Increasing accuracy and decreasing latency during clean intermittent self-catheterization procedures with young children.

Two preschool girls learned to catheterize themselves using a doll and a toy kit first. The trainer showed, let them practice, and gave praise for each correct step.

The team tracked every missed step and the seconds it took to finish. They started the training only after both girls showed steady, low scores.

Right after simulation practice, both girls hit nearly every step and finished faster. These gains stayed high when they moved to real catheter use.

No extra teaching was needed once the doll routine looked smooth.

Byra et al. (2018) repeated the idea with two preschoolers who had autism. They added a quick check that the kids could tell parents what to do. The children still learned the full bathroom routine and kept it for six months.

Ivancic et al. (1981) used the same doll-style practice to teach fire-escape moves. Five kids mastered nine safety steps and still passed a two-week check.

Neef et al. (1978) compared bus-riding lessons. Kids who practiced in a classroom learned just as well as kids who rode real buses, but they finished faster and cost less. All three studies show that pretend runs can equal or beat real-world drills for young children.

You can teach delicate self-care without touching the child or waiting for medical supplies. Run the skill on a doll first, watch for mastery, then switch to the real task. This keeps the child safe, saves clinic time, and builds confidence before the first real catheter hit.