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Prof Tute - Principles of Behavioural Treatment in ABI
Prof Tute - Principles of Behavioural Treatment in ABI
Prof Tute - Principles of Behavioural Treatment in ABI
Introduction
Behavioural treatment derives from Behaviourism, which has been called a “theory”, “school / movement of / in
psychology” [1,2], a “philosophy” [3] as well as an “attitude”, even “doctrine” [3] or “the only consistent and logical
functionalism” (as in: functional psychology) [4].
Acquired brain injury on the other hand, one might assume, will be something with a secured definition, which is,
to a surprisingly large degree, not the case.
Although we seem to be dealing with two constructs of somewhat diffuse definition, we will see it may not matter
too much in practice.
• Aquired brain injury is, depending on the source, traumatic, as in: traumatic for the brain, or referring to the
mechanism of injury. The use is not consistent and there does not seem to be a universally aggreed
definition.
• In Australia commonly used definitions are:
1. “Acquired brain injury (ABI) refers to any type of brain damage that occurs after birth.” [5], and
2. “Brain injury includes a complex group of medical and surgical problems that are caused by trauma to
the head.” [6]
This leads to inconsistent exclusion / inclusion of pathologic entities such as MS, Alzheimer, CVA, intracerebral
bleeding secondary to ruptured aneurism, Huntington etc.
However, for the sake of the purpose of our tutorial, the follwoning simplification might be allowed:
• Primary Injury [7]:
1. Direct impact and damage
2. Acelleration-/decelaration injury (shear-, tensile- and compressive-strains, causing intracranial
hematoma, diffuse vascular injury, or injury to cranial nerves)
3. Diffuse axonal injury (DAI, microscopic axonal damage, often not visible on imaging studies, caused by
rotational acceleration), which seems poorly understood but appears to be quite significant.
• Secundary Injury [7]:
Whithin hours or days after the event as impairment of cerebral blood flow, resulting in:
1. local edema,
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2. hemorrhage, or
3. increased intracranial pressure,
4. inflammatory response.
This may cause cellular ion pumps to fail, the excessive release of glutamate and aspartate, free radical
formation, proteolysis, and lipid peroxidation, all of which are believed to to cause neuronal death.
• GCS:
• The GCS is the most widely used tool to grade the severity of it. GCS scores between 13 and 15 define mild
brain injury, whereas scores between 9 and 12 define moderate brain injury, and scores between 3 and 8
define severe brain injury . [8]
• PTA (Post traumatic amnesia): Period that elapses between the time of injury and the restoration of
continuous memory for day to day events, which clearly relates to the GCS and is often characterized by:
• Confused speech
• Pseudo-psychotic symptoms
• Perseveration
• Elated mood
8 [Kaplan & Sadock's Comprehensive Textbook of Psychiatry, 8th Edition] “Neuropsychiatric Aspects of Traumatic Brain Injury”, pg 391
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The PTA is defined as [9]:
PTA < 1hour mild injury
• “Westmead” and “GOAT” (Galveston Orientation and Amnesia Test) [ 10], which are both short MSE's
designed to assess orientation and amnesia, at least once a day and Westmead being the preferred
instrument.
• GOAT
Instructions: Can be administered Daily. Score of 78 or more on three consecutive occasions is considered to
indicate that patient is out of post-traumatic amnesia (PTA).
• PTA is believed to have ended, where tests are being scored accordingly or disorientation and amnesia
persists beyond six months, after which coma is unlikely to remit
9 [Russel]
10 [Zafonte 1997]
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Definition of Behaviourism
In its more radical form, behaviorism is committed to the following claims [3]:
1. Psychology is the science of behavior, not of mind.
2. Behavior can be described and explained without making reference to mental events or internal
psychological processes and the sources of behavior are external, not internal.
3. Mental terms or concepts deployed in psychology describing or explaining behavior, should either be
eliminated and replaced by behavioral terms or they can and should be translated or paraphrased into
behavioral concepts.
In less radical terms, it can be described as the theoretical concept of psychology, assuming that it can be
investigated through behaviour with scientific methods and that it is the only valid measurement of psychological
processes.
The history of Behaviorism can be divided into the schools of Classical- and Operant Conditioning.
The earlier "Classical Conditioning" school studied stimuli and responses to them, the later "Operant
Conditioning" school noted the importantance to attend to the consequence following the response.
Both schools are associated with the following personalities, a list which is by no means complete:
Classical Conditioning
• Ivan Pavlov (14/09/1849 – 27/02/1936)
• John B Watson (09/01/1878 – 25/09/1958)
• Edwin Ray Guthrie (09/01/1886 – 23/04/1959)
• Albert Bandura (*04/121925)
Operant Conditioning
• Edward Lee Thorndike (31/08/1874 – 09/081949)
• Burrhus Frederic Skinner (20/03/1904 – 18/08/1990)
• Clark Leonard Hull (1884 -1952)
• Ole Ivar Lovass (*?)
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John Broadus Watson
Watson is the often referred to as "father" of behaviorism due to his soon-to-
be-famous article from 1913 "Psychology as the behaviorist views it".
He is known for having claimed - after his studies with “Albert” [11] - that he
could take any 12 healthy infants and, by applying behavioral techniques,
create whatever kind of person he desired
The reflex studies of Ivan Mikhailovich Sechenov (1829-1905) and Vladimir
Bekhterev (1857-1927) and Ivan Pavlov were particularly influential.
Watson favoured four assumptions involving behavioral radicalism:
Evolutionary Continuism: The laws of behavior applied to both humans and
animals, which is why we can study animals as simple models of complex
human responses, a notion widely refused by psychologists of his time.
Reductionism: All behaviors can be linked to physiology. Meaning that we are
biological organisms responding to outside influences.
Determinism: We don't act freely but respond in a programmed way to outside
stimuli.
Empiricism: Psychology should involve the study of observable behavior and
not introspection or self analysis.
[Source/picture]
Edwin Guthrie
Guthrie developed the principle of "all or none" learning (one either displays a response or doesn't in the
presence of a stimulus). He believed that individuals forget or lose a previous response to a stimulus because a
new behavior is found to be more beneficial, and the inhibition system allows only one response to occur to a
stimulus. He believed that disordered behavior was due to responses competing to occur to a particular stimulus,
thus causing stress and confusion.
Guthrie also described "one trial learning", pointing out that some new skills (responses) can be adopted
(learned) after doing it only once.
Albert Bandura
Bandura pointed out that for some learning (display) of new behaviors, not even
one trial is needed. Sometimes people observe another engaging in an action they
don't yet display, and then perform that behavior well on the first attempt.
In a famous experiment, children watched an adult enter a preschool classroom,
walk over to a table, pick up a hammer, and hit a large inflatable doll that had a
weighted bottom (so that the doll would return to an upright position after being
struck). The adult then left and the child who had been watching was allowed into
the room and was found to go directly to the doll to hit it with the hammer.
A new behavior was being displayed even though there had been no coaching or
practice. Later studies found that the characteristics of the model (the person
demonstrating the behavior) had an effect on the chances of the behavior being
emulated. High status (admired) models and those who were reinforced for their
behavior were most likely to have their response modeled.
Aggressive behavior was more likely to be modeled than non-aggressive behavior.
Professor Bandura continues to research and teach at Stanford University.
[Source/picture]
11 During the experiment, Albert was presented with a rat (stimuli) that then brought about the play response ("love" as is in contact with a
warm, fuzzy, moving animal). Then the investigator would walk up behind Albert and stuck a metal bar with a hammer, creating a loud and
frightening sound. After seven of those "pairings", Albert showed a fear reaction (crying) at the presentation of the original stimuli (a white
rat). This fear response "generalized" to new stimuli as Albert began to show fear when things similar to the fuzzy lab rat were presented.
This fear response extinguished after about a month of no loud sounds being made when lab rats were present.
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Burrhus Frederic Skinner
Skinner is likely to be the most influencial
behavioral psychologist of all times and the
“Edgar Pierce”-Professor of Psychology at
Harvard University from 1958 until retirement in
1974.
He is known as the "father" of operant
conditioning and founder of “radical
behaviorism”, rejecting the reductionistic
construct of stimulus and mandatory reflex.
He discovered that whether a response to a
stimulus continues to occur depends on the
consequence that follows that behavior.
He discovered different "schedules of reinforcement", and formed the concept of
"shaping" ("the method of successive approximations”). He decribed the concept
of “aversive stimuli” and “behavior modification” (Extinguish an undesirable
behavior by removing the reinforcer and replace it with a desirable behavior by
reinforcement). A variation is the “token-economy” (primarily in institutions such
as BDU).
Skinner had started his career as an English major, writing poems and short stories and became a very
productive author and researcher, publishing 21 books and 180 articles and he never stoped inventing various
techniques and construction for his studies well into his higher age.
[Source/picture]
Edward Thorndike
Thorndike is considered to be the originator of reinforcement theory and the "father"
of educational psychology. He spent nearly his entire career at Teachers College,
Columbia University and described several principles regarding the effect of
consequences upon behavior.
His "law of effect" stated that the strength of the connection between a stimuli and a
response is an effect or result of the consequence that follows the behavior.
His "law of readiness" stated that an individual's physiology effects the influence of
consequences. Individuals will be less affected by consequences when they are
sleepy, or otherwise pre-occupied by other things.
The "law of exercise" stated that a connection between a stimulus and a response
becomes stronger with practice (and weaker in the absence of repeated trials).
He believed that "Instruction should pursue specified, socially useful goals" and therefore studied "Adult
Learning". He believed that the ability to learn did not decline until age 35, and only then at a rate of 1 percent per
year, going against the thoughts of the time. Thorndike was one of the first pioneers of "active" learning, that
proposes letting children learn themselves, rather than receiving instruction from teachers.
He authored 50 books and more than 450 articles. He was deeply interested in measuring differences in
intellectual capacity and performance among school children. It seems that his thinking on human differences
was motivated by his eugenic beliefs. He was active in the eugenics movement from the 1910s throughout the
1930s. At various times in his career he belonged to the Eugenics Section of the American Breeders Association,
the Eugenics Society of the USA, the American Eugenics Society, and the Eugenics Research Association.
[Source/picture]
Clark Hull
Hull has a background as physicist and engineer and devised a complex, formal and
systematic theory of behavior.
He noted that the strength of a stimulus is important in whether a response is
displayed. For example, someone quickly whispering "boo" won't cause another
person to flinch, but yelling it is more likely to do so.
The importance of the strength of the reinforcer on the display of the response was
also described. For example, an adolescent who runs an errand for an adult and
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receives a penny in payment, may not agree to run another errand. However, payment of a dollar is more likely to
result in a future errand running response to the request.
Hull also described "secondary reinforcement" in which a previously neutral stimulus takes on reinforcing
qualities. For example, giving a dollar to a six month old child is less likely to produce a reaction to a request than
giving it to a six year old, or an unknown actor's autograph may not bring any money until success makes that
previously neutral stimuli (no response happens to it's presentation) become a desirable commodity.
[Source/Picture]
12 [Kaplan & Sadock's Comprehensive Textbook of Psychiatry, 8th Edition] “Neuropsychiatric Aspects of Traumatic Brain Injury”, pg 390
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The exceptional circumstances of behaviours occurring in context of ABI:
Severe brain damage effects physical health as a whole as well mental health. Recovery can be seen as
reorganisation on another, often less functional level. It can be referred to as a process of adaption in
1. physical functions, which is often difficult and prolonged, particularly the neurologic aspect;
2. cognitive functions, which often continues to occurr over years.
• Verbal aggression
• Physical aggression
• Sexually inappropriate behavior
• Socially inappropriate behavior
• Wandering or absconding
• Adynamia
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Spectrum of strategies used
• Medication
• Talking Therapies
• Behavior Management
Medication
• Antidepressants
Preferably SSRI's
• Benzodiazepines
Diazepam, Temazepam, Oxazepam, Clonazepam, Alprazolam
• Antipsychotics
Olanzapine, Risperidone, Amisulpride, Aripiprazole
• Mood Stabilisers
Lithium, Valproate, Carbamazepine, Lamotrigene
Talking Therapies
• Modified CBT
• Grief and loss
• Supportive psychotherapy
Behaviour Management
• Structure,
weekly routine, attendant care program, meaningful activities, case manager
• Consistency,
staff/carer training, family education
• Reduce stimulation
• Reduce noise
• Single room if possible
• Restricted environment
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• Consistent (familiar) staff
• Family, friends, photographs
• Limit the number of visitors
• Provide frequent rest times
• Reassure the family
• Slow communication
• Minimal instructions and explanations
• Use distraction
Most Importantly
The ABC of the understanding of behavior can be surmised in the following initial questions, the clinician may
ask him/herself:
• What gives rise to the behaviour?
• What sustains it?
• Evolutionary analysis:
1. What were the preceedings (Antecedent)
2. What was the Behaviour
3. What is the Consequence
Monitoring Behaivors
• Why monitor?
1. Baseline
2. Analysis of behaviour
3. Track progress
4. Evaluate effectiveness of behaviour programs
5. Medication response
6. Can have a positive effect by itself
• What to monitor?
1. Nature
2. Range
3. Frequency
4. Intensity
5. Antecedents
6. Consequences
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• How do we monitor?
1. Observe (incidental or dedicated)
2. Count
3. Record on paper
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Forming a Relationship: The Client as Apprentice
Give:
• Maximum support,
• gradually withdrawn,
• leading to maximum independence
By providing structure and consistency. The more severe the injury, the more structure the person is likely to
require. Structure may be provided by:
• routine
• consistent management
• clear expectations
By applying the concepts of “working from outside in”, “setting routine”, the “Apprenticeship model” providing
structure and consistency, your are likely to channel the way for a different response.
Also remember:
• Whatever we pay attention to will persist or increase and any interaction constitutes attention and it does not
have to be positive to be reinforcing:
1. explanations
2. counselling
3. discussion
4. reprimands
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• What we ignore will go away. The can be done by:
1. not looking at the person
2. no eye contact
3. not talking to them
4. not talking about them in their hearing
5. not reacting to the behaviour
6. pretending they are not there
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