a sad face) when you change her diaper or wet underwear, "dry" (with a happy expression) once they've been changed, and "need to go" after lunch when it's time to sit on the potty.

As long as you are consistent and stick with the half-dozen signals you need, your child will get the hang of potty use without longer explanations. When they do, be sure to reward them with plenty of hugs, stars on a potty chart or another small reward.

Continence problems

Some conditions have no effect on a child's ability to understand the process of toilet training but make it difficult for a child to comply. Your child may grow increasingly frustrated in their efforts to stay dry and may even give up trying.

The best solution to this dilemma is to put your child on a regular potty schedule. By placing them on the potty frequently (reminding them every hour or so to visit the bathroom), you remove the burden of having to acknowledge so many times each day that they must interrupt an activity to tend to their physical needs. Going to the bathroom at the top of every hour can become a habit similar to brushing teeth twice a day or getting dressed in the morning-freeing her up to focus on other activities between visits.

Cerebral palsy

Children with cerebral palsy not only tend to be slow in developing bladder control, but may not have enough bladder awareness to begin toilet training at age two or three. If your child has cerebral palsy, they will need help to develop an awareness they needs to go (which may be signaled to you when you see them clutching their genitals or fidgeting anxiously) before they can begin toilet training. They will have to be able to delay urination until they are in position on the potty. They will need to remove their clothing and then hold themselves on the potty (with supports) long enough to achieve success. Again, these challenges mean that it is usually best to wait to toilet-train until they are older.

It is possible that limited physical activity, undeveloped muscle tone, or medications may cause constipation for your child with cerebral palsy. So, pay special attention to their diet as you start toilet-training. Make sure they are drinking plenty of fluids and eating foods high in fiber such as fruits and vegetables. As they begin to practice removing her clothes before getting onto the potty, make it easier by providing clothes with Velcro fasteners or loose elastic waistbands. (They may find it easier to remove her clothes while lying down.)

Spina bifida and spinal cord injury

Spina bifida, spinal cord injury, or spinal tumors create toilet-training problems for young children similar to those of cerebral palsy. But since most children with this condition never develop an awareness of when they need to go, few can ever fully use a toilet. You can, however, teach your child to remove urine through a catheter on a regular basis, and to visit the bathroom for bowel movements on a regular schedule. (A high-fiber diet with plenty of liquids and meals served on a regular schedule will make this process easier. Sometimes a stool softener or even a suppository or enema is needed.) Since your child will find it difficult to remove her clothing, be sure to provide them with Velcro fastened clothes and allow them to lie down to undress if necessary.

A child with spinal cord dysfunctions will likely not feel the need to move their bowels and have a greater risk of being constipated. Help prevent constipation by giving them enough fluids and a diet high in fiber. They may need to be on a bowel regimen designed so that they have a bowel movement at home and then does not have a bowel movement at school. Your pediatrician and therapist should be able to help develop a successful program for your child. They will need regular catheterizations, and either an aide or school nurse will have to help until your child can perform their own catheterizations.

Parents of children with physical disabilities such as cerebral palsy or spina bifida may become so distracted by the need for special equipment or physical support that they neglect the cognitive and emotional support that all children need to succeed at toilet training.

While installing that special potty in the bathroom, talk with your child about using the potty and why it's important. Let them observe you and others using the bathroom, and praise and reward them when they succeed even a little bit. Resist the temptation to "let things go" when there is difficulty and remain firm about the schedule or routine you have created-unless the experience becomes negative and your child becomes very resistant. Remember, their progress is especially significant if it increases their self-confidence and prepares them for more challenges. Give them all the information, attention and support they need to succeed.

Behavioral and mental disorders

Your experience toilet-training a toddler who has been identified as having developmental or behavioral difficulties will depend a great deal on your particular child's temperament, behavior patterns and coexisting conditions. Your knowledge of your child's strengths, weaknesses, tendencies and interests will help the process.

Toilet training can be particularly trying for parents of children who have developmental disorders or behavioral difficulties. This includes those with autism, fetal alcohol syndrome (FAS), oppositional defiant disorder (ODD), and, in cases when it is diagnosed this early, attention deficit /hyperactivity disorder (ADHD). Many children with these conditions may not be strongly motivated, or sufficiently equipped, to respond to the social reinforcements that work so well with other children ("What a big boy!"). For some, small tangible rewards such as a sticker or small toy can be effective.

Many find it extremely difficult to adjust to any change in routine. Some are particularly sensitive to touch and other sensory input and become upset by the frequent pulling off and on of clothing, the physical closeness with an adult and the unfamiliar surroundings of the bathroom.

For some children, simply learning the abstract concept of potty use can be complicated. For example, some children with behavioral disorders do not naturally imitate their parents' or peers' behavior. Others learn only through simple imitation or other concrete, nonverbal demonstrations. Such complications in the training process mean that early efforts can create a high level of frustration in your child and may lead to displays of temper, stubbornness, and refusal to cooperate.

Despite challenges, most children with special needs-whether they have physical challenges or behavioral issues-can be toilet trained, though in some cases the process may take up to a year or even longer. They may require help from an occupational or physical therapist or a rehabilitation engineer.

Your first step is to determine whether your child is ready to start training. Usually the time to think about beginning is when you notice that they can stay dry for an hour or more at a time, has regular bowel movements, is aware that he is about to pee or poop and dislikes being wet or soiled. It is also important to have your child examined by their pediatrician, since they may be at a higher risk for constipation or loose stools, which may interfere with training.

Once you have decided to begin, observe your child and consider carefully the specific traits, patterns of behavior, and obstacles that may impact their learning process. If they seems to dislike entering the bathroom, determine the cause of their discomfort. Is it the smell of disinfectant? The cold floor? The flushing toilet? Change or fix it if possible (change cleansers, put socks on their feet, move their potty away from the noisy toilet).

If they do not overtly signal the need to go, do they pause just before voiding or otherwise behave in a way that will provide you with a cue? At what times, or how long after eating or drinking, does he usually pee or poop? What foods, toys or other objects are they most passionate about? These can be used as tangible potty-training rewards, which may prove more effective than praise.

Identify how your child learns best. Some respond to firm but gentle physical demonstrations (being placed on the potty at regular times). Others do best with a formal routine containing a series of simple and predictable steps (verbally explained and reexplained, illustrated with pictures, or listed on a chart). Still others do best with offhand comments and conversations that inform without inviting resistance.

Intellectual Disabilities and Developmental Disorders

Most children with a developmental delay, an intellectual disability, or an autism spectrum disorder can be toilet-trained. The time it takes to achieve success ranges from a few months to a year or more. The process becomes easier as your child achieves at least a minimal level of verbal ability, is able to manage their clothes (perhaps with some help from you), and shows awareness of the need to go.

Toilet training for children with developmental delay, intellectual disability or autism spectrum disorder can be quite similar to training for other children, but sometimes it is not. Like with other children, as you introduce your child to the concept of potty use, it often helps to keep explanations simple. Start by checking the state of their diaper or pants every hour or so and offering a one-word, nonjudgmental comment when they are wet ("Wet!"). After you change them, smile and say "Dry!" If their verbal skills are limited, you might substitute a special gesture or sign for the words wet, dry, potty, need to go, and so on.

Begin bringing them to the bathroom with you when you need to use it. Smile and say "Dry!" after you've finished and pulled your pants up. If at all possible, have your child observe other children using the bathroom, too. They may make the connection between themselves and another child more easily than between themselves and you. After you've finished and are dressed, show them how happy you are and tell them "Dry!" If they have a favorite doll or stuffed animal, use it to play "potty," demonstrating again how the potty is used.

When they are ready to begin using the potty, begin setting them on it at regular times-quite frequently at first (as frequently as you checked them for wetness earlier) and then gradually settling down to the times when they usually go. Try to keep them on the potty for five or ten minutes at a time-keeping them company, reading to them, playing children's music and otherwise ensuring that they stays in place long enough to succeed. Once they do urinate into the potty, give him a big smile and say "Pee!" (or whatever word you have chosen for this event). Help them wipe off and then praise them with a happy "Dry!" and give them a reward. Eventually, with enough repetition, they will understand the connection.

If your child has an intellectual disability or developmental delay, it is best to toilet train one step at a time. Don't expect your child to learn to signal or announce their need to go, pull down their pants, use the potty, wipe their bottom and wash their hands all at once, the way their peers might. Toilet training will work best if you focus on the actual act of peeing and pooping first and address the other skills later. It is more important to keep them motivated than to achieve instant success.

Adapted from American Academy of Pediatrics Guide to Toilet Training, 2nd Edition (Copyright © 2016 American Academy of Pediatrics)

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Potty Training Children with Special Needs

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Toilet training works best when parents of children with special needs have access to the guidance, instruction, and encouragement of their pediatrician, other trained professionals, or support groups.

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Emotional Issue and Potty Training Problems

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Emotional Issue and Potty Training Problems

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Emotional causes of bathroom-related problems are among the most challenging to address, since young children are rarely able to express their confusion, anxiety, or fear in words. Behaviors such as defecating (pooping) in a corner of the bedroom, having daily accidents at school after many months of complete dryness, or pleading to return to diapers are disturbing and even frightening to many parents-more so when they do not understand the cause.

Once physical causes have been ruled out, however, the reasons behind many of these behaviors can be unearthed by considering any changes in your child's life or emotional development, observing thier other behaviors and listening carefully to what they say.

Potty training regression: why it happens & how to react

A major change in a child's life can cause them to regress during toilet training. Regression can occur for similar reasons long after toilet training. A new baby in the family, a move to a new home, family conflict, or any other emotionally stressful situation may cause your child to revert to an earlier level of bathroom mastery. This may involve bedwetting, puddling, withholding of stool and even pooping in inappropriate places. Inner stress prompted by your child's normal development can affect her bathroom behaviors as well.

When your child tries to hide their accidents

At about three years of age, children start developing the capacity to experience discomfort, or shame, when they have done something they know is wrong. However, most children this age do not know what to do with these feelings. A child who longs for their parents' approval may suddenly start to feel embarrassed or ashamed after a bathroom accident, no matter how accepting their parents are actually likely to be. As a result, they may claim to have used the bathroom when they really urinated on the living room floor. They may hide their wet underwear, or even try to clean up the mess before you see it.

There is no cause to criticize or punish a child who behaves in this way. On the contrary, they have demonstrated that they know what proper bathroom behavior is and are trying as best they can to make it "come true." The best response when you find your child hiding their accidents from you is to gently tell them that you know they had an accident, that it's okay, and that you know they will do better next time. Then ask them to help you clean up, and talk with them about specific ways the two of you can help them get back on track.

Other feelings and emotional situations can overwhelm your young child and cause them to behave in ways that seem puzzling at first. A desire for more attention may cause them to stage more accidents just to engage you in conversation or emotional interaction. If they feel you have been too controlling about bathroom use-constantly asking if they need to go instead of letting them direct their own behavior-they may resist going until it's too late and they have an accident instead.

A more active imagination and a tendency toward magical thinking may cause them to fear the toilet and start to avoid it. Even a desire to befriend another child by imitating them can lead to regressive bathroom behavior if the other child is not toilet-trained. Finally, a temporary wish to return to coddled babyhood, which nearly all young children experience at some time, may prompt your child to ask you if they can start wearing diapers again.

Supporting your child

For toilet-trained children, as well as for those still being trained, regression in bathroom use usually does not last long. Respond calmly and use it as an opportunity to support and communicate with your child. Help your child identify the problem, sympathize with their feelings, and help them find practical solutions. Such evidence of your support and understanding will help her to relax and eventually move forward.

Meanwhile, try to avoid major concessions such as returning to diapers. Instead, consider offering to put them in training pants under their underwear for a while, put the potty in their room, accompany them to the preschool bathroom before the school day begins, or otherwise compromise until they feel more secure.

Adapted from American Academy of Pediatrics Guide to Toilet Training, 2nd Edition (Copyright © 2016 American Academy of Pediatrics)

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Emotional Issues and Potty Training Problems

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Emotional causes of bathroom-related problems are among the most challenging to address, since young children are rarely able to express their confusion, anxiety, or fear in words.

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Create a Potty Training Plan for Your Child

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Create a Potty Training Plan for Your Child

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Having potty-training plan for your child and knowing the best time to start it can make the toilet training process go more smoothly. But there are certain universal rules relating to toilet training-as well as to other aspects of parenting-that will enhance your family's experience no matter what method you choose. Some important points to remember:

Be positive. Children learn best when they are praised for their progress rather than punished for their mistakes. Do what you can to help your child succeed as often as possible-even if it means learning gradually, one tiny step at a time. When they progress, give them a hug, some praise, and perhaps even a small tangible reward. When they fails, tell them you're sure they'll do better next time and ask them to help you clean up.

Try to be as consistent as possible. Create reasonable expectations according to your child's abilities, express them clearly and frequently, and expect your child to at least try to follow them every time. Keep their bathroom routine as consistent as possible, with their potty in the same place every day and the sequence of actions-including wiping and hand washing-the same every time. While they are toilet-training, praise your child for each success, and provide predictable, nonpunitive consequences (such as helping to clean up) for each failure. Make sure that your approach to toilet training is consistent with those of your child's other caregivers as well.

Stay involved and observe. Very young children's needs, behaviors, and abilities change frequently and, to some extent, unpredictably. Toilet-training approaches that worked two weeks ago may not work today, and skills that your child mastered in the past may temporarily disappear in the face of new challenges. Continue to monitor your child's bathroom behavior throughout toilet training and afterward so that you can quickly identify and resolve any new problems that arise.

Enjoy. Toilet training is a necessary chore, but it can also be fun at times. Don't take your child's hesitations, passing fears, or resistance too seriously. Nearly every child learns to use the toilet sooner or later, and your child will, too. Do what you can to occasionally take your eye off the long-term goal and enjoy the charming, funny moments along the way.

A potty-training plan of your child's own

If you are concerned that designing a potty-training plan to suit your particular child may prove more difficult than following a prepackaged, one-size-fits-all program, keep in mind the advantages. It doesn't take a great deal of effort to figure out whether your child is more a talker or a doer, or a lover of adult-imposed routine or an independent soul who prefers to control their own actions. In the process of figuring that out, you and your child will have go​tten to know each other better. Plus, your child will have learned a new skill in a way that increased their confidence, their sense of security, and their self-esteem. What a wonderful process to have been a part of!

Adapted from American Academy of Pediatrics Guide to Toilet Training, 2nd Edition (Copyright © 2016 American Academy of Pediatrics)

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Create a Potty Training Plan for Your Child

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These are the tools you will need to create your own toilet training plan and implement it at the best time for your child. There are certain universal rules relating to toilet training-as well as to other aspects of parenting-that will enhance your family's experience no matter what method you choose.

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Centers for Disease Control and Prevention (CDC)