Abstract
This dissertation explores the process of bowel movement training for children with autism and its impact on parents and caregivers. Toilet training, especially bowel movement training, is a critical self-care skill that children with autism often struggle to achieve. The dissertation is divided into three studies. The first is a multidisciplinary systematic literature review analyzing effective interventions for bowel movement training across various fields such as psychology, medicine, and education, with a focus on identifying approaches that can be applied to children with autism. The second study uses qualitative interviews with parents of children with autism to understand their experiences and challenges during the toilet training process. Common themes such as emotional responses, perceived supports, and barriers to success are identified. The third study involves the development and validation of a survey to quantify parental emotions and assess the relationship between specific interventions, supports, and barriers during bowel training. This dissertation contributes to the field by broadening the understanding of effective bowel training strategies for children with autism and emphasizing the impact on parental well-being. This research provides valuable insights into the need for multidisciplinary approaches to improve toilet training outcomes and highlights the emotional and physical demands on parents, calling for better support systems.