Canine and Feline Behavior for Veterinary Technicians and Nurses

 

Description:

Canine and Feline Behavior for Veterinary Technicians and Nurses offers a complete guide to the technician’s role in behavioral preventive services and how to assist the veterinarian with behavioral intervention.

 

 

Table of Contents:

 

 

 

1 The role of the veterinary technician in animal behavior

 

Veterinarian's roles and responsibilities

Figure 1.1 Veterinarian performing a physical examination of the patient at home.

Figure 1.2 Boxer presenting for excoriation of the muzzle due to separation anxiety (barrier frustration) with frequent attempts to escape the crate.

Medical differentials to behavior disorders

Behavioral dermatology

Aggression

Elimination disorders

Behavior disorder versus training problem

Figure 1.3 Therapy dog who suffers from thunderstorm phobia.

Qualified professionals to treat animal behavior disorders

Trainer's roles and responsibilities

Box 1.1: Assessing a dog trainer's competence and ethics.

Table 1.1 The roles and responsibilities of the veterinary behavior team.

Box 1.2: The role and responsibilities of a VTS-Behavior.

The role of the veterinary technician in the veterinary behavior consultation

Figure 1.4 The technician's role as the “case manager” in veterinary behavior.

Triaging the issues

Figure 1.5 First puppy visit to the veterinary hospital. This puppy is exhibiting fear and not taking treats.

Medical and/or behavioral disorder (veterinary diagnosis required)

Prevention and training (no veterinary diagnosis required)

Prevention

Figure 1.6 A veterinary technician conducting puppy socialization classes at the veterinary hospital.

Lack of training or conditioned unwanted behaviors

Box 1.3: Common definitions.

Table 1.2 Triage.

Prior to the consultation

Figure 1.7 Dog interacting with feline companion in the home environment. When not providing in-home consultations, video footage is helpful in assessing the dynamics of the household.

During the consultation

Figure 1.8 Desensitization and classical counter conditioning to a basket muzzle, using canned cheese.

Figure 1.9 Technician coaching client on behavior modification exercises with a reactive dog.

Box 1.4: Behavior consultation flow chart (during the consultation).

After the consultation: follow-up care

Summary of the roles of the veterinarian, veterinary technician, and dog trainer in veterinary behavior

Home versus clinic behavior consultations

Pros and cons of the home behavior consultation versus the clinic behavior consultation

Figure 1.10 Patient evaluated in the home setting for aggression toward family members and strangers entering the home.

Figure 1.11 Dual leash method, with one leash attached to the head collar and waist leash attached to flat buckle collar. This adds safety and security with reactive dogs.

Figure 1.12 Coupler attaching head collar to flat buckle collar. This adds security should one device fail with reactivity.

Table 1.3 Home behavior consultations.

Table 1.4 Clinic behavior consultations.

Veterinary-technician-driven behavior services

Behavior modification appointments

Puppy socialization classes

Figure 1.13 Exploration and desensitization to the veterinary hospital and staff using treats.

Kitten classes

Pet selection counseling

New puppy/kitten appointments

Basic manners/training classes

Head collar fitting

Behavior wellness visits

Avian classes

Staff and client seminars

Financial benefits

Conclusion

References

2 Canine behavior and development

Canine sensory capacities

Vision

Hearing

Olfaction

Vomeronasal organ

Taste

Touch

Canine communication

Visual communication

Figure 2.1 The tail is held high, the dog is leaning forward with a direct stare, and the ears are pricked forward (based on conformation).

Body postures

Figure 2.2 The black and tan puppy is showing appeasing body language; body weight low and shifted backward, ears and tail lowered and close to the body.

Figure 2.3 The dog on the right is showing an offensive grin, front teeth exposed, mouth pursed, nose wrinkled, forward body stance. The other dog is showing a defensive grin.

Figure 2.4 Piloerection shown over the shoulders, rump, and tail, indicating arousal and uncertainty.

Table 2.1 Typical descriptions for dominant and submissive behaviors of wolves.

Play postures

Figure 2.5 A puppy offering a play bow to an adult dog. The puppy is signaling nonthreat and an invitation to play but is also ready to retreat pending the adult dog's response.

Tail wagging

Facial expressions

Figure 2.6 The puppy is pulling her ears back in response to the adult dog. The puppy is showing appeasement/fear.

Table 2.2 Signs of fear or anxiety could be.

Auditory communication

Table 2.3 Contexts in which different auditory communication are used by domestic dogs.

Olfactory communication

Conflict behavior

Figure 2.7 The Dalmatian has found an interesting scent to roll in.

Figure 2.8 The dog turns away, licks her lips, while refusing a treat from the child. These are signs the dog is stressed about the situation or interaction.

Table 2.4 Common conflict behaviors could be.

Figure 2.9 This is a pyramid of canine communication, outlining common behavioral signs that precede aggression.

Canine social structure

Domestication and canine behavior

Table 2.5 Comparison of wolf and dog behavior.

Social organization in stray or feral dogs

Social organization in dogs living in a human household

Exploratory behavior

Figure 2.10 Digging is a common exploratory behavior of dogs.

Ingestive behavior

Eliminative behavior

Stimuli that affect elimination

Sexual behavior

Maternal behavior

Parent–offspring behavior

Care-giving behavior

Care-soliciting behavior

Puppy activity and vocalization

Play behavior

Canine behavioral development

Complexity of early environment

Effect of neonatal stress

Sensitive periods of development

Table 2.6 Developmental period of dogs.

Fetal period

Neonatal period

Figure 2.11 Rye, a Border Collie puppy, at 4 days of age.

Transition period

Figure 2.12 Rye, a Border Collie puppy, at 2 weeks of age.

Socialization period

Figure 2.13 Rye, a Border Collie puppy, at 9 weeks of age.

Figure 2.14 Physically challenged child socializing with puppies in a puppy class.

Figure 2.15 The environment is enriched with an entire “puppy park” of novelties for this youngster to explore with human supervision.

Figure 2.16 A puppy being desensitized to a tunnel at puppy class.

Fear period (8–10+ weeks)

Juvenile period

Adolescent period

Adult period

Senior period

Problem prevention

Complex early environment

Socialization

Figure 2.17 Puppies in controlled play at puppy class.

Figure 2.18 Children should be included in puppy classes but in a very controlled manner. This toddler is being assisted by his mother in offering canned cheese in a syringe case. This prevents a puppy from accidently nipping the child's fingers.

Conclusion

Figure 2.19 Older children can offer treats to the puppy in a flat hand while sitting in a chair or standing.

References

Further reading

3 Feline behavior and development

Feline sensory capacities

Vision

Figure 3.1 The cat is capable of quickly constricting the pupils into narrow slits to protect the retina.

Hearing

Olfaction

Vomeronasal organ

Taste

Touch

Feline communication

Visual communication

Figure 3.2 Facial vibrissae: superciliary, mandibular, genal, and mystical marked by arrows.

Body postures

Table 3.1 Body posture: a generalization of possible postures/positions and their meanings. Some cats may display a combination of body cues which seem to contradict each other, thus making it difficult to interpret.

Play postures

Tail positions

Figure 3.3 Relaxed state: resting on side, ears up but neutral, eyes half opened, tail still.

Figure 3.4 A cat rolling on its back as an invitation for an amicable interaction.

Figure 3.5 This cat displays a variety of body language. Notice the inverted L tail position, slightly raised hindlegs, piloerection along the spine and tail, direct stare, ears slightly to the side, and the whiskers forward, all indicating a more offensive threat. However, the body is turned slightly sideways and the pupils are dilated, signs indicative of defensive aggression.

Table 3.2 Tail position and possible meanings.

Facial expressions

Head

Eyes

Ears

Mouth/whiskers

Table 3.3 Facial expression and possible meanings: it is the combination of expressions, not just one, that will provide the key to proper interpretation.

Auditory communication

Figure 3.6 A cat yawning in contentment or to defuse tension. More information about the situation is necessary to determine motivation.

Table 3.4 Common auditory communication.

Olfactory communication

Reading the entire cat

Feline domestication, social structure, and behavior

Domestication

Social organization of domestic cats

Figure 3.7 Shelves with perches for cats allow for increased vertical living space.

Sexual behavior

Figure 3.8 Floor-to-ceiling cat perches.

Maternal behavior

Ingestive and predatory behavior

Eliminative behavior

Urine marking

Exploratory behavior and activity levels

Grooming behavior

Figure 3.9 Providing exploration and enrichment: two cats exploring ways to dislodge the balls from the hanging fabric.

Feline behavioral development

Developmental periods and life stages

Fetal

Table 3.5 Developmental periods and life stages of cats.

Neonatal

Transition

Socialization

Juvenile

Figure 3.10 Developmental changes in the first 3 months of life.

Adolescent

Adult

Figure 3.11 (a) and (b) Examples of behaviors a young cat has been trained to perform using positive reinforcement.

Senior

Conclusion

References

4 The human–animal bond—a brief look at its richness and complexities

The HAB past, present, and future

Special bonds

Animal-assisted therapy

Assistance (service) dogs

Figure 4.1 AAA/AAT benefits the handler, the animal, the facility staff, and the patient.

Figure 4.2 Dylan Shaw (aged 3 years) with his first service dog “Faith” (aged 8 weeks).

Difficult to understand relationships

Figure 4.3 Dylan Shaw (aged 19 years) with his second service dog “Hero” (aged 10 years).

Motives for animal abuse

Dogfighting

Children—the other victims

The “dogmen”

Animal hoarders

Puppy mill operators

Defining healthy versus unhealthy bonds

Defining and developing a healthy HAB

Box 4.1: Signs of an emotionally healthy pet.

Potential unhealthy pet relationships

Table 4.1 Pet owner strain related to a pet's behavioral disorder and possible indications of an unhealthy HAB.

Identifying at-risk populations for unhealthy HAB

Strengthening the HAB and preventing pet relinquishment

Box 4.2: Behavior-related questions a technician should ask at every appointment.

Animals with behavioral disorders and the people who love them

The stigma

The impact on the pet owner

Conclusion

References

5 Communication and connecting the animal behavior team

A comparison between marriage and family therapist and the role of the animal behavior technician

Communication

Nonverbal communication

Verbal communication

Figure 5.1 STOP when responding to an upset client.

Road blocks to verbal communication

Active listening

Connective communication techniques

The four-habits communication model

Validation

Table 5.1 Modified four-habits model for client communication between the entire behavior team in a behavior consultation.

Normalizing

Guiding the conversation

Reframing

The dominance theory

Table 5.2 Reframing anthropomorphic interpretations.

Box 5.1: Risk factors for developing owner-directed aggression (conflict-induced aggression).

Empathy

Teaching

Learning styles

Figure 5.2 Toltec principles for empathetic communication and interactions.

TAGteach

Figure 5.3 Smart learning goals.

The Focus Funnel™

Figure 5.4 The Focus FunnelTM is used to channel and reduce information.

The Tag Point™

Box 5.2:

The tag

Table 5.3 Form utilization.

The communication cycle

Figure 5.5 1. Client makes the first contact with the veterinary technician. 2a. The veterinary technician assesses the situation and suspects a training issue and sends to the veterinary hospital's qualified trainer. 2b. The veterinary technician assesses the situation and determines case needs to be seen by the veterinarian. 3a. The trainer sends follow-up report to the veterinary technician on patient's training progress. 3b. The trainer determines the issue is more complex than first anticipated, and patient is referred to the veterinarian for a diagnosis and treatment plan. 4a. The veterinarian provides diagnosis and creates treatment plan or 4b. The veterinarian refers the case to veterinary behaviorist. 5a. The veterinary technician assists the client in applying the prescribed treatment plan. 5b. Plan of care is sent to the trainer to continue to assist the client with the treatment plan. 6. The veterinary technician reports follow-up progress to veterinarian, and the treatment plan is adjusted as needed.

Assessments

Initial phone assessment

Signalment and family orientation

Identify high-risk factors

Description and prioritized problem list

Table 5.4 Behavior problem list.

Specific questions to ask pertaining to aggression

Status of the HAB

Assessment in the field

Table 5.5 A field assessment should include the following.

Parts of a behavior history

Follow-up reports

Table 5.6 Veterinary technician's observations during a behavior consultation.

Acquiring a behavior history and improving pet owner compliance

Question styles

Table 5.7 Examples of open- and closed-ended questions.

Improving compliance

Compliance enhancers

Grief counseling

The “normal” grief process

Types of grievers

Complex grief

Disenfranchised grief

Table 5.8 Common grief models.

Grieving the pet they thought they had

Choosing to euthanize because of a behavioral disorder

Denial/shock

Anger

Bargaining

Rehoming versus euthanasia

Guilt

Table 5.9 Common guilt-ridden statements made by pet owners with responses.

Anticipatory grief and acceptance

Breaking the bond

Determining the current level of attachment

The decision

After the loss

Table 5.10 Managing grief after the decision to euthanize.

Relief

After care—additional support

Conclusion

References

6 Learning and behavior modification

Genetics and learning

Figure 6.1 An example of alleles.

Effect of domestication on learning

Figure 6.2 Canine persists in behavior with a food storage device.

Effects of nutrition on learning

Early environment and learning

Habituation and sensitization

Behavior modification using habituation

Figure 6.3 A Greyhound, Buck, showing signs of stress because of flooding. He is afraid of the light-colored floor tiles.

Box 6.1: Psychological terms for desensitization.

Operant conditioning

Box 6.2: Different terms for operant conditioning.

Table 6.1 Reinforcement and punishment.

Box 6.3: Characteristics of stimulus control.

Table 6.2 Reinforcement schedules and their effect on behavior.

Figure 6.4 A Greyhound, Sancho, showing signs of learned helplessness by not exhibiting any behaviors when approached by a person.

Table 6.3 Criteria for successful punishment.

Behavior modification using operant conditioning

Figure 6.5 A mixed breed dog, Trixie, showing attention toward one of the kennel technicians, Jessica Rice, and a veterinary technology student, Jeanne Rowe.

Table 6.4 Various reinforcement options for operant counter conditioning.

Box 6.4: Behavior modification using operant conditioning.

Classical conditioning

Box 6.5: Different terms used for classical conditioning.

Table 6.5 Classical conditioning schematic.

Figure 6.6 A Greyhound, Buck, is showing superstitious behavior by choosing to walk on the dark-colored tiles of the floor. He is afraid of the light-colored tiles.

Behavior modification using classical conditioning

Figure 6.7 A Greyhound, Buck, showing signs of learning through classical counter conditioning that the light-colored tiles are fun to walk on.

Box 6.6: Behavior modification using classical conditioning.

Table 6.6 Classical counter conditioning schematic.

Conditioned taste aversion

Behavior modification using taste aversion conditioning

Social learning

Box 6.7: Different terms used for social learning.

Behavior modification using social learning

Figure 6.8 Trixie looking where Jeanne Rowe is pointing. This shows dogs look in the direction where humans are pointing.

Box 6.8: Behavior modification techniques using social learning.

Conclusion

References

7 Problem prevention

Introduction

Preventing fear of the veterinary hospital

Prevention techniques to ensure positive experiences in the veterinary hospital

Figure 7.1 A puppy receiving a treat and a pat from the receptionist upon arrival at the veterinary hospital.

Figure 7.2 Puppy on the scale with a nonskid surface while receiving several small treats.

Figure 7.3 An adult dog licking canned cheese from a 12-cc syringe case.

Ideal characteristics for pet owners

Table 7.1 Techniques to prevent negative experiences in the veterinary hospital.

Canine management and prevention techniques

Understanding dogs and their characteristics

Table 7.2 General characteristics of dogs.

Management of the learning history

Figure 7.4 Two adolescent Belgian Malinois left unsupervised chewed a therapeutic pillow.

Routine

Canine environmental enrichment

Toys

Figure 7.5 Variety of food-dispensing toys.

Games

Retrieving

Biscuit hunt or find it

Hide and seek

Round robin

Figure 7.6 Teaching a dog to chase after a toy can provide an appropriate outlet for a dog's natural desire to chase and mouth and be a fun game to play together.

Chase the toy

Dog parks and dog daycares

Canine prevention: effects of neutering

Canine prevention: socialization

Canine prevention: crate training

Figure 7.7 A young puppy taking a break in its crate.

Figure 7.8 An exercise pen, elimination area, crate, and toys provide a safe area for a puppy or dog.

Canine prevention: elimination training

Table 7.3 Five steps to successful elimination training.

Litter/pad training puppies

Canine prevention: independence training

Table 7.4 Steps to help prevent the development of canine separation anxiety.

Canine prevention: handling and restraint

Figure 7.9 Handler touches the ear and clicks with a clicker to mark the event.

Figure 7.10 The hand is removed and a treat is delivered.

Canine prevention: safety around the food bowl and relinquishing objects

Box 7.1: Food bowl recommendations.

Figure 7.11 A young puppy learning that human hands near the food bowl mean a special treat!

Feline management and prevention techniques

Understanding cats and their characteristics

Feline management recommendations

Feline environmental enrichment

Toys and play

Figure 7.12 A homemade “puzzle feeder” for cats. The round hole is made large enough for the cat to stick his head in the box and the slats allow the cat to paw the food to the large feeding hole.

Figure 7.13 The outside of a homemade interactive cat toy. Numerous openings can be cut around the box to allow for multiple exploration ports for the paws.

Figure 7.14 The inside of the same homemade toy. Toys dangling from sisal rope and also a loose ball to bat around.

Vertical space and places to hide

Outdoor exposure

Feline prevention: effects of neutering

Feline prevention: socialization

Feline prevention: litter box training

Feline prevention: crate training

Figure 7.15 Cat cage with multiple levels. A litter box is provided in the lower level and food in the upper level.

Feline prevention: handling and restraint

Prevention (canine and feline): introducing a new pet

Introductions: dog to dog

Introductions: cat to cat

Introductions interspecies

Prevention (canine and feline): children and pets

Figure 7.16 Doggone Crazy board game.

Problem solving normal species-specific behavior

General problem-solving model

Table 7.5 Problem-solving model.

Problems with aversive training techniques and equipment

Problem solving typical canine behaviors

Mouthing and play biting

Figure 7.17 Person playing with a puppy with a long tug toy to encourage mouthing of the toy rather than her hands, arms, or legs.

Table 7.6 Canine mouthing and play biting.

Chewing

Stealing objects

Table 7.7 Canine chewing.

Figure 7.18 Dog settling on a mat just outside the kitchen while the owner prepares food.

Table 7.8 Stealing objects.

Jumping on people

Figure 7.19 A puppy being rewarded with treats and attention for a calm greeting.

Table 7.9 Jumping on people.

Digging

Figure 7.20 Example of providing a digging box for the dog to provide an appropriate outlet for this exploratory behavior.

Barking

Table 7.10 Digging.

Problem solving typical feline behaviors

Play biting and scratching

Table 7.11 Barking.

Table 7.12 Feline play biting and scratching.

Destructive scratching

Prevention services

Pet selection counseling

Table 7.13 Feline destructive scratching.

Counseling sessions

Counseling forms

Household composition

Previous pets

Household logistics and dynamics

Anticipated responsibilities

Living arrangements

Financial considerations

Husbandry considerations

Management and training considerations

Adopting multiple pets at the same time

Personal preferences

Pet-selection reports

Finding a source for obtaining the pet

Puppy socialization classes

Logistics

Location

Instructor characteristics

Figure 7.21 Secure area that is able to be divided for puppy socialization class.

Participant characteristics

Class style

Disease prevention

Puppy socialization class format

Orientation

Puppy play sessions

Figure 7.22 Weekly puppy class orientation.

Box 7.2: Components of normal play.

Exploration and exposure

Preventive exercises

Figure 7.23 Exploration stations set up for a puppy socialization class.

Figure 7.24 A puppy receiving treats from its owner while the instructor demonstrates gently holding the puppies collar.

Puppy parenting tips

Introduction to positive reinforcement training

Kitten classes

Juvenile/Adolescent/Adult canine classes

Figure 7.25 Separate training station and barriers to help minimize distraction in a group class.

Geriatric canine classes

Private in-home or in-clinic prevention/training appointments

Special prevention topic seminars or classes

Integrating behavior wellness into the veterinary hospital

Puppy and kitten visits

Fearful puppies and kittens

High-risk puppies

Table 7.14 High risk factors for puppies to develop conflict-related aggression (aggression toward family members).

Figure 7.26 High-risk puppy paradigm.

The adolescent behavior wellness examination

The adult behavior wellness examination

The senior behavior wellness examination

Behavior wellness conclusion

Conclusion

References

8 Specific behavior modification techniques and practical applications for behavior disorders

Common veterinary behavior disorder diagnosis and descriptions

Aggression

Conflict-induced aggression

Table 8.1 Common behavioral diagnoses.

Possessive aggression

Petting-induced aggression

Figure 8.1 The development of conflict-induced aggression.

Disease-induced or pain-induced aggression

Fear/defensive aggression

Idiopathic aggression

Inter-dog aggression (IDA)

Inter-cat aggression (ICA)

Status-induced aggression

Inter-dog aggression—household (IDA-H)

Alliance-induced aggression

Status-induced aggression

Learned aggression

Maternal/hormonal induced aggression

Play-induced aggression

Redirected aggression

Territorial aggression

Ingestive disorders

Coprophagia

Pica

Predatory behavior

Elimination

House soiling

Urine marking

Excitement urination

Extreme appeasement urination

Anxiety disorders

Generalized anxiety

Global fear

Separation anxiety/distress

Sound/thunderstorm phobia

Acute conflict behaviors, stereotypical behaviors, and compulsive disorders

Acute conflict behaviors

Stereotypical behaviors

Compulsive disorder

Other

Cognitive dysfunction syndrome

Hyperexcitability or hyperactive

Conditioned unwanted behavior

Common veterinarian-prescribed behavioral treatments

Management

Avoiding triggers

Goals:

Ignore attention-seeking behaviors

Goals:

Ignore at specific times

Goals:

Cue→response→reward interactions

Goals:

Change primary caregiver

Goals:

Environmental modifications

Goals:

Table 8.2 Cue → Response → Reward possible responses.

Table 8.3 A comparison between NLIF and C→R→R interactions.

Crate confinement or other confinement

Crate (or other confinement) reconditioning

Goals:

Tethering

Goals:

Dietary changes

Goal:

Regular schedule

Goals:

Meal feed twice daily

Goals:

Mental stimulation

Goals:

Walking off property

Goals and benefits:

Aerobic exercise

Goals:

Clicker training

SEEKING system

Goals and benefits:

Training techniques

Box 8.1: Guidelines for choosing a training technique.

Why punishment is not recommended in training or the application of behavior modification

Poor learning and cognition

Criteria for effective punishment are difficult to meet

The animal's motivation strength is not too high

Examples:

Always contingent on behavior and only associated with the behavior

Proper intensity

Timing

Alternative behavior choice

Punishment is counter-productive to treatment

Why the prevalence of punishment-based training and domination techniques persist

Lure reward training

Event marker (clicker) training

Benefits of clicker training, both in training and in the application of behavior modification techniques

Accelerated learning

Improved retention time

Hands-off and nonthreatening

Marker training as a tool in behavior modification

Strengthens the human–animal bond

Figure 8.2 Adult marking desired behavior while a child delivers the reinforcement.

Assists in repairing the human–animal bond

Builds confidence and creativity

Challenges:

Other training

Agility training

Disadvantage:

Figure 8.3 Agility training is beneficial for both aerobic exercise and mental stimulation.

Concept training

Figure 8.4 “Luna” discriminating between objects.

K9 Nose Work®

Figure 8.5 “Siren” alerts while doing Nose Work®.

Box 8.2: Benefits of Nose Work® to the behavior patient.

Training tools

Head halters

Practical applications and uses

Benefits

Disadvantages and cautionary comments

Basket muzzles/other muzzles

Nylon muzzles

Basket muzzles

Figure 8.6 Dog receiving canned cheese through the basket muzzle.

Figure 8.7 Jerky treats being advanced through a basket muzzle.

Cautions

Body harnesses

No-pull harnesses

Considerations

Standard harnesses

Treats

Practical applications and uses

Figure 8.8 An empty 12-cc syringe case can be recycled as a treat dispenser.

Considerations

Treat bags

Target sticks

Figure 8.9 Station treats for easy and quick access. Treats in a bag at the front door.

Figure 8.10 Various target sticks.

Calming cap

Considerations

Figure 8.11 A calming cap can be used as a “visual filter” during behavior modification.

Anxiety clothing

Considerations

Waist leashes, tethers, draglines, long lines

Waist leashes

Considerations

Tethers

Considerations

Draglines

Considerations

Long lines

Considerations

Interactive toys or puzzles

Pheromones

Considerations

Reward markers

Remote reward

Considerations

Double leashing

Figure 8.12 A second hands-free waist leash attached to the dog's harness or buckle collar for increased safety.

Figure 8.13 Decoys can be used for assessing behavior and during desensitization.

Decoys

Marker training techniques and skills

Functional behavior analysis

Functional assessment

Table 8.4 General guidelines for marker training.

Foundation trainer skills

Ability to observe behavior

Species differences

Table 8.5 Species considerations.

Figure 8.14 A clicker taped to the handle of a spoon for quick reinforcement for cats and other animals.

Choosing an appropriate event marker

Table 8.6 Qualities of an appropriate event marker.

Figure 8.15 Placing tabbed tape pieces on the dimple of the clicker and systematically removing pieces can aid in desensitizing the sound of a clicker for sound-sensitive animals.

Conditioning the event marker and teaching contingency

Table 8.7 Functions of the event marker.

Determining a reinforcement hierarchy

Manipulating motivations

Reinforcement schedules

Reinforcement delivery

Treat delivery from the hand

Precautions:

Tossing the treat

Precaution:

Timing

Capturing behaviors

Figure 8.16 A treat delivered by the hand closest to the dog's head to encourage staying in that position for the next cue or repetition.

Shaping

Figure 8.17 Basic shaping plan example for “back up”; in a “perfect” training session approximations occur at each step in a steady incline.

Creating a shaping plan

Rate of reinforcement per minute

Figure 8.18 In reality, shaping is a raising and lowering of criteria to keep a high rate of reinforcement and therefore a steady flow of information to the animal.

Prompting

Table 8.8 Shaping guidelines.

Physical and environmental prompts

Luring—handler prompts

Targeting

Fading prompts

Cues

Types of cues

How and when to add the cue

Example of properly adding a cue:

Generalization

Transferring cues

Example of transferring a hand signal for sit to a verbal cue, “sit”

“Poisoned” cues

Stimulus control

Fluency

Table 8.9 Four conditions to test for stimulus control of a trained behavior.

Figure 8.19 Fluency criterion: precision, latency, speed, distractions, duration, distance. Each criterion of fluency should be shaped separately.

Behavior chains

Figure 8.20 Chains of behaviors can be taught to create complex behaviors but also occur naturally.

Behavior modification

Figure 8.21 (A) A long positive learning history with the clicker should be in place before using the clicker in behavior modification. (B)Without this strong association the clicker may inadvertently become associated with or predictive of a negative stimulus and become aversive.

Using a marker in the application of behavior modification

Generalization and behavior modification

Classical counter-conditioning

Classical counter-conditioning benefits:

Practical application of CC

More examples of CC:

Response substitution

Figure 8.22 These dogs are cued to “sit” while the dishwasher is being loaded and then reinforced by getting to investigate the dishwasher.

RS benefits:

Practical application of RS

More examples of RS:

Systematic desensitization

Requirements for the systematic desensitization program

Creation of a systematic desensitization plan

Table 8.10 Spot's anxiety hierarchy for fear of men.

Helpful hints:

Conclusion

Drug desensitization

Other

Interruption of behavior

Cease punishment

Remote punishment

Euthanasia or rehoming

Grief counseling of client

The practical applications of behavior modification

Foundation behaviors

Targeting

Target to hand

Hand target recall

Attention

Game of opposites: “look” and “watch”

Basic cued behaviors—sit, down, come, loose leash walking

Place—go to a specific location

Example:

Applications of behavior modification

CC/RS/DS behavior at the door

CC/RS/DS of muzzle or head halter

CC/RS/DS to a person, animal, or other stimulus

Figure 8.23 DS/CC/RS to a stimulus: With the stimulus present but stationary, utilize DS, CC and RS to the stimulus. Gradually decrease the dogs distance from the stimulus while performing fast paced walking, turns, look, watch, and sit and C/Ting at each response. A higher rate of reinforcement may be required as the distance to the stimulus is decreased.

CC/RS/DS thunderstorms/sounds

CC/RS on a walk

Relinquishment exercises

Food bowl exercises

Figure 8.24 Walking patterns for DS. a) Stimulus approaches in a zigzag pattern while the patient is reinforced for an alternative behavior. X's note potential reinforcement opportunity for the patient, just as the stimulus turns toward or passes in front of the patient. b) If at any point the patient is unable to respond to a cue, starts to show conflict or displacement behaviors, or becomes too focused on the stimulus, a cue should be given to the person approaching to stop, when the patient calms and can again focus on the handler the stimulus increases distance from the patient and approaches at a more gradual pace. c) Incorporate the stimulus walking in a curved path toward the patient, d) Incorporate the stimulus walking at an angle toward the patient, e) Incorporate the stimulus walking straight toward the patient.

Figure 8.25 “Iris” in her safe place during a storm.

Exchange DS exercise

Figure 8.26 An adapted food bowl to begin the desensitization process for food bowl guarding.

Independence training

DS to departure cues and planned departures

Handling issues

Figure 8.27 a) and b) Gently but very briefly touch a body part that is the least likely to cause anxiety and then click and treat.

CC/RS/DS to the veterinary hospital

Relaxation

Considerations:

Staying safe

Safety techniques for the behavior consultation room

Figure 8.28 Wall tethers can be utilized when working with an animal with a bite history or unknown bite history

Understand the animal's arousal and bite thresholds

Greeting a fearful patient

Control as many antecedents as possible

Figure 8.29 Arousal and bite threshold. Dog A has a high threshold for arousal and biting. Dog B is frequently in a high arousal state and is therefore more easily reaches its bite threshold.

CC and DS to your presence

Figure 8.30 Veterinary technician tossing treats to a patient.

Figure 8.31 Pet owner walking to opposite side of the examination room with the patient following.

Figure 8.32 Technician sitting sideways and where the pet owner and patient were sitting previously.

Figure 8.33 Hand offering treat with palm up and avoiding reaching into the dog's space. The hand may be moved once the patient has moved away or initiated further contact.

Figure 8.34 Dog beginning to relax as the technician scratches chest, still sitting sideways and avoiding eye contact.

Conclusion

References

9 Introductory neurophysiology and psychopharmacology

Introduction

Figure 9.1 Neuron.

Basic neurophysiology

Figure 9.2 Neurotransmission.

Hindbrain

Figure 9.3 Color-coded brain structures (forebrain, midbrain, hindbrain, and spinal cord).

Figure 9.4 Brain anatomy (color, but not necessarily color coded).

Midbrain

Forebrain

Parietal lobe

Occipital lobe

Figure 9.5 Color-coded brain lobes (somatosensory association cortex, frontal lobe, parietal lobe, occipital lobe, temporal lobe, and olfactory bulb).

Temporal lobe

Basal ganglia

Frontal lobe

Hypothalamus/thalamus

Olfactory bulb

Figure 9.6 Amygdala and hippocampus.

Figure 9.7 Synthesis of acetylcholine.

Blood–brain barrier

Neurotransmitters

Acetylcholine

Monoamines

Dopamine

Table 9.1 Neurotransmitters, functions and primary locations.

Norepinephrine/epinephrine

Figure 9.8 Synthesis of dopamine.

Figure 9.9 Synthesis of norepinephrine.

Figure 9.10 Synthesis of serotonin.

Serotonin

Gamma-Aminobutyric acid

Glutamate

Pharmacokinetics

Drug categories

Tranquilizers/neuroleptics/antipsychotics

Table 9.2 Common veterinary behavior medications.

Anxiolytics

Antidepressants

Tricyclic antidepressants

Selective serotonin reuptake inhibitors

Fluoxetine

Paroxetine

Monoamine oxidase inhibitors

Selegiline

Mood stabilizers

Atypical antidepressants

Trazodone

Mirtazapine

CNS stimulants

Miscellaneous drugs

Table 9.3 Possible indications for drug therapy.

Conclusion

References

Further reading

Back Matter

Appendix Section 1 Forms and questionnaires

Appendix 1 Canine behavior history form part 1

Appendix 2 Canine behavior history form part 2

Appendix 3 Feline behavior history form part 1

Appendix 4 Feline behavior history form part 2

Appendix 5 Trainer assessment form

Appendix 6 Determining pet owner strain

Appendix 7 Canine behavior plan of care

Appendix 8 Behavior problem list

Appendix 9 Technician observation

Appendix 10 Follow-up communation form

Appendix 11 Behavior diary

Appendix 12 Adult cat (3 months to ~12 years) questionnaire

Appendix 13 Juvenile/adolescent/adult dog (4 months to ~7 years) questionnaire

Appendix 14 New kitten (less than 3 months) questionnaire

Appendix 15 New puppy (less than 4 months) questionnaire

Appendix 16 Senior cat (greater ~12 years) questionnaire

Appendix 17 Senior dog (~7 + years) questionnaire

Appendix 18 Pet selection counseling

Appendix 19 Canine breeder interview questions

Appendix Section 2 Training exercises

Appendix 20 Acclimatizing a pet to a crate

Appendix 21 Elimination training log

Appendix 22 Shaping plan for teaching a puppy to ring a bell to go outside to eliminate

Appendix 23 Preventive handling and restraint exercises

Appendix 24 Preventive food bowl exercises

Appendix 25 Teaching tug of war

Appendix Section 3 Samples and letters

Appendix 26 Canine behavior plan of care sample

Appendix 27 Sample field assessment

Appendix 28 Sample of a pet selection report

Appendix 29 Dr. Andrew Luescher's letter regarding puppy socialization

Appendix 30 Dr. RK Anderson's letter regarding puppy socialization

Appendix 31 Sample puppy socialization class curriculum*

Appendix 32 Sample Kitten Class Curriculum

Index

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An aparitie	31 Oct 2014
Autor	J Shaw
Editura	Wiley
Format	Paperback
ISBN	9780813813189
Limba	Engleza
Nr pag	416