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Fibromyalgia and Related Conditions
Published in Andrea Kohn Maikovich-Fong, Handbook of Psychosocial Interventions for Chronic Pain, 2019
Jessica Payne-Murphy, Stephanie Parazak Eberle, Colleen Conry, Abbie O. Beacham
Wilbert Fordyce’s development of the Operant Learning Theory of Pain is one of the most important advancements in chronic pain and FM treatment (Fordyce, 1976). “Pain behaviors” comprise a core element in this model and are exhibited by patients in pain. Specifically, these may include avoiding physical or social activities or eliciting sympathy or assistance, thereby communicating to others the presence of pain. Although this behavior may momentarily decrease suffering, paradoxically it is thought to maintain pain levels and, ultimately, increase functional disability and a lower quality of life. According to the general theory of operant learning, pain behaviors are susceptible to being reinforced and therefore can be shaped. OBT interventions for FM consist of group training and education in physical exercise, contingent schedules of medication use, modification of solicitous spouse behavior, and activities that decrease pain behaviors and interference of pain in life’s activities using reinforcement and punishment. Engaging the patient’s spouse and family members in the patient’s treatment is often a mechanism for helping change and shape these conditioned responses within an OBT framework (Thieme & Gracely, 2009).
Varieties of learning and developmental theories of memory
Published in Romain Meeusen, Sabine Schaefer, Phillip Tomporowski, Richard Bailey, Physical Activity and Educational Achievement, 2017
Phillip Tomporowski, Daniel M. Pendleton, Bryan A. McCullick
The neurobiology of operant learning has been studied extensively. There are specific neural pathways that are involved in the recognition of environmental cues and the initiation of motor movements. Important for the present discussion are the neural pathways that are engaged as the reinforcing consequences of actions are experienced. Animal research conducted in the mid-1950s (Olds & Milner, 1954) revealed the ‘reward centres’ of the brain; that is, structures that are involved in establishing memories of actions that lead to reward or to punishers. The medial forebrain bundle is a network of axons, primarily dopaminergic in nature, that extend between the midbrain and the rostral basal forebrain. Various tracts project to the prefrontal cortex, limbic cortex, nucleus accumbens and the hippocampus and all play roles in reinforcement circuitry.
Basic principles
Published in E. Scott Geller, Working Safe, 2017
Selection by consequences. B. F. Skinner (1904–1990), the Harvard professor who pioneered the behavior-based approach to solving societal problems, studied this type of learning by systematically observing the behaviors of rats and pigeons in an experimental chamber referred to as a “Skinner Box” (much to Skinner’s dismay). Dr. Skinner termed the learned behaviors in this situation “operants” because they were not involuntary and reflexive, as in classical conditioning, but instead operated on the environment to obtain a certain consequence. A key principle demonstrated in the operant learning studies is that voluntary behavior is strengthened (increased) or weakened (decreased) by consequences (events immediately following behaviors).
A neurobehavioral continuum of care for individuals with intellectual and developmental disabilities with severe problem behavior
Published in Children's Health Care, 2023
Louis P. Hagopian, Patricia F. Kurtz, Lynn G. Bowman, Julia T. O’Connor, Michael F. Cataldo
The primary treatment approach utilized across all services that constitute the Neurobehavioral Programs is applied behavior analysis (ABA). Many patients also receive services from other disciplines for medication management, medical care, and other therapeutic services by other providers at Kennedy Krieger or elsewhere. Interdisciplinary care is most fully integrated on the inpatient Neurobehavioral Unit (NBU) where ABA is applied in concert with pharmacological interventions in the context of a comprehensive interdisciplinary program (discussed further below). ABA is an applied discipline that seeks to understand and change behavior based on established principles of operant learning derived from the laboratory science of the experimental analysis of behavior (Baer, Wolf, & Risley, 1968). For individuals with autism spectrum disorder (ASD), ABA has generally had two broad domains of application. Comprehensive ABA interventions have been used widely with children with autism in educational contexts, which target global functioning and skill development (Smith, Groen, & Wynn, 2000). In contrast, focused ABA interventions are designed to address a specific concern such as problem behavior including aggression, SIB, and other behaviors that impair functioning and pose risks to safety. The Neurobehavioral Programs utilize focused ABA to address specific behavioral concerns, though many patients are also enrolled in comprehensive ABA-based programs elsewhere.
Adapting and Implementing the “Helping Our Toddlers, Developing Our Children’s Skills (HOT DOCS)” Parent Training Program in an Australian Context: A Feasibility Study
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2021
Sally Dunlop, Eva Kimonis, Heather Agazzi
PMT programs aim to improve parenting skills and parent-child interactions, thereby decreasing externalizing child behaviors (Kazdin, 2008). Empirically-supported PMT programs typically have four common interrelated components: (a) a conceptual view about how to change social, emotional, and behavioral problems that is based on operant learning theory; (b) a set of principles and techniques that follow from that conceptual view (e.g., differential attention, positive reinforcement, antecedent control); (c) development of specific parenting skills through modeling, role play, and other active training methods; and (d) integration of assessment and evaluation in treatment and decision making (Feinfield & Baker, 2004; Kazdin, 2008). Some programs also incorporate principles from attachment theory (Ainsworth, 1973; Bowlby, 1982) and social learning theory (Bandura, 1986). The skills taught in PMT programs vary, but typically include teaching parents to: (a) recognize and praise appropriate behaviors, (b) ignore inappropriate behaviors, (c) use effective and age-appropriate discipline strategies, (d) problem-solve challenging behavior, and (e) use communication compatible with the child’s developmental level.
Quantitative-Analysis of Behavioral Interventions to Treat Sleep Problems in Children with Autism
Published in Developmental Neurorehabilitation, 2020
Amarie Carnett, Sarah Hansen, Laurie McLay, Leslie Neely, Russell Lang
Behavioral intervention approaches are derived from operant learning theory and have been used to treat sleep problems for many decades.31–38 Behavioral treatments for sleep problems in children with ASD have typically focused on antecedent events (e.g., saliency of the discriminative stimulus) and contingent consequences that influence sleep. Specifically, the focus is on arranging environments and programming contingencies (e.g., reinforcement, extinction) such that behaviors likely to facilitate sleep (e.g., laying down still and quiet in bed) are supported via reinforcement and factors that impede sleep (e.g., bright lights and noise) are removed.35,39–41 Jin, Hanley, and Beaulieu42 highlighted the importance of utilizing a comprehensive approach that involves a functional assessment of the sleep problem to identify its operant function and inform the development of an individualized behavioral intervention. For example, behavioral assessment may reveal that a child frequently leaves their bedroom at night in order to escape the dark and therefore treatment might involve changes to environment (e.g., night light) and reinforcement for staying in a dimly light room. However, a child with the same topography of sleep problem might receive an entirely different intervention if the operant function was to obtain adult attention. In this way, behavioral treatment can be aligned with behavioral assessment results to tailor intervention components for specific children with respect to their individual needs and context.