ABSTRACT
This chapter presents a case study of Peter. Peter was sat on the potty and given attention after he was wet, and not when he was dry. Peter’s mum was asked to check his pants at frequent intervals, initially every 15 minutes. If Peter had wet pants, he was changed without comment and not sat on the potty. His mum also continued to read frequently to Peter – something that is important for all children, – but not when he was on the potty. Had Peter’s mum found that his pants were wet very frequently, she would have needed to consider whether he was developmentally capable of learning at that stage or whether he needed some other form of assessment. Both the presence of Mum and the bladder signals can be antecedents, but it is only when the child learns to respond to bladder cues that they become independent in toileting.
