Teaching Self-Catheterization Skills to a Child with Myelomeningocele in a Preschool Setting

Abstract

This study examined the effects of simulation training and a prompt hierarchy on the acquisition of self-catheterization skills by a 4-year-old male with myelomeningocele. Training was conducted in the subject's preschool setting. The child was first taught to perform clean intermittent catheterization on a doll, then on himself. Catheterization skills were identified through task analysis. The skills were clustered into three tasks of diapering, cleansing, and catheterization. Edible reinforcers were used to reward the child for self-catheterization skills performed to criterion. Results of a multiple baseline design across tasks showed that simulation training and the prompt hierarchy facilitated acquisition of clean intermittent catheterization.