Restroom Respect Social Story Booklet Restroom Respect
My Guide to Using the Bathroom
Name
Sometimes, I need to use the bathroom.
I ask my teacher for permission.
Page 1
I walk quietly in the hallway.
I enter the restroom and look for a spot.
Page 2
I look for an empty urinal or a stall.
If a door is closed, it means someone is inside.
Page 3
Privacy is important.
Everyone wants to feel safe in the bathroom.
I keep my eyes on my own body.
Page 4
I do not look under the doors.
Looking under the door makes other people feel scared or upset.
I stay in my own space.
Page 5
TOILET PAPER
PAPER TOWELS
Only toilet paper goes in the toilet.
Paper towels go in the trash can.
Page 6
I flush the toilet when I am done.
I only flush one time.
I do not flush again and again.
Page 7
I wash my hands with soap and water.
I dry my hands with a paper towel.
Page 8
I walk back to my classroom.
I am proud of myself for following the rules!
Page 9
Bathroom Success Checklist Bathroom Checklist
I can follow the restroom rules!
1
Permission
I asked my teacher to go.
2
Find a Spot
I look for an empty stall or urinal.
3
Privacy
I keep my eyes on my own body.
4
Toilet Only
No paper towels. No too much toilet paper.
5
Flush
I flush one time. No repeated flushing.
6
Wash Hands
I use soap and dry my hands.
7
Return
I walk quietly back to class.
My Name
Restroom Respect Teacher Guide Teacher Resource
Restroom Respect Implementation Guide
Strategies for supporting bathroom etiquette, privacy, and sanitation maintenance for students with cognitive impairments.
Understanding the Behaviors
"Behaviors like looking under stall doors or repetitive flushing are often rooted in curiosity or sensory seeking. Our goal is to provide clear replacement behaviors and boundaries."
Using the Social Story
Proactive Reading: Read daily, focusing on the "Only TP" and "Flush Once" pages.Visual Sorting: Practice sorting items in the classroom (Trash vs. Toilet).Direct Language: Use specific phrases: "Eyes on my own body" and "One flush only."
Using the Checklist
Laminated Visual: Post the checklist inside the restroom stall at eye level.Immediate Praise: High-reinforcement immediately after a successful trip.Prompt Fading: Use the checklist to move from verbal to visual prompts.
Correction Protocols
If looking under a stall door:
Interrupt immediately with a neutral prompt: "No looking. Eyes on your body." Redirect to the next step of the routine.
If flushing repeatedly (or excessive toilet paper):
Use the verbal cue: "One flush. Now wash hands." If the student is using too much toilet paper, prompt: "Small piece only. One flush." Prompt the student to move to the sink immediately to break the sensory cycle.
If trying to flush paper towels:
Block the action. Point to the trash can: "Paper towels go in the trash. Only toilet paper in the toilet."
High School Level Implementation Tips
Discrete Reinforcement
In a high school setting, loud praise can be stigmatizing. Use "low-key" reinforcements like a thumbs-up, a specific "special" token, or a quiet whisper to acknowledge success without drawing peer attention.
Staff Consistency
Ensure all instructional aides and teachers are using the same language (e.g., "One Flush Only") to prevent confusion. Inconsistent terminology can lead to a resurgence of the behavior.
Environmental Modification
If paper towel flushing is a recurring issue, consider using a restroom with an automatic hand dryer, or keep paper towels behind the teacher's desk/counter to be handed out individually until the routine is mastered.
Sanitation and Safety Tip
Repetitive flushing can be a sensory "stim." If this persists, provide a similar sensory input (like a water timer or push-button toy) in the classroom as a replacement behavior for when they are NOT in the restroom.
