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PTVIC1906 NATIONAL DOG TRAINERS FEDERATION 22214VIC Certificate III in Dog Behaviour and Training VU20919 Conduct dog obedience training This qualification is certified under the Australian Qualifications Framework.
PTVIC1906 NATIONAL DOG TRAINERS FEDERATION 22214VIC Certificate III in Dog Behaviour and Training VU20919 Conduct dog obedience training This qualification is certified under the Australian Qualifications Framework.
PTVIC1906 NATIONAL DOG TRAINERS FEDERATION 22214VIC Certificate III in Dog Behaviour and Training VU20919 Conduct dog obedience training This qualification is certified under the Australian Qualifications Framework.
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Precise Training 31.01.14 PTVIC1906
NATIONAL DOG TRAINERS FEDERATION 22214VIC Certificate III in Dog Behaviour and Training VU20919 Conduct dog obedience training
This qualification is certified under the Australian Qualifications Framework. VU20919 Conduct dog obedience training Page 2 of 48
Precise Training 31.01.14 PTVIC1906 INDEX
AIMS OF TRAINING 3
TRAINING CONCEPTS 5 Training for Action or Abstinence 6 Deterioration of Trained Skills 7 Reasons for Non-Compliance 7
GENERAL RULES OF DOG TRAINING 9
TRAINING MODES 13 Work Mode, Release Mode and Switching Modes 14 Termination Cue 14 Formal and Informal Commands 14
PHASES OF TRAINING 16 Teaching Phase 17 Training Phase 18 Proofing Phase 19
SCHEDULES OF REINFORCEMENT 20 Continuous Reinforcement 22 Intermittent Reinforcement 22 Training Using Successive Approximations 23
APPLIED REINFORCEMENT & PUNISHMENT 24 Reward and Reinforcement 25 Correction and Punishment 26
MODIFYING BEHAVIOUR THROUGH TRAINING 28 Selective Reinforcement of Behaviour 29 Using Conditioned Reinforcers 29 Luring 30 Targeting 30 Capturing 31 Mimicry 31 Guiding / Compelling / Moulding 32 Introducing the Cue / Command 32 Fading 33 Shaping and Creating Behaviour Using Successive Approximations 34 Order of Shaping Behaviour 34 Shaping Multiple Criteria 35 Chaining 35
DOG TRAINING EQUIPMENT 37 Flat Collars 38 Martingale Collars 39 Correction Chains 40 Prong / Pinch Collars 41 Leads 42 Long-lines and Retractable Leads 43 Head Collars 44 Harnesses 45 Muzzles 46 Remote Training Device / E Collar 47
GLOSSARY 48 VU20919 Conduct dog obedience training Page 3 of 48
Precise Training 31.01.14 PTVIC1906
AIMS OF TRAINING
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Precise Training 31.01.14 PTVIC1906 THE AIMS OF TRAINING When training dogs we have three main aims:
1. Teaching new skills The teaching of skills can be broadly divided into 2 categories: 1. Modification of the dogs natural (instinctive) behaviour to suit our requirements 2. Learning new skills that the dog would not innately exhibit but is capable of performing, with training
2. Stopping / Modifying Undesirable Behaviour Unwanted instinctive behaviour (e.g. dog to dog aggression, destructive behaviour) Learnt and / or trained behaviour that is no longer required or acceptable by the owner / handler
3. Socialisation and Confidence Development Initially used to develop a social, confident animal Later used to solve social or over-reactivity problems Developing confidence =reducing fear
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Precise Training 31.01.14 PTVIC1906
TRAINING CONCEPTS
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Precise Training 31.01.14 PTVIC1906 TRAINING CONCEPTS Dogs learn primarily through the faculty of memory We must consistently and repeatedly show the dog what is to his advantage and what is not By training in this manner, we will instil into his memory how (when and when not to) to carry out certain behaviours If an experience the dog receives is dramatic enough, it will be permanently etched in the dog's memory (e.g. falling off the A-Frame during agility, giving a harsh correction to a timid dog, etc.) Dogs learn more efficiently by winning, than by losing It is your job as a trainer, to teach the dog where his advantage lies. If the dog cannot work out how to 'win', we must either show him or make the task simpler
TRAINING FOR ACTION OR ABSTINENCE It is not always clear whether you are training to stop an undesirable action (abstinence) or teaching a new skill (action); this should always be identified prior to commencement.
In some cases, we are training for both abstinence and action.
Action Teaching a dog to obey our commands Building an association between the required action and the cue (command or signal) For dogs to want to perform actions for us (obey commands), they must believe there is something in it for them (i.e. it is to their advantage) The level of motivation the animal has for the reward it is working for, plays a major part in how the animal learns and performs The dog must also learn the consequences of not complying. This may be withholding an expected reinforcer (P-) or giving a correction (P+)
Abstinence Training a dog to stop an undesirable action In many cases, a few effective corrections should be all that is needed for the dog to discontinue the exhibited behaviour There are many other techniques used to stop and reduce behaviours. These will be discussed in detail throughout the program
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Precise Training 31.01.14 PTVIC1906 DETERIORATION OF TRAINED SKILLS The rate at which a trained skill will deteriorate is in direct proportion to how the behaviour relates to the dog's instincts and will vary greatly, from individual to individual.
As a rule; behaviours that the dog is genetically (and environmentally) prepared for, are learnt quicker and retained longer, without the need for ongoing training.
REASONS FOR NON-COMPLIANCE There are only two reasons why a dog does not comply with a command or signal:
1. It cannot obey The dog may be unable to comply with a known command / signal for a number of reasons:
Physical Limitation: Sick, injured or physically unable Confusion: The animal does not understand or has forgotten what is required Fear: A strong emotion that can severely affect behaviour
With all three of the above, compulsion or force will not solve the problem; in fact it will often exacerbate it. The answer lies in solving the underlying problem, whether physical or psychological.
2. It will not obey The dog may be unwilling to obey the command even though it understands what is being asked and is capable of doing so. It may feel that there is no benefit in performing the action. This is especially true when the dog is doing an activity it is currently enjoying (e.g. playing with another dog or chasing a cat and the owner tries to recall the dog).
The problem may also be leadership related and once the owner I handler has re-established the appropriate level of control / authority, the dog will again comply with known commands. VU20919 Conduct dog obedience training Page 8 of 48
Precise Training 31.01.14 PTVIC1906 CONCLUSION If a dog is not performing an action as required, first assume it is not able to. Once you are certain it is capable and clearly understands what is expected, then and only then, should you assume the dog is defiant or lazy. This may be due to a lack of motivation (perceived benefits) or a leadership issue that needs addressing.
If a dog that should know better does not comply with a command, it is not necessarily lazy or disobedient. There may be deterioration between the command (or signal) and the action.
J ust as when someone asks you to recall a person's name or the words of a song, you cannot always immediately recall it but after a quick revision, you are as clear as you were originally. It is very unlikely that if someone was abusing or hitting you, it would help you remember; and this is equally true for a dog.
The trainer must assess every situation and train the dog accordingl y.
A dog is not capable of understanding why it is not allowed to do certain behaviour or why it must obey commands. This information is not at all necessary for the dog however, to complete the task, as the only understanding it needs, is the consequences of its actions; both appetitive (desirable) and aversive (undesirable).
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GENERAL RULES OF DOG TRAINING
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Precise Training 31.01.14 PTVIC1906 GENERAL RULES OF DOG TRAINING The following 10 General Rules are applicable in the vast majority of cases, in the training of dogs for all purposes. Like all rules however, there will be the occasional (rare) exception. If the trai ner makes an exception to the rule, then they should have a clear justification / explanation as to why.
1. THE DOGS ACTIONS TELL YOU WHAT TO DO The trainer must read the dog and respond to its behaviour The trainers ability to respond rapidly to the dogs changing behaviour is one of the most important elements of successful dog training
2. REWARD EFFORT AND / OR IMPROVEMENT Do not expect immediate understanding or compliance Reward effort and any improvement the dog makes Most of the time, improvement comes in very small increments Be patient and do not lose your temper
3. MAKE IT EASY FOR THE DOG TO SEE WHERE ITS ADVANTAGE LIES Show the dog how to win As high levels of stress often inhibit learning, a dog should not be consistently set up to fail If the dog is having trouble winning / understanding, make the task simpler
4. WORK OUT WHY PROBLEMS ARE OCCURING, THEN CHANGE TACTICS OR METHODS ACCORDINGLY When a problem or sticking point occurs, always try to identify why, before adopting another method or tactic If this is not done, the problem may be exacerbated by the new method
5. DO NOT GIVE A DOG A COMMAND UNTIL YOU ARE IN A POSITION TO REINFORCE AND / OR PUNISH THE BEHAVIOUR If you are not in a position to reinforce and / or enforce the behaviour, you will have no way of communicating to the dog whether the behaviour was correct or incorrect Without this communication, no learning occurs It is reasonable to say that no training (learning) can occur, if you cannot control the consequences
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Precise Training 31.01.14 PTVIC1906 6. DO NOT ALOW THE DOG TO MOVE FROM ITS COMMANDED POSITION UNTIL YOU CHANGE THE COMMAND Teach the dog from the beginning; when it is given a formal command, that command remains in force until it receives further instructions It requires a high level of intelligence and deductive reasoning, to comprehend the concept of time as we (humans) know it. It is not at all practical for the dog to guess how long it must remain in a commanded position (e.g. sit or drop)
7. DO NOT PUNISH THE DOG FOR THE RESULT OF UNDESIRABLE BEHAVIOUR Punishment should only be applied if you catch the dog in the act or if there is a connection between the event and the consequence The dog must realise the connection between the behaviour and the punisher A high contiguity factor There are a number of problems that may develop, if this does not occur The exception to this, is if the dog has previously been caught in the act many times before
8. DO NOT REWARD THE DOG IMMEDIATELY AFTER PUNSIHMENT If you need to give the dog a correction, do not reward the dog immediately after Only reward, after desired behaviour Immediately rewarding the dog after a punitive event (e.g. a correction) will, in all likelihood, dramatically reduce the effectiveness of the punitive event and make it less likely to weaken behaviour. As a result, the whole process becomes counter productive Some dogs may deliberately disobey, in order to get the reward they have learnt always follows a punisher The correction can become reliably predictive of the reward, thus making what was intended to be a punishing event; appetitive To optimise the effect of any correction (including verbal, physical, conditioned, etc.) it is strongly recommended not to immediately follow any punitive event with rewards / praise The recommendation is; if you correct the dog for non-compliance to a known command, you may: (a) Wait at least 10 seconds for the connection to diminish (low contiguity factor) (b) Command the dog to do the same exercise / activity and if the dog performs correctly (the dog has learned from the correction), then give the reward
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Precise Training 31.01.14 PTVIC1906 9. IF PUNISHMENT IS REQUIRED, THEN IT SHOULD BE ADMINISTERED AT THE FIRST SIGN OF UNDESIREABLE BEHAVIOUR As a rule; the longer the punishment is delayed, the more severe it will need to be, to have the same effect The kindest and most effective way, is to administer the punishment at the commencement of the behaviour sequence. This is often at the posturing stage (e.g. when the dog starts to stack up) It is acceptable for a dog to orient towards a distraction or stimulus, provided there is no other unwanted behaviour exhibited
10. BEGIN WITH THE FINAL AIM OF YOUR TRAINING CLEARLY DEFINED AND PLAN TO ACHEIVE IT Having a training plan will dramatically reduce training time and stress levels If we fail to plan; we plan to fail! A detailed temperament / behaviour profile should be conducted prior to commencing training. This will not only ensure the dog has the capacity to perform the tasks required but will also significantly influence the methods and techniques used
The question is:
Can you punish a dog for thinking about exhibiting unwanted behaviour?
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Precise Training 31.01.14 PTVIC1906
TRAINING MODES
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Precise Training 31.01.14 PTVIC1906 TRAINING MODES To help the dog understand the process of training more easily, we teach him that there is a time for work (or training) and a time for play (or rest). In addition to this, the use of a release or termination cue (explained below) offers significant benefits in many aspects of training.
Working Mode Under total control of the handler Performing an action or task Awaiting further instruction
Release Mode A release or termination cue communicates to the dog that the particular exercise / activity is over Free to do as it wants (but must still abide by the laws of the land)
Switching Modes The dog can be switched from one mode to another by using a conditioned stimulus Usually done with a voice command (e.g. Free, Play, etc.) but can also be hand signals, whistles and other visual or audible cues
Termination Cue Some animal trainers refer to the release as a termination cue because it terminates (finishes) that exercise / activity. It is important to note however, that some animal trainers use their conditioned reinforcer (CR) as the termination cue / release command. This is often used with marine mammal trainers when they blow their whistle (their CR); this process is applied far less often, in the training of dogs.
FORMAL AND INFORMAL COMMANDS When giving known commands to the dog, in most circumstances that command remains in force until further instruction (communication) is given. These are referred to as formal commands and include; sit, drop / down, heel, etc.
With formal commands, once the dog is given the cue (command, hand signal, etc.) it not only needs to comply (e.g. sit), but must remain in that position, until further instructions are given.
There are other commands, for example Go outside, where the dog must comply at the time of command but once it has done so, it does not need to wait for further instruction. These are referred to as informal commands and are usually (but not always) go to commands. It is important to note that there is no absolute in distinction, between informal and formal VU20919 Conduct dog obedience training Page 15 of 48
Precise Training 31.01.14 PTVIC1906 commands. This is because one handler may have no real expectation of the dog when it is told to go to the car (other than just getting in), whereas another handler may expect the dog to lay down and remain there, until given further command.
In these examples, the command Go to the car is informal for the first handler but formal for the second. The distinction is made, based on the handlers expectation.
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Precise Training 31.01.14 PTVIC1906
PHASES OF TRAINING
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Precise Training 31.01.14 PTVIC1906 PHASES OF TRAINING The training of dogs to perform skills and respond to commands is normally conducted in three phases. As a rule; each new exercise the dog learns, needs to go through each of the phases:
1. Teaching 2. Training 3. Proofing
This process is relevant to all methods of training, however the information contained here is more specific to the training of dogs using conventional, hands-on methods and techniques.
When using, primarily inducive methods (e.g. Capturing and Luring), there will be other considerations discussed throughout the text.
TEACHING PHASE When a dog first begins training, it: Does not understand any of the processes Does not know that when you give a command, it must carry out / cease an action Does not understand that behaviour has consequences (it can get rewards) Does not understand that a command / cue is an opportunity for reward
One of the roles of the Teaching Phase is to teach the dog these concepts. If the dog has no previous learning, it is recommended to teach the simplest skills first, until the dog learns the basic concepts. It is normally recommended to install a conditioned reinforcer, prior to commencing.
During the Teaching Phase you must: Make all exercises very short and clear Reward every action that moves closer to the target behaviour Repeat the process, until the dog clearly understands what is expected, to receive its reinforcer Do not expect accuracy and / or speed
Principles of the Teaching Phase Capture or Induce (lure) or Show (observe and imitate) or Guide (place in position or physically assist) Motivate and encourage Initially, the dog must learn to learn Teach the dog the rules of the game (To get what you want, you must first give me what I want) VU20919 Conduct dog obedience training Page 18 of 48
Precise Training 31.01.14 PTVIC1906 Reinforce every correct behaviour, regardless of quality (Continuous Schedule of Reinforcement) Minimise the opportunities for making mistakes Minimum levels of distraction Minimal or no corrections Teach Work and Release Modes / termination cue Develop effective leadership Develop cue / word association (multiple commands) Make it clear, what is expected Create easy patterns Keep expectations to a minimum, regarding the dogs performance
End of the Teaching Phase The Teaching Phase ends when: The skill has been learnt The dog understands what it must do, to receive reinforcement Command / cue / word association is confirmed
If the method of training you are using involves guiding, placing or assisting the dog into the desired position / action, it is highly recommended that once the dog is in position (e.g. sit, drop, etc.) it be held there and not allowed to escape (e.g. stand up or move away), until it is released. This prevents the dog from making mistakes, increases the connection between the command and action and clearly defines the difference between Work Mode and Release Mode.
TRAINING PHASE The Training Phase begins when the dog understands what is expected of it, when given a command; however this does not necessarily mean the dog will comply.
The Training Phase is about developing an expectation that the dog, not only knows what the cue means but WILL comply, with a reasonable degree of reliability.
Principles of the Training Phase Induce Motivate Encourage Enforce Compel Repetition to develop habits Expect sticking points plateaus highs and lows Tolerance patience Realistic expectations Introduce distractions Introduce new environments and situations, to develop generalisation VU20919 Conduct dog obedience training Page 19 of 48
Precise Training 31.01.14 PTVIC1906 Switch to Intermittent Schedule of Reinforcement Persistence overcomes resistance
End of the Training Phase The Training Phase ends when: The dog complies to a given command each time, around mild distractions The dog knows and understands the consequences of non-compliance
If the teaching method is to lure the animal into the desired position / action, it is in the Training Phase that the cue changes from an offer or opportunity for reward to a command.
TEACHING PHASE vs. TRAINING PHASE
COMMANDED POSITIONS CONSEQUENCES OF BEHAVIOR TEACHING PHASE Every effort is made to reduce the likelihood of the dog escaping from the commanded position (e.g. sit). By preventing the dog from escaping, it will learn that it must remain in position until released. Dog learns appetitive consequences of compliance TRAINING PHASE Dog is allowed to escape from command position Dogs learns aversive consequences of non-compliance (P+or P-) POINTS TO REMEMBER Duration of time dog is expected to remain in position, should be progressively increased Dog should be given sufficient time to comply before administering aversive consequences
PROOFING PHASE The primary aims of the Proofing Phase are to: Increase the reliability of the dogs response to commands Reinforce the behaviour under distractions Develop a general effect in all environments
Principles of the Proofing Phase Reinforce behaviour in more complex situations Must be able to control the consequences of the behaviour Use numerous distractions of varying intensity (low, medium and high levels) Train in numerous different environments and situations Proof general effect in all circumstances If mistakes occur go back to Training Phase for a short period Introduce more complex methods and principles VU20919 Conduct dog obedience training Page 20 of 48
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SCHEDULES OF REINFORCEMENT
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Precise Training 31.01.14 PTVIC1906 SCHEDULES OF REINFORCEMENT So far, we have learnt that when developing a new skill, every correct response should receive a reward (reinforcement). This is termed a Continuous Schedule of Reinforcement.
This, of course, will not always be possible in practical training. We may not see the correct response or may not be in a position to reinforce it. The other problem with a Continuous Schedule of Reinforcement is that the animal has a very high expectation about the reinforcer. If the reinforcement ceases, it disconfirms the established pattern. This pattern of reinforcement is what is maintaining and / or strengthening the behaviour, therefore when it stops, the behaviour will change rapidly.
Behaviour on a continuous schedule of reinforcement is highly prone to extinction and / or behaviour changes, when the reinforcement ceases.
The ultimate aim of reinforcement is that the reinforcer should maintain and / or strengthen the behaviour; however the behaviour should not be dependent on the reinforcer.
Hooper, B. (1998)
In order to achieve this, we must teach the animal not to expect to be rewarded every time it exhibits the correct behaviour. We do this by moving to an Intermittent Schedule of Reinforcement. Intermittent schedules come in several forms and can be either fixed or variable.
Normally during the Teaching Phase, we would use a Continuous Schedule of Reinforcement to help the animal see the pattern and see more clearly where its advantage lies. Once the dog has an understanding of what is required, it is normally recommended to move to an Intermittent Schedule of Reinforcement.
The only exception to this is where we are teaching the animal to select from multiple choice options (e.g. scent discrimination exercises). In this instance, every time the animal correctly discriminates, it should be reinforced. VU20919 Conduct dog obedience training Page 22 of 48
Precise Training 31.01.14 PTVIC1906 CONTINUOUS REINFORCEMENT Every response (behaviour) is reinforced. It produces the most rapid learning (Teaching Phase), however, it is very prone to extinction if reinforcement ceases. The behaviour is also dependent (conditional) on the reinforcer.
Most rapid learning (Teaching Phase) Prone to rapid extinction, if reinforcement ceases Performance tends to reach a plateau High levels of anticipation (this can be a good or bad thing) Reinforcing every response will develop a high level of anticipation. In certain circumstances, this is a good thing but in others, it can create problems.
This topic is discussed in further detail, later in the program.
INTERMITTENT REINFORCEMENT The response (behaviour) is reinforced intermittently. This would normally produce a far slower initial learning curve (Teaching Phase), however it is less prone to extinction when reinforcement ceases.
Intermittent reinforcement is also referred to as Non-continuous or Variable reinforcement.
Giving the reward onl y some of the time, will reinforce behaviour but not make the behaviour dependent upon the reinforcer.
More resistant to extinction Higher level of enthusiasm Slower initial learning curve (Teaching Phase)
The above process is relevant whether you are using conditioned or unconditioned reinforcers. This means that with an established behaviour, you should not give the reinforcer (including a verbal or mechanically CR) every time. VU20919 Conduct dog obedience training Page 23 of 48
Precise Training 31.01.14 PTVIC1906 TRAINING USING SUCCESSIVE APPROXIMATIONS For the vast majority of training, the most productive and effective approach is to selectively reinforce behaviours that are moving closer to the target behaviour (end goal). The process of selectively reinforcing only those behaviours that are moving closer and closer to the final result, is termed; training through Successive Approximations.
The term successive represents the fact that the reinforcer is given one after the other over a period of time. The term approximation represents that we are reinforcing behaviours that approximate / resemble the final behaviour we are aiming for.
In common training vernacular, the process of training through Successive Approximations is referred to as Shaping.
Any time the animal makes an improvement (deliberately or accidentally) and / or makes an effort, the reinforcer is given. Any time the animal does not offer a behaviour that is moving closer to our target behaviour, we withhold the reinforcer.
Also called Approximation Conditioning Reinforce effort and / or improvement toward the target behaviour Reinforce any improvement, even if it wasnt deliberate Reinforce any effort to perform better / faster Reinforce any action that is moving closer to the final goal
The dog can control the outcome Teaches the dog that it must work to earn the reward Promotes ongoing improvement Highly resistant to extinction Maintains high levels of enthusiasm Higher level of handler skill required
Training through Successive Approximations can be done on a Continuous or Intermittent Schedule of Reinforcement. As a general guideline (as previously discussed); it is recommended that during the initial stages of training, a continuous schedule be utilised to develop a clear pattern and once this is established, move to an intermittent schedule.
It is important to realise that if you do reinforce every behaviour (because you believe the dog has made an effort / improvement) you have, in fact, put the dog onto a Continuous Schedule of Reinforcement. It is for this reason that when training a dog through Successive Approximations, you must be aware of the importance of intermittent schedules (as previously discussed). VU20919 Conduct dog obedience training Page 24 of 48
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APPLIED REINFORCEMENT AND PUNISHMENT
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Precise Training 31.01.14 PTVIC1906 APPLIED REINFORCEMENT AND PUNISHMENT Now that you are beginning to utilise your reward / reinforcement and correction / punishment in a practical (applied) setting, we need a checklist and guidelines, to ensure that things stay on track and to assist with trouble shooting.
REWARD AND REINFORCEMENT Aims of Reinforcement Increase frequency and / or intensity of the behaviour Communicate that the behaviour is correct / wanted Make the behaviour (more) desirable to exhibit Teach the dog that it can control its environment (the consequences) by its behaviour
Rules for Reinforcement In order for a reward to be successful (to reinforce behaviour) the following must occur: 1. The dog must see (realise) the connection between the behaviour and the consequence 2. The consequence must be something the dog wanted to occur at that time 3. It should occur during or immediately after behaviour 4. It must meet or exceed the expectations of the animal
Unsuccessful Reinforcers If a behaviour is not being reinforced (your training is not having the desired result) there are many possible causes. The list below includes the most common reasons: It was presented too early (bribe) The dog did not realise the connection between the behaviour and the consequence The reward (consequence) was not something the dog wanted at that time It did not meet or exceed the animals expectations Too much non-contingent reinforcement (freebies) Reinforcing multiple behaviours / criteria simultaneously. In most cases, it is recommended to train one criteria at a time, to avoid confusion As has been previously explained; reinforcement refers to the strengthening of behaviour and punishment refers to the weakening of behaviour. As a rule; we give the dog rewards, in an attempt to reinforce certain behaviours and correct the dog (and use other aversive consequences) with the aim of punishing other behaviours.
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Precise Training 31.01.14 PTVIC1906 CORRECTION AND PUNISHMENT
Aims of Punishment To stop the dog exhibiting the behaviour (disruptor ) To communicate to the dog that the behaviour is not acceptable / permitted To teach the consequence of the behaviour (aversive) To make the behaviour less desirable to exhibit To permanently (more or less) weaken the target behaviour To reduce / eliminate the need for future punishment
Rules for Punishment 1. Do not use punishers if they will make the problem worse 2. The dog must be aware of what behaviour the punisher is related to (i.e. it must realise a connection between the behaviour and the consequence). There are a number of factors that influence how well the animal connects the behaviour to the consequence (e.g. timing / contiguity, distractions, other behaviours occurring simultaneously) 3. Must meet or exceed the expectation of the animal 4. Wherever possible, the dog should know what it can to do to avoid / prevent the punisher
Intensity of Punishers The intensity of any punisher should always be relative to the size, age and temperament of the dog The intensity of the punisher is not determined by the severity of the crime, as it is with humans (e.g. you dont punish less for chewing up an old thong than you would, a $300 pair of Italian leather boots). There may be exceptions to this however; if the situation involves safety / preservation of life (e.g. you may give a harsher correction if the dog runs across the road, than you would if the dog ran off at the park) The intensity should be based on how well the dog knew the behaviour was not permitted
One of the primary aims of any punishment is to reduce / eliminate the need for future punishment.
Hooper, B.K.
Instead of grinding away at a very dull axe, a dogs welfare is better served by teaching the owner when punishment is necessary and how to use it effectively and humanely
Lindsay, S (2001) VU20919 Conduct dog obedience training Page 27 of 48
Precise Training 31.01.14 PTVIC1906
This is the only process that does not require deductive reasoning and as such, is the only fair method of determining the intensity of punishment.
Unsuccessful Punishment If the punisher is not successful, there are a number of possible causes. These include but are not limited to: The dog did not realise the connection between the behaviour and the consequence It did not meet or exceed the animals expectations The timing of the correction / punisher was either, too early or too late. For a punisher to be effective, it must occur either during or immediately after, the behaviour you are trying to weaken The dog did not consider the punisher as aversive (enough)
Correction, Discipline and Punishment Giving a dog a check on the chain or verbal reprimand may be perceived as punishment by the handler, however punishment is not determined by the event (i.e. check or No); punishment is determined by the effect it has on behaviour If the behaviour became weaker or less likely to occur, then the check or No was punishment If the behaviour did not change as a result of correction / discipline, then the event (check or No) was at the very least, a waste of time but may in fact create further problems Every correction (attempt to punish) that does not weaken behaviour will tend to desensitise the animal. This means that the intensity of the punisher needed to affect a change, will need to be higher
The question is:
Why cant we use the same principle of punishing dogs that we use for punishing humans?
What is the premise for determining the intensity (harshness) of punishment for human crimes?
Is this within the dogs comprehension / level of understanding? One of the most common reasons that attempts at punishing behaviour fail, is because the motivation the animal has to exhibit the unwanted behaviour, exceeds the motivation the animal has to avoid the aversive consequence we have attached. Hooper, B.
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Precise Training 31.01.14 PTVIC1906 MODIFYING BEHAVIOUR THROUGH TRAINING
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Precise Training 31.01.14 PTVIC1906 SELECTIVE REINFORCEMENT OF BEHAVIOUR Shaping is the process of selectively reinforcing behaviours It uses the principle of reinforcement through Successive Approximations (also called approximation conditioning), moving the dog progressively toward the target behaviour (desired outcome) It is the reinforcement (rewarding) of actions that are moving closer to the target behaviour When shaping behaviour, it is normally recommended to selectively reinforce ANY behaviour / action that is moving toward the target behaviour no matter how small the progression / improvement is If the behaviour is not offered by the dog or is not up to the standard the handler expects at this point in the animals training, then the reinforcer (food, toy, praise, etc.) may be withheld (Negative Punishment P-) It is the reinforcement of certain behaviours and the withholding of reinforcement for other behaviours, which allows the animal to see (realise) what is required to get the reward. As the dog learns, it will tend to offer more and more wanted behaviours in order to achieve its goal
USING CONDITIONED REINFORCERS Selecting the type of conditioned reinforcer to use is normally determined by the species of animal, the environment the animal will be trained / working in, practicality and personal preference of the trainer. As outlined in our discussion on Pavlovian Conditioning, virtually anything can be conditioned and used as a reinforcer.
Mark Some trainers call a conditioned reinforcer a mark. This is because you are able to communicate to the animal (mark) the exact behaviour you want to reinforce (e.g. by saying Yes or pressing the clicker at the exact moment the behaviour occurs)
The term mark is an abbreviation of event marker.
Bridge Some trainers call a conditioned reinforcer a bridge. This is because it bridges the gap between the target behaviour occurring and the animal receiving an unconditioned (primary) reinforcer
The term bridge is an abbreviation of bridging stimulus.
Practical Application of Conditioned Reinforcers For practical purposes in the training of most animals, the bridge / mark is normally verbal or mechanical. The use of verbal bridges / marks is very practical (e.g. Yes or Good) The use of mechanical bridges / marks enables you to be very precise (e.g. clicker or whistle) VU20919 Conduct dog obedience training Page 30 of 48
Precise Training 31.01.14 PTVIC1906 TECHNIQUES FOR MODIFYING BEHAVIOUR There are a number of techniques that can be incorporated in the training of dogs. Some can be used independently and some can be combined to achieve optimal results. These include: Luring Targeting Capturing Mimicry Guiding / Molding Compelling Shaping
LURING This is one of the more popular techniques used by trainers, as it is an inducive training method It involves using a reward (e.g. food, treat or toy) to lure / coax the animal into the desired position (or exhibit the desired behaviour) The reward is presented in advance of the behaviour being performed, to entice the dogs interest and lure it into the desired position / action The animal initially follows the lure in order to get it and once in the desired position, will receive the reward As the training progresses, the animal offers / exhibits the behaviour in order to get the reward Luring uses the principles of Positive Reinforcement (R+) and Negative Punishment (P-). The giving of the treat or toy is the Positive Reinforcement (R+) component and withholding of the treat or toy (when the action is not presented or satisfactory) is the Negative Punishment (P-) component
Examples of skills that can be taught by the process of Luring include but are not limited to: Obedience exercises Focus Crawling Leg weaving
TARGETING Shaping a behaviour of touching or following a target object Animals can be trained to target on a wide variety of objects / items There are many different categories: o Basic touch object or hand, etc o Complex animal needs to move, search or reach further o Follow the target moves VU20919 Conduct dog obedience training Page 31 of 48
Precise Training 31.01.14 PTVIC1906 o Extended stay at or touching target for extended period o Varied types hand, ball, stick, mat Once the animal has been trained to target efficiently, this skill can be utilised to train a wide variety of other behaviours
Examples of skills that can be taught by the process of Targeting include but are not limited to: Button press Close door / drawer Go to a mark / place
CAPTURING This technique involves the trainer waiting for the desired behaviour to occur and then positively reinforcing it This is most efficiently done by marking the behaviour with a conditioned reinforcer (e.g. clicker or Yes) Capturing is a good option for behaviour that the animal offers naturally, on a frequent basis. This, of course, varies significantly from dog to dog Is used extensively in the training of marine mammals and exotic animals, where the use of other techniques is often impractical Capturing uses the principle of Positive Reinforcement. With Capturing, the dog has no expectation that it will receive a reinforcer for exhibiting the behaviour, therefore the lack of presentation (withholding) of the reinforcer is not technically a negative punisher, as it is with Luring
Examples of skills / actions that can be taught by the process of Capturing include but are not limited to: o Rolling on back o Growling / barking o Stretching / Yawning (Although it may be difficult to place these behaviours under command control and have them look authentic) o Handler focus / attention
MIMICRY We aim to stimulate the behaviour through observation and imitation True observation and imitation learning is a very complex process, beyond the scope of this discussion. For practical purposes, the following information will serve the trainer well During this process, we may get the dog to observe another dog or even the trainer, exhibiting the desired behaviour with the hope that it will imitate Mimicry utilises very similar processes to Capturing, in that we wait for a dog to exhibit the desired behaviour (after observing the other dog / trainer), then mark / reward the behaviour accordingly More likely to be effective with pups / young dogs. Scientific literature shows very little success from observation / imitation learning with mature animals (but its always worth a try) VU20919 Conduct dog obedience training Page 32 of 48
Precise Training 31.01.14 PTVIC1906 Examples of skills / actions that can be taught by the process of Mimicry include but are not limited to: Going through a tunnel Play bow Barking
GUIDING / COMPELLING / MOULDING This process involves the trainer physically guiding / assisting the animal into the desired position and / or action (e.g. the trainer holds and raises the dogs paw, to assist teaching it to shake hands) This technique involves using pressure (and in some cases, even force) to ensure the animal complies with the command or carries out an action This may involve a degree of discomfort / stress to the animal, which is only removed when the desired behaviour is exhibited. The degree of pressure placed on the animal will vary between exercises and is largely influenced by the handlers training philosophy, as well as the temperament of the dog. What may be reasonable / ethical in one circumstance, may not be in another. It is the responsibility of the trainer to determine the most effective and humane training method in any given situation By Guiding / Compelling / Moulding the animal, we are primarily utilising Negative Reinforcement (R-) to pressure the animal to exhibit the behaviour Once the desired behaviour is exhibited, the dog receives a Positive Reinforcer (R+). Adding a Positive Reinforcer (e.g. treat or pat) to the equation, will help reduce the stress of this method on the dog. It will also (arguably) speed up the learning. Many trainers use this technique for particular skills / behaviour because it tends to produce a very reliable response, especially under high levels of distraction
Examples of skills / actions that can be taught by the process of Guiding / Moulding include but are not limited to: Sit Drop Shake hands / Take a bow / Play dead Forced retrieve
INTRODUCING THE CUE / COMMAND At some point in the training process, you will need to introduce a cue or command for the target behaviour. Exactly when this should be done will vary considerably, depending on the specific circumstances and methodology / opinion of the trainer.
When Capturing / Luring a new behaviour, it is not normally recommended to introduce the cue / command until the behaviour is offered at a reasonable level of reliability.
Guiding / Compelling / Moulding is the way we teach our own children many life skills such as eating with a knife and fork or brushing their teeth - by giving physical assistance.
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Precise Training 31.01.14 PTVIC1906 Whether Capturing or Luring, most trainers will initially work on getting the animal to understand that it needs to offer a particular behaviour, in order to receive the reward. Once the animal clearly understands that by exhibiting the behaviour it will receive the reward, it is, for most trainers, the time to introduce the cue / command.
Introducing the cue / command during the Teaching Phase, in Luring for example, rarely works for a number of reasons: The food lure and the trainers body language will overshadow the cue If the animal does not perform the behaviour within a few seconds of the cue being given, little or no association will develop The animal may desensitise to the sound of the command, if it is used consistently without any association developing
FADING Weaning off physical guidance or the use of training aids such as leads, barriers, motivators, etc. Normally done progressively and in small increments Also used to describe the progressive decrease of the antecedent stimulus (e.g. the quieting of a verbal command)
IMPORTANT POINTS TO NOTE None of the techniques discussed in this section involve the use of Positive Punishment (P+). Positive Punishment is normally only used in the following 2 circumstances: 1. To reduce / eliminate unwanted behaviour 2. Where a trained dog is unwilling to comply with a known command Although Positive Punishment is not normally part of the behaviour shaping process, it can be utilised in conjunction, to assist the process if required.
The decision of whether to use Positive Punishment, should be determined by the trainer and the circumstances at the time. The time to introduce the cue / command is when you have at least a 90% probability that the animal will perform the behaviour when you give the cue.
Therefore, if you are guiding the animal into position, there is virtually no chance whatsoever of the dog not complying. In this case, saying the command immediately before placing the animal into position can be recommended.
On the other, hand if you are using a more hands off approach for example Capturing or Luring the dog into the desired position / action - then it would not be recommended to introduce the cue until the dog has the concept and is reliably offering the target behaviour
Hooper, B. VU20919 Conduct dog obedience training Page 34 of 48
Precise Training 31.01.14 PTVIC1906 SHAPING AND CREATING BEHAVIOUR USING SUCCESSIVE APPROXIMATIONS
Whilst Successive Approximations can be used to shape / modify / enhance existing obedience exercises, they can also be used to create new skills / behaviours. This process is commonly referred to as Free Shaping.
Creates enthusiasm; inducive.
1. Focus on one part (criteria) of the new behaviour, at a time. When shaping for a new behaviour, dont work on two criteria simultaneously. Develop each part (criteria) of the behaviour independently
2. Progressively increase the criteria in small enough increments so the animal always has a realistic chance for reinforcement. We are not aiming for quantum leaps, our aim is progressive improvement
3. Be prepared for the unexpected. For example: if the animal makes a sudden big leap forward in progress, be ready for it. Always have a reinforcer ready to go
4. Whenever possible and / or necessary, use Targeting, Mimicry and / or physical guidance to assist the process
5. When introducing a new criteria or aspect of the behaviour, temporarily relax the criteria on the previously trained ones
6. The current level of response should be placed on an Intermittent Schedule of Reinforcement, before moving to the next level
7. If the behaviour deteriorates, back up significantly and ensure several wins before moving on again
8. End each training session on a win. It is better to quit early on a high note, than risk deterioration of the behaviour
ORDER OF SHAPING BEHAVIOUR The order in which the criteria (parts) should be shaped or created, is a judgement call based on the personal experiences / preference of the trainer Different trainers may prefer to train the criteria of the behaviour in a different order; one trainer may work on the correct position of the sit before developing attention (focus). Another may choose to train attention first The order they are taught, often will not matter, provided it follows a systematic approach and does not confuse the dog In most cases, logic, common sense and experience will determine the appropriate order Most trainers work on speed last
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Precise Training 31.01.14 PTVIC1906 SHAPING MULTIPLE CRITERIA One of the rules for shaping behaviour is to work on each individual criteria, one at a time. Even simple skills, such as the sit, have several criteria (e.g. position, speed, focus, etc.) When we are shaping for the first criteria, it is normally recommended to place the first criteria on an Intermittent Schedule of Reinforcement, prior to moving on to the second criteria. The reasons for this are as follows: We would not move on to the second criteria until the first criteria is at a reasonable or high level of performance Once the dog has reached this standard in any exercise, it is an ideal time to put the dog on an Intermittent Schedule of Reinforcement
Once the dog is on an intermittent schedule for the first criteria, it has become used to the fact that it will not necessarily receive the reward for every correct response. We can now begin shaping the second criteria because we are not required to reinforce the first criteria every time (as it is no longer prone to extinction when the reinforcement ceases).
What this means, is that as we begin to shape for the second criteria, we should get minimum deterioration of the first criteria, even though we are no longer reinforcing it.
NOTE: It is normal during this process, for the original criteria to deteriorate to some degree.
The second criteria should be continuously reinforced until a reasonable standard is achieved and then it too, should be placed on an intermittent schedule.
Once both criteria are on an intermittent schedule, it is then practical to reinforce either, when it is done to a high standard. In other words, once the two criteria have been trained independently, they can then be trained (shaped) simultaneously.
Once the first two criteria have been placed on an Intermittent Schedule of Reinforcement, then the third criteria can be shaped (e.g. speed).
No matter how many criteria there are in an exercise, each one should be shaped independently and then placed on an Intermittent Schedule of Reinforcement, before moving to the next.
CHAINING The linking together of already trained behaviours, to produce a sequence The completion of one behaviour, cues the start of the next Behaviour chains can be trained forward or backward. The skill being taught will generally determine whether a forward or backward chain should be used, however some behaviour sequences can be taught by either method The primary / unconditioned reinforcer should be given at the end of the chain and secondary / conditioned reinforcers for each link. The aim of behaviour chains is to condition a stimulus as a reinforcer (because it signals the opportunity to get reinforcement) Be prepared for the unexpected! VU20919 Conduct dog obedience training Page 36 of 48
Precise Training 31.01.14 PTVIC1906 Understanding the concept of chaining can be difficult until you see it in action. The process will be covered (and as such become clear) during your practical training sessions
Forward Chaining The behaviour sequence is taught in the order the end result will be exhibited Forward chaining is typically used when free shaping behaviour Examples where forward chaining may be appropriate are; pushing a pram and a dumbbell retrieve
Backward Chaining The last behaviour you want is trained first; you then work backwards to train the remainder of the sequence It is the preceding behaviour that cues the dog to carry out the next link of the chain An example where backward chaining may be appropriate is; retrieving an item out of a cupboard, after opening the door
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Precise Training 31.01.14 PTVIC1906
DOG TRAINING EQUIPMENT
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Precise Training 31.01.14 PTVIC1906 There are many different tools that should be added to a dog trainers toolbox. Each item has its purpose, time to be used and time, when not to be used.
FLAT COLLARS The term Flat Collar refers to a collar that has a buckle / clip to fasten. These may be made of a variety of materials, including leather and a range of synthetic materials such as nylon, vinyl, etc. Buckles are generally brass / nickel plated and clips are generally plastic
Due to the extensive range of collars available in pet shops, dog owners should be educated regarding the requirements of collars for home / fashion use, versus the type of collars suitable for dog training applications Nylon collars with plastic clips and light weight fashion collars are fine for a dog to wear during the day, with an identification tag attached but are often not strong enough to use when attaching to a lead (for walking or training) Good quality leather, buckle up collars are recommended for dog training purposes All puppies should be fitted with small collars to become used to (habituated) being on a lead. As the puppy grows, it will need to be fitted with a larger collar Flat Collars may be useful for dogs with a high body sensitivity or advanced level dogs that may not need the physical corrections that can be given when using other training equipment Flat Collars are normally recommended during the initial stages of habituation, desensitisation and agility work VU20919 Conduct dog obedience training Page 39 of 48
Precise Training 31.01.14 PTVIC1906 MARTINGALE COLLARS
Full Chain Chain and material Full material
Also known as Double Action Slip Collars There are many different types of Martingale Collar; three of which are pictured above May give greater control than a Flat Collar and reduces the risk of a dog backing out and escaping Offers limited closure so there's no choking Is useful for the sensitive dog and may be safer than a traditional correction chain, for the novice handler The full chain martingale cannot be adjusted for dogs with varying sized heads and necks however there are material alternatives that can have the size adjusted VU20919 Conduct dog obedience training Page 40 of 48
Precise Training 31.01.14 PTVIC1906 CORRECTION CHAINS Refer to Correction Chain Handout for additional information about this training tool Correction Chains / Collars (also referred to as Check Chains) are very useful training tools and are perhaps, used more for conventional style training There are different variations of correction chains, known as Slip-Collars. These can be made of leather or a broad strip of nylon and are ideal with a dog, for which the chain is too severe A Check Chain or thi n Slip Collar should not be used on dogs with Wobblers Syndrome, dogs with back and neck problems or dogs with long necks (Greyhounds, Whippets, etc.).
Correction Chain Fur Saver Rolled Leather Slip Collar Nylon Webbing Slip Collar Rolled Nylon Slip Collar VU20919 Conduct dog obedience training Page 41 of 48
Precise Training 31.01.14 PTVIC1906 PRONG / PINCH COLLARS
The Prong or Pinch Collar has been subject to a great deal of controversy between dog trainers and Government departments. Despite its effectiveness in certain training applications, it is now illegal for use in the State of Victoria. In all other States, the use of the Prong Collar is still permitted.
This training tool is made up of links, with each link comprising of 2 inward facing prongs. The prongs are blunt and are designed to pinch the skin on the dogs neck, without puncturing the skins surface or causing musculoskeletal damage to the neck and spine.
The action of the collar is only momentary and due to its effectiveness, the frequency of corrections required for inappropriate behaviour are greatly reduced. This, of course, is extremely beneficial to the dog in terms of welfare and the learning process becomes easier and faster, for both the dog and the handler.
The device is specifically relevant in the training of large, strong dogs, especially when there is a disparity between the size and strength of the dog and the handler / owner.
The Prong Collar has a limited slip, where the design does not permit unlimited constriction, like that seen in correction chains and some Head Collars. When fitted, it should be firm and sit high on the dogs neck.
There have been extensive studies and reports, many from Veterinary Surgeons, advocating the safety and efficacy of this device. As far as the NDTF is aware, there is no scientific evidence demonstrating this device is inhumane or unsafe. So whilst it may look cruel, many studies have shown that the Prong Collar causes less long term damage to a dog than the Correction Chain. Prong / Pinch Collar Neck Tech Collar VU20919 Conduct dog obedience training Page 42 of 48
Precise Training 31.01.14 PTVIC1906 LEADS There are many different variations of dog leads on the market. For the initial stages of training, a lead that is 1.5 2 metres in length is ideal Leads should have metal / brass fittings and be made of a strong, durable material that is comfortable to hold Leather or a man-made leather equivalent, is ideal Always choose a lead that is suitable for the size and strength of the dog. Small dogs would obviously only need a lightweight lead, while larger breeds would need something more heavy duty. The fittings and clip are equally as important, as the material itself Nylon leads can fray, burn hands when pulled through and stitching can easily come undone, when out in the training field or walking along a busy road. These may be acceptable for small dogs, providing the fittings are of good quality and the lead (as well as the stitching) is checked regularly for wear and tear Chain leads are not suitable as they hurt the trainers hands or can injure the dog if they become wrapped around its legs. They are useful however, when tethering dogs for short periods, as they usually cannot chew through them Leads that are made from stretchy material (bungee leads) or have springs inserted, are not appropriate for use in training. These are predominantly of poor quality and do not allow the handler to give an effective correction
Leather Lead with Brass Clip Nylon Lead
Nylon Lead with Spring Chain Lead VU20919 Conduct dog obedience training Page 43 of 48
Precise Training 31.01.14 PTVIC1906 LONG LINES Long lines are available in a range of materials Long lines typically provide a leash length in excess of 3m and are ideal for training at a distance and making the transition to off lead obedience They should only be used by an experienced handler, as they can create mayhem by tangling up, when used by an inexperienced handler Long lines come in many different lengths and can quite often, be made to suit any specifications
RETRACTABLE LEADS These come in a range of sizes, correlated to the weight of the dog Always be sure that the extension and breaking mechanisms of a retractable lead are in working order and the device selected is suitable for the weight of the dog Materials are often of poor quality and there is a shortage of high standard products on the market Retractable leads are clumsy to use and are generally unsuitable for training applications As the length of the lead is disguised by the casing, it can be difficult to determine where the lead ends; this may result in the dog being exposed to unsafe situations (e.g. reach other dogs, run onto roads, etc.) A firm grip should be maintained at all times, to avoid the handler dropping / letting go of the casing; this may cause further problems, if the casing retracts and hits the dog
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Precise Training 31.01.14 PTVIC1906 HEAD COLLARS A Head Collar device fits around the dogs neck and muzzle The lead is typically clipped to the halter under the dogs chin, guiding the dog by the head rather than the neck Some dogs insist on pulling when on a lead; Head Collars are designed to allow you to control the dogs head and therefore; its speed and direction There are many different Head Collars on the market now, each with its own specifications on fitting them correctly You must ensure the Head Collar is fitted correctly for it to be effective. Some Head Collar variations include: Gentle Leader, Halti, and Black Dog Wear If you feel that using a Head Collar is an option for a particular dog, it must be used properly as tugging too hard could cause damage to the dogs neck. One negative aspect of the Head Collar is that many dogs take a considerable time to habituate / desensitise to the wearing of the device. In some instances, this can be a major issue of consideration, on whether to use the Head Collar. This can also be a difficult and frustrating time for an inexperienced handler, who does not know how to deal with / overcome this problem
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Precise Training 31.01.14 PTVIC1906 HARNESSES There are many variations of harnesses available, each with its own individual purpose Harnesses are designed to fit around the dogs chest and behind its front legs
Fashion / Standard Harnesses As the harness was originally designed to allow dogs to pull sleds / carts, a standard harness is useless on a dog that pulls Have no real training advantage They may be useful for small dogs, dogs with short faces (where a Head Collar will not fit) or for dogs that have had neck injuries however, it is preferable to use a no-pull harness in these circumstances Best suited for restraint in cars
No - Pull Harnesses These are designed to put pressure on the dogs chest and pull its front legs back, when it forges forward. Many varieties have elastic / rubber / cord that applies pressure to the given areas, when the dog pulls It is quite effective, although can cause chafing. Softer, padded varieties may be more comfortable to the dog but they generally reduce the effectiveness of the device
Working Dog Harnesses Many dogs in professional applications are required to wear a harness; this may assist the handler in their duties or may be for identification purposes Examples include; guide dogs working with the vision impaired, customs and quarantine dogs, security dogs, assistance dogs, etc. VU20919 Conduct dog obedience training Page 46 of 48
Precise Training 31.01.14 PTVIC1906 MUZZLES A dog that has the tendency or inclination to bite, may have a muzzle fitted in order to reduce the risk of biting other dogs and / or people It is important to have a muzzle that is fitted correctly to the dog; it should not be so tight that it impedes the dogs wellbeing and not be so loose that the dog can paw it off his nose As with a Head Collar, many dogs react badly to wearing a muzzle They may shovel into the ground, rub on their handlers legs or paw at the muzzle to try to alleviate any discomfort If muzzles are to be used, they must be effective and humane, permitting the dog to wear them comfortably and to breath (pant) and drink without difficultly Types include: wire or plastic cage, leather box and various soft muzzles, made from materials such as canvas and nylon
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Precise Training 31.01.14 PTVIC1906 REMOTE TRAINING DEVICE / E - COLLAR A Remote Training Collar (also known as Remote Trainer or RT) or Electronic Stimulation Collar (E-Collar) consist of two main components: a receiver that comes attached to an all-weather collar and a hand-held remote control transmitter that sends signals to the receiver There are regulations that need to be abided by, when using a Remote Trainer. These regulations vary from state to state and MUST be observed BEFORE training commences. Refer to VU20921 Monitor canine health and welfare for more information Dog trainers residing / training in Victoria can also refer to; http://www.dms.dpc.vic.gov.au Click on Victorian Law Today, then on Statutory Rules, bookmark P for Prevent of Cruelty to Animals Act. Regulation number is 7D Many people are skeptical and wary about Remote Trainers but when you compare the stimulation it makes, to that of a Correction Chain, many people begin to consider it as a training option. Education reduces resistance! When using a leash, you have the ability to alter the intensity of your correction to suit the aim of your training. For instance; you may give a gentle jingle to disrupt behaviour or get the dogs attention or you may give a firm correction to punish the dog for chasing a cat; a Remote Training Collar is no different. Modern technology has evolved these collars to the point that you can match any dogs temperament and achieve the training outcome you desire Remote Trainers are ideal for dogs that chase / kill stock (sheep, chickens, horses, etc). The dog often pairs the stimulation to the animal it is chasing and therefore, develops a negative association and decides that chasing is no longer fun They are also very useful in the training of working dogs, where distance control is required. (i.e. gun dogs)
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Precise Training 31.01.14 PTVIC1906 GLOSSARY OBEDIENCE TRAINING TERMINOLOGY Listed below are some of the most common terms used in Obedience Training (listed alphabetically). These words have been used throughout your notes and have been marked with the symbol.
Your notes will contain more detailed descriptions / definitions; however the following list can be used as a quick reference guide.
CONTIGUITY FACTOR The association between two events that occur closely together in time. The more closely the two events occur, the more likely they are to become associated; as time passes, association becomes less likely DISRUPTOR A correction that interrupts the behaviour but does not change it in any permanent way. That is; the dog may cease the behaviour at the time of disruption but will continue to exhibit the behaviour the next time it is in the same situation EXTINCTION The lessening in response to a Conditioned Stimulus (CS). Occurs due to presentation of the CS without the US. The unpairing of the CS and US. Extinction has occurred when the CS no longer reliably predicts the US GENERAL EFFECT When behaviour occurs in various situations and / or locations (e.g. when a dog performs a command at home or at the park, that is learnt at training, generalisation has occurred) INDUCIVE Training techniques that entice / coax / influence the dog to exhibit desired behaviour. No force / compulsion is used. In dog training, Luring is the most common example of this NON-CONTINGENT REINFORCEMENT Giving a dog a reinforcer, regardless of (and / or independent of) its behaviour. In laymans terms, this is referred to as freebies