ALHT106 Lecture Notes - Lecture 2: Reinforcement, Milkshake, Weaning
ALHT week 2 LA
- Dean, 10 year old, language, learning and behavioural difficulties
oDevelopmental language disorder
oDevelopmental coordination disorder
oReading disorder/dyslexia
oBehaviour difficulties: ADHD symptoms
oBed wetter
oAttends: OT and speech pathology sessions fortnightly plus referred to
psychology for bed wetting
- Classical conditioning – to treat bed wetting
oPairing a conditioned with an unconditioned stimulus to obtain a conditioned
response – can be used to change behaviour
oEg: bed wetting bell and pad (Mowrer and Mowrer – 1938)
Dean sleeps on a pad into which a wire mesh that is connected to a
bell has been sewn
If Dean wets the bed, an electrical circuit is completed causing the bell
to ring (unconditioned stimulus)
This wakes Dean up (unconditioned response)
After several repetitions of this cycle, in which bedwetting has caused
Dean to be awakened by the bell, he begins to associate the sensation
of pressure in his bladder (a previously neutral stimulus) with waking
In time, the need to urinate (now a conditioned stimulus) becomes
sufficient in itself to awaken Dean (now a conditioned response) so he
can get up and go to the bathroom
- Operant conditioning – to treat behavioural difficulties
oDean attends OT for fine and gross motor skills and general coordination
oHe is described as clumsy, poor eye-hand coordination and balance
oDean starts sessions well but after 15 minutes or so becomes oppositional
and refuses to cooperate – tantrum and crying occurring
oThe OT thinks it would be a good idea to have a colleague (physio) come and
observe her session
oThe physio’s plane is to use an ABC chart to evaluate the session
oThe ABC chart will help the OT understand Dean’s behaviour
Antecedent: triggers for a behaviour prompts, cues, stimuli, events
or interactions that come before a behaviour
Behaviour: a behaviour that we want to reduce in intensity or
frequency as it is unwanted or inappropriate
Consequence: what happens after the behaviour has occurred
oThey find that the OT needs to give a model to Dean as Dean benefits from
Observational learning
oVygotsky: Zone of Proximal Development is the complexity of the task an
issue?
oConsider fatigue – can sessions be shorter, can breaks be built in, could be a
combination of fatigue and complexity
- When the physio talked to Dean’s mum, she revealed that when sessions finish early
she doesn’t tell her husband so he doesn’t get upset with Dean, instead Dean and his
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Document Summary
Dean, 10 year old, language, learning and behavioural difficulties: developmental language disorder, developmental coordination disorder, reading disorder/dyslexia, behaviour difficulties: adhd symptoms, bed wetter, attends: ot and speech pathology sessions fortnightly plus referred to psychology for bed wetting. Classical conditioning to treat bed wetting: pairing a conditioned with an unconditioned stimulus to obtain a conditioned response can be used to change behaviour, eg: bed wetting bell and pad (mowrer and mowrer 1938) Dean sleeps on a pad into which a wire mesh that is connected to a bell has been sewn. If dean wets the bed, an electrical circuit is completed causing the bell to ring (unconditioned stimulus) After several repetitions of this cycle, in which bedwetting has caused. Dean to be awakened by the bell, he begins to associate the sensation of pressure in his bladder (a previously neutral stimulus) with waking.
