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Factors associated with difficult toilet training.
Alison Schonwald1, Lon Sherritt, Ann Stadtler
1Children's Hospital, Division of General Pediatrics, and Harvard Medical School, Boston, Massachusetts 02115, USA. alison.schonwald@childrens.harvard.edu
Pediatrics
|June 3, 2004
Summary
Difficult toilet training in children is linked to challenging temperaments and constipation. These behavioral traits, including less adaptability and lower persistence, were observed in children with toilet training difficulties compared to their peers.
Area of Science:
- Pediatrics
- Child Psychology
- Behavioral Science
Background:
- Toilet training is a significant developmental milestone for children.
- Difficult toilet training presents challenges for both children and parents.
- Understanding associated factors can aid in early intervention and support.
Purpose of the Study:
- To identify temperament and behavioral patterns in children experiencing difficult toilet training.
- To compare these patterns with those of age-matched, successfully toilet-trained children.
Main Methods:
- A comparative study involving 46 referred clinic patients with difficult toilet training (DTT) and 62 comparison children (CC).
- Utilized the Carey-McDevitt Behavioral Style Questionnaire and the Parenting Scale.
- Included a detailed questionnaire on toilet-training history.
Main Results:
- Children with difficult toilet training (DTT) exhibited traits such as less adaptability, more negative mood, less persistence, and lower approach.
- Constipation was more prevalent in the DTT group (OR: 3.52), though also present in 55% of comparison children.
- DTT children frequently hid to defecate or requested pull-ups for stool (74% and 37% respectively).
Conclusions:
- Difficult toilet training is associated with challenging temperamental traits and constipation.
- While the referred population may introduce bias, the findings suggest a link between specific child behaviors and toilet training difficulties.
- Parenting styles did not significantly differ between groups, highlighting child-specific factors.