University Scholars Research Proposal A Pilot Study to Discover Correlations Between Training Method and Canine Behavior Olivia G. Rockaway University of Pennsylvania LibbyRockaway.com LibbysLovingLeashes.com PuppyStepsBook.com
2 Theory A well known saying among dog trainers is, The only thing two dog trainers can agree on is what the third one is doing wrong, and unfortunately this is quite true. While trainers disagree on many topics such as equipment, the use of treats, etc., one of the primary disagreements concerns the use of positive punishment. Common practices for dog training have evolved over the past half century, from being punishment based, to balanced, and to the current trend of positive only training methods. While it s widely accepted that positive punishment based training is not the most effective method, there is still controversy between balanced trainers and positive only trainers. The training of specific commands within these two training methods is usually very similar, if not identical. Typically, both balanced trainers and positive only trainers lure or shape a dog to learn the desired behavior. Fixing a dog s unwanted behaviors is where these trainers disagree sharply. Unwanted behaviors can be behaviors such as the following: performing the incorrect command, barking or pulling on a leash, or ignoring the trainer. Positive only trainers believe that these unwanted behaviors should be either ignored or the dog should be redirected so he cannot actively perform the behavior. A redirection can be in the form of playing a game of tug or asking the dog to perform a command that prevents him from doing the unwanted behavior. Balanced trainers sometimes use methods that positive only trainers use: ignoring and redirecting. However, unlike positive only trainers, balanced trainers will sometimes give the dog a non reward marker word, a verbal correction, or a physical correction, depending on the circumstances. There have been very few studies comparing the effects these training methods have on the dogs, and those I have found appear to have an agenda and are not an accurate representation of the training methods. It seems that such a strong disagreement among trainers should be evaluated through science. I would like to conduct a non biased pilot study, with minimal variables, to determine if there are notable effects in the learning and behavior of puppies as a result of the training method used.
Specifics 3 Location: The study will take place in the facilities of Kathy Burgess, a Comfort Retriever breeder. The building I will be using is a barn that has been converted to a dog kennel, with 14 kennels and a room that will be used for the training sessions. Above: The training room Above: There are 14 runs in the barn. When not being trained or having free time, the puppies will be kept in individual crates in a run, with 2 puppies per run. Timing: Training will begin on May 20 and will end eight weeks later on July 15. Testing of the dogs progress will occur every Friday. The Subjects: 8 Comfort Retriever puppies will be used. The puppies will be from two litters from the same sire. They were born on March 11 and March 14, 2016. The puppies will be approximately 10 weeks of age when training begins. Two puppies from each litter will be assigned to each of the training methods. In order to limit the confounding variables, genders will be matched between the two groups.
4 The Procedures: The 8 puppies will first each be assigned to a training group, either positive only training or balanced training. Each training group will have two puppies from each litter. For the entire two months every interaction with the pups will reflect what group they have been assigned. After the first week of training, 5 nights each week a puppy will come to my home with me after training and will return with me the following morning. This will allow them to experience a home environment and help to prevent any kennel syndrome that may develop throughout the study. While in my home, they will be treated according to the training method assigned to them. Each puppy will come to my home a total of 4 times throughout the study. Training sessions will last 10 minutes and each pup will have 2 training sessions per day, 6 days per week, for 8 weeks. In the afternoon, the puppies will rotate between being placed in exercise pens (Xpens) and their crates while waiting to be trained. The four exercise pens will contain different socialization items, for example one will have a wobble board and a balance disc for them to become accustomed to unstable surfaces, while another may have an adult dog for canine socialization. The puppies will be on a schedule each day (see Appendix A) to ensure the length of interactions with the pups are equivalent and that each pup is taken outside often. No pup will spend more than two hours inside the crate during the day without a break to relieve himself. The maximum time that a dog will spend in an Xpen outside is 1 hour 40 minutes. The only days which will vary from the schedule are Sunday and Friday. On Sunday the puppies will not be trained and will instead have 4 potty walks and free time in a fenced area. The morning of Friday will be the usual schedule, but at 1:00pm the pups will go on a field trip. The field trips will vary, some possible locations are a local park, a home improvement store, or a pet store. The purpose of the trips will be to work with the dogs in various environments with distractions, as these new experiences are crucial to creating confident dogs. The dogs will be worked individually and the training session for each pup in this environment will be kept under 20 minutes, depending on how the dog performs and their confidence level. Many commands will be taught the same way for both groups, but the primary difference will be the response the puppies receive for incorrect behaviors. Appendix B provides a chart to show the responses, based on whether the puppy is assigned to positive only or balanced training. The dogs will receive training in three general areas: obedience, scent work, and socialization. The speed of training will depend on each individual puppy, regardless of which group the puppy is in. Obedience Both training groups will initially be taught the obedience commands in the same way. Their obedience training will only differ as distractions are added, because the balanced training group will be corrected for performing incorrectly, while the positive only pups will be redirected or ignored. The commands will be taught through either luring or shaping, and a marker word will be used when the dog performs correctly. The
5 commands that will be taught through luring are: sit, down, stand, close, heel, under, paws up, drop, and get up. The commands that will be taught through shaping are: crate training, come, place, touch, leave it, sit stay, down stay, stand stay, fetch, and watch me. If a puppy has been taught all the previously listed commands, the trainer will then begin to ask the dog to perform each command one time during a training session. A record will be kept of the number of mistakes the pup makes. If the pup performs all the commands correctly for 3 consecutive sessions, then additional commands will be taught. The additional commands will be: side, chill, back, between, front, behind, get dressed, and follow. Side, back, between, front, behind, and follow will be taught through luring. Chill and get dressed will be taught through shaping. In order to keep track of the obedience training progress and be able to recognize trends at the conclusion of the study, a data sheet will be completed for each command that was practiced during a training session. An example data sheet can be found in Appendix C. Scent Training Scent training will be done with the use of a clicker and will be shaped. A sample of low blood sugar saliva will be placed in a glass container. The dogs will be taught initially to sniff the container, then to paw the container, and eventually to paw the correct container when presented with multiple, identical false containers as well. When a pup paws the correct container among 5 false containers for at least 90% of the trials for 3 consecutive sessions, the dog will advance to learning the bringsel alert. The bringsel alert will be taught through shaping. Initially the dog will be taught the command to hold the bringsel, then he will be asked to hold it each time he smells the low blood sugar saliva. Gradually the container with the positive sample will be placed in various areas and he will be asked to alert to it using the bringsel and pawing the container. Next, false containers will be presented near the positive container and he will learn to hold the bringsel and paw the correct one. If a dog correctly alerts, using a bringsel and pawing, for 90% of the trials for 5 consecutive sessions, the scent will then be placed on a human and the dog will be taught to hold the bringsel and paw the person. Socialization The dogs will be socialized with many types of items and people. The following are some examples: women, men, children, umbrellas, stairs, alarms, doorbells, traffic, garbage bags, large dogs, cats, sand, water, metal surfaces, grates, and wobbly surfaces. Evaluations: The puppies will be evaluated every Friday for the 8 weeks, in addition to a final evaluation at the conclusion of the 8 weeks. Weekly Evaluation The weekly evaluations will be during the first training session of the day and will be recorded with a video camera. The data will be collected from the recording in order to be accurate. There will be three parts to the testing - obedience, reaction to a stranger, and reaction to a distraction. Below is how the tests will be evaluated:
6 Obedience assessment - The time between when the command is given and when the dog fully completes the correct action will be recorded. Each puppy will be tested on all the commands that the most accomplished dog knows at that time. This portion will be tested individually. Stranger assessment - The dog will be in a room off leash and a person the dog has never met before will enter the room, sit on a couch, and ignore the dog for 1 minute. This portion will be tested individually.! Barks - the total number of barks will be measured.! Jumps (individual attempts to jump) - the time the dog spends with his or her paws on the person or on the couch will be measured.! Time spent soliciting attention - the time the dog spends with the stranger, soliciting attention will be measured. Distraction assessment - All 8 dogs will be placed in individual crates and be presented with a distraction simultaneously. A video camera will record all their actions for the duration of the distraction.! Barks - the total number of barks will be measured.! Scratching (at crate door) - the total number of scratches at the crate door will be measured.! Overall restlessness an outside evaluator will rate each dog s overall restlessness on a scale of 1 to 10, 1 being not restless at all and 10 being extremely restless. This will account for the reaction of the dogs that are restless but do not exhibit it through barking or scratching at the crate door. Calming signals is a term that refers to the signs a dog shows when he is attempting to calm down a situation, typically because he is stressed. While some stress is necessary, excessive stress leads to a dog being in distress, which can result in behavioral problems or aggression. It is important during training to record the calming signals because training should not be excessively stressful for a dog. The calming signals will be recorded during each of the weekly tests in order to account for the possible difference in stress levels that the dogs are experiencing. Each instance will be recorded by a trainer who is blind to the dogs assigned to each group. The following are the calming signals that will be recorded:! Lip or nose licks! Yawns! Sniffing the ground! Scratching! Shake offs! Ears pinned back! Look aways (avoiding looking at the trainer)! Shying away from person
7 Most of these actions can also occur when a canine is not stressed. However, it can be determined by examining the context as to whether an action is a signal of stress or a typical behavior motivated by something else. For example, by watching a video an evaluator can determine whether the dog is sniffing the ground because he is nervous, or because he thinks a crumb fell on the ground. Because of the importance of examining the context, the evaluator will be a trainer who is blind to the dogs assigned to each group. Final Evaluation In addition to the typical testing on the eighth week, three trainers, blind to the dogs assigned to each group, will individually visit the facility to evaluate the dogs. They will be asked to interact with the dogs in the manner specified in the test description. After each test they will rate the dog s performance on a scale of 1 to 10, with 1 being poor performance and 10 being excellent performance. This portion is qualitative as it is up to the evaluator s discretion to determine what a behavior of poor performance or excellent performance looks like to them. Below are the 9 tests the trainers will rate the dogs on. 1.! Friendliness The first test will be for the evaluator to walk into the room and sit on the couch for 2 minutes without acknowledging the dog. 2.! Independence Evaluator should then call the dog over in an excited, upbeat tone and interact with calm petting for 1 minute to determine if the dog continues to be interested in the attention or wanders off. 3.! Tug Evaluator should try to engage with the dog and tug using the provided toy. Evaluator should ask for a drop at least once during the 1 minute session. 4.! Fetch In the training room the evaluator should get the dog s attention with a tennis ball by bouncing it a few times in front of him. Once the dog is paying attention to the ball, evaluator will toss it in front of the dog and encourage him to return the evaluator should clap their hands, smile and use a lot of energy. If the dog brings it back, evaluator should ask for a drop and repeat. The evaluator should have the dog fetch 3 times, or try for a maximum of 3 minutes. 5.! Controlled walk - The evaluator will spend up to 4 minutes working on a controlled walk. The evaluator should use lots of praise and treats. 6.! Distractibility While the evaluator is walking the dog on a leash, another unknown, large dog will be tied on a long leash near by. The evaluator should start in heel position and give the dog the command to heel, then walk the dog past the tied dog, approximately 5 feet away. Treats and praise should be used. 7.! Commands The evaluator will give the dog 2 treats to get his interest, then ask for the following commands: sit, down, stand, sit stay, and come. After each command a treat and praise should be given.
8 8.! Sound sensitivity While in the training room, the evaluator should drop a metal bowl on the ground beside them. 9.! Settle The evaluator should ask the dog for a down and then gently but forcefully place the dog on its side and hold it down by bracing one hand on the neck and the other on its haunches. They should keep it in this position for at least 15 seconds, then release when it is still. At the conclusion of all exercises, the evaluator will rank all 8 puppies in order of a combination of command proficiency and demeanor. They will also be asked to provide any notes about the dogs.
Statistical Guidelines 9 The goal of this pilot study is to examine behaviors that may be a result of the use of a particular training method. Each week the dogs will be tested in three main areas - obedience, reaction to a stranger, and reaction to a distraction - and their responses will be recorded to be analyzed (as seen above). In order to not lose any information by grouping the data, I will rank the subjects using the raw data that is recorded. The null hypothesis of this study is that there is no difference between the behaviors of the dogs in the two groups - those trained through positive only and those trained with a balanced method. Because this has not been studied before, this is a pilot study and the purpose is to explore the behaviors that may emerge as a result of the use of a certain training method. The alternative hypothesis is that there is a difference between the behavior of the two groups. The tests will be one sided; whether they will be one sided up or one sided down will depend on the specific behavior being tested and what the response of an ideal, well-behaved dog would be. For example, the goal for obedience commands is to have the least amount of time between the presentation of the command and the dog s completion of the action. However, during the stranger assessment, a well socialized and friendly dog would spend a large amount of time soliciting attention from a stranger. Because this is a pilot study and the goal is to find possible correlations between behaviors and training methods that would warrant further research, I will be focusing on the p values that are not only significant, but also those that are suggestive of a connection. I will be analyzing the data using the Mann Whitney U test, which utilizes the sum of the rankings. Although the sample size is small, it is still possible to produce a significance of 1.4% if the value of the sum is 26, the most extreme case. But even in less extreme cases, with values of 24 or 25, it is still possible to have a p value of.05 or less. Additionally, because I am only looking for possible connections, I will consider any behavior that produces a p value of.1 or less to be suggestive and worth researching in the future using a larger sample size. Because I will be using the Mann Whitney U test to analyze the data I will not require any software; relevant charts will provide me with the p values.
10! Goals and Background Having been involved in the dog training industry for the past several years, I am a member of both positive only and balanced canine training associations. Additionally, I have had instructors on either side of this controversy. Over the course of the last four years I have trained over forty puppies, and in the process have created an approach of my own, as included in my book Puppy Steps, a type of balanced method which has minimal correction intervention. Since coming to Penn, I ve become involved with the PennVet Working Dog Center where the dogs are trained through positive methods. I have been volunteering at the Center for approximately 8-10 hours per week learning, and using, their positive only techniques. My involvement with both styles of training has caused me to question what effects develop as a result of the training method used. I d like to look at the actual outcome of a test between these two methods. In addition, I have been involved with service dog training and one of the difficulties of service dogs is that the length of time it takes to train the animal dictates that the dog is an expensive product, often priced out of reach of those who need it. If it was determined that one puppy training method is effective and quicker, the cost to produce the dogs would be less and, because the dogs could begin work sooner, their effective service life would be longer. Decreasing cost and increasing service life span would make service dogs a more practical tool. What skills do you anticipate you will need, what skills do you have, what skills do you expect to acquire in the course of your work? Because of my previous experience, I feel competent with the actual training work, however, I do not have much experience conducting formal research. Even through researching other studies in order to just create this proposal, I have already learned about study design, statistical analysis, and the importance of making the sample representative of the larger population. Additionally, by conducting this research I will also learn how to physically perform the research and how to collect the data. Although I have been planning this study for months, I imagine that there will still be something that I had not accounted for that I will learn from and will prepare me for research in the future. The area I believe I will grow in the most is the statistical analysis; but even just by planning my statistical analysis and meeting with professors about it, I feel that I have begun to understand it better since I am learning how to correctly apply what I had learned in class. In what way does this project connect with your academic plans, goals, and intentions? What shocked me when I first started puppy training is how much they are capable of learning at such a young age. The more I trained, the more I learned methods to accelerate their comprehension. For example, one of the puppies I trained was bought by a man in Dubai; I had to train it nonverbally so that the household help could communicate with it since they didn t speak English. I trained it in English, and with hand signals alone. Surprisingly, the pup learned hand signals much quicker than verbal commands. So I began to incorporate hand signals with my verbal commands for all of the pups to encourage their learning.
11! I am interested in how puppies learn, and also how infants and children learn. The similarities in development seem uncanny. At one point in high school I took a dog puzzle (it has compartments for treats and the dog must manipulate parts to open the compartments to access the treats) to church preschool. I used skittles and timed how long the children took to get the candy and compared it to the times of the dogs. While I have not yet determined my academic end, I do know that I have a passion for research and I anticipate that whatever my future career, I will be involved in research of some type. I believe the best way to prepare for research in the future, is to learn by doing and having hands on experience this summer. How does it link your study and inquiry so far with your future study and inquiry? Because this a pilot study, my goal is to see what possible correlations may exist between training method and canine behavior. If this study suggests that there are correlations by resulting in any p values of.1 or less for certain behaviors, my future studies will be investigating those particular behaviors further, using a larger sample size. This may be done through a survey to trainers or owners, or possibly through the use of additional trainers. What does this project mean for your career, and for yourself? The different training methods I plan to use have polarized the training industry. I have had two very formative instances in my life because of this. In the first, I was the junior blogger for an international dog agility champion and trainer. At the same time, I was the local 4-H Dog Club trainer. I had the children at the dog club use prong collars if their dogs were large or too strong for them to control. One of my competitors contacted my boss, the agility champion, and told her that my students used prong collars. I was then dismissed as a blogger. The second incident was last fall, when a national dog training association I belong to had asked me to be one of their author signers at the national convention in Dallas. Again, they were contacted by someone who mentioned my use of prong collars and I was subsequently disinvited to do book signings at the conference. Since being at Penn I have volunteered at the Working Dog Center and have been using the positive only methods that the training association and agility champion are such advocates of. Undoubtedly there are good and bad aspects of both training methods; but, there needs to be fact behind these training stances. There are entire conferences devoted to one type of training method or the other; trainers should know why they use particular methods and know that it is validated with science. As for a career, I m not clear as to my direction. I enjoyed a seminar I took on Autism Spectrum Disorder and have considered studying the learning habits of those affected with the condition. Another area of interest I have is in type 1 diabetes. I have trained two Diabetic Alert Dogs and placed them with young girls. I retain a close relationship with the girls as we work through the training of the new team. I have noticed a change in attitude in the girls, a maturing and more of an acceptance of their diabetes. I would like to study the effects of these dogs on the A1c levels of their handlers, particularly those in the pre-teen and teenage years. Whatever direction I choose to take, I anticipate that I will be researching, so this will begin my career of research and allow me to further understand how to conduct research as well as be able to more clearly understand and evaluate others research.
12! Budget Boarding $560 Veterinarian fees $360 Food $320 Leashes/Collars/Bowls $120 Treats (1 bag per day) $365 Testing Assistant (1/2 day per week) $256 Evaluator Compensation $600 Travel ($0.30 x 45 miles x 6 days x 8 weeks) $648 Cleaning/Office Supplies $350 Total $3,579 Boarding Fees: Because the breeder is allowing me to use eight of her puppies for two months, there will be some expenses that I will need to cover so she does not lose money on this project. The boarding fees will cover the use of the dog runs in the barn, the utilities in the training room, and compensate for letting the puppies outside each night to relieve themselves when I am not able to be there. This will be $10/day for 56 days. Veterinarian fees: Throughout the two months the puppies will be in training, they will need DHPP shots. Typically, the breeder would not have to cover this as the new owners would be responsible. In order to keep the dogs healthy and up to date on their shots, it will cost approximately $360. Food: Based on the amount of food a typical puppy consumes, it s estimated that the cost of dog food will be $320. Leashes, Collars, and Bowls: These are the necessary puppy supplies and it s estimated that the cost is approximately $5 per leash, $5 per collar, and $5 per bowl. If each dog has one leash, one collar, and one bowl the total cost will be approximately $120. Treats: Based on the trial that I performed in January, it s estimated that with eight puppies I will need 1 bag of treats per day. I have found that Zuke s are the most effective treat because of their small size and softness. I recently applied for and was accepted to the Zuke s Dog Trainer Purchase Plan which discounts certain treats for trainers. Typically, 56 bags would cost $625, but the trainer program discounts it to $365. Testing assistant: Because the weekly testing will be videoed, I will need an assistant to handle the camera while I train to ensure the puppy is always in the frame so the data can be recorded accurately. At $8/hour for 4 hours each week, it will cost $256. Evaluator compensation: The evaluators will need to be compensated, as I will be asking for at least 4 hours of their time plus travel. Because they will be professional trainers I will need to compensate each of them $200, at the very least.
13! Travel: While I will not have any housing costs as I will be staying in my own home, the drive from my home to the facilities will be approximately 45 miles each day. At a cost of $0.30 per mile, this will be a total of $648 over the 8 weeks. Cleaning/Office Supplies: I will need office supplies to keep the puppies documents organized, as well as cleaning supplies. During the trial in January, I used 2 rolls of paper towels and approximately 1/8 of a bottle of cleaning spray each day. This will decrease as the puppies age, as they become accustomed to the schedule, and as they learn to relieve themselves outside. But for the first 2-3 weeks I will be using many cleaning supplies, which in addition to ink, paper, folders, clipboards, etc., I estimate to cost approximately $350.
14! Appendix A Daily Schedule: At the start of the study, each puppy will be assigned a color to distinguish it physically, by its collar, as well as to distinguish its position on the schedule. For example, the puppy designated as the color red will have a red collar and will be taken outside at 8:55 am, trained at 11:00 am, trained again at 2:40 pm, etc. The puppies folders, binders, and kennels will also correspond to their assigned colors.
15! Response to behaviors Appendix B Biting or Chewing (people or objects) Barking (when not in crate or Xpen) Barking in crate or Xpen Jumping (on people) Positive Only Trainer will remove object (hand, pen, etc.) from the puppy s mouth, then will give the puppy a toy to play with instead. Trainer will ignore the barking. If it continues for more than 15 seconds, the trainer will redirect the pup s attention using a toy or a treat, ask for a learned behavior, and reward. Trainer will ignore the barking for 3 days. After the 3 rd day if the barking continues, the trainer will begin to reward the pup for being quiet in the crate by giving him a treat. Because it is not feasible to reward every time the pup is quiet, rewards will be given whenever the trainer is in the same room as the crate and the pup continues to be quiet. For the first 3 days the trainer will ignore the pup when it jumps up and when it places all four paws back on the ground, trainer will either treat the pup or pet it. Beginning on the 4 th day of training, when the pup jumps up, trainer will ignore the Balanced Trainer will remove object and hold lower jaw for 2-3 seconds lightly. On the 3 rd day trainer will assess the dog s progress. If no improvement is found, the trainer will increase the hold of the jaw. Trainer will continue to increase the grip every 3 days unless improvement is observed. Trainer will give a verbal correction if the dog barks more than once. If the barking continues for more than 15 seconds, the trainer will give a leash correction if applicable or return the pup to the crate. Trainer will ignore the barking for 3 days. If it persists after 3 days, a verbal correction will be given as soon as the pup barks for the following 3 days. If there is still no improvement, on the 7 th day when the pup barks a verbal correction will immediately be given and the trainer will hold the pup s muzzle. If after 3 additional days, there is still no improvement, the pup will receive a verbal correction immediately after barking, then be placed in a settle position for 5 seconds, then returned to the crate. Because it is not feasible to correct the pup every time it barks, corrections will occur only when the trainer enters the room and the pup is barking. For the first 3 days the trainer will ignore the pup when it jumps up and when it places all four paws back on the ground, trainer will either treat the pup or pet it. Beginning on the 4 th day of training, when the pup jumps up, trainer will ignore the
16! Not paying attention (is distracted by an object or for no apparent reason) Incorrect response to a single command pup, and when it places all four paws back on the ground the trainer will ask for a sit. If the dog sits, trainer will reward with petting or a treat. Trainer will attempt to get the pup s attention by saying things such as Pup! Pup! in a high pitched voice and become more engaging until he obeys. Ignore the behavior and try again. (No non reward marker word will be used). If pup needs repositioned in order to attempt the behavior again, trainer will step away and encourage the pup to follow and change positions, then trainer will ask for the behavior again. pup, and when it places all four paws back on the ground the trainer will ask for a sit. If the dog sits, trainer will reward with petting or a treat. Beginning on the 7 th day of training a verbal correction will be added immediately as the pup jumps up, and the trainer will take a step towards the puppy. Beginning on the 14 th day of training, when the pup jumps up trainer will immediately give a verbal correction and knee the puppy. Every 3 days after, the force of the kneeing will be slightly increased if there has not been improvement. Trainer will attempt to get the pup s attention by saying things such as Pup! Pup! in a high pitched voice and become more engaging until he obeys. Trainer will say a non reward marker word and try again. If pup needs repositioned in order to attempt the behavior again, trainer will step away and encourage the pup to follow and change positions, then trainer will ask for the behavior again. If it becomes a habit - the dog gives the incorrect response 3 times when asked - a verbal correction will be added for the following 3 attempts. If the dog continues to give the incorrect response to a particular command for 2 consecutive training sessions, on the third training session a leash correction will be added in addition to the verbal correction. The leash correction will be as mild as possible in order to receive the correct response. Every three days the dog s progress will be
17! Pup performs multiple learned behaviors incorrectly during one training session. Dog walks away from trainer during session Aggression towards a person (barking, growling, ears pinned) Aggression towards a dog while on a leash. If the pup does not perform the correct behavior for 3 consecutive attempts, trainer will attempt become more engaging by using a toy or higher value treats until he obeys. Trainer will also revert back to easier commands and continue rewarding for correct responses until the training session is completed. Trainer will attempt to get the pup s attention by saying things such as Pup! Pup! in a high pitched voice and become more engaging until he returns. Person will stand still and the trainer will redirect the dog by getting him to focus on toy or treat or their voice and ask for a learned behavior such as sit or watch me. The dog will be rewarded if he gives the requested behavior. The dog will then also be rewarded each time the dog acknowledges the person and does not react aggressively. After a maximum of 3 minutes of rewarding the dog for acknowledging the person without reacting aggressively, the person will leave and go out of sight. Trainer will redirect the dog by getting him to focus on toy or treat or their voice and ask for a learned behavior such as sit or watch me. The dog will be rewarded if he gives the requested behavior. The dog will then also be rewarded each time the assessed, and if there is no improvement in his response, the leash correction will be increased. If the pup does not perform the correct behavior for 3 consecutive attempts, the trainer will attempt to become more engaging by using a toy or higher value treats until he obeys. Trainer will also revert to easier commands and continue rewarding for correct responses. If the dog makes 3 consecutive mistakes more than 3 times throughout a training session, the training session will end and the pup will be put in its crate. Trainer will attempt to get the pup s attention by saying things such as Pup! Pup! in a high pitched voice and become more engaging until he returns. If the pup leaves the trainer during a training session more than 3 times, the training session will end and the pup will be put in its crate. Trainer will immediately give a verbal correction and a firm leash correction. Trainer will then ask the dog for a learned behavior such as sit or watch me. The dog will be rewarded if he gives the requested behavior. This will be repeated each time the pup shows aggression. After a maximum of 3 minutes the person will leave and go out of sight. Trainer will immediately give a verbal correction and a firm leash correction. Trainer will then ask the dog for a learned behavior such as sit or watch me. The dog will be rewarded if he gives the requested behavior. This will be repeated each
18! Resource guarding Distracted by a person dog acknowledges the other dog and does not react aggressively. After a maximum of 3 minutes of rewarding the dog for acknowledging the person without reacting aggressively, the dogs will be moved so they are not able to see each other. When the dog has a high valued object and is showing aggression, trainer will give a large piece of meat to the dog. When the dog takes the meat, the trainer will take the item the dog was guarding. Once the dog swallows the meat, the trainer will immediately return the item. Trainer will gradually take the item before giving the meat, until the trainer is able to take an item and walk away without presenting the meat at all. Trainer will redirect the pup s attention by saying things such as Pup! Pup! In a high pitched voice or by using a toy to become more engaging until the dog focuses on trainer again. time the pup shows aggression. After a maximum of 3 minutes the dogs will be moved so they are not able to see each other. Trainer will give a large piece of meat to the dog. When the dog takes the meat, the trainer will take the item the dog was guarding. Once the dog swallows the meat, the trainer will return the item. Trainer will gradually take the item before giving the meat, until the trainer is able to take an item and walk away without presenting the meat at all. If the dog is still resource guarding after 1 week of using the above exchange method at least once each day, then the dog will be hand fed all meals and the exchange exercise will be continued. If after an additional week there is no improvement despite practicing each day, the trainer will attach a leash and set up a scenario for the dog to demonstrate resource guarding. After the dog takes the item, trainer will try to take it from him. If the dog shows aggression, a firm leash correction will be given. When the dog releases the item, a piece of meat will be given in return. For the first 2 weeks of training the trainer will redirect the pup s attention by saying things such as Pup! Pup! In a high pitched voice or by using a toy to become more engaging until the dog focuses on trainer again. After the first 2 weeks, the trainer will give a leash correction when the dog becomes distracted. The correction will be as
19! Distracted by a dog Climbing on lap while training Getting on furniture Trainer will redirect the pup s attention by saying things such as Pup! Pup! In a high pitched voice or by using a toy to become more engaging until the dog focuses on trainer again. Trainer will ignore the pup, or lure the pup away with a treat or toy. Trainer will immediately withhold all acknowledgement of the dog and will reward if the pup gets off and sits. If the pup gets off the furniture but does not sit, trainer will ask for a sit then mark and reward. If pup gets completely on the furniture, trainer will lure him off and use the word off to teach a new command. Trainer will mark and reward when pup gets off and sits. mild as necessary to receive a response. Each week the trainer will assess the dog s progress and if there is no improvement, the leash correction will be slightly increased for the following week. For the first 2 weeks the trainer will redirect the pup s attention by saying things such as Pup! Pup! In a high pitched voice or by using a toy to become more engaging until the dog focuses on trainer again. After the first 2 weeks, the trainer will give a leash correction when the dog becomes distracted. The correction will be as mild as necessary to receive a response. Each week the trainer will assess the dog s progress and if there is no improvement, the leash correction will be slightly increased for the following week. Trainer will change positions so the dog is not able to climb on the lap. For the first 3 sessions, trainer will immediately withhold all acknowledgement of the dog and will mark and reward if the pup gets off and sits. After the first 3 sessions, in addition to withholding all attention, the trainer will begin to push the pup s paws off the furniture, then ask for a sit and reward with petting and praise. After the pup has been corrected during 5 different sessions for getting on the furniture, the trainer will assess the dog s progress and if there has not been improvement, the intensity will be increased. Every 5 sessions following, the dog s progress will be assessed and the intensity will be increased if necessary.
20! Pup is not motivated Aggression towards a dog while playing together Trainer will attempt to get the pup s attention by saying things such as Pup! Pup! In a high pitched voice and become more engaging until he obeys. Trainer will try different types of treats and toys to get the pup s attention and will ask for learned commands instead of new ones. If the pup continues to fail to obey, the trainer will attempt to just engage in a game such as fetch or tug for the remainder of the training session. Dogs will be separated. Trainer will attempt to get the pup s attention by saying things such as Pup! Pup! In a high pitched voice and become more engaging until he obeys. Trainer will try different types of treats and toys to get the pup s attention and will ask for learned commands instead of new ones. If after 5 minutes of attempting to work with the dog the dog still is not motivated, pup will be placed in crate. Dogs will be separated.
21! Appendix C Exercise: Stand Date: Dog Name: Session #: 1 2 or other - Dog Color: Location: Stages: A.! Just learning with the lure B.! Practicing with the lure C.! Practicing with the lure with the verbal command D.! Hand signal and verbal command, varying between with and without lure E.! Hand signal and verbal command without the lure, while still on ground level F.! Hand signal and verbal command only, while standing Distractions:! Sound: o! Dog Reaction: o! Trainer Response:! Person: o! Reaction: o! Trainer Response:! Dog: o! Reaction: o! Trainer Response:!! o! Reaction: o! Trainer Response: Smell: o! Reaction: o! Trainer Response: Other: o! Reaction: o! Trainer Response: Trial # 1 2 3 4 5 6 7 8 9 10 Stage Success Failure Reason Notes:! Food: