potty training autism


Gloves, wipes, plastic bags, change of clothes. What am I missing? Oh paper towels, lots of paper towels. Toilet training in an autism support classroom can feel like a daunting task. Stepping into bathroom mode literally feels like a career change. I know this because, after over 20 years in the field, I’ve worked with countless teachers who have felt overwhelmed by the idea of autism and toilet training together. It's been tough helping students with autism master this important life skill. And as hard as it will be, with the right strategies and resources, toilet training can become a manageable, meaningful and anything but monotonous, process.

No more just going through the motions to hurry this up. When it comes to toilet training and autism, it’s helpful to break down the process into small and teachable steps. Pre-teaching foundational skills like recognizing bathroom signs, asking for help, and understanding routines can give your students the tools they need to build confidence and independence.

In this blog post, get ready for 7 practical tips and strategies to help you and your students succeed with ideas that your potty training autism support classroom can use. 

1. Start with Pre-Teaching

Before you even step into the bathroom, start pre-teaching skills that will help students feel more confident and prepared. Activities like matching pictures of bathroom items, identifying clean and dirty clothes, and recognizing bathroom signs can lay the groundwork for success.

In our Toilet Training Printables for Students with Autism, there’s a worksheet called “Wet Clothes” that helps students recognize the difference in wet and dry clothing. It can be paired easily with some real world examples and hands-on learning opportunties using wet and dry fabric.

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This type of activity helps students connect the dots between what they’re feeling and what to label it.

2. Establish a Routine

Toilet training works best with clear, consistent routines. Create a clear step-by-step bathroom routine that students can follow every time they use the restroom. Visual schedules can be very effective.

For example, you can use visuals to outline each step:

  1. Pull down pants
  2. Sit on the toilet
  3. Wipe
  4. Pants Up
  5. Flush

Displaying these steps near the bathroom or in your classroom can reduce confusion and give students a sense of independence. The “Bathroom Routine” and "Washing Hands" worksheet in the resource is designed to support this process by reinforcing the sequence of tasks.

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3. Use Visual Supports

Many students with autism do well with visual aids, and toilet training is no exception. Visuals like charts and cue cards can help students understand what’s expected and stay focused on the task.

Social stories are also very effective. Social stories can make the process of using the bathroom relatable and engaging. They can be used daily to reinforce bathroom skills and behavioral expectations.

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4. Address Sensory and Behavioral Needs

Toilet training can also be about understanding and addressing sensory and behavioral needs of students. Some students may have aversions to certain textures, sounds, or smells in the bathroom. Others may struggle with behaviors like flushing repeatedly or playing with water.

For sensory-sensitive students, try introducing tools like noise canceling headphones or scented soaps to make the experience more comfortable. The "Roadblocks" worksheet might help students tell you what challenges they are having in the bathroom. 

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Additionally, printables like ‘Stop Flushing Too Much’ and ‘Expected Behaviors After Using the Bathroom" in our Toilet Training Printables are great tools to teach students appropriate bathroom behaviors in a supportive and understanding way.

5. Celebrate Small Wins

Toilet training takes time, and progress will look different for every student. Celebrate every small step forward, whether it’s successfully sitting on the toilet, recognizing the need to go, or washing hands independently.

Positive reinforcement, like stickers and high-fives can go a long way in keeping students motivated. Remember it’s all about building confidence and creating a positive association with the bathroom routine.

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6. Collaborate with Families

Toilet training is most effective when there’s a partnership between school and home. Share your routines and visuals with families so they can reinforce these skills outside the classroom. Ask parents about their child’s preferences and any strategies that have worked well at home.

7. Create a Program or Protocol for Your Students

Toilet training is challenging for a number of students with autism. Setting up a program to tackle toilet training issues is even more of a challenge. There are many classroom teams like yours, looking to add some structure to the classroom day in the area of helping students with bathroom skills. There are no guarantees, but here are some considerations for protocols to try to increase the chances of success.

Using the Bathroom (General Considerations):

  1. Take baseline data to see where the student is currently functioning as it relates to the process of going to the bathroom. (How often do they go, are they dry or wet at creating times, do they go when provided the chance, etc.)

  2. Identify potential reinforcers or preferred items to use as a motivator for the student. Place these preferred items in a bag that will be carried to the bathroom or place them in a plastic box that can be stored in the bathroom area. (Try to use them only for bathroom time.)

  3. Give the student the opportunity to be as independent as possible during the bathroom routine.  For all tasks, except where there may be a specific plan to provide modeling and assistance (ex. fastening/buttoning), provide a 3-direction guided prompt. Use the least amount of words possible to give instructions at this time. Give the first direction, (use wait time), give the second direction while modeling or gesturing the action (use wait time), then give the third and final direction and guide the student to perform the action correctly.

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Bathroom Protocol for Using the Toilet:

  1. Set aside specific times for the student to use the bathroom.

  2. Keep distractions and interruptions at a minimum. 

  3. Choose the phrases you will use to refer to going to the bathroom. Be sure that all team members are consistent in the phrasing that is used. For example, will you say “time for bathroom,” or “go potty” or some other phrase?

  4. Keep the toilet training times no longer than 10 minutes.

  5. Provide praise to the student for appropriate actions during the toileting process. To the extent possible and keeping safety in mind, try to stop your verbal reaction to any inappropriate behaviors that may arise. Train yourself to respond to the behavior by interrupting the behavior without saying anything. (This is so it does not become a game to the student to make you verbally respond.)

  6. Make the area reinforcing. Add preferred items (to be used for this area only) that the student likes.

  7. Make the area comfortable. Possibly add a foot stool if the student’s feet do not touch the ground. Reduce loud noises and echoes if you can.

  8. Have all toileting related materials in the bathroom (change of clothes, diapers, pull-ups, etc.) can help. There is even a page in our Toilet Training Printables (see below) to remind students. 
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  9. Find out if the student is wet or dry. Face the student. Show a picture symbol (or have it posted on the wall) of “wet” and “dry” to the student. Ask the student the question, “Are you wet or dry?”  Have the student select an answer. At first, help the student respond correctly, prompt by immediately giving the answer (pointing to the answer) and saying “I am dry/wet.” When the student responds correctly, provide confirmation, “You are _______.” Gradually fade/remove prompts until the student is able to respond on their own to the question.

  10. If the student wets or soils their pants, have them place the items where they need to go. Have them complete any clean-up process that occurs. (Limit your verbal instruction at this time or revert to gestures/pointing at this time.) Then, attempt the bathroom routine.

  11. If the student is dry, have them follow the steps to use the bathroom: 
  • Pull pants down.
  • Sit on the toilet.
  • Urinate in the toilet.
  • Wipe self.
  • Pull pants up.
  • After the routine is completed. Provide the student with a preferred item.
  1. Reinforce for dry pants:  Say, “Your pants are dry.”

  2. Reinforce for voiding in the toilet: Say, “You used the bathroom in the toilet” and provide preferred item.

Now remember, this step may change based on your specific prompting procedure chosen for the student. Some student protocols will use a forward chaining method and some might use a backward chaining method to teach this skill. If that is the case, the time that you provide a reinforcer to the student will need to change.

Toilet training in an autism support classroom doesn’t have to feel overwhelming. By breaking the process into small and manageable steps, and using the right tools you can help your students build the skills they need for success.

If you’re looking for resources to support your students, the Toilet Training Printables for Students with Autism is designed to teach some language and activities related to the process. 

Toilet Training Printables cover
It is also available as a workbook. 
toilet training cover for workbook

Progress takes time, but you can move your students toward greater independence. Don’t mess this up. Just kidding, it is a skill that needs to be taught and you can now that you have a few more strategies than you did yesterday!



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