Animal Behavior College Core Course Stage Two

Learning Objectives

• Learning Objectives

• Understand the LIMA approach

• Explain the Humane Hierarchy and how it applies to dog training

• Explain the function of the ABC Model

• Explain classical and operant conditioning and be able to differentiate between the two

• Define and Explain conditioned response and conditioned stimulus

• Define and Explain conditioned emotional response.

• Define and Explain the four quadrants of operant conditioning

• Know when and how to use positive reinforcement, negative punishment, positive punishment and negative reinforcement

• Know when and how to use Differential Reinforcement of Alternative Behavior (DRA)

• Differentiate between conditioned and unconditioned reinforcement

• Know how to condition a reinforcer

• Know how to charge a marker

• Define and explain the four stages of learning

• Define and explain non-associative learning

• Understand the components of canine cognition and how they relate to dog training

• Understand the process of counter-conditioning

• Differentiate between classical and operant counter-conditioning

• Define and explain extinction and extinction bursts

• Explain schedules of reinforcement and their purposes

• Understand the Premack Principle

• Understand who is at fault when a dog makes a mistake.

• LIMA Approach: A training methodology that emphasizes the least intrusive, minimally aversive techniques for behavior modification.

• Humane Hierarchy: A framework that prioritizes the use of positive reinforcement and less intrusive methods in dog training, relying on the least aversive techniques first.

• ABC Model: A model that describes the Antecedent (the trigger), Behavior (the action), and Consequence (the outcome) of a behavior.

• Classical Conditioning: A learning process where a neutral stimulus becomes associated with a meaningful stimulus, leading to a conditioned response.

• Operant Conditioning: A learning framework that uses consequences to modify voluntary behavior, reinforcing desired behaviors and punishing undesired ones.

• Conditioned Response: The learned reaction to a previously neutral stimulus after conditioning.

• Conditioned Stimulus: A stimulus that elicits a conditioned response after being associated with an unconditioned stimulus.

• Conditioned Emotional Response: An emotional reaction that occurs as a result of classical conditioning.

• Four Quadrants of Operant Conditioning:

  • Positive Reinforcement: Adding a positive consequence to encourage a behavior.

  • Negative Reinforcement: Removing a negative consequence to encourage a behavior.

  • Positive Punishment: Adding a negative consequence to discourage a behavior.

  • Negative Punishment: Removing a positive consequence to discourage a behavior.

• Differential Reinforcement of Alternative Behavior (DRA): A strategy that reinforces a desirable alternative behavior instead of the undesired behavior.

• Conditioned vs. Unconditioned Reinforcement: Conditioned reinforcement is a learned reward, while unconditioned reinforcement is one that is naturally reinforcing without prior learning.

• Conditioning a Reinforcer: The process of associating a neutral stimulus with a reinforcing stimulus to create a conditioned reinforcer.

• Charging a Marker: The technique of associating a specific sound or cue with a positive reinforcement to signal to the dog that a behavior is desirable.

• Four Stages of Learning: The process of skill acquisition typically involves unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence.

• Non-associative Learning: A type of learning that involves changes in response to a single stimulus rather than forming associations between multiple stimuli.

• Canine Cognition: The study of how dogs think, learn, and understand their environment, which informs training practices.

• Counter-conditioning: A behavioral modification process that changes an animal's response to a stimulus by associating it with a positive experience.

• Classical vs. Operant Counter-conditioning: Classical counter-conditioning involves changing emotional responses, while operant counter-conditioning involves modifying behaviors through reinforcement strategies.

• Extinction: The process by which a previously reinforced behavior is weakened when reinforcement is no longer provided.

• Extinction Bursts: Temporary increases in the frequency or intensity of a behavior just before it begins to decrease during extinction.

• Schedules of Reinforcement: The rules defined for when a behavior will be reinforced, influencing how quickly a behavior is learned and maintained.

• Premack Principle: A concept in behavioral psychology that states that more probable behaviors can reinforce less probable behaviors, resulting in

Chapter 2

Least Intrusive, Minimally Aversive Approach Animal Behavior College’s philosophy is that creating a canine-human relationship built on positive interaction and consistency can: often deter future unwanted behavior problems; facilitate faster learning; and even solve existing behavioral challenges. This philosophy incorporates scientif i c behavioral principles of operant conditioning theory and the LIMA approach. LIMA, short for Least Intrusive, Minimally Aversive, was coined by Stephen Lindsay in his book Handbook of Applied Dog Behavior and Training: Procedures and Protocols. ABC believes in using the LIMA approach as needed to achieve success and improve the human-animal bond. So, we instruct on a variety of animal training methods and ideologies provides the most comprehensive education.

Least Classical Conditioning Operant Conditioning Learned association between a conditioned stimulus and an involuntary response.

Example: A dog has learned to associate the sound of a ringing bell with the arrival of food.

Learned association between a voluntary behavior and a consequence. Example: A dog has learned to associate sitting after hearing the rustle of a treat bag with getting treats.

Peanut Butter Dog Treats All Natural Images: Adobe SClassical Conditioning Operant Conditioning Learned association between a conditioned stimulus and an involuntary response.

Example: A dog has learned to associate the sound of a ringing bell with the arrival of food.

Learned association between a voluntary behavior and a consequence. Example: A dog has learned to associate sitting after hearing the rustle of a treat bag with getting treats.

Peanut Butter Dog Treats All Natural Images: Adobe behavior through classical conditioning, operant conditioning or—most often—by using both.

Classical Conditioning Classical conditioning is also called “Pavlovian conditioning” after the Russian physiologist Ivan Pavlov. While studying the canine digestive system, Pavlov observed that the dogs salivated in anticipation of food whenever a lab-coat-wearing person appeared—with or without any food. Pavlov then decided to see if he could provoke a conditioned response (an automatic response that is taught) to a neutral stimulus. He used a bell as the neutral stimulus and rang it each time the dogs were fed. Fairly quickly, the dogs made the association between the sound of the bell and food. At the mere sound of the bell, the dogs would begin to drool in anticipation of food.

Classical conditioning is an associative learning process, which is best def i ned as the ability of a dog to understand a simple association, such as with Pavlov’s bell and the food. To completely understand classical conditioning, it’s important to know these terms: conditioned stimulus, conditioned response and conditioned emotional response. For all three terms, conditioned refers to a dog learning what something means.

A monument at the Koltushi Pavlov Museum near St.

Petersburg, Russia to Ivan Petrovich Pavlov and his dog.

aphonua/Adobe Stock Trainers use classical conditioning to teach a dog to associate a marker (e.g., click or ”Yes”) with a reward such as food or a toy (i.e., conditioning a stimulus) in order to make the marker a conditioned reinforcer for future desired behaviors.

duncanandison/Adobe Stockockock

The ABC Model U nderstanding the underlying process for changing a dog’s behavior is as simple as knowing your ABCs: Antecedent, Behavior and Consequences. † Antecedent: what is going on right before a behavior (a cue, trigger, etc.); setting events (environment); and/ or providing motivation (e.g., using a lure or making a “smoochy” sound).

† Behavior: the observable outcome, such as a Sit.

† Consequences: what happens after the behavior; giving or withholding a reward.

Antecedent Arrangement is the process of manipulating a dog’s environment to ensure their success in learning a new behavior. For example, if a dog has a dif f i cult time learning how to perform Down on a hard, slick surface, their owner or a trainer can easily manipulate the environment by adding a soft non-skid rug to prevent slipping. Another example: A dog is just learning how to walk politely on a leash. The trainer (or owner) practices the new behavior in a distraction-free area, such as a hallway inside the home.

When trying to inf l uence behavior, people generally focus too much on consequences: did the dog sit or not. This is especially true when working to decrease or eliminate negative behaviors, such as barking, jumping, etc. You should carefully arrange antecedents to ensure a dog can easily perform the appropriate behavior. This makes selecting consequences easy; when all the behaviors are acceptable, all the consequences will be positive.

Antecedent Behavior Consequence anna_zasimova/Adobe Stock When preparing to teach a dog a new behavior—such as politely waiting by the door for a walk—you need to ensure you use good motivators and that there are no distractions.

Javier brosch/Adobe Sto

addition, antecedent arrangement is the preferred fi rst choice—after assuring a dog’s wellness—when you follow Humane Hierarchy procedures and use the LIMA approach.

ABC Example: Dog Jumps on Visitors · Antecedent: Ask a friend to stand still about 6 feet away while you hold the dog’s leash.

· Behavior: The dog sits or keeps all four feet on the ground.

· Consequence: You or your friend gives/tosses the dog treats as a reward.

Once the dog learns to keep all four feet on the ground or sit, it’s time to change the antecedent arrangement so that the visitor is standing closer or the dog is unleashed.

Image left: In order to earn a reward (consequence), the dog must keep all of his feet on the ground (behavior) when someone is standing close by (antecedent).

Image right: If he is unable to keep all four feet on the ground (behavior), he will not earn a reward (consequence), and you will need to change the antecedent by having your friend stand farther away.

Jesse Hernandez/Animal Behavior College Inc.

addition, antecedent arrangement is the preferred fi rst choice—after assuring a dog’s wellness—when you follow Humane Hierarchy procedures and use the LIMA approach.

ABC Example: Dog Jumps on Visitors · Antecedent: Ask a friend to stand still about 6 feet away while you hold the dog’s leash.

· Behavior: The dog sits or keeps all four feet on the ground.

· Consequence: You or your friend gives/tosses the dog treats as a reward.

Once the dog learns to keep all four feet on the ground or sit, it’s time to change the antecedent arrangement so that the visitor is standing closer or the dog is unleashed.

Image left: In order to earn a reward (consequence), the dog must keep all of his feet on the ground (behavior) when someone is standing close by (antecedent).

Image right: If he is unable to keep all four feet on the ground (behavior), he will not earn a reward (consequence), and you will need to change the antecedent by having your friend stand farther away.

Jesse Hernandez/Animal Behavior College Inc.Unconditioned and Conditioned Reinforcers The terms unconditioned (unlearned) and conditioned (learned) reinforcers are used interchangeably with primary and secondary reinforcers, respectively, within the dog training world.

When using unconditioned reinforcers (treats) during training, it’s nearly impossible to time the treat perfectly, which is why conditioned reinforcers are so important.

Remember, positive reinforcement is a part of operant conditioning that strengthens or increases a behavior.

UNLEARNED Unconditioned Reinforcer or Primary Reinforcer LEARNED Conditioned Reinforcer or Secondary Reinforcer