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Bir Meydan Okuma: Geleneksel Tuvalet Eğitimine Karşı Yoğun Tuvalet Eğitimi

A Challenge: Traditional Toilet Training versus Intensive Toilet Training

Nuray Öncül(ANADOLU ÜNİVERSİTESİ)0000-0003-0099-0326
Şerife Yücesoy Özkan(ANADOLU ÜNİVERSİTESİ)0000-0002-0529-0639
Sayfa
350–374
Yayın Tarihi
2021-08-19
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Based on the evidence base evaluation, both traditional toilet training and intensive toilet training are not yet evidence-based for children with developmental disabilities.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The present study aims to describe the participant and practice characteristics and evaluate the quality of single-subject experimental studies using traditional and intensive toilet training protocols to provide toilet training to children with developmental disabilities.
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Temel Bulgular & Veri:In order to reach the related studies, a comprehensive electronic and manual search of the last 50 years was conducted and inclusion and exclusion criteria were applied to all studies accessed.
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Sonuç & Katkı:Based on the evidence base evaluation, both traditional toilet training and intensive toilet training are not yet evidence-based for children with developmental disabilities.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Tuvalet eğitimi · geleneksel tuvalet eğitimi · yoğun tuvalet eğitimi

Özet

The present study aims to describe the participant and practice characteristics and evaluate the quality of single-subject experimental studies using traditional and intensive toilet training protocols to provide toilet training to children with developmental disabilities. In addition, this study aims to evaluate the evidence-based practices of traditional and intensive toilet training protocols for children with developmental disabilities. A systematic review was used in the study. In order to reach the related studies, a comprehensive electronic and manual search of the last 50 years was conducted and inclusion and exclusion criteria were applied to all studies accessed. The quality of the studies was evaluated, and then it was revealed whether they had evidence bases. Full texts of 65 out of 3025 studies were reviewed and inclusion criteria were applied to these studies. The design standards were applied to 20 studies that met the inclusion criteria. Two studies for traditional toilet training met design standards with reservations, and only one study met design standards for intensive toilet training. Based on the evidence base evaluation, both traditional toilet training and intensive toilet training are not yet evidence-based for children with developmental disabilities.

Abstract

The current study aims to describe the participant and practice characteristics of studies that use traditional and intensive toilet training protocols, to evaluate the quality of these studies and to determine whether traditional and intensive toilet training protocols are evidence-based practices for children with developmental disabilities. This study used a systematic review. In order to obtain the studies, a comprehensive electronic and hand search for the last 50 years was completed. The inclusion and exclusion criteria were applied to all studies. The quality of the studies was evaluated, and then it was revealed whether they had evidence bases. The inclusion and exclusion criteria were applied to 65 of 3025 studies. The design standards were applied to 20 studies that met the inclusion criteria. Two studies for traditional toilet training met design standards with reservations, and only one study met design standards for intensive toilet training. Based on the evidence base evaluation, both traditional toilet training and intensive toilet training are not yet evidence-based for children with developmental disabilities

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Bu Makaleye Atıf Yap

Öncül, N., Özkan, Ş. Y. (2021). Bir Meydan Okuma: Geleneksel Tuvalet Eğitimine Karşı Yoğun Tuvalet Eğitimi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 17 Sayı: 2, 350–374. https://doi.org/10.17860/mersinefd.920857

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Kaynakça (12)

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