STUDENT MANUAL CANINE SEARCH SPECIALIST TRAINING UNIT 3: ROLE OF THE HELPER

Transcription

1 STUDENT MANUAL CANINE SEARCH SPECIALIST TRAINING UNIT 3: ROLE OF THE HELPER Unit Objective Enabling Objectives Upon completion of this unit, you will be able to describe the function of the helper. You will: Demonstrate proper communication, technique, and timing: Inside the remote alert box, In an alert barrel, and On the rubble pile. Effectively reward a search canine; and Improve reward-timing skills. November 2006 SM Unit 3-1

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3 I. Objectives Unit Objective Upon completion of this unit, you will be able to describe the function of the helper. Enabling Objectives You will: Demonstrate proper communication, technique, and timing: Inside the remote alert box, In an alert barrel, and On the rubble pile. Effectively reward a search canine; and Improve reward-timing skills. II. Introduction Helpers are critical to successful canine training. Helpers are needed when teaching the bark alert and rubble search. An effective helper knows and understands his or her job and how to perform it so that the canine has a successful training session. Thinking, communicating, timing and technique are key words to remember when in the role of the helper. The importance of the helper: The roles of handler, helper, and trainer overlap and are often interchangeable; therefore, we are all helpers. There is an art and science to being a good helper. Learning to be a good helper improves timing and ability to read canines. In alert training, the helper is the focus of the canine's attention. In alert training, the Helper MUST BE the focus of the canine s attention. Before we go on, we need to make sure we understand the language or terms we use in our roles as handlers, trainer, and helpers. November 2006 SM Unit 3-3

4 III. Definitions We will discuss the definitions for the following terms: Helper Helper, Handler, Trainer, Cueing, Encouraging, and Reward. The person(s) who assist(s) the handler when training the canine. The helper: Handler Teaches the canine to bark for someone other than the handler; When using the remote alert box, will be inside the box or on the rope; When using the alert hole or barrel, the helper is inside the hole or barrel; and In the rubble pile, may be visible or concealed. The handler is the person for whom the canine is working. Trainer The trainer is the person who makes the decisions regarding which technique is used to get the canine to perform a specific task. The trainer may be the handler, the helper, or a third person who is observing. Cueing Cueing is a technique used by the handler or helper to precipitate a behavior. Cueing can be as obvious as banging a door up and down, or as subtle as body language. Encouraging Encouraging occurs when the canine has already independently started the desired behavior (for example: a verbal good dog or food reward from the helper inside box or barrel after the canine has started barking). Rewards Rewards can be toys or food, or a combination of both. Tug toys are preferred over retrieving toys for two reasons. First, the reward is given at the same spot as the find and can continue there with a game of tug. Second, it is not safe for the canine to chase a retrieving toy across rubble. SM Unit 3-4 November 2006

5 Food rewards should not be messy. If crumbs are dropped, the area will be contaminated for the next canine. Airtight containers are recommended. IV. Qualities Of a Good Helper The helper is critical to the planning, execution, and evaluation of training sequences that will ensure a profitable learning experience for the canine. Effective helpers possess the following skills: Thinking Thinking, Communicating, Timing, and Technique. Effectively planning, executing, and evaluating the training sequence. Communicating Communicating involves conveying messages to the handler and trainer, and to the canine. Helper communicating with handler and trainer The helper communicating with the handler and trainer includes: Understanding the goal of the exercise; Knowing how the goal will be accomplished; Knowing how the canine will be rewarded; Repeating back instructions to ensure understanding; Establishing who has authority to change the plan; Discussing or developing contingency plans; and Debriefing and evaluating the exercise. Communicating with the canine Communicating with the canine includes: Conveying the helper s attitude to the canine; Being genuinely enthusiastic and supportive; Learning how to relate to and reward different canine temperaments; Being aware not to overwhelm or over-stimulate the canine; and Debrief the exercise. November 2006 SM Unit 3-5

6 Timing Timing can make or break an exercise. Rewarding the canine at the correct and precise moment is critical. This includes providing a reward at the moment the desired behavior is performed not before and not after. If timing is off, the helper may be encouraging unwanted behavior. Technique Techniques must be adapted to the canine s temperament and level of training, and to the goal of the specific training session. Temperament Temperament relates to a canine s: Softness, Hardness, Stimulus threshold, Drive level, and Manners. The helper should get acquainted with a new canine and determine from the handler what techniques work best with this dog. An understanding of the canine s temperament (such as soft, bold, quiet but intent, or easily distracted) can determine what techniques will be most effective. Adjust technique to temperament Space, Energy, Eye contact, Weight (forward or back), and Stance. Helper=Prey Helper (prey) moves: Two toy game Side to side or away; Teases with toy movement; Stops movement plus hides toy to frustrate; and The canine s barks restart the action. The two toy game uses a command to: Drop toy, and SM Unit 3-6 November 2006

7 End reward game. Level of training The levels of training are: Imprinting, Beginner, Intermediate, and Advanced. What is the goal? The training s goal is to help the canine with: The alert, Agility, Intensity, Ignoring distractions, and Helper interaction. Next we will discuss the general principles helpers should adhere to. November 2006 SM Unit 3-7

8 V. General Helper Principles General helper principles include the following: The helper is responsible for checking the training equipment and area to ensure safety and ease of operation. The helper must understand the goal of the exercise (for example, bark once, scratch, dig, and bark for 20 seconds). The helper must plan with the handler or trainer what will be done to achieve the goal, how the canine will be rewarded, and what options will be taken if the plan goes awry. Instructions must be repeated back to the handler or trainer to ensure understanding. Timing is critical. The reward should be given within a fraction of a second of the desired behavior. The helper s enthusiasm is what drives the canine to work at a higher level. When working the canine, the helper s attention must remain focused on the canine. This is not the time to discuss events of the exercise. Understand how the exercise ends. It may be necessary to abort an exercise or go back to a simpler training level if the canine loses interest, or is not succeeding. With these principles in mind, we will take a look at the specific roles helpers play in training the canine. SM Unit 3-8 November 2006

9 VI. Specific Helper Roles Specific Helper Roles We will discuss the specific helper roles in relation to the following training areas: Remote Props, Alert Barrels, Alert Hole, and Rubble Pile. Remote Control Prop (helper inside) In the remote control box the: Trainer controls access to helper; and Helper delivers reward. This is good for the inexperienced helper. Alert Hole or Barrel The helper in the alert hole or barrel has more responsibility since he or she must perform both the jobs of opening the cover and rewarding the canine. Limited visibility and dual responsibilities make understanding and repeating instructions more important. The helper controls access. This requires: Coordination, Timing, Working with limited visibility, and Control of the lid. The Rubble Pile The helper needs to concentrate on the following areas: Safety. The helper should check the hole, surrounding area, and access for any safety items that could affect the canine, handler, and helper. Agility. Coordination. Timing. The reward should be given within a fraction of a second of the desired behavior. However, because of variables in rubble, flexibility should be considered in timing of the reward. November 2006 SM Unit 3-9

10 Technique. Consider wind direction and scenting conditions when setting up rubble training. VII. Reward Systems Toy Toys should be: Semi-Rigid, Durable, Easy to hold on to, and Able to poke up through rubble. Food Food rewards must be: Be self contained; Be easy to swallow-no chewing; Not contaminate area; and Be high value food. VIII. Canine Training Techniques Determine which techniques (visible or concealed victim) excite the canine the most. Training Techniques We will look at the training techniques related to the following areas: Runaway Runaway, Pop-out, Call out, Bait and switch, and Cold shot. Runaway is a training technique that begins with the helper attracting and keeping the canine s attention while running into a box, barrel, or into rubble. When the helper runs away into the pile, the canine should be teased and excited to encourage it to find. As the helper runs into the pile, the teasing should continue. This is one of the most important times for great animation. SM Unit 3-10 November 2006

11 Pop-out The pop-out is a training technique in which the helper is placed inside an alert hole and then emerges from the hole long enough to get the canine s attention. Call out On a call out the helper verbally stimulates the dog from his or her location in the rubble pile. This increases the dog s motivation (drive) to search and alert. Bait and switch In a bait and switch, helper #1 is deeply buried and well-concealed. The handler and dog are at the base of the rubble pile. Helper #2 is on the rubble and attracts the dog s attention to the area of a helper #1 with a visual and/or verbal cue, then disappears off the other side of the pile. The dog should now be focused on the area of the buried helper #1. The route by which this helper disappears must be carefully chosen so that the dog does not see this helper run away. The purpose of this technique is to increase the canine s motivation to search and alert on a deeply buried or diffused scenting problem. Cold shot The cold-shot is a training technique in which the helper is placed, (without the canine s knowledge) in a box, barrel, or rubble before commencing the training sequence. Since the canine will not see the helper go into the pile, there will not be an opportunity to psyche him up first. The helper must make up for it with the reward. This is not the time for the helper to recount events with the handler or trainer; communication should be with the canine. Ultimately, canines may be given problems that do not end with actually having contact with the helper. The helper must understand what type of response, if any, should be given. Leave the dog wanting more. November 2006 SM Unit 3-11

12 IX. Unit Summary and Evaluation Unit Summary This unit s enabling objectives were: Demonstrate proper communication, technique, and timing: Inside the remote alert box, In an alert barrel, and On the rubble pile. Effectively reward a search canine; and Improve reward-timing skills. Unit Evaluation Please fill out the evaluation on this unit. SM Unit 3-12 November 2006