LEARN

The humane trainer adopts a considered and systematic procedure for deciding whether aversives are warranted. Trainers should choose the least aversive alternative that is expected to succeed. Figure 2.4 shows a decision-making process that can be used to determine humanely what training approaches to use for a specific dog, owner, and situation.

The flow chart in Figure 2.4 was modified from one contributed by Pamela Reid, Ph.D. It shows a process that can be used to select elements in a training program, including aversives, over time. To become familiar with the chart, select a hypothetical behavior and trace its outcome through the chart until reaching success or another satisfactory resolution.

It is hoped that trainers who decide to use aversives in particular situations will root their decision in the principles and standards presented in this section. In addition, trainers using aversives should fulfill all of the following requirements:

1. Identify factors that maintain the problem behavior.
2. Establish a system for evaluating progress.
3. Build rewards into program to establish desirable behavior.
4. Assess skill of the person who is to deliver the aversive.
5. Choose appropriate form and intensity of aversive.
6. Build in a plan for fading out the need for the aversive.
7. Make sure the aversive is both effective and efficient.

Four types of behaviors are mentioned in the flow chart. How a specific behavior is categorized will vary depending on the dog, the owner and the context:

• Useful - a desired behavior, such as sit, which makes the dog a pleasant companion.
• Critical - a desired behavior, such as a recall, without which the dog may be endangered.
• Nuisance - an undesired behavior, such as chewing up shoes, not requiring immediate action since management procedures can be used in the interim.
• Dangerous - an undesired behavior, such as chasing livestock, that may soon result in harm to another animal, to a human, or to the dog itself.

Figure 2.4: Deciding Whether and When to Use Aversives in a Training Program
(a text description is available)

Key for the flow chart:

• Diamond - Decision.
• Rectangle - Action.
• Oval - Result.

Example 1: Establishing a behavior

A client brings the trainer a young dog that needs to learn to come when called. Since the goal is to establish a new behavior, the trainer uses the right branch of the flow chart. The trainer first uses a reward-based program to teach "come." If the dog performs in a satisfactory manner, training has concluded successfully. If not, the trainer moves down to the next step - to re-evaluate and modify the reward-based training program. For example, it might be necessary to add distractions to the recall training more gradually.

It is up to the trainer and owner how many times they wish to repeat this loop with different training approaches. If all of the modified programs fail, then it is time for the owner to decide, with guidance from the trainer as needed, whether this is a critical behavior or merely a useful one.

"Come" is often a critical behavior, since a dog may endanger itself or others by not coming when called. In this case, the owner decides it is critical, since the dog will be allowed to run off-leash in some places. The trainer thus moves on to the central decision diamond in the chart, asking whether the benefits of using aversives outweigh the risks in this case. If the answer is yes, the trainer then implements an aversive program that meets the requirements.

Example 2: Eliminating a behavior

Clients want their large dog to stop jumping up intensively on guests who arrive at their house. Since the goal is to eliminate a behavior, the trainer uses the left branch of the flow chart. The trainer and owners should determine whether they are dealing with a nuisance behavior or a dangerous behavior. To this family, jumping up is merely a nuisance behavior, since few children or elderly people visit the house.

The trainer uses a reward-based program to teach the dog an incompatible behavior to perform at the door, such as sit. If this succeeds, training is complete. If it fails, the trainer re-evaluates and modifies the program. For example, the trainer may need to work on improving the dog's attention first, so that the dog will look at the owner enough to see the cue for sit.

It is up to the trainer and owner how many times they wish to repeat this loop with different training approaches. If all of the modified programs fail, the owners must decide whether they can manage the problem, by confining the dog whenever guests arrive. If they can, there is no need to implement an aversive program.

Example 3: Dangerous behavior

A client's pet dog has been caught chasing deer after digging out of the yard. Since the goal is to eliminate a behavior, the trainer uses the left branch of the flow chart.

Chasing deer is a dangerous behavior, threatening the safety both of the dog and of others nearby, such as drivers of cars on nearby roads. Some trainers may still choose to start with a reward-based program even in this situation, but the relative risks based on the degree of emergency should be weighed.

The closer the dog has come to harming someone else or to being harmed, the more the benefits of an aversive program may outweigh the risks. In the case of dangerous behavior classified as an emergency, the dog's behavior must be strictly managed during the training period. In this case, the dog should be given no access to the deer and no chance to escape.

Some problems can be managed for a dog's lifetime, but the trainer should consider whether long-term management will have a significant negative impact on the dog's quality of life, for example by reducing opportunities for exercise.

Trainers should:

• Use aversive techniques only when warranted and only within a reward-based training program.
• Have a systematic method of determining when to use aversives.
• Avoid repeated use of aversives that do not lead to a timely change in behavior.
• Avoid using aversives of greater intensity than is needed to bring about a timely change in behavior.
• Understand that aversives may have unwanted side effects, such as the development of fear, aggression, or unintended avoidance.
• Educate owners about the advantages and disadvantages of using aversives. Allow owners to help decide what measures will be used in training.
• Recognize that an aversive can best inhibit behavior if it is directly related to the behavior. For example, if a dog has been putting front paws up on the kitchen counter, sticky tape on the edge of the counter is likely to be more inhibiting than the owner's yell from across the room.
• Never subject a dog to harm, including injury, unconsciousness, or excessive pain or fear. A partial list of techniques that should never be used for these reasons can be found in the Appendix.
• Trainers should never commit any act that would be classified as cruelty to animals under the law.