Psychology Department, Swansea University, Swansea, United Kingdom.
J Head Trauma Rehabil. 2011 May-Jun;26(3):202-11. doi: 10.1097/HTR.0b013e318217b46d.
For more than 3 decades, interventions derived from learning theory have been delivered within a neurobehavioral framework to manage challenging behavior after traumatic brain injury with the aim of promoting engagement in the rehabilitation process and ameliorating social handicap. Learning theory provides a conceptual structure that facilitates our ability to understand the relationship between challenging behavior and environmental contingencies, while accommodating the constraints upon learning imposed by impaired cognition. Interventions derived from operant learning theory have most frequently been described in the literature because this method of associational learning provides good evidence for the effectiveness of differential reinforcement methods. This article therefore examines the efficacy of applying operant learning theory to manage challenging behavior after TBI as well as some of the limitations of this approach. Future developments in the application of learning theory are also considered.
三十多年来，基于学习理论的干预措施一直以来都在神经行为框架内实施，以管理创伤性脑损伤后的挑战性行为，目的是促进患者参与康复过程，改善社会障碍。学习理论提供了一个概念结构，有助于我们理解挑战性行为与环境关联之间的关系，同时适应认知障碍对学习的限制。操作性学习理论衍生的干预措施在文献中最常被描述，因为这种联想学习方法为差异强化方法的有效性提供了很好的证据。因此，本文探讨了将操作性学习理论应用于管理创伤性脑损伤后挑战性行为的疗效，以及该方法的一些局限性。还考虑了学习理论应用的未来发展。
