Dog Obedience Instructor Training Program Stage 2 PDF

Dog Obedience Instructor Training Program Stage 2: Learning Theory Animal Behavior College Core Program Dog Obedience Instructor Training Program ANIMAL BEHAVIOR COLLEGE 27509 Avenue Hopkins Valencia, CA 91355 Copyright © 2023 by Animal Behavior College Inc. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, without express permission in writing from the Publisher. Cover image: Maruba/Adobe Stock 2-2 Stage 2: Learning Theory Contents Stage 2: Learning Theory..................................................... 2-5 Learning Objectives........................................................................ 2-6 Learning Principles and Methods.................................................. 2-7 Least Intrusive, Minimally Aversive Approach......................................................................... 2-7 Humane Hierarchy............................................................................................................................ 2-8 The ABC Model............................................................................................ 2-10 Learning Behavior....................................................................................... 2-12 Classical Conditioning...................................................................................................................2-12 Conditioned Stimulus........................................................................................................................................... 2-13 Conditioned Response......................................................................................................................................... 2-13 Conditioned Emotional Response................................................................................................................................. 2-14 Operant Conditioning....................................................................................................................2-16 Four Quadrants of Operant Conditioning...................................................................................................... 2-17 Reinforcement..................................................................................................................................2-19 Punishment.......................................................................................................................................2-20 Negative or Positive.............................................................................................................................................. 2-27 Extinction vs. Negative Punishment................................................................................................................ 2-28 Differential Reinforcement of Alternative Behaviors............................... 2-32 Unconditioned and Conditioned Reinforcers........................................................................2-34 Conditioned/Secondary Reinforcer...........................................................................................2-37 Charging the Marker (Clicker or Verbal Marker).......................................................................................... 2-39 Using Lures.......................................................................................................................................2-43 Fading a lure............................................................................................................................................................ 2-45 No Reward Marker (aka NRM)........................................................................................................................... 2-46 The Four Stages of Learning....................................................................... 2-50 Going Back to Kindergarten............................................................................................................................... 2-51 Acquisition: Stage 1........................................................................................................................2-54 Adding a Cue........................................................................................................................................................... 2-55 Weaning Off Rewards........................................................................................................................................... 2-56 Fluency: Stage 2...............................................................................................................................2-58 Generalization: Stage 3.................................................................................................................2-59 Maintenance: Stage 4.....................................................................................................................2-61 2-3 Dog Obedience Instructor Training Program Behavior Modification.................................................................. 2-64 Canine Cognition........................................................................................ 2-64 Non-Associative Learning........................................................................... 2-65 Habituation.......................................................................................................................................2-66 Sensitization......................................................................................................................................2-67 Learned Helplessness........................................................................................................................................... 2-68 Emotional States and Responses............................................................... 2-69 Single-Event Learning.......................................................................................................................................... 2-70 Counter-Conditioning................................................................................ 2-71 Classical Counter-Conditioning..................................................................................................2-73 Determining a Dog’s Threshold......................................................................................................................... 2-74 Desensitization....................................................................................................................................................... 2-75 Flooding................................................................................................................................................................... 2-77 Operant Counter-Conditioning..................................................................................................2-78 Extinction.................................................................................................... 2-80 Schedules of Reinforcement...................................................................... 2-82 Continuous Reinforcement..........................................................................................................2-82 Intermittent Reinforcement........................................................................................................2-82 Premack Principle................................................................................................................................................................ 2-84 When Mistakes Happen.................................................................................................................2-85 Defining the Role of the Canine in the Family.......................................... 2-88 How to Lead So Your Dog Can Follow.......................................................................................2-90 Relationship-Building Exercises..................................................................................................2-92 Relationship-Building Exercises Related to Feeding................................................................................. 2-92 Relationship-Building Notes on Sleeping.......................................................................................... 2-93 Exercises................................................................................................................................................................................. 2-94 Defining Appropriate Play............................................................................................................2-96 Getting Your Dog to Fixate on Toys.................................................................................................................. 2-97 Positive Obedience or the “No Free Lunch Policy”...............................................................2-98 Rewarding Your Dog for Good Behavior........................................................................................................ 2-99 Duties of the Head of the Household.................................................................................... 2-101 Specific Actions That Show Dogs Who the Head of the Household Is...............................................2-101 Deliverable................................................................................................ 2-103 References................................................................................................. 2-104 2-4 Stage 2: Learning Theory Stage 2: Learning Theory A crucial factor in becoming an ABC Certified Dog Trainer is having a strong understanding of the scientific principles regarding how animals learn. When training animals, you must follow the basic principles of behavioral learning theories, which include Pavlov’s classical conditioning (unrelated events that occur close together in time acquire similar meaning) and Skinner’s operant conditioning (certain events stand in lawful relation to other events). This stage discusses these principles and their relation to canine cognition (i.e., a dog’s conscious mental activities, including learning, thinking, understanding and remembering), along with many training strategies and techniques that are essential to becoming a successful dog trainer. Steve/Adobe Stock 2-5 Dog Obedience Instructor Training Program Learning Objectives Understand the LIMA approach CrazyCloud/Adobe Stock Explain the Humane Hierarchy and how it applies to dog training Explain the function of the ABC Model Explain classical and operant conditioning and be able to differentiate between the two Define and explain conditioned response and conditioned stimulus Define and explain conditioned emotional response. Define and explain the four quadrants of operant conditioning Know when and how to use positive reinforcement, negative punishment, positive punishment and negative reinforcement Know when and how to use Differential Reinforcement of Alternative Behavior (DRA) Differentiate between conditioned and unconditioned reinforcement Know how to condition a reinforcer Know how to charge a marker Define and explain the four stages of learning Define and explain non-associative learning Understand the components of canine cognition and how they relate to dog training Understand the process of counter-conditioning Differentiate between classical and operant counter-conditioning Define and explain extinction and extinction bursts Explain schedules of reinforcement and their purposes Understand the Premack Principle Understand who is at fault when a dog makes a mistake 2-6 Stage 2: Learning Theory Learning Principles and Methods U nderstanding scientific learning principles and methods is the first step toward developing your teaching skills for training dogs and their owners. While it’s easy to become overwhelmed with learning theory terminology, you actually use many learning principles and methods in your everyday life when interacting with dogs—and people. Having a firm understanding of learning principles and methods will help you to modify existing or teach new behaviors to any animal. While you should be careful working from anecdotal evidence, also be aware that just because something has not yet been scientifically proven does not mean it is ineffective. Staying abreast of new research will ensure you are aware of the latest training information. There are several learning methods or processes involved in training dogs, including operant conditioning, classical conditioning and counter-conditioning. Within these methods, the essential elements of training a dog include motivation, reinforcement and punishment. To employ these effectively, you must know how to set up the environment for success, use conditioned reinforcers and train to fluency. Least Intrusive, Minimally Aversive Approach Animal Behavior College’s philosophy is that creating a hakase420/Adobe Stock canine-human relationship built on positive interaction Least Intrusive and consistency can: often deter future unwanted behavior problems; facilitate faster learning; and even solve existing behavioral challenges. This philosophy incorporates scientific behavioral principles of operant conditioning theory and Minimally the LIMA approach. LIMA, short for Least Intrusive, Minimally Aversive Aversive, was coined by Stephen Lindsay in his book Handbook of Applied Dog Behavior and Training: Procedures and Protocols. ABC believes in using the LIMA approach as needed to achieve success and improve the human-animal bond. So, we instruct on a variety of animal training methods and ideologies provides the most comprehensive education. 2-7 Dog Obedience Instructor Training Program Humane Hierarchy Susan Friedman, PhD, a well-respected behavior analyst, first coined the term “humane hierarchy” as well as the model for behavioral intervention and training of dogs. Its theory states that a dog is motivated to learn only after his base needs are fulfilled and the appropriate behavior technique has been applied. The techniques are applied in levels (or steps) so that the least intrusive is used first and the levels become more advanced as a dog moves up the “ladder.” Just as you cannot focus on a task without your basic needs being met, neither can a dog be expected to perform at his peak if he is hungry or cold or thirsty or distracted by another animal. Friedman’s behavior change hierarchy posits that once a dog’s wellness is ensured—he has proper nutrition and his physical needs are met—behavior modification can begin. 2-8 Stage 2: Learning Theory The graphic on the previous page illustrates the five levels of modification methods, beginning with Antecedent Arrangements (i.e., changing the environment) and ending with Positive Punishment. Each level must be thoroughly explored before moving on to the next, more intrusive one. Successfully modifying a dog’s behavior in the least intrusive and minimally aversive (LIMA) way will help ensure dogs’ emotional and mental equilibrium is maintained. This, in turn, helps ensure that owners will have a satisfying and respectful relationship A dog’s wellness requirements will need to be met (e.g., food, water, physical care, etc.) before you can with their dogs. You should use the Humane begin successfully training or modifying his behavior. chalabala/Adobe Stock Hierarchy of Behavior Change Procedures as your guide when teaching a new behavior, generalizing a known behavior or tackling an undesirable behavior. 2-9 Dog Obedience Instructor Training Program The ABC Model U nderstanding the underlying process for changing a dog’s anna_zasimova/Adobe Stock Antecedent behavior is as simple as knowing your ABCs: Antecedent, Behavior and Consequences. Antecedent: what is going on right before a behavior (a cue, trigger, etc.); setting events (environment); and/ or providing motivation (e.g., using a lure or making a Behavior “smoochy” sound). Behavior: the observable outcome, such as a Sit. Consequences: what happens after the behavior; giving or Consequence withholding a reward. Antecedent Arrangement is the process of manipulating a dog’s environment to ensure their success in learning a new behavior. For example, if a dog has a difficult time learning how to perform Down on a hard, slick surface, their owner or a trainer can easily manipulate the environment by adding a soft non-skid rug to prevent slipping. Another example: A dog is just learning how to walk politely on a leash. The trainer (or owner) practices the new behavior in a distraction-free area, such as a hallway inside the home. When trying to influence behavior, people generally focus too much on consequences: did the dog sit or not. This is especially true when working to decrease or eliminate negative behaviors, such as barking, jumping, etc. You should carefully arrange antecedents to ensure a dog can easily perform the appropriate behavior. This makes selecting consequences easy; when all the behaviors are When preparing to teach a dog a new acceptable, all the consequences will be positive. behavior—such as politely waiting by the door for a walk—you need to ensure you use good motivators and that there are no distractions. Javier brosch/Adobe Stock 2-10 Stage 2: Learning Theory In addition, antecedent arrangement is the preferred first choice—after assuring a dog’s wellness—when you follow Humane Hierarchy procedures and use the LIMA approach. ABC Example: Dog Jumps on Visitors · Antecedent: Ask a friend to stand still about 6 feet away while you hold the dog’s leash. · Behavior: The dog sits or keeps all four feet on the ground. · Consequence: You or your friend gives/tosses the dog treats as a reward. Once the dog learns to keep all four feet on the ground or sit, it’s time to change the antecedent arrangement so that the visitor is standing closer or the dog is unleashed. Image left: In order to earn a reward (consequence), the dog must keep all of his feet on the ground (behavior) when someone is standing close by (antecedent). Image right: If he is unable to keep all four feet on the ground (behavior), he will not earn a reward (consequence), and you will need to change the antecedent by having your friend stand farther away. Jesse Hernandez/Animal Behavior College Inc. 2-11 Dog Obedience Instructor Training Program Learning Behavior A trainer can change a dog’s behavior through classical conditioning, operant conditioning or—most often—by using both. Classical Conditioning Classical conditioning is also called “Pavlovian conditioning” after the Russian physiologist Ivan Pavlov. While studying the canine digestive system, Pavlov observed that the dogs salivated in anticipation of food whenever a lab-coat-wearing person appeared—with or without any food. Pavlov then decided to see if he could provoke a conditioned response (an automatic response that is taught) to a neutral stimulus. He used a bell as the neutral stimulus and rang it each time the dogs were A monument at the Koltushi fed. Fairly quickly, the dogs made the association between the sound of Pavlov Museum near St. Petersburg, Russia to Ivan the bell and food. At the mere sound of the bell, the dogs would begin to Petrovich Pavlov and his dog. aphonua/Adobe Stock drool in anticipation of food. Classical conditioning is an associative learning process, which is best defined as the ability of a dog to understand a simple association, such as with Pavlov’s bell and the food. To completely understand classical conditioning, it’s important to know these terms: conditioned stimulus, conditioned response and conditioned emotional response. For all three terms, conditioned refers to a dog learning what something means. Trainers use classical conditioning to teach a dog to associate a marker (e.g., click or ”Yes”) with a reward such as food or a toy (i.e., conditioning a stimulus) in order to make the marker a conditioned reinforcer for future desired behaviors. duncanandison/Adobe Stock 2-12 Stage 2: Learning Theory Conditioned Stimulus A conditioned (or learned) stimulus (CS) starts as any Unconditioned unconditioned stimulus (UCS), such as a spoken word, click Simulus (UCS): sound, touch, ringing bell, hand signal, etc., that precedes Any stimulus that produces a natural a particular behavior or event often enough to provoke reaction or behavior; an unconditioned response. awareness or response in a dog. Saunders Comprehensive Veterinary Dictionary For example, a dog learns that the appearance of his leash Conditioned means “going for a walk.” To a puppy, a leash is meaningless Simulus (CS): (UCS) until he learns it predicts fun walks, at which point it Any stimulus to which a reflex response has been becomes a conditioned stimulus (CS). Dog trainers use clickers, conditioned by previous training or experience. verbal markers and cues to identify an exact behavior that, for Mosby's Medical Dictionary, 9th edition instance, earns a dog a treat or signals the loss of a treat; these are considered conditioned stimuli. Trainers also use this process to introduce the sound of a marker (click or spoken word such as “Yes”). Dogs make the association between a “click” of the clicker and a treat. After several associations between clicker (CS) and treat (UCS), the clicker becomes a conditioned reinforcer (see Conditioned Reinforcement further on in this stage). This technique can also be used to introduce a sound that signals to the dog the loss of an opportunity at reward using a No Reward Marker (NRM). Conditioned Response When a conditioned stimulus (CS), such as a word, click or hand Conditioned signal, triggers a behavior, the response is called a conditioned Response (CR): An automatic reaction response (CR). For example, many dogs have learned that the learned through training rustling of treat bags (CS) predicts treats appearing, and they to a stimulus that does not normally elicit such come running (CR). response. Mosby's Medical Dictionary, 9th edition 2-13 Dog Obedience Instructor Training Program Conditioned Emotional Response Conditioned Emotional A conditioned emotional response (CER) can be referred to as a Response (CER): learned emotional reaction or a response to certain conditioned A learned emotional reaction or response to stimuli. Dogs learn to associate an emotional response or state a certain conditioned stimulus. with certain stimuli. Psychestudy.com CER Examples: · A dog learns to be happy (CER) when he sees his leash because it means going for fun walks. · A dog becomes frightened when walking into a vet’s office (CER). He has learned that the office means painful needles and scary body handling by people. · A dog hears a bell ringing (CS) and starts happily (CER) salivating (CR) because he’s learned that food is coming. · A dog hears a rumbling truck (CS) and hides (CR) because he’s scared (CER) of the sound. LifeGemz/Adobe Stock cbckchristine/Adobe Stock 2-14 Stage 2: Learning Theory Images: Adobe Stock 2-15 Dog Obedience Instructor Training Program Operant Conditioning B.F. Skinner, a behavioral psychologist who first described the theory of operant conditioning, thought classical conditioning was too simple to fully explain complex behavior. He believed the best way to understand behavior was to look at the causes of an action and its consequences (the ABC model). Skinner set out to identify the processes that made certain operant behaviors more or less likely to occur. Operant conditioning has four quadrants, which are discussed further on in this stage. Whereas classical conditioning refers to an association between two stimuli, operant conditioning refers to an association between a behavior and a consequence. It is a method of learning that occurs when an animal (or individual) makes an association between an intentional action and a consequence. As it relates to dog training, it is best explained as teaching a dog that a particular behavior he chooses to engage in has a particular consequence. Operant Conditioning Examples: · When a treat bag rustles open (CS), a dog is taught to sit before getting a treat. · When a bell rings (CS), a dog learns to back away from food, before getting food. Images: Adobe Stock After Operant Conditioning Bell Back Away From Food Get Food There is always a consequence to a behavior when using operant conditioning. In the above example, the dog must learn to back away from the food at the sound of the bell to get the food. Since backing away from the food is not an automatic response (such as salivating or moving toward it) but rather something the dog must learn to do, it qualifies as operant conditioning. 2-16 Stage 2: Learning Theory Images: Adobe Stock Classical Conditioning Operant Conditioning Learned association between a conditioned Learned association between a voluntary stimulus and an involuntary response. behavior and a consequence. Example: A dog Example: A dog has learned to associate the has learned to associate sitting after hearing sound of a ringing bell with the arrival of food. the rustle of a treat bag with getting treats. Peanut Butter Dog Treats All Natural Four Quadrants of Operant Conditioning Operant conditioning forms an association between a behavior and consequence. To understand the consequences of behavior, you need to know how to use the four quadrants of operant conditioning. The ABC (antecedent, behavior and consequences) model is the basis of learning and applies to all four quadrants. While consequences are necessary for changing behavior, antecedent arrangements are just as essential when teaching a behavior. There are four possible consequences: Positive Reinforcement: Something rewarding begins; behavior increases. Negative Reinforcement: Something unpleasant ends; behavior increases. Positive Punishment: Something unpleasant begins; behavior decreases. Negative Punishment: Something rewarding ends; behavior decreases. 2-17 Dog Obedience Instructor Training Program These quadrants are divided into two categories: reinforcement and punishment. Do not think of reinforcement as good and punishment as bad. Rather, reinforcement increases and punishment decreases the frequency of a behavior. Here is an easy way to remember the differences: “Positive” means something is being added to an animal’s environment and “negative” means something is subtracted or taken away from the environment. As a Certified Dog Trainer, your clients will ask for ideas and solutions for a wide variety of dog behaviors. Operant Conditioning Using the four quadrants, you will be able to incorporate all training methods, starting with the LIMA approach to help solve problem behaviors and provide humane solutions. Positive + Negative - Applies Stimulus Removes Stimulus ee Reinforcement Increases the frequency of Positive Negative desirable Reinforcement Reinforcement behavior Punishment Decreases the Positive Negative frequency of undesirable Punishment Punishment behavior 2-18 Stage 2: Learning Theory Reinforcement A reinforcer is anything that increases or strengthens a behavior or increases its frequency. There are two main types of reinforcement: positive and negative. Both positive reinforcement (something rewarding can start or be presented) and negative reinforcement (something unpleasant can end or be taken away) are used in training. They are called reinforcers because they strengthen a behavior. Reinforcers are items, actions, sounds, activities or events that strengthen a behavior. Reinforcement of a dog’s behavior must be something meaningful to him so that he will pursue (positive reinforcement) or try to avoid (negative reinforcement) the consequence. Remember, consequences can be good or bad. Positive Reinforcement Training with positive reinforcement means a dog is rewarded ulkas/Adobe Stock with things he likes. It involves giving a reward or reinforcing a desired behavior when a dog performs it to increase the likelihood he will do so again. For example, you give a dog a treat as a reward for sitting. Positive reinforcement is third in the Humane Hierarchy and is used after ruling out health issues and carefully arranging antecedents. Note, however, that you want to be careful not to accidentally reinforce undesired behavior—for example, chasing a dog (finish the existing sentence). example, chasing a dog when he is running around instead of calming him rewards his running around with attention. Positive Reinforcer Examples (A dog must like the positive reinforcement for it to work. It is always the dog who decides what it finds reinforcing.) High-value treats Attention Car rides Walks Playing with other dogs Scratches Playing with toys Getting to sniff Access to a favorite resting Going outside Petting or Rubs place 2-19 Dog Obedience Instructor Training Program Negative Reinforcement Negative reinforcement is the termination of something unpleasant. This can be through stopping an adverse stimulus (escape from) or learning to stay away from an adverse stimulus (avoidance). Negative reinforcement in dog training involves the removal of something a dog considers unpleasant the instant he performs the desired behavior. For example, you release the pressure on a flat-buckle collar the moment a dog sits. Negative Reinforcement Examples Pressure from a head collar is released Unpleasant smell goes away Pressure from a no-pull harness is released Motion sensor alarm stops ringing Pressure from a choke chain is released Citronella collar stops spraying Loud sound is stopped Electronic collar’s stimulus stops Reinforcement Training Example: Polite Leash Walking steve ball/Adobe Stock · Positive Reinforcement: Dog pulls on leash. You give him a yummy treat every time the leash is loose. He learns to walk near you with a loose leash. · Negative Reinforcement: Dog pulls against leash during walks. He stops pulling to avoid painful collar pressure on his neck. He learns not to pull. Important Note: Dogs determine what reinforcers they like. Some owners might think petting their dog on the head is reinforcing; however, he might not like it. When teaching a dog to Sit using pats on the head as a reinforcer, if the behavior increases (i.e., the dog finds the pats rewarding) you are using positive reinforcement. If the dog will only sit after you stop patting his head, you are using negative reinforcement. Punishment Understanding punishment is extremely important, whether you use it or not. In this section, we supply you with information and guidelines on the use of punishment so you can make an informed decision on deciding when and if to use it. This stimulus is timed to stop or reduce a particular behavior: Positive Punishment: something a dog finds unpleasant starts or is presented. Negative Punishment: something a dog finds pleasant ends or is taken away. 2-20 Stage 2: Learning Theory Punishment Training Example: Don’t Jump on people. 6490749/Adobe Stock · Positive Punishment: Dog jumps on person as interaction. You say “No” while giving a collar correction. Dog learns not to jump on person. (This is positive punishment because the trainer actively corrects the dog.) · Negative Punishment: Dog jumps on person as interaction. Person takes a step back and ignores him. Dog learns not to jump on person. (This is negative punishment because the dog wants to interact with the person, so ignoring is taking that away.) Both types of punishment work to decrease a behavior. However, during an interview with Daniel Goleman for the New York Times in 1987, B.F. Skinner shared his opinion that the problem with punishment is that while it work immediately, it cannot provide long-term results. “The responses to punishment are the urge to escape, to counterattack or to stubborn apathy,” Skinner said, adding that these bad effects are seen in prison and schools, where punishment is used regularly. Punishment does not work on its own; it only properly works in conjunction with reinforcement. As with a reinforcer, for the punishment to be effective, it must Idanupong/Adobe Stock be meaningful to a dog. In the case of positive punishment, it must be something a dog finds unpleasant enough to avoid having to experience it. In the case of negative punishment, it should be valuable enough to avoid losing it. Trying to positively punish a dog by saying “No, No, No!” and wagging your finger might not be Hoda Bogdan/Adobe Stock severe enough to get him to avoid the unwanted behavior. However, another dog might find this punishment to be very unpleasant. Trying to negatively punish a dog by withholding petting will not work if he does not like it to start with. Withholding a ball a dog loves to play with, however, might be enough to deter some behaviors. 2-21 Dog Obedience Instructor Training Program Positive Punishment Positive punishment involves presenting a negative Parilov/Adobe Stock consequence to an undesirable behavior the moment the dog engages in it, to stop or reduce the behavior. Following the Humane Hierarchy, it should be used as the last resort when changing behavior, sparingly, if at all. For example: A dog pulls on the leash and his owner gives him a collar correction and forcefully says, “No.” The dog learns not to pull on the leash. Positive punishment is probably the most controversial subject among professional dog trainers today. Physical correction techniques can range from mild to severe. With any physical correction, it is vitally important that a dog understands his actions have just elicited the punishment. This is best done by administering the physical correction as the unwanted behavior is happening. However, it may not be possible to know for certain that a dog perceives the cause of the correction to be the unwanted behavior (e.g., jumping up to greet a stranger, pulling on a leash, barking) rather than whatever occurred at the time of the correction (e.g., the approach of the stranger, sight of another dog). A dog could learn that strangers approaching results in a correction, so any approaching strangers must be avoided. This in turn can teach him to react aggressively whenever a stranger approaches, trying to avoid the physical correction. This potential confusion is why trainers must be extremely cautious before considering the use of any physical corrections. Remember, positive punishment should be a last resort in the LIMA protocol. 2-22 Stage 2: Learning Theory Positive Punishment Examples · Leash pop using a training collar: The leash is abruptly tugged with a quick motion hard enough to momentarily tighten the collar around a dog’s neck then immediately slackened to release the pressure. The correction is sometimes referred to as a “pop” or “leash pop.” This correction should be used only as a last resort per the LIMA approach and Humane Hierarchy. · Standing on the leash: This action can be used to prevent a dog from jumping up or running away and causes a dog to punish (physically correct) himself. This technique is considered effective by some trainers because the dog does not see the owner actually doing anything to correct him. By standing on the leash so the dog’s front feet can come off the ground only one to two inches or so he can move only so far in any direction, the dog corrects himself. Since it is important that the dog does not associate the leash with the correction, it would be necessary for the dog to drag the leash around for a few minutes per day without practicing any obedience. You do not want the dog to conclude that when you put the leash on him, the rules change. Make sure to instruct clients to never leave the leash on their dog while unattended because this is a safety hazard. · Squirting water in a dog’s face: When a dog is engaging in an undesirable behavior, some trainers and owners will spray them in the face with water. However, this technique works only if a dog finds it unpleasant; some dogs will see it as a game. To be effective, the squirt bottle is kept hidden until it is used. (A dog can learn to watch for the bottle Rather than being a punishment, some dogs see and refrain from the undesired behavior being sprayed as a game. You must determine how any individual dog views squirting water before using only when it is present). If the dog is it as either a punishment or a game. Olesia/Adobe Stock frightened by this technique, stop using it immediately. Never use this or any other “surprise” correction technique on a fearful dog or any puppy under the age of 16 weeks. Water can also be used as a deterrent. If a dog is not scared but pauses when squirted, this provides the owner with the opportunity to substitute an appropriate behavior in its place. If he is a chewer, for example, you can give him an approved toy. 2-23 Dog Obedience Instructor Training Program · Verbal or auditory interrupter: A verbal or auditory interrupter employs a word or phrase (e.g., “stop”), or a specific sound (e.g., a clap) to stop a dog from continuing an undesired behavior. Interrupters are valuable only when a dog is rewarded for stopping the unwanted behavior. If used as a positive punishment technique, it would typically be a sound the dog finds unpleasant. Some sounds will naturally be displeasing to the dog. If attempting to use a sound or word the dog does not already find obnoxious, the sound or word would need to become a conditioned punisher to be effective. For this to happen, the conditioned stimulus (e.g., “bad”) must be paired with an unconditioned stimulus (e.g., something the dog finds unpleasant) until the dog equates them. Do not confuse this with a No Reward Marker. Be very selective when choosing a sound for this technique. The word or phrase you select as a verbal correction should never be used at any other time. No Reward Marker A sound or word that effectively communicates to the dog he made a mistake and will not be rewarded. This signal informs him that there is an opportunity for a reward, and to get it, he needs to offer an alternate behavior. By comparison, a verbal or auditory correction is typically used to suppress behavior rather than soliciting an alternate one. Saying “No” is a signaled punisher indicating the dog has done something wrong. But an NRM lets the dog know he did not do the behavior you are looking for and should try something else. Important Note: A dog ultimately determines what constitutes a mild, moderate or severe physical correction. Some dogs find a verbal “No” extremely punishing. Others ignore it. As always, it is the dog that determines what is punishing or motivating. Environmental Punishment Environmental punishment is technically a positive punishment and therefore falls under the final step of the Humane Hierarchy. However, it involves modifying a dog’s environment, which applies an aversive stimulus. This results in a dog learning to not present an unwanted behavior, even when the actual punishment itself has been removed. 2-24 Stage 2: Learning Theory Examples of Environmental Punishment · Burying lava rocks or feces in the dogs’ favorite digging spot. · Placing a motion-sensor audio alarm in the garbage can that will sound off when the dog touches the garbage can. · Spraying forbidden items with an anti-chewing deterrent. Important Note: Do not confuse environmental punishment with environmental management techniques (i.e., antecedent arrangement). Management is not a form of punishment; it is simply a way of preventing an unwanted behavior from happening. Managing the environment does not teach the dog anything; it just alters the environment to prevent inappropriate behavior from happening in the first place. The more a dog performs an inappropriate behavior, the better he becomes at it. It takes longer to change an unwanted behavior if a dog continues to do it. Managing the environment is required to positively change a dog’s inappropriate behavior. When altering a dog’s environment, every situation must be carefully considered. To clarify the difference between environmental management and punishment, the following are examples of common managing antecedent arrangements: · Making the fence high enough so the dog cannot jump over it. · Putting the dog’s favorite unacceptable objects where he cannot get to them. · Providing adequate physical stimulation (i.e., exercise, exercise, exercise). · Providing adequate mental stimulation (e.g., interactive toys). · Closing a closet door to prevent a dog from chewing on shoes. · Crate training a puppy to prevent the opportunity to chew everything. · Closing the curtains or covering with a window screen barrier (which allows in light but not clear vision) to prevent a dog from barking at the window. · Placing a visual barrier on a fence to prevent two dogs from fence fighting. 2-25 Dog Obedience Instructor Training Program Negative Punishment Negative punishment involves taking away something a dog JackF/Adobe Stock wants, to stop or reduce an undesired behavior. This should happen the moment a dog performs an undesirable behavior. Negative punishment is fifth in the Humane Hierarchy, along with negative reinforcement and extinction. Negative Punishment Examples · Removing the opportunity of a life reward: Your dog gets excited when you grab his collar and leash; it means a walk around the neighborhood. The dog jumps up and it is a struggle to put the collar on him. When he wiggles around, remove the collar, step away and wait for him to remain still (negative punishment). When he sits or stands still, put the collar on him (rewarding an incompatible behavior). If he wiggles again, remove the collar and wait for him to offer a Sit or Stand. The dog learns to sit or stand still while you put the collar on him. · Removing your attention: When your dog jumps up on you turn around and ignore him (negative punishment). When all four of his feet are on the ground, you turn around and pet him (rewarding an incompatible behavior). The dog learns to keep all four paws on the ground instead of jumping. · Removing the opportunity for the dog to earn a treat: This can be very effective for dogs who are interested in treats. · Removing the opportunity for the dog to play with his favorite toy: This is extremely effective and motivational for dogs that have a healthy interest in their toys. For example, you turn away from him without giving him the toy the instant he offers a less than acceptable response. ? QUESTION What is the difference between classical and operant conditioning? Classical conditioning is an involuntary response  ANSWER preceded by a stimulus. Operant conditioning is a voluntary response followed by a reinforcing stimulus. 2-26 Stage 2: Learning Theory Negative or Positive Regarding how “positive” and “negative” modify the terms “punishment” and “reinforcement,” think of positive as in plus (+), the adding or giving of something (not as in “good” vs. “bad”). And think of negative as in minus (-), the removing or withholding of something. For example: · Positive punishment is adding something a dog finds unpleasant to decrease a behavior. · Negative punishment is withholding something a dog wants to decrease a behavior. · Positive reinforcement is adding something a dog loves, to increase a behavior. · Negative reinforcement is removing something a dog finds unpleasant to increase a behavior. Punishment: deterring a behavior Positive (+) Negative (-) Addition of an undesirable or Removal of a desirable stimulus; unpleasant stimulus; e.g., e.g., not giving treats, ignoring/ squirting water from a bottle not giving attention Reinforcement: strengthening a behavior Positive (+) Negative (-) Addition of a desirable stimulus; Removal of an undesirable or e.g., a piece of chicken, hot dog unpleasant stimulus; e.g., stop or cheese, play with a toy squirting water from a bottle 2-27 Dog Obedience Instructor Training Program Extinction vs. Negative Punishment When discussing negative punishment, it is important to touch on extinction. Extinction involves not rewarding a previously rewarded behavior to decrease and eventually eliminate the behavior. Unlike punishment and reinforcement, you are not adding or subtracting a stimulus with extinction. By withholding the reinforcers that have maintained a behavior, a dog will gradually stop doing it. Examples · Begging at the table: A dog was JackF/Adobe Stock previously rewarded for begging at the table by receiving scraps. He began to get pushy and excited whenever anyone sat at the table. You want the dog to lose his association between the table and food scraps. Now, when he begs at the table, you withhold all table scraps. Over time, the dog will stop begging. While this might seem like negative punishment, it’s actually extinction: you are no longer rewarding a specific behavior, which makes it go away (it becomes extinct). · Barking at the doorbell: A dog was previously rewarded with visits from people any time he heard the doorbell ring. He began to grow excited when the doorbell rang, in anticipation of visitors. You want the dog to lose his association between excitement and the doorbell, so ring the doorbell continuously without anyone entering. The dog is no longer rewarded when the bell rings and over time, because the behavior is no longer rewarded, it goes away. 2-28 Stage 2: Learning Theory Note: When negatively punishing a behavior, it’s important to immediately positively reward the dog for an alternative/incompatible behavior. When a jumping dog keeps all four of his feet on the ground or offers a Sit or Down behavior, reward it immediately. Punishment usually causes only short-lived behavioral changes because it is based on force, creating an antagonistic relationship between a dog and his owner or trainer. In addition, whenever the “punisher” is not present, the unwanted behavior will likely reoccur. To truly influence behavior, you will need to carefully introduce antecedent arrangements. Instead of punishment, you can change a dog’s environment to increase a desired behavior; this can be done by removing distractions or altering distance. By setting a dog up to succeed in the first place, you will decrease any need for punishment. Interesting Note: Classical conditioned responses can sometimes override operant conditioned responses when using food. A dog will naturally follow the scent of food (a primary or unconditioned stimulus). This is why the use of a “lure” can be an effective method to initially guide a dog into various behaviors and positions. (We discuss using lures later in this stage.) However, placing the reward Because of the possibility of classical conditioning overriding operant conditioned responses, when in a dog’s mouth—and not on the ground—after training certain behaviors with lures, such as Down, you should place the reward on the ground and not he responds to a Down cue can be problematic. in the dog’s mouth. This prevents him from being tempted to follow your hand instead of the cue. Doing so might encourage him to reach for your duncanandison/Adobe Stock treat-filled hand instead of remaining in the Down position during the next training session. 2-29 Dog Obedience Instructor Training Program Section Review 1. Define and explain the LIMA Approach: _______________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 2. Briefly describe the Humane Hierarchy and list its levels in order : _________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 3. Explain the three components of the ABC Model and provide one example of antecedent arrangement:_ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 4. Define classical conditioning: _________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 5. Define conditioned stimulus, conditioned response and conditioned emotional response and provide an example of each: ____________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 6. Define operant conditioning: __________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 2-30 Stage 2: Learning Theory 7. Name the four quadrants of operant conditioning and explain what each one is: _____________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 8. Define reinforcer and provide three examples each of positive and negative ones: ____________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 9. Provide a dog training example for positive and negative reinforcement: ___________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 10. Define punishment, positive punishment and negative punishment: ______________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 2-31 Dog Obedience Instructor Training Program Differential Reinforcement of Alternative Behaviors F ourth in the Humane Hierarchy, this training method involves strengthening behaviors that are incompatible—and physically impossible— with the problem behavior, while withholding reinforcement for that problem behavior. In other words, only behaviors that cannot occur simultaneously with the problem behavior are reinforced. Differential Reinforcement of Alternative When using the DRA method, you reward the Behaviors (DRA) is a critical part of teaching polite behavior that is opposite of the one you want to eliminate. For example, you reward a puppy for behaviors, and the step most dog owners forget. chewing on the appropriate item, such as a toy. photology1971/Adobe Stock Basically, it means reward “this” instead of “that.” You reward an opposite and polite option of the undesirable behavior because both cannot happen at the same time. When following the Humane Hierarchy, rewarding alternative behaviors should be used before using any type of punishment. DRA Examples: Reward a dog for sitting or keeping all four highwaystarz/Adobe Stock feet on the floor instead of jumping. Reward a dog for remaining quiet, and ignore barking. Reward a dog for waiting at the doorway instead of bolting through it. Reward a dog for no tension on the leash. Reward a puppy for chewing on his toys. Reward a dog for quietly ignoring the doorbell instead of barking. 2-32 Stage 2: Learning Theory Because punishing an undesirable behavior can be confusing or temporary, it’s important to let a dog know what he should be doing instead. Saying “No, no, no,” provides no information to a dog. Instead, reward him for an alternative behavior. Reward instead of using punishment as a behavior’s consequence: Dog barks: reward him when he stops DoraZett/Adobe Stock barking—i.e., when he stops to take a breath (no barking). Dog jumps up on friend: reward him for sitting instead. Dog pulls on leash: reward him every time there is slack in the leash. Dog lies down on couch: reward him for lying in his bed (or on the floor) instead. 2-33 Dog Obedience Instructor Training Program Unconditioned and Conditioned Reinforcers The terms unconditioned (unlearned) and conditioned (learned) reinforcers are used interchangeably with UNLEARNED primary and secondary reinforcers, respectively, within Unconditioned Reinforcer or the dog training world. Primary Reinforcer When using unconditioned reinforcers (treats) during training, it’s nearly impossible to time the treat perfectly, LEARNED which is why conditioned reinforcers are so important. Conditioned Reinforcer or Remember, positive reinforcement is a part of operant Secondary Reinforcer conditioning that strengthens or increases a behavior. Fun Facts Unconditioned and conditioned reinforcers are used to train more than dogs. Zookeepers use them to train animals to perform different behaviors for veterinary exams:1 ² Using shaping, many zoo animals are taught to present their feet or hooves for examination. ² Elephants are taught (shaped) to lift their trunks on cue. ² Hippos learn to open their mouths on cue for teeth and gum examinations. This behavior is taught by capturing a yawn. ² Seals are taught to present their bellies. ² Carrots and ice cubes: Nova loves to slide ice cubes around on the ground so they function as a toy and as a treat that she eats when she is done playing them. 1 ABQ BioPark. (n.d.). Training Zoo Animals. Retrieved July 13, 2018, from https://www.cabq.gov/culturalservices/biopark/news/training-zoo-animals 2-34 Stage 2: Learning Theory Unconditioned/Primary Reinforcer An unconditioned or primary reinforcer is biologically preestablished to act as a reinforcement. That is, something essential to a dog’s well-being, such as food, water, play, ability to choose and pain avoidance. Genetics and experience can affect certain preferences (e.g., food) for individual dogs. High-value treats are the most commonly used primary reinforcer because dogs need to eat and love food. Some dogs might prefer playing or chasing a ball as a primary reinforcer A rousing game of chase after the ball could be an (reward), it will depend on the dog. unconditioned/primary reinforcer for some dogs. Andrey_Arkusha/Adobe Stock Unconditioned/Primary Reinforcer Examples High-value treats Going inside or outside Petting Tennis ball Making choices Leaving a situation A game of fetch Praise When selecting high-value treats, choose ones that a dog loves. Sometimes, it can be difficult to tell if a dog finds particular treats to be high-value rewards. If a dog remains glued to your side as you are chopping up food at home, it is a pretty good indicator that he loves it. During class, if you have a dog’s undivided attention and notice an immediate improvement, then you are using high-value treats. Keep the size of rewards the dog receives small, about the size of a pea or smaller, depending on the size of the dog. The smaller size allows the reward to be easily and quickly eaten, which allows more reinforcement during a session before a dog becomes satiated. You do not need to break the rewards into small bits beforehand because some types of training will require larger pieces. For example, a reward that is too small can make it harder for a dog to push into the hand while luring for heeling. But selecting the smaller reward size also helps fight canine obesity by keeping a dog’s total caloric intake within acceptable parameters. If you do need a larger reward, remember to limit how much the dog can chew off at once. 2-35 Dog Obedience Instructor Training Program High-Value Treat Examples Hot dog chunks Cheese Baked chicken pieces Deli meat Tuna fish Wet dog food Blue cheese crumbles Squeeze cheese Raw chicken hearts Meat-flavored baby food Peanut butter Not all unconditioned reinforcers will have the same value to every dog. Some like food more than toys and others like toys more than food. If a dog ignores chicken pieces while holding a tennis ball, then he finds the ball more reinforcing than the food. Most people also consider praise and petting to be unconditioned reinforcement for dogs, but not every canine will like it. If a dog does not naturally enjoy praise and petting, then it would not be considered an unconditioned reinforcement for him. Giving dogs a choice is very rewarding, too, and can be many times more so than high-value treats. Allowing a dog to choose between a Not every dog will consider treat or ball, stay or leave a situation, or engage or disengage in a game some (or even all) treats as being a high-value reward. is very reinforcing. olenalyzun/Adobe Stock Reminder: Dogs always determine what their unconditioned reinforcers are, not their trainer or owner. Fun Training Examples An unconditioned reinforcer is whatever a dog loves. ² Citrus fruit peels: orange, lemon, etc. My dog only gets them whenever she does not jump on people or pull on her leash. ² Carrots and ice cubes: Nova loves to slide ice cubes around on the ground so they function as a toy and as a treat that she eats when she is done playing them. 2-36 Stage 2: Learning Theory Conditioned/Secondary Reinforcer A conditioned or secondary reinforcer is a neutral stimulus that becomes associated with a primary reinforcer (e.g., food, toys) through classical conditioning. It is something a dog has to learn how to like. Unlike a primary reinforcer, a conditioned reinforcer at first has no inherent meaning to a dog. When introducing the neutral sound of a clicker or a verbal reward marker, they are considered After several sessions of clicking and treating, a dog conditioned stimuli (CS) due to classical will learn that a click means “treat.” The clicker can now be used as a conditioned/secondary reinforcer. rodimovpavel/Adobe Stock conditioning. (A verbal reward marker is a verbal conditioned reinforcer, such as “Yes,” “Good” or “OK.”) When repeatedly pairing the marker (e.g., clicker or “Yes”) with primary reinforcers such as treats or toys, over time the marker becomes a conditioned reinforcer for consequences. (Not all consequences are bad, such as getting treats as a consequence of doing something right.) Basically, a dog learns that a conditioned reinforcer predicts a good thing. Dogs learn some conditioned reinforcers through experience while living with humans. And yes, conditioned reinforcers are also called conditioned stimuli. Conditioned Reinforcer Examples Whistle: indicates treats are coming “Good” or “Yes”: indicates treats are coming Can opener noise: indicates food is coming Clicker sound: indicates treats are coming Garage door opening: indicated owners are Flash of light (from small flashlight): indicates arriving home treats are coming for hearing impaired dogs 2-37 Dog Obedience Instructor Training Program Establishing a Conditioned Reinforcer Using a long series of random pairings of signal (e.g., click) and primary reinforcers (such as a treat or toy) to establish a conditioned reinforcer is a proven learning method that has been employed since the early days of experimental science. Many trainers use clickers to establish conditioned reinforcers with great success. You want a dog to learn as soon as possible not only that “click” means “treat,” but also that his behavior can initiate the “click,” according to Karen Pryor, founder and CEO of Karen Pryor Clicker Training and Karen Pryor Academy. Once a dog learns he has some control over when a click (or any secondary reinforcer) occurs— and therefore the treats—he will be an active and willing student. While food is a predominant primary reinforcer vitaliymateha/Adobe Stock in obedience training, it is not the only primary reinforcer. For some dogs, it is not even a primary reinforcer. As with any secondary reinforcer, a marker can be paired with any primary reinforcer that the dog finds rewarding. Because food is an easy and obvious reward for most dogs, for purposes of ease in training, we will use treats as the primary reinforcer while teaching the marker in these exercises. Regardless of a dog’s primary reinforcer, the concept is the same: the marker means a reward is following. Training Tip The first behavior you build might become a strong behavior throughout a dog’s life, so make sure it is something you both like. For example, having a strong focus cue will allow you to build on any new cue as it keeps a dog’s attention on you. To view a short video on using a clicker while working with a dog, you need to: 1) log into the Student Center; 2) click on Video Instruction; and 3) choose Clicker Training Solo. 2-38 Stage 2: Learning Theory Charging the Marker (Clicker or Verbal Marker) In this curriculum, we use the word “marker” to represent a conditioned reinforcer that “marks” the exact behavior being rewarded. A conditioned reinforcer can be a verbal marker word or a clicker or any other stimulus paired with a primary reinforcer. A marker is used to signify to the dog that he has performed the correct behavior. While markers can be interchangeable after both primary and secondary reinforcers are conditioned properly, we highly recommend starting with one consistent marker until it is conditioned (i.e., clicker, verbal reward marker, etc.). What You Need ü Your marker: a clicker, specific word, or other consistent stimulus (for example, a flashlight or a thumbs up hand signal for a deaf dog) ü 10 of whichever soft, small treats a dog likes. Each treat or treat piece should be about the size of a pea for German shepherd-sized dogs and even smaller for smaller dogs. ü A distraction-free training area Steps 1. Sit down on the sofa in the living room. Place some treats where you can reach them but the dog cannot (e.g., up on the back of the sofa behind you). 2. At random, give the marker (e.g., click or “Yes”), pause slightly, and then toss a treat to the dog. Continue marking, and then tossing a treat. Practice 10 times in a row. 3. After 10 to 20 trials (a trial is one training experience; in this case, marking and then tossing a treat) over multiple sessions, your dog should perk up every time he hears your conditioned reinforcer/marker in anticipation of the unconditioned reinforcer (such as treats). The marker now has a specific meaning to the dog. It means, “I am about to get a treat.” While every dog is different, a session typically consists of between 5 to 10 trials and should last between 1 to 2 minutes. 4. The marker can now be maintained as a valuable training tool to communicate to your dog when he does the right thing and to show him exactly how well he did. 5. When teaching a cue, each correct response should be followed with a marker, and then the dog’s most-valued unconditioned reinforcer should follow the best responses. 2-39 Dog Obedience Instructor Training Program Tips To pair the marker, keep in mind the following: Mark, pause slightly (1 second), then provide the reward. Repeat this sequence until the dog looks for the reward when he hears the marker; sometimes, marking and then dropping a treat on the floor three or four times will do the job. Select a simple behavior to reinforce, something you do not need to prompt or Once a dog figures out a click means a treat, you can begin teaching him something practical or fun, lure, such as making eye contact, turning such as touching your hand with his paw or shake. melounix/Adobe Stock his head, nosing your hand or Sit. Mark, slight pause, then reward with each correct behavior, moving about as necessary to give the dog another chance to perform the intended behavior. As he figures out what the reinforced behavior is, you will need to work quickly so the rate of reinforcement stays high; 10 marks a minute is good. When the “light-bulb” moment occurs, pat yourself and the dog on the back and start teaching him something fun or useful. Reinforcement Timing Timing is important. The secondary reinforcer always happens before the primary reinforcer. As an example, mark, mentally count that one-second pause, and then reward. The marker must predict the reward. This allows the reward to be transitioned out more easily if needed later. The pause between also allows the owner to mark a behavior from a distance at a later time. The marker should be a predictor that a reward will quickly follow. Again the timing—marking then rewarding with the treat—is required for the secondary reinforcer to gain its strength and for the dog to realize the secondary reinforcer is a predictor of reward. 2-40 Stage 2: Learning Theory Important Points to Remember About Conditioned Reinforcers 1. Conditioned reinforcers should be used while a behavior is happening. Timing of the conditioned reinforcer is information. It tells a dog exactly what you like. Mark as the dog’s rear touches the floor when teaching Sit. Mark as a dog’s elbows touch the ground when teaching Down. Mark as the dog allows slack on a leash. 2. When using a conditioned reinforcer, timing is essential. At home, develop improved hand-and- eye coordination by using a remote. While watching a movie, press pause as a person sits in a chair. Continue to improve your skills by pressing pause when a person blinks or moves her right hand. A click should always be followed by a high-value Poor timing (too early or late) of a treat or other preferred unconditioned reinforcer. melounix/Adobe Stock conditioned reinforcer can cause confusion. 3. Let a dog know that the current training session is over. A training session should be kept short (1 to 2 minutes). Indicate that a session has ended by saying, “All done,” and putting away the treats and the clicker if you use one. To start a training session, you could say, “Let’s work,” and pull out the treats and clicker (if using). 4. Give the dog a “jackpot” for excellent behavior. Jackpotting is the rapid feeding of five or more high-value treats, one after another, to reinforce a perfect performance. Jackpots are a happy surprise for a dog. They work well because the extended length of the reinforcement puts a greater weight on the performance, causing a stronger connection with the behavior. 2-41 Dog Obedience Instructor Training Program Timing Game With the help of a friend, you can use this game to brush up on your mechanics and conditioned reinforcer timing. This is an excellent game to play with private-lesson clients in which you take the place of a friend. What You Need w Marker (e.g., clicker or “Yes”) w Training treats w Treat pouch w Bowl (placed in front of your feet) w A friend Close Your Hand Game 1. With a friend standing in front of you, ask her to hold her hand out toward you, with her palm facing you (like a traffic cop indicating Stop). 2. Ask your friend to fully open and close her hand slowly (without moving her arm). 3. Mark (click or “Yes”) every time your friend closes her hand. 4. Every time you mark this behavior, drop a treat into the bowl in front of you. 5. Practice for 1 min. Make It Harder 1. Using the same criteria as above, ask your friend to randomly open and close her hand, moving faster and faster. 2. Continue to drop treats into the bowl after every marked behavior, even if you marked the wrong one (opening instead of closing). 3. Practice for 1 min. Bounce the Ball Game w Toss a ball into the air. Use your marker every time the ball bounces on the floor. This gets more difficult as the ball bounces with less height and more often. w Use your marker while the ball bounces upward. w To make this game a bit more difficult, use your marker only when the ball reaches its highest point upward. The timing of a conditioned reinforcer is critical; however, delivery of the unconditioned reinforcer (treat) is not as important. The goal is to give a dog his earned treat within 1 to 2 seconds after the sound of the conditioned reinforcer. 2-42 Stage 2: Learning Theory Using Lures Using lures is a good way to help a dog into a behavior or jump-start a specific one you want to reinforce. This essential technique can be a vital ingredient in any training plan. Using a lure can accomplish more than one thing at a time: It enables you to guide a dog into almost any behavior without resorting to force. It can jumpstart a new behavior. It teaches the meaning of a conditioned reinforcer (marker such as click or “Yes”), which tells a dog he did the right thing. It is a great way to keep a dog’s attention when working in a high-distraction area. Distractions can be anything that garners a dog’s attention and prevents him from focusing on you. For example, you might not think a porch flag fluttering in a breeze would be a distraction; however, to a A high-value lure can entice a dog to move into a desired behavior. dog, it could be one. If he does not follow your lure because VadimGuzhva/Adobe Stock he is paying more attention to the flag, you will need to change the environment (antecedent) by leaving the area or removing the flag. It can help ease stressful situations such as trips to the veterinarian or groomer, as well as during a vet exam or a grooming session. Mastering the use of a lure gives you a valuable tool in teaching a dog many behaviors. 2-43 Dog Obedience Instructor Training Program What You Need ü Marker (e.g., clicker or “Yes”) ü Training treats ü Treat pouch Steps 1. With a dog standing close to you, place one of the small monitor6/Adobe Stock treats in the palm of your hand and close your hand. Place your closed hand containing the treat on the dog’s nose and let him sniff. 2. When he becomes aware of the treat, keep it on his nose and slowly move your hand in a way that will get him to move forward with your hand. 3. The moment the dog’s nose is “attached” to your moving hand: a. Slowly guide the dog, with your hand attached monitor6/Adobe Stock to his nose, to move forward a few steps. b. Mark (conditioned reinforcer) as he follows your lure, and then reward him with the treats (primary reinforcer). 4. Repeat luring the dog forward with your hand for several steps until he can move in different directions while keeping his nose attached to your hand. 5. If the dog’s nose falls away from your hand: a. You might be moving your lure hand too quickly or the lure might not have high enough value. b. Think of a lure as a magnet for the dog’s nose, move slowly so his nose remains “attached” to it. c. If he continues to “fall off” the lure, the area might have too many distractions. d. The treat might not be big enough to draw his attention. You can try a bigger piece in the very beginning phases and allow the dog to lick at it while he’s moving. For example, try a piece the size of your pinky finger and let the dog nibble on the end while following your hand. 2-44 Stage 2: Learning Theory Fading a lure Because dogs can become too dependent on lures, it’s important to fade them quickly. A lure movement made to look like what your future hand signal will be can significantly cut down on the time it takes to add the cue later. For instance, as you lure into a Sit, hold your hand palm-side up while holding the treat between your thumb and fingers, then lure the dog up. That same motion will become a hand signal later. After establishing the same hand movement for an exercise, you can begin to fade the lure. Lure the dog using the same hand movement 10 times in a row with the treat, and on the 11th time, pretend to have a treat in your lure hand but instead hide it in your other hand. The dog will likely still perform the behavior even without treat in the lure hand. You will mark it and then reward with the treat from the other hand. Hand movements while holding a lure are very enticing to dogs. When a dog is reliably following a lure into a new behavior, it is time to fade it. The goal is usually for the “lure movement” to become a cue for the dog to perform the behavior. To add a verbal cue to replace the hand lure, say the cue right before luring a dog into a behavior. After a few practice sessions, say the verbal cue and wait for the dog to perform the behavior, and mark with a conditioned reinforcer and then treats. Example: Say “Down” right before luring the dog into a Down behavior. Do this several times. Now, say “Down” and wait for the dog to lie down. Give him the opportunity to offer the behavior; sometimes it can take a second for him to think and figure out what you want. If the dog offers another behavior, say nothing and wait. As he lays down, mark with your conditioned reinforcer and then give a jackpot of treats on the ground. This will help fade the use of the lure and have the dog respond to the verbal cue alone. You will learn more about the use of the lure as well as fading a lure in Stage 5: Basic Dog Training Obedience Cues. Note that if he does not offer the Down at all, you need to Go Back to Kindergarten, using both the verbal and hand cues; practice this level for 10 repetitions again. To view a short video on Luring, you need to: 1) log into the Student Center; 2) click Video Instruction; and 3) choose “How to Use a Food Lure” in Stage 5. 2-45 Dog Obedience Instructor Training Program Training Tips A dog must love the food lure: If a dog is sufficiently hungry and likes the treat you are using, he should sniff vigorously at your hand. Always use high-value treats as lures, such as cheese chunks, hot dogs or deli meat cubes. If a dog nips at your hand, try luring him with a spoon of peanut butter or squeeze canned cheese on a spatula or wooden spoon. Move slowly with fearful dogs: For the first few times, you could require a fearful dog to stretch his neck out an inch (instead of touching your hand) or so before marking and then giving him a treat. Once he gains more confidence, try luring him to take a step or two toward you before you say “Yes” and give him a treat. The timing is crucial: Some dogs will only leave their nose on your hand for a moment before trying another behavior (e.g., pawing, gnawing, barking, running around or backing off). Others will “stick” to your hand for several moments as you slowly move it around. Lures can jumpstart a behavior, which is why marking the desired behavior with a conditioned reinforcer is vital, as is its timing. As a dog learns that following your baited hand is rewarding, you can require him to follow it for longer periods for complex behaviors. Only release a treat when a dog is sniffing closely, not nipping: otherwise, a dog might grab at your hand to get the treat (image right). When a dog is pushing and sniffing politely, mark (e.g., clicker or “Yes”) and then release the treat by opening your hand right in front of his nose so that it is pushed into his mouth. Do not cup your hand, making him bend his head down to take the treat. If you are rewarding a dog for a position that requires him to look up (e.g., Sit or Heel), make sure the treat goes in his mouth when his head is up. Be creative: Start with short, simple steps and gradually monitor6/Adobe Stock increase them until you are requiring a dog to follow your hand for longer periods through more complicated movements. Eventually, the movements will guide him into Sit, Down, Spin and Heel. No Reward Marker (aka NRM) A No Reward Marker (NRM) is a word or sound that identifies the exact moment in time when the dog made a mistake with a requested behavior. An NRM also interrupts the dog’s behavior and communicates that he has lost the chance at earning a reward. NRMs should be a neutral signal, meaning no disapproval, such as “Eh-eh” or “Oops.” Because the NRM is a signaled non-reward, it is technically a marker for negative punishment (or the removal of something the dog wants). As such, the right to use it must be earned by the owner. Before the owner attempts using it, the dog must have a solid understanding of what is being asked. As such, an NRM is ideally not used early on because the dog is still learning what to try. The next section discusses the stages of learning and when a dog has reached a state where he is ready for you to incorporate an NRM. 2-46 Stage 2: Learning Theory Its introduction should depend on the individual temperaments of both dog and owner, and an owner should be able to read signs that it is causing stress and losing effectiveness. The NRM should also be neutral in tone and not actively convey displeasure, but just be a noise (such as “eh eh”) telling the dog that the behavior is not the one you are looking for and to try again. An NRM can be an effective tool for communication with the dog and to speed up the learning process. It allows us to convey pieces of information to the right dog in the right setting, and in some dogs can lessen stress when they need further information to feel confident. It makes training like playing a game of Hot- and-Cold (respectively, mar

Dog Obedience Instructor Training Program Stage 2 PDF

Document Details

Tags

Related

Summary

Full Transcript

Upgrade to continue