Animal Behavior Consulting: Theory and Practice: Spring 2007

Animal Behavior
Consulting:
Theory and Practice
A publication of
The International Association
of Animal Behavior Consultants
Vol. 3, No. 1
Spring 2007
Animal Behavior Consulting: Theory and Practice

Spring 2007
Vol. 3, No. 1 Spring 2007
President
Lynn Hoover, LSW, CDBC
Editors
Beth Adelman, MS, CABC
Mychelle Blake, MSW, CDBC
Journal Review Board
Susan Bulanda, MAT, CDBC Myrna Milani, DVM, CABC
Mary Burch, PhD, CABC James O'Heare, CDBC
Linda Case, MS, CABC Joanne Oliva-Purdy, PhD, CABC
Steve Dale, CABC Merope Pavlides, PhD, MEd
Ian Dunbar, PhD, DVM, CABC Valerie Pollard, CDBC
Lynn Hoover, MSW, CDBC Veronica Sanchez, MEd, CABC
Pam Johnson-Bennett, CABC Dani Weinberg, CDBC
Sue Kapla, PhD, CABC Liz Wilson, CVT, CPBC
The International Association of Animal Behavior Consultants
The International Association of Animal Behavior Consultants, Inc. is a professional association for the field of animal
behavior consulting. The association represents the professional interests of behavior consultants throughout the
world. It is involved with the problems, needs, and changing patterns of animal-owner relationships, and helps to
ensure that the public’s needs are met by trained practitioners. The association provides the tools and resources
animal behavior professionals need to succeed. It works tirelessly to nourish the animal-human bond.
The association’s members meet rigorous standards for education and training and are held to the highest ethical
standards of the profession. Clinical members qualify as Certified Animal Behavior Consultants (CABC). They
work with multiple species, including dogs, cats, horses, birds, and other animals. They have met the highest
standards of the profession for education and clinical experience. Associate members are consultants in clinical
practice, on the path to Clinical membership. The IAABC facilitates research, theory development, and education.
It develops standards for education and training, professional ethics, and the clinical practice of animal behavior
consulting. Animal Behavior Consulting: Theory and Practice is the professional journal of the IAABC and is
published semi-annually. All published work contained within is copyright 2007 The International Association of
Animal Behavior Consultants, unless otherwise indicated.

Spring 2007
Submission Guidelines
Animal Behavior Consulting: Theory and Practice is published in accordance with the purposes of the sponsoring
organization, the International Association of Animal Behavior Consultants, Inc. (IAABC). The IAABC Mission
is to assist and educate owners and handlers of companion animals to prevent problems and to interrupt
the cycle of inappropriate punishment, rejection, and euthanasia of animals with behavior problems that are
resolvable. This mission is accomplished by providing state-of-the-art education and training to animal behavior
professionals, so they can analyze, predict and resolve problem behaviors, and by advocating and promoting
humane intervention.
The IAABC Journal accepts articles on the following topics:
• Case studies
• Research reviews and studies
• Animal behavior consulting practice
• Book and DVD/video reviews
• Essays
Articles are selected on the basis of appropriateness, clarity, significance, timeliness, and contribution to the field of
animal behavior consulting. Authors need not be members of the IAABC to submit manuscripts. No remuneration
is paid for accepted manuscripts.
Business matters are handled by IAABC’s business office. Inquiries should be addressed to IAABC, 505 Timber
Lane, Jefferson Hills, PA 15025. Phone: (412) 384-2677, or e-mail journal@iaabc.org.
Copyright on all materials published in Animal Behavior Consulting: Theory and Practice is held by the authors.
Permission to reproduce such copyrighted materials must be obtained through IAABC and the authors. Requests
can be made by emailing journal@iaabc.org. No portion of an article may be reproduced without permission in
writing. Reprint orders for individual articles are handled by the IAABC business office. If the manuscript contains
more than 100 words of material previously published elsewhere, the authors must obtain written permission
from the copyright holder to include this material in publication of their manuscript in Animal Behavior Consulting:
Theory and Practice. Any costs associated with obtaining this permission are the responsibility of the author or
authors.
Manuscripts should be submitted to nikitadog31@yahoo.com by electronic submission. Microsoft Word or RTF

files are the preferred format.
Manuscripts are accepted for consideration with the understanding that they have not been published previously
and are not being considered simultaneously for publication elsewhere. The right to reject any manuscript or return
it to the author for format, style, or other revisions before accepting it for publication is reserved by the editor-
in-chief. Submission of a manuscript by the author(s) assumes acceptance of editing by the Animal Behavior
Consulting: Theory and Practice editorial staff.
Please submit with your article
• highest earned degree(s).

• professional certifications (e.g. CPDT, CDBC).
• current professional or departmental affiliation if applicable, and location.
• any changes in affiliation subsequent to the time of the study if this is a research submission.
• previous presentations of the paper, grants, or thanks and acknowledgments.
Spring 2007
Submission Guidelines
• contact information including e-mail.

Citations
The guide for citation style is the Publication Manual of the American Psychological Association (5th ed.).
This guide can be obtained from the Order Department, American Psychological Association, PO Box 92984,
Washington, DC 20090. The guide can also be ordered on the American Psychological Association’s Web site,
www.apastyle.org/pubmanual.html. A more detailed description of citation style and formatting can be obtained
from the editors.
PLEASE NOTE: Articles with incorrectly formatted references will be returned to the author for corrections.
A note regarding terminology: There is controversy, frequently quite heated, over whether a person who keeps
a companion or service animal should be called that animal’s “owner” or its “guardian.” Because usage here
often reflects a writer’s strongly held ethical beliefs and political opinions, to impose another term may effectively
misrepresent his or her point of view. The editors of Animal Behavior Consulting: Theory and Practice have
concluded that it is best to let each writer make the choice of terminology. Therefore, the use of terminology
regarding animal ownership or guardianship is a reflection of the author or authors’ own beliefs and not necessarily
a reflection of the beliefs of the editors or the IAABC. We ask our readers and members to bear in mind that
whatever our differences in this respect, we are united in our goal of working with animals and people in the most
scientific and compassionate way possible.
If you wish to submit photos with your article, they must be in 200 dpi or higher resolution.

Spring 2007
Vol. 3, No. 1 Spring 2007
Table of Contents
President’s Message..................................................................................................... 6
The IAABC Board of Directors and IAABC Divisions........................................................... 7
Association & Member News.......................................................................................... 8
IAABC in the News....................................................................................................... 9
IAABC Commitees....................................................................................................... 10
IAABC Statement on Core Areas of Competency.............................................................. 11
IAABC Vision and Mission Statements and Core Values..................................................... 14
Professional Relations Strategy Group............................................................................ 15
Bengal Cats: A Study in Behavior.................................................................................. 16

Marilyn Krieger, CABC
Electronic Training Devices: A Review of Current Literature............................................... 22

Jo Jacques, CPDT, CPCT and Sandy Myers, CDBC
Extinction of a Disruptive Behavior in a Learning Challenged Domestic Cat: A Case Study..... 40

Jennifer LeBaron Michels, CABC
Case Study: Cat Meets Dog - Bringing Magic Home.......................................................... 48

Amy D. Shojai, CABC
Protocol for Relaxation in Equines.................................................................................. 55

Connie Dwyer, MS, CABC, CPDT and Debbie Strother, MS, BCBA, CABC
Book Review: Help for Your Fearful Dog by Nicole Wilde.................................................... 59

Reviewed by Valerie Pollard
Letters to the Editor may be sent to journal@iaabc.org.

Spring 2007
Message From the President
by Lynn D. Hoover, LSW, CDBC
“There is nothing more difficult to take in hand, more perilous to conduct, or more uncer-
tain in its success, than to take the lead in the introduction of a new order of things.”
~ The Prince by Machiavelli
Three and a half years ago, we set out to establish the profession of animal behavior
consulting. While we appreciate the contributions of the allied professions and wish them well,
we carved out an original path for the IAABC. Animal behavior consultants have a unique
knowledge, skill, and ethics base, and provide an incomparable service.
The IAABC is on track for a newly emerging profession. IAABCs Commission on Standards is
mid-stream in a seven-year plan to meet real-time needs in the communities where companion
animals with issues live. We are past the grandfathering period with certification and the process
is complicated, thorough, not easily understood. Standards reviewers get to know applicants
over time, and with input from applicants, discern areas of competency and areas for growth.
The purpose of the certification process is to enhance learning throughout. A tremendous
amount of reviewer and applicant energy is being devoted to establishing plans with provisions
that must be met for certification.
Certification is evolving. The Standards Exam Commission is chaired by Dr. Lore Haug, with
Leslie McDevitt, Carol Stewart, Barbara Davis, Elise Gouge, and Lee Livingood. They defined
beautifully the core areas of competency and will bring us objective testing as an added and,
eventually, the primary measure of competency.
We recently formed the Professional Relations Strategy Group with a powerhouse group to
work through conceptual issues and advocate for our profession: Jim Barry, Dr. Mary Burch,
Elisabeth Catalano, Kathie Compton, Cassia Drake, Dr. Ian Dunbar, Nancy Frensley, Lynn Hoover,
Pam Johnson-Bennett, Mira Jones, Niki Lamproplos, Trish McMillan, Dan McNally, James O’Heare,
Valerie Pollard, Dr. Sarah Richardson, Stephen Robinson, Veronica Sanchez, Jeff Silverman,
Debbie Strother, Janice Triptow, Tom Van Winkle, and Janet Velenovsky. In addition, a high
percentage of the membership is involved in supporting the profession and advancing the IAABC
mission.
In sum, we can hold our heads high. Life’s work here is being well done. We will spend more
time in 2007 educating members about terminology, boundary issues with the allied professions,
and what members can do to promote animal behavior consulting and the IAABC. Of course,
we speak best for our profession when we handle consulting with excellence that leads to
improvements in conditions for animals.
I look forward to meeting many IAABC members at IAABC’s April conference in Cleveland. I
wish you could all celebrate with us. We will post pictures for those who could not attend.
Spring 2007

THE IAABC BOARD OF DIRECTORS

Lynn Hoover
President
Pam Johnson-Bennett
Vice President
Veronica Sanchez
Vice President
Debbie Winkler
Vice President
Liz Wilson
Treasurer
Beth Adelman
Member
Chris Bach
Member
Chris Hamer
Member
Mira Jones
Member
Debbie Strother
Member
IAABC DIVISONS
Cat Behavior Consulting Division

Pam Johnson-Bennett, Chair & Founder; Beth Adelman, Steve Dale, Marilyn Krieger
Dog Behavior Consulting Division

Lynn Hoover, Chair; Jim Barry, Tutorial
Horse Behavior Consulting Division

Debbie Strother, Chair; Melinda Berger, Connie Dwyer, Co-Chairs;
Lauren Berrouard, Coordinator Student Affiliate Program; Nikki Dwyer, Associate Coordinator Student Affiliate Program
Human-Animal Mutualism Division

Veronica Sanchez, Chair & Founder; Darlene Arden, Nina Bondarenko, Susan Bulanda, Christy Hill, Tara McLaughlin,
Jane Miller, Robin Pool, Janet Velenovsky,
Parrot Behavior Consulting Division

Liz Wilson, Chair & Founder; Bonnie Kenk, Karen Webster

Spring 2007

Association and Member News
The Cat Division has a new book discussion group. The discussion is held via teleconference.
Participation in the book discussion group enables a member to earn CEUs. Members who want
more information can e-mail Pam Johnson-Bennett (Cat Division Chair) at pjohnbenn@yahoo.
com.
Pam Johnson-Bennett, CABC, has a new book coming out in November, 2007. The title
is Starting From Scratch: How to Correct Behavior Problems in Your Adult Cat. The publisher is
Viking/Penguin.
Member Elise Gouge, along with trainer Alyssa B. Ward, have created a directory listing local
pet care providers in the Pioneer Valley of Massachusetts. The directory includes veterinarians,
trainers, groomers, doggie daycares, kennels, pet sitters and dog walkers. All providers have
been evaluated to ensure that they offer progressive, high-quality services for pet owners. It can
be viewed on line through www.petbehaviorsconsulting.com and www.friendlypettraining.com.
Darlene Arden, CABC, has a new book to be released in June, 2007. Rover, Get Off Her
Leg! is published by H.C.I. Arden describes the book as “a behavior book with a warped sense
of humor. I identify behavior problems, what to do, and what not to do. Along the way are real
anecdotes with the names changed in most cases to protect the guilty. The information is solid,
but it’s intended to make the pet owner not feel so ‘alone,’ because the same thing or worse has
probably happened to someone else.” Arden will be at Book Expo America at the Jacob Javits
Center the first week in June to sign books. Says Arden, “It was a tremendous honor to have
my publisher invite me to be part of this prestigious book event. And, yes, IAABC is certainly
mentioned in the book!”
Aggressive Behavior in Dogs by James O’Heare, released in March 2007, is a

comprehensive technical manual written for professional dog behavior consultants. It discusses
understanding aggressive behavior in dogs, functionally assessing the behavior, and constructing
systematic behavior change programs, as well as consulting skills and case management. See
www.dogpsych.com for details.
Cynology College has changed its name. It is now The Companion Animal Sciences
Institute and can be found at www.CompanionAnimalSciencesInstitute.com. The change
reflects expansion of the coursework into other species, such as parrots and cats, as well as in
fitness and nutrition.
Jim Barry and Susan Smith, together with co-author Mary Emmen, have published
Positive Gun Dogs: Clicker Training for Sporting Breeds. Positive Gun Dogs is the first book
published in the United States on positive training for field sports. It is available from Karen
Pryor’s Sunshine Books at www.clickertraining.com/store/?item=pogundo.

Spring 2007
Member & Association News
Cassia Drake, MA, CDBC, CPDT, has accepted a part-time fellowship with the Center to
Study Human-Animal Relationships and Environments at the University of Minnesota. She will be
evaluating and analyzing current literature on the human-animal bond and preparing educational
materials based on those findings.
Leslie McDevitt's book, Control Unleashed: Creating a Focused and Confident Dog, will be
available the first week of June 2007. The book contains a program designed to help reactive or
easily stressed or distracted dogs learn to focus, relax around their "triggers," and reliably work
off lead in challenging environments, such as agility trials. It will be published by Clean Run
Press, and includes a foreword by Sue Sternberg.
Bonsai Birds is pleased to announce that you can shop online in our web store to support
our efforts to start a nonprofit organization for parrot rescues, re-homing, and educational
materials for aviancare-givers. All sales generated through our web site and in our actual store
go towards these efforts. Our mission statement is, "Striving for optimum avian care through
education, outreach and experience,” and we need your help to reach these big goals and
dreams for the birds! All of our products are approved bird-safe by Dr. Greg Burkett, Diplomate
of the American Board of Veterinary Practitioners in Avian Practice. We do the best that we can
to keep our pricing competitive and your IAABC membership get you a discount on all of your
purchases! Don't forget to check out Ann Castro's “The bird school: Clicker training for parrots
and other birds.” Contact us through our web site for more information: www.BonsaiBirds.com.
Mira Jones and the TailLights crew have recently relocated from Texas to the Upstate of
South Carolina.
IAABC in the News

“Kids and Dogs: A Cautionary Tail,” by Veronica Sanchez, Chair of IAABCs Human-Animal
Mutualism division, was published in the March 2007 issue of Washington Parent. http://www.
washingtonparent.com/articles/0703/dogs.html.
IAABC President Lynn Hoover’s letter is being published in response to the In Brief: Practice
and Procedure, in the Journal of Veterinary Behavior, Jan./Feb., Vol 2, No. 1, “The role and
limitations of trainers in behavior treatment and therapy,” by Andrew U. Luescher PhD, DACVB,
DECVBM-CA, Gerrard Flannigan DVM, MSc, DACVB, Diane Frank DVM, DACVB, and Petra Mertens
FTAV, CAAB, DECVBM-CA, DACVB. The IAABC’s statement on the profession of animal behavior
consulting will be published in the Journal of Veterinary Behavior, March/ April, Vol. 2, No 2,
www.journalvetbehavior.com. Hoover’s letter is also posted on the IAABC web site, http://www.
iaabc.org/JVetBeh.htm.
An article and audio an interview Steve Dale, CABC, did with Cesar Millan, with IAABC
President Lynn Hoover contributing, can be found at http://www.stevedalepetworld.com.

Spring 2007
10
IAABC COMMITTEES
Certification Exam Committee

Lore Haug, Chair; Leslie McDevitt, Barbara Davis, Elise Gouge, Carol Stewart, Lee Livingood
Consultant for Feline Behavior Consulting Education

Pam Johnson-Bennett
Editorial & Journal Review Board

Mychelle Blake, Beth Adelman, Editors; Susan Bulanda, Mary Burch, Linda Case, Steve Dale,
Ian Dunbar, Lynn Hoover, Pam Johnson-Bennett, Sue Kapla, Myrna Milani, James O'Heare
Joanne Oliva-Purdy, Merope Pavlides, Valerie Pollard, Veronica Sanchez, Dani Weinberg, Liz Wilson
Education Committee
Chris Hamer, Sylvia Koczerzuk
Ethics Committee
Michael Burkey, Chair; Carolyn DiFiore, Niki Lamprolos, Angie Neal
Members Assisting with Standards, Criteria, and Consultant Education

Jim Barry, Patricia Bentz, Mychelle Blake, Mary Burch, Kathie Compton, Barbara Davis, Michelle Douglas, Anne Ferry,
Elise Gouge, Lore Haug, Lynn Hoover, Pam Johnson-Bennett, Mira Jones, Bonnie Kenk, Marilyn Krieger, Pam Kundro,
Lee Livingood, Lorraine Martinez, Leslie McDevitt, Lisa Mullinax, Susan Pfadt, Valerie Pollard, Kelly Ryan,
Pia Silvani, Carol Stewart, Dani Weinberg, Liz Wilson, Debbie Winkler
Membership Committee
Mira Jones, Chair; Kathie Compton
Panel Discussions Committee (Ad Hoc)

Chris Bach, Jim Barry, Mychelle Blake, Cindy Bruckart, Connie Dwyer, Obi Fox, Nancy Frensley, Lynn Hoover,
Eve Marschark, Leslie McDevitt, Chris Redenbach, Morgan Spector
Professional Relations Strategy Group

Lynn Hoover, Chair; Jim Barry, Mary Burch, Elisabeth Catalano, Kathie Compton, Cassia Drake, Ian Dunbar,
Nancy Frensley, Pam Johnson-Bennett, Mira Jones, Niki Lamprolos, Trish McMillan, Dan McNally, James O'Heare,
Valerie Pollard, Sarah Richardson, Stephen Robinson, Veronica Sanchez, Jeff Silverman, Debbie Strother,
Janice Triptow, Thomas Van Winkle, Janet Velenovsky
Publications Consultant
Beth Adelman
Scientific Studies Committee

Sandy Myers, Chair; Linda Case, Amy Cook, Barbara Davis, Jo Jacques Valerie Pollard, Daphne Robert-Hamilton,
Norine Twaddell, Thomas Van Winkle
Shelter Task Force

Jenn Barg, Mary Burch, Vinny Catalano, Dee Ganley, Sarah Kalnajs, Jill Nugent, Pia Silvani, Sue Sternberg,
Kelsey Williams
Tutorials Committee
Jim Barry, Dog Division; Liz Wilson and Bonnie Kenk, Parrot Division;
Pam Johnson-Bennett and Marilyn Krieger, Cat Division; Connie Dwyer, Horse Division
Veterinary Newsletter Committee

Chris Redenbach, Chair; Marie Alonso, Patricia Bentz, Jamie Bozzi, Ann Castro, Steve Dale, Obi Fox, Lore Haug,
Pam Hogle, Cara Vacchiano
Spring 2007
11
IAABC Statement on Core Areas of Competency
I. ASSESSMENT AND INTERVENTION STRATEGIES

A. History Taking Skills And History Assessment
1. Eliciting accurate information
2. Interpretation of information provided
3. Assessing owner interpretation of behavioral issues
B. Behavior Problems
1. Separation related problems
2. Aggression
3. Problems related to social signaling
4. Sexual/reproductive
5. Maternal
6. Fears/phobias
7. Anxiety disorders
8. Repetitive behaviors
9. Unruliness
10. Vocalization
11. Ingestive disorders
12. Elimination disorders
13. Destructive behavior
C. Behavioral Observation Skills
1. Accurate observation and interpretation of behaviors demonstrated by the
animal
2. Ability to integrate information obtained by direct observation of the animal
and the humans involved
D. Integration of behavioral, historical, medical and physiologic data
E. Intervention Strategies
1. Management and safety interventions
2. Behavior modification protocols
3. Knowledge and appropriate use of training equipment
4. Ability to apply scientific learning theory principles to treatment strategies
F. Training Methods
1. Lure/reward
2. Shaping
3. Clicker training
Spring 2007
12 IAABC Statement on Core Areas of Competency
4. Prompting
5. Compulsion
G. General knowledge of psychopharmacological use
II. COUNSELING SKILLS AND SOCIAL SYSTEMS ASSESSMENT

A. Awareness of social structure and proximate environment on animal’s behavior
B. Ability to assess human attitudes and how these impact the animals behavior and
the outcome of the problem
C. Ability to asses family’s goals and discuss these in non-judgmental manner
D. Awareness of human personality types
E. Observation and interpretation of human behaviors
F. Awareness and ability to utilize human learning styles
G. Ability to develop solutions that function for all members involved
H. Ability to assist in counseling family members in conflict to arrive at a common goal
I. Awareness of ancillary support services
1. Veterinarian
2. Social services
3. Alternative practitioners
4. Psychological counseling
III. BEHAVIORAL SCIENCE

A. Learning Theory
1. Operant conditioning
2. Classical conditioning
3. Desensitization, counterconditioning
4. Observational learning
5. Habituation, sensitization
6. Latent learning
7. Flooding
B. Evaluation of scientific information and data analysis
C. Use of scientific data to enhance understanding of behavioral systems
D. Ability to apply scientific data to behavior modification programs
E. Ability to collect and utilize data related to modification programs to monitor and
improve performance

Spring 2007
IAABC Statement on Core Areas of Competency 13
IV. GENERAL KNOWLEDGE OF ANIMAL BEHAVIOR

A. Ethology
B. Communication behaviors
C. Genetics
D. Domestication and evolution
E. Wild ancestors and the implication for evaluating domestic animal behavior
F. Basic neuroanatomy and neurobiology (as relates to behavioral assessments)
G. Endocrinology and physiology
V. SPECIES SPECIFIC KNOWLEDGE

A. General overview of gross anatomy
B. Physiology
C. Nutrition and diet
D. Exercise and housing requirements
E. Breed specific characteristics
F. Common health issues
G. Interpretation of body language
H. Developmental stages
IAABC Standards Exam Commission: Lore Haug, Chair; Carol Stewart, Leslie McDevitt, Barbara
Davis, Elise Gouge, Lee Livingood

Spring 2007
14
VISION:
IAABC is dedicated to becoming the premier international organization that represents
the animal behavior consulting profession and strengthens and enhances animal-human
relationships throughout the world
MISSION:
The IAABC Mission is to assist and educate owners and handlers of companion animals
to prevent problems and to interrupt the cycle of inappropriate punishment, rejection, and
euthanasia of animals with behavior problems that are resolvable. This mission is accomplished
by providing state-of-the-art education and training to animal behavior professionals, so they
can analyze, predict and resolve problem behaviors, and by advocating and promoting humane
intervention.
CORE VALUES:
Positive Regard: We believe that positive regard and respect for colleagues and clients
are essential to advancing our profession and meeting the needs of animals with issues. As
professionals, we are expected to treat others with respect, including those whose opinions and
methodologies differ from our own.
Humane Practices: We support humane methods and embrace the LIMA principle (Least
Intrusive and Minimally Aversive interventions). We advocate for companion animals but do not
support extreme positions or welcome activism that causes harm.
Innovation: We believe in visionary thinking and progressive action to bring about positive
change to animals and our profession. We will continually search for new ways to improve
IAABCs efficiency and effectiveness so we can maximize its contribution to society. We support
member creativity and innovation.
Collaboration: We value our members as our primary human resource and asset in achieving
IAABCs Vision and Mission. As leaders, we recognize that cooperation and exchanges of usable
information between animal behavior consultants, clients and the allied professions is essential
to our success.
Integrity: As evidenced by the individual effort of each member to act as professionally,
ethically, honestly and compassionately as possible under all circumstances.

Spring 2007
15
PROFESSIONAL RELATIONS
STRATEGY GROUP
The purpose of the Professional Relations Strategy Group is to advance the profession of animal
behavior consulting in communities throughout the world. Strategy group members write
and publish articles, educate members about terminology and professional issues, influence
legislative trends and activities, define terms and professional boundaries, and develop
collaborative approaches to working with the allied professions.
Jim Barry
Dr. Mary Burch
Elisabeth Catalano
Kathie Compton
Cassia Drake
Dr. Ian Dunbar
Nancy Frensley
Lynn Hoover
Pam Johnson-Bennett
Mira Jones
Niki Lamproplos
Trish McMillan
Dan McNally
James O’Heare
Valerie Pollard
Dr. Sarah Richardson
Stephen Robinson
Veronica Sanchez
Jeff Silverman
Debbie Strother
Janice Triptow
Tom Van Winkle
Janet Velenovsky
Thank You!

Spring 2007
16
Bengal Cats: A Study in Behavior

Marilyn Krieger, CABC
Bengal Cats are unique. They differ from other domestic cats in many ways. These include
their look, personality, intelligence, and activity levels. The origin of the Bengal Cat is different
from other domestic cats because the breed was developed by crossing the Asian Leopard Cat
(Felis bengalensis)1, a small wild cat indigenous to Asia and parts of Russia, to a domestic cat
(Felis silvestris catus). The domestic cat most commonly used in the development of the breed
is the Egyptian Mau, and early on, the Domestic Shorthair. The result of this union is the Bengal
Cat, a domestic cat who has a delightful personality and is extremely intelligent and affectionate.
The majority of Bengal Cats who are adopted or sold as companion animals are at least
four generations away from the Asian Leopard Cat (ALC). The closer the Bengal is to the ALC,
filially (F), the more ALC personality traits typically show up. Bengals who have a parent (F1),
grandparent (F2), or great grandparent (F3) are considered Early Generation (EG) or Filial
Bengals. Typically, Bengals who are in pet homes are four to seven generations away from the
ALC.
Some media sources and individuals describe all generations of Bengals as wild,
temperamental, untamable, and prone to behavior problems. This is simply not true. As with
all breeds, there are many factors that can affect a cat’s behavior throughout her life. The way
people interact with cats is one of the major factors that can influence a cat’s behavior. Having
the genes of an ALC in the Bengal Cat lines doesn’t make them any more wild, or prone to
behavior problems, than any other domestic cat breed.
The following four rescue groups were polled on how many cats were brought in to rescue
for behavior problems in 2006: Great Lakes Bengal Rescue, Maine Coon Adoptions (California
Chapter), Pennsylvania Manx Rescue and Southern California Abyssinian Rescue2. Each group
was asked the following questions:
1. How many cats were brought in to the rescue group in 2006?
2. How many of those cats were brought in due to behavior issues?
3. How many of the cats with behavior issues were rehabilitated and rehomed?
4. How many were unable to be rehabilitated and rehomed due to behavior issues?
The results of the poll, illustrated in Table 1 (see page 21), indicate that Bengals surrendered
to rescue groups are not more prone to behavior issues than are other breeds of cats. On the
contrary, these statistics indicate that Bengal Cats may be less prone to behavior issues then
some of the other breeds. (A more complete study would need to be conducted to confirm this.)
In order to understand the Bengal Cat’s uniqueness, it is important to become familiar with
the Asian Leopard Cat. Please note that many of the comments in this paper concerning ALCs
are based on observations of ALCs born in captivity. Some of these captive ALCs are extremely
tame, having been bottle-fed and well-socialized since birth by their care providers. Most of
these ALCs are currently being used in the development and refinement of the Bengal Cat breed.
Spring 2007
Bengal Cats: A Study in Behavior 17
The ALC is a small, shy, non-aggressive cat who is

both prey and predator. In their natural environment,
they would rather flee from potential threats than fight.
They are very agile and elusive and have adapted
well to their environment. Being nimble jumpers and
accomplished swimmers, they are comfortable high up
in the treetops or swimming in a marsh.
Water serves many purposes in the life of an Asian
Leopard Cat. In her natural environment, the ALC is
very comfortable swimming and fishing in swamps,
Asian Leopard Cat (ALC) Felis bengalensis prionailurus. streams, and other bodies of water. It is not unusual
Photo: MKrieger for ALCs to dispose of their excrement in running water.
One theory for this behavior is that the feces will be
washed downstream by the running water, thus hiding the ALC’s scent and location from large
predators. Hiding their feces and urine scents also helps to ensure that their food sources will
not be scared away by their excrement scent, because ALCs are also predators. In captivity, it is
not uncommon to find ALCs eliminating in their water dishes and in sinks.
It is rare for later generation Bengals (those who are at least four generations away from the
ALC), to urinate in their water dishes or in the sink. Inappropriate elimination challenges are
typically caused by the same triggers as are found in other cat breeds: dirty boxes, not enough
litter boxes, inappropriate litter box locations, too many cats, improper introductions, etc. Like
other domestic cats, Bengals are easy to train/retrain to use the litter box. It is very important
that their boxes are clean, uncovered, and in good permanent locations.
Some of the Early Generation (F1-F3) Bengals will eliminate in their water dish or in the
bathtub or sink. One F1 Bengal owner shared that when he uses the bathroom, his F1 Bengal
jumps in the bathtub, balances himself over the drain, and defecates. Other Early Generation
Bengal owners observe that sometimes their F1s urinate in their water bowls. This behavior can
be modified through simple changes in the environment, such as changing the location of the
water bowls, or switching to a water dish that the cat can’t position himself over.
Water also provides a variety of functions in Bengals’ lives. Most Bengals, no matter how
far removed they are from the ALC, love to play in water. Some will take showers or baths with
their human companions, splashing around, chasing toys, and having a wonderful time. If given
a choice, the majority of Bengals prefer to drink their water directly from a faucet or from a
fountain with fresh filtered water.
Asian Leopard Cats in captivity have been observed to
form strong pair bonds. In captivity, it is not uncommon for
the ALC males to mate for life with one female. There are
reports of male ALCs giving their food and sleeping areas
to their females. One example of this relationship is Simon
and Celeone. Simon and Celeone are a pair of bonded Asian
Leopard Cats, owned by ALC breeder C. Griffiths. C. Griffiths
described an incident where Celeone, the queen, stopped
eating for no apparent reason that the veterinarians could
determine. Simon joined her in her hunger strike. When
Bottle-fed ALC kitten using the dog’s water
Celeone finally started to eat, Simon, did also (personal
dish as a bathroom. Photo: Cocoaspride, C.
communication, January 5, 2007). Additionally, there are
Griffiths

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18 Bengal Cats: A Study in Behavior
reports of captive males sharing the responsibility of rearing the

cubs with the female to which they are bonded.
ALC breeders and owners C. Griffiths, G. Lush, M. Bloodgood,
and J. Giacinto have all stated separately that the young hand-
raised cubs love to be touched and groomed and are very
affectionate with their human caregivers. It is common for the
cubs to form strong bonds with one human caregiver—a bond that
continues throughout their lives (personal communications, 2004-
2007).
The Bengal tendency to strongly bond to their human
companions can be traced back to the captive ALCs who have
been used to develop the breed. This author has observed that the
closer a well-socialized Early Generation Bengal is to the ALC, the ALC kitten being cuddled. Photo:
stronger the bonds are with their caregiver. Some Early Generation Cocoaspride, C. Griffiths
Bengals form such strong bonds with their human companions
that changing owners or homes can cause them to become depressed and then ill. Many stop
eating in their depression. Because the Early Generation Bengals are so close to the ALC, they
do not show that they are ill until they are very seriously ill. In 80%y percent of the cases that
involve transitioning Early Generation Bengals to a different owner that this author has been
involved, the cats have become very depressed and sick. Ten percent of those who became sick,
unfortunately, died3.
Later generation well-socialized Bengals usually form very close bonds with their human
companions. It is not uncommon for Bengals to follow their human companions around from
room to room. Most need to be involved in many of the activities their favorite humans are
involved with. Since Bengals are very socially motivated, leaving them alone every day for
hours without a companion to interact with can lead to behavior challenges. Many Bengals are
surrendered to rescue groups and shelters due to challenges that developed because they are
left alone without companionship for hours, day after day.4
Generally speaking, Bengals do not do well when confined. This can be a serious, even life-
threatening problem for Bengals who end up in shelters. Many shelters euthanize Bengals,
labeling them as wild and unadoptable because they react badly when they are taken from
the homes and family they have bonded to, and are then confined in small cages. Through the
education and persistence of rescue groups, more shelters are contacting the appropriate Bengal
rescue groups for help. Unfortunately, many Bengals, specifically the Early Generations, who end
up in animal control shelters are euthanized needlessly.
Most Bengals do not like being confined in one room. Bengals want to be in the middle of
everything, part of the family, always interacting with their special human companions. This is
important to keep in mind when working with a Bengal with a behavior challenge. Sometimes
the treatments that are used for resolving behavior challenges result in either escalating the
behavior or creating another one.
Both captive and wild ALCs are very strong, muscular, and athletic cats who prefer surveying
their world from the highest possible locations. Additionally, they are capable of jumping long
distances in order to access high branches.
Bengals are very muscular, strong, and athletic, like the ALC. It is commonly said that Bengal
Cats are at least twice as strong as other domestic cats. Most love being up high—the higher
the better. Bengals also make good use of vertical territory. The majority of cats, regardless

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of breed, use vertical territory as a means to display their

position in the animal hierarchy. For most cats, vertical
territory also provides a sense of safety, giving them an
opportunity to survey their territory and another way
to locate a potentially tasty snack that was otherwise
overlooked. What distinguishes a Bengal from other breeds
of cats is that typically they perch higher and jump farther
then most other cat breeds. It is not uncommon to find
Bengals sitting on top of doors or perched on the tops of
high cabinets. Bengals are very adept at scaling high walls
and allegedly cat-proof fences.
Bengals are busy little cats with agendas. Like the ALC, Maulee (Princess RajaPurr) 10 year old Bengal on top
Bengals are very smart, agile, and alert. They learn from of a door. Photo; MKrieger
watching and can easily figure out how to open doors,
windows, and cupboards. They also love to play fetch for long periods of time. This author timed
one of her Bengals playing fetch for a solid two hours. Bengals need things to do, or they will
make their own entertainment.
Bengals do very well with clicker training. Since they are so athletic and smart, training them
to run agility courses inside the home is a very easy and fun task. Years ago, this author learned
the Bored Bengal Lesson the hard way, coming home after being
out for several hours, only to find the Bengals had turned the water
faucets on in the bathrooms and kitchen and were happily sliding and
chasing each other through the house soaking wet.
The Bengal has inherited traits from both the ALC and the
domestic cat. The result of this union is an affectionate, active,
and intelligent cat with a unique personality. Although Bengals are
different from other domestic cats because of their ALC ancestry,
they are not more prone to developing behavior challenges then any
of the other domestic cat breeds. When working with clients who
have Bengals with behavior challenges, it is important to take into
consideration the environmental influences along with the ALC and
domestic cat heredity.
An F4 Bengal. Photo: MKrieger
1. There are many subspecies of Leopard Cat. The two that have been commonly used in the
development of the Bengal Cat breed are: prionailurus bengalensis bengalensis and prionailurus
bengalensis euptilura.
2. Great Lakes Bengal Rescue: Janet Saltzman; Maine Coon Adoptions California Chapter:
Elaine Lyford; Pennsylvania Manx Rescue: Bob Davis; Southern California Abyssinian Rescue:
Lyn Hoffmaster
3. California Bengal Cat Rescue, Cases cited: Tally, Duke, Milton, Junior, Nia, Asia, Pharoah,
Zora, Masai
4. National Bengal Rescue Network, California Bengal Cat Rescue

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20 Bengal Cats: A Study in Behavior
Glossary:
Asian Leopard Cat (ALC) (Prionailurus bengalensis bengalensis): A domestic sized
wild cat indigenous to parts of Asia that is used in the formation of the Bengal Cat Breed. Part of
the Asian Leopard Cat Group.
Early Generation (EG): Three-four generations away from the Asian Leopard Cat. The EG
males are rarely fertile
Filial (F) F1-F4: Another way to refer to the EG Bengals. F1 indicates that a parent is a
Asian Leopard Cat, F2 means that a grandparent is a Asian Leopard Cat.
© March 2007 by Marilyn Krieger, CCBC.

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Table 1: Rescue Statistics for 2006

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22
Electronic Training Devices:

A Review of Current Literature
Jo Jacques, CPDT, CPCT and Sandy Myers, CDBC
This research is divided into four main areas:

1. Electronic training devices and how they work
2. Physiological effects
3. Psychological effects
4. Effects on learning
A Summary is included at the conclusion of this article, along with explanations of electrical
terms (Appendix A) and Internet resources (Appendix B).
Introduction
The use of electronic devices to train animals is a controversial issue that elicits strong
emotions. This literature review summarizes currently available scientific research concerning
the effects of electronic training devices and related issues. The role of a literature review is
to find and present pertinent work from peer-reviewed journals that publish original research
findings. The literature is then presented in a logical, organized manner. Every effort was made
to give a synopsis of the research without personal opinion or conjecture.
Electronic Training Devices and How They Work

“Remote collar,” “electronic collar,” and “shock collar” are terms used to describe electronic
training devices. Common variables of all of these devices include the level of shock or
stimulation, the quality of the equipment, and the person with the control device. In Handbook
of Applied Dog Behavior and Training: Procedures and Protocols, Vol. 3 (2005), Lindsay
explains in detail the electrical engineering that goes into these collars (pp. 570-573). There is
no evidence of standardization for electronic training devices, and the quality varies from one
manufacturer to the next. Some manufacturers have developed collars that have a wide range of
settings and the ability to administer various levels of electricity. High-quality collars consistently
produce a less unpleasant sensation when they are on a low to medium setting.
In the simplest terms, electrical stimulation can be categorized by levels: low, medium,
and high. Low-level electrical stimulation creates a tickle and tingle effect, mid-level electrical
stimulation enables the handler to annoy or startle, and high-level electrical stimulation is
believed to produce significant pain and distress in dogs (Lindsay, 2005, pp. 575-577). It
would be far too difficult within this article to discuss each and every possible level of electrical
stimulation; therefore, these three categories will be used exclusively throughout this paper. The
experimental studies cited below used electrical stimulation at various levels.
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Electronic Training Devices: A Review of Current Literature 23
In experiments that applied shock to the feet, Lessac and Solomon (1969) determined that
leg flexion required around 0.08 mA electric intensity and elicited a yelp response at 2.80 mA
(1969). Merriam-Webster’s Online Dictionary defines flexion as a bending movement around a
joint or limb (www.merriamwebster.com, accessed January 28, 2007). In a similar study, Brush
determined that avoidance learning increased with shocks up to 4.8 mA, with the desire to
escape appearing above 5.0 mA intensity (1957).
To understand the physical effect of a shock collar, it is necessary to look at the closed-circuit
values. Pulse duration and pulse repletion rate are very important factors in determining the
collar’s adverse effects. In 1991, Kaczmarek wrote that the collar will be more aversive when
the electrical pulse is longer and the repetitions are more rapid. Current passed through narrow
electrodes, as used in e-collars, causes significantly less discomfort than the same current
passed through wider diameter electrodes (Lindsay, 2005, p. 775).
The length of coat, hydration of the dog, how the dog holds his head, and amount of
dirt and debris on the dog are also factors in the amount of electronic stimulation/shock the
dog receives. Other factors that affect the degree of stimulation include the size and type of
electrodes (as noted above), distance between electrodes, voltage and amperage levels, as well
as the impedance of the tissue at the sites of contact with the electrodes. Impedance is defined
as how much resistance the electricity encounters to complete a circuit, or electric charge
(http://unabridged.merriam-webster.com, accessed 28 July, 2006). The greater the tissue
impedance, the less electrical conductivity is seen; conversely, less tissue impedance results
in greater electrical conductivity. Tissue impedance is affected not only by the location of the
electrodes, but by the amount of connective tissues and fat deposits, as well (Ahn, Wu, Badger,
Hammerschlag, & Langevin, 2005; Tagliabue, et al., 2001).
Physiological Effects
To determine whether electronic training devices cause physical stress, it is necessary to look
at the animal’s physiological reaction to these training devices. By looking at scientific data, we
are better able to make an educational assessment. There are several studies cited below that
enable us to observe documented changes in heart rate and cortisol levels when electric shock
is being used. For the purposes of the following discussion, “stress” is defined as “a physiologic
condition in response to environmental or psychological pressures. These pressures are referred
to as stressors. This condition is accompanied by, but not limited to, elevation in corticosteroid
levels and may be accompanied by concurrent behavioral changes” (Marder & Voith, 1991).
Behavioral, saliva cortisol, and heart rate responses to different types of stimuli in
dogs (Beerda, B. (1998). Applied Animal Behaviour Science, 58, 365-381).
The goal of this study was to establish parameters for determining stress elicited by different
stimuli in dogs. Guidelines for physiological levels indicating stress were determined from
previous studies, one of which showed that when a dog was exposed to noise, heart rate and
cortisol levels increased at 30 seconds and returned to normal at 4 minutes (Engeland, 1990).
The dogs in the Beerda study were exposed to a loud noise, electric shock (estimated to be
medium level electrical stimulation, or MLES), a bag dropped from the ceiling, physical restraint,
and an umbrella opening. Body posture, saliva cortisol levels, heart rate, and behavior responses
were analyzed. The average heart rate for dogs in the study was 75 BPM (beats per minute).
Heart rate following the presentation of stimuli increased to an average of 160 BPM. The base
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24 Electronic Training Devices: A Review of Current Literature
saliva cortisol level for dogs in the study was 6.0nmol/1. Saliva cortisol levels, on average,
increased to 13nmol/1 following the presentation of stimuli.
The results of this study showed that the greatest increase in cortisol levels occurred when
dogs were exposed to loud noise, a bag dropped from the ceiling, and electric shock. The time
necessary to return to the baseline heart rate was longer when the dogs were exposed to the
loud noise and the bag. Heart rates were not measured when the dogs were exposed to electric
shock (monitors were removed to guard against equipment damage from electrical currents).
This study reported behavioral responses of very low body posture to the dropped bags, loud
sounds, and shock, while the restraint and umbrella responses included restlessness, defined
as high levels of body shaking and verbal behaviors (social communication). The authors of the
study were quite clear in stating that while the stress responses to the bag, sound, and shock
were distinctly higher than to the restraint and umbrella stimuli, the fact that a human was
present in the restraint and umbrella tests enabled the dog to anticipate the stimuli before they
occurred.
This study is a good example of signs of stress, positive as well as negative associations
to humans, and the increase of stress when electric shock is used in unpredictable situations.
Several studies have noted a change in the physiological effect on the dog when in the presence
of a person. It is important to understand these effects when looking at physiological reactions
to electronic training devices, because a human is often a component in the equation.
Note: We personally believe that while this study was a good example of using cortisol to
measure stress, that was the only hormone measured. However, other studies have shown that
cortisol is not the only hormone affected under stressful conditions. In fact, since cortisol level
is used as a determinant when diagnosing various adrenal autoimmune disorders, we’re left
wondering if the levels obtained may have been influenced by other conditions.
The effects of petting on classically conditioned emotional response (Lynch, J.J. &
McCarthy, J.F. (1996). Behavior Research and Therapy, 5(1), 55-62).
In this study, the authors observed the physiological effects of human contact on the dog.
The research found that the dogs’ heart rate increased when a tone was followed by an electric
shock of a medium level. The electric shocking device used was a high-voltage system, one-
second shock, different for each dog according to the dog’s reaction at each interval. The level of
shock used was intense enough to cause the dog to fully flex his leg off the table.
Heart rate was measured during a 10-second tone-shock sequence (conditioned reinforcer,
or CR) for three separate conditions: dog alone; person present but no physical contact; and
person petting the dog. The initial results showed that when the dog was alone, the tone (CS)
caused the dog to anticipate the shock, resulting in an increased heart rate from 82 BPM to 150
BPM (9 seconds prior to the shock). When the person was in the room but not making contact,
the dog’s heart rate initially decreased to 80 BPM right after the tone, but rose to 150 BPM just
before the shock was administered. The last sequence consisted of a person petting the dog
during the tone-shock sequence; the dog’s heart rate was recorded at approximately 70 BPM
during the tone phase. (The normal rate for a dog is approximately 70 BPM.)
Initially, the presence of a person decreased the dog’s heart rate. However, the authors
found that after two or three days the heart rate decrease was extinguished when a person was
present. A conclusion can therefore be drawn that the physiological reaction of the dog to the
presence of the human initially lowered stress. However, the authors concluded that, over time,
the value of the human as a de-stressor was extinguished.
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Are we dog’s best friend? Predicting canine cortisol response from human
affiliative and punitive behaviors (Jones, A.C. & Josephs, R.A. Current Issues and Research
in Veterinary Behavioral Medicine 2005 – Papers Presented at the 5th International Veterinary
Behavior Meeting, West Lafayette, IN: Purdue University Press:194-197.)
The goal of this study was to determine the physiological influence human behavior has on
dogs. 184 dogs participated in the study, and cortisol levels were measured before and after an
agility competition. The results of this research showed that play and petting decreased cortisol
levels, while punitive behavior (yelling and physical non-play) on the owners’ part increased
cortisol levels.
“Affiliating (play, tug of war, chase) behaviours are associated with a lesser increase in
dog’s cortisol levels (beta weight= -0.131); punitive behaviours (yelling, physical pushing) are
associated with greater increase in dogs’ cortisol levels (beta weight = 0.119),” the authors
stated. In their conclusion, the authors also said that dogs who frequently had elevated cortisol
levels may suffer from illness, including cognition degradation and physical problems that could
shorten their lives.
Clinical Signs caused by the use of electronic training collars on dogs (Canis
familiaris) in everyday life situations. (Schalke E, Stichnoth J, & Jones-Baade R. Journal of
Applied Animal Behavior Science, doi:10.1016/j.japplanim.2006.11.002.)
The purpose of this study was to determine whether any stress is caused by the use of
electric shock collars or not, and in this way contribute to their evaluation with respect to animal
welfare. Baseline heart rates and cortisol levels were measured, in addition to measurements
taken at various stages of the study, and their training as well as the experiments themselves
were carried out in a building, in order to remove the influence of external stressors. In
addition,each dog was allocated an individual time slot for training, in order to exclude circadian
deviations. Electronic collars were used to train all of the dogs. The collars were the Teletakt
micro 3000 (ohm levels of 500 to 2.2 kohm). All dogs were trained for three months by the
same trainer to successfully hunt (that is, chase) a dummy rabbit. The dogs were then divided
into three study groups. Group A (Aversive) was trained to avoid prey by receiving a shock at
the precise moment they touched the dummy rabbit, forming an association between touching
the prey and shock. Group H (Here) received additional training to come on command, and
were then tested in a situation where they were asked to avoid prey with a “here” command.
If they did not respond to the “here” cue, they received a shock. Group R (Random) was given
a random electric shock prior to attention toward prey, while hunting, or after the hunting
sequence when the prey had been removed. The timing of the shock was decided by drawing
lots.
Prior to any testing, a baseline cortisol level was established for each dog. Preliminary
levels were taken when the dogs participated in two tests (on different days), “Simple hunting”
and “hunting impeded.” “Simple hunting” was when the dogs were allowed to hunt with no
restrictions. “Hunting impeded” was when the dogs were restricted from hunting by using
a leash. Beginning ten minutes after the end of the hunting sequence, five saliva samples
were taken every five minutes. Once divided into the three groups, the main experiment was
conducted. During the main testing phase, electric pulses were given according to the group
each dog was in. Each dog was allowed a maximum of only one shock per day; and heart rates
were continuously monitored. Cortisol levels were tested in 5 minute intervals, beginning 10
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minutes after the application of shock. Post-testing was also performed: during the 4 weeks
following the main test, the dogs had no contact with either the environment or the persons
conducting the test. At the end of that time, they were taken back to the experimental
environment, and cortisol and heart rates were measured (without additional testing).
The dogs in Group R (who received random shock) showed the highest cortisol level of
all three groups, leading the researchers to hypothesize that cortisol increased in this group
because the dogs had no chance to associate their behavior or a warning signal (the cue “here”)
with the punishing stimulus. Group A, the group that received aversive training in association
with prey, had the smallest increase in cortisol levels. Significant differences were also found
when comparing heart rate values between the three groups. As with recorded cortisol levels,
heart rates were highest with Groups R and H, and lowest with Group A.
Comparisons were then made between the preliminary, main, and post-testing phases.
Within Group A (Aversive), cortisol levels were significantly higher during testing than during
preliminary or post testing. In Group H (Here), cortisol levels during post-testing were
significantly higher than the values recorded during testing.
Concerning Group R (Random), however, the levels measured during post-testing were higher
than those gathered during the preliminary testing as well as the main testing phases. The
researchers feel this result corresponds with Polsky’s (1994) statements that poor timing and/or
shock that lasts too long causes a fear of the environment and/or people in dogs.
The ability of the dogs to predict an outcome did affect the level of cortisol increases seen.
Those dogs who had been trained to see prey and avoid it had learned how to avoid the
electrical stimulation. Those dogs who understood “here” but had not learned to respond when
prey was present had increased stress and cortisol when electrical stimulation was given, and
those dogs in the last group could not avoid the electrical stimulation because they had no
predictor of its cause.
The researchers state, “This study indicates that the general use of electronic shock collars
is not consistent with animal welfare. It has to be assumed that pet owners do not have the
sufficient knowledge about training and skill to avoid the risk that dogs will show severe and
persistent stress symptoms.” They further conclude, “The results of this study suggest that poor
timing in application of high electric pulses, such as those used in this study, means there is a
high risk that dogs will show severe and persistent stress symptoms. We recommend that the
use of these devices should be restricted with proof of theoretical and practical qualification
required, and then the use of these devices should only be allowed in strictly specified
situations.”
Fear conditioning occludes LTP-induced presynaptic enhancement of synaptic

transmission in the cortical pathway to the lateral amygdala (Tsevtkov, E., Carlezon, W.,
Benes, F., Kandel, E., & Bolshakov, V. (2002) Neuron, 34(2), 289-300).
This study attempted to prove a longstanding theory that learning takes place and memories
are formed when the same message travels repeatedly between specific cells in the brain.
During the study, researchers introduced rats to a sound that was accompanied by an electric
shock to the foot. The shock, while of a low intensity, did cause the rats to be visibly startled.
The day after the rats were trained this way, they were exposed to the sound but were not
shocked. However, the sound still frightened them, even more so than during the initial training,
and their fear increased as time passed.

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To determine that there was a physical change, the researchers used the sound to stimulate
rats who had not been trained with electric shock and found there was a flood of nerve impulses
between specific cells in the amygdala. In the trained rats, however, there was no flood of
communication between the cells, showing that the cells had not only retained the training, but
had been physically changed by the experience. The brain change wasn’t temporary—it lasted
for the rest of the rat’s lives (two to three years).
These results indicated that the pathways to the amygdala are modified during the acquisition
of a fear response. The researchers also concluded that the physiological changes occurring
during emotional learning contribute to intense anxiety disorders, including post-traumatic stress
disorder (PTSD), and are what makes these fears so resistant to extinction.

Biobehavioral monitoring and electronic control of behavior (Lindsay, S. (2005).
Handbook of Applied Dog Behavior and Training: Procedures and Protocols, Vol. 3. Iowa:
Blackwell Publishing, 557-665.)
In his recent book, Steven Lindsay cites many research studies concerning electronic training
devices. In the chapter,“Biobehavioral Monitoring and Electronic Control of Behavior,” he states
that electric shock at high levels can cause distress and emotional harm to dogs (p. 576). With
all the factors and electrical contingencies, the best way to understand the level of electrical
stimulation is to feel it. Contact with electricity causes the body to respond as if injured (at
low levels there is no physical damage)—the brain perceives a threat to survival that causes
neurological, psychological (fear of pain), and physiological responses (heart rate and cortisol
levels increase).
High-level electric shock (HLES) causes a neurological response and a perception of pain,
and activates muscular and skin-burning sensations even if there is no physically burned flesh
and although no physical damage has actually occurred. The study specifically stated that
the sensation of burning was perceived even when there was no actual physical injury (Sang
et.al., 2003). Medium-level electric shock (MLES) produces sharp pricking, jabbing sensations.
Low-level electric shock (LLES) causes tapping, tickling, and/or tingling sensations. According
to Lindsay, it is important to remember that high voltage does not mean a higher level of
shock; other variables contribute to the perception of pain, such as ohms, impedance, and the
individual dog’s tolerance, temperament, and relative sensitivity to aversive stimuli.
While many researchers have cited cortisol levels as an indicator of stress, Lindsay reports
that King, et al., (2003) have suggested that heart rate might be a more practical and sensitive
measure of a dog’s reaction to novelty and fear. Other researchers in the field have found
that a reactive pattern of cardiac acceleration and deceleration in response to social and
environmental stressors seems to correlate with an increased vulnerability to reactive social
behavior and susceptibility to stress (Vincent & Mitchell, 1996; Vincent & Leahy, 1997). Blood
pressure and heart rate changes appear to be highly sensitive to traumatic events, and these
conditioned cardiovascular changes may persist or worsen long after the escape/avoidance
behavior has ceased (Dykman & Gant, 1997). Dogs affected by this social anxiety may exhibit
signs of persistent anxiety or arousal, as well as hypervigilance and readiness for defensive
autoprotective behavior. These changes are correlated with heart rate, heart-rate variability
(HRV), and other indicators of autonomic activation. (HRV is the beat-to-beat changes in heart-
rate rhythm that occur in response to anxiety and excitement.)
Lindsay also cites research concerning the physiological effect of stress (pp. 562, 579-580).
A study by Beerda, et al., (1998, cited earlier in this paper) reported a nonspecific increase in

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heart rate in response to both social and non-social stressors, concluding, “Heart rate increases
should best be regarded as general responses to possibly meaningful events, irrespective of
whether these are appreciated as positive or negative.” Although these researchers could not
demonstrate the existence of discriminative heart rate changes in response to acute social and
nonsocial stressors, they did show differences in HPA (hypothalamic/pituitary/adrenal) activity of
dogs exposed to nonsocial stressors (e.g., loud sound, electric shocks, and a falling bag) versus
dogs exposed to a social restraint (holding the dog down) and startle delivered by a social object
(opening an umbrella in the dog’s direction). The HPA system is brought into play during times
of biological and physiological stress, and stimulates the release of cortisol into the bloodstream.
Dogs who could control the occurrence of shock by escaping had significantly less cortisol
response than dogs who where unable to escape a shock (Dess, et al., 1983).
Lindsay reports on a study done by Anderson and Brady (1971) that found that dogs exhibit
a significant and stable reduction in heart rate and an increase in blood pressure during a one-
hour waiting period immediately preceding a two-hour period of shock-avoidance training. The
dogs were conditioned to a particular schedule of shock training. The divergence between heart
rate and blood pressure steadily increased over the course of the waiting period, with heart rates
becoming lowest and blood pressure becoming highest just before the onset of shock-avoidance
training.
Psychological Effects
At issue is the question, “Do electronic training devices elicit psychological responses?”
This section cites several research studies in which the psychological impact of the use of
electronic training devices was analyzed. It is difficult, at best, for anyone to determine the full
psychological effect of these devices or training methods until we can agree on exactly what
constitutes a stress signal in a domestic dog. Not only do none of the researchers agree on
what it is, but it varies from dog to dog. It is even more difficult for humans to determine the
full effect of shock on a dog (or any animal) due to the animal’s hard-wired need to hide pain in
order to survive in the wild.
Training dogs with the help of the shock collar: Short and long term behavioral
effects. (Schilder, M. & van der Borga, J. (2004). Applied Animal Behavior Science, 85, 319-
334).
The goal of this study was to determine the behavioral changes in dogs during training using
electronic training collars. Thirty-two dogs were divided into two groups, each receiving both
general obedience and protection training. One group was trained with shock collars and the
other group without shock collars. The dogs trained with the shock collars displayed signs of
stress: lowering of body posture, high-pitched yelps, barks and squeals, avoidance, redirected
aggression, and tongue flicking. It was also noted by the authors that, even during play and
relaxed walking, the group of dogs trained with shock collars continued to show signs of stress
while in the company of their handler.
The authors concluded that shock-collar training is stressful; receiving shocks is a painful
experience to dogs; and the shock group of dogs evidently learned that the presence of their
owner (or his commands) announced the reception of shocks, even outside of the normal
training context. They suggest that the welfare of these shocked dogs is at stake, at least in the
presence of their owners.
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This study has come under considerable fire because the experience of the handlers and dogs
is not clear, and the level of shock is not stated. With that said, it does suggest that dogs are
stressed by the experience of being shocked during training.
In rats, sighs correlate with relief (Soltysik, S. & Jelen, P. (2005). Psychology and
Behavior. 85, 598-602).
This study was designed to discover if a deep breath (i.e., a sigh) in mammals, which
functions to prevent airlessness in hypoventilated parts of the lungs, can also signify relaxation
or relief. Sighs can be associated with emotions in humans, and, in addition to their respiratory
functions, there may also be a selective facilitation of sighs in animals to indicate fear, anxiety,
or relief.
To induce fear, a “danger” stimulus (a light or a tone) was paired with an electric shock
applied to the tails of rats five times in a daily session. To provide a relief signal, another
stimulus signifying “safety” (a tone or a light), presented before the normally expected shock,
was followed by the omission of the shock. In 16 rats experiencing a shock during the danger
stimulus and a relief during the safety stimulus, the rate of sighing was 7.5 times higher during
relief and 20 times higher between trials. This serves to support the hypothesis that sighs in
social animals may function as a signal of relief.
Effects on Learning
Electronic training devices result in aversive conditioning, once the link is made between
the behavior and the aversive stimuli (electric shock). Aversive stimuli, by definition, cause
discomfort, pain, or an otherwise negative experience. It has been shown that while aversive
conditioning can take place rapidly and can influence the suppression of unwanted behavior, this
suppression is restricted to the presence of the conditioned stimulus after full conditioning has
taken place (Seligman and Johnston, 1968). As well, while aversive conditioning may eliminate
an unwanted behavior, it does not serve to establish an acceptable alternative. This is most
likely due to response blocking—the dog learns that not responding leads to the absence of the
aversive stimuli, and stops responding (Seligman and Johnston, 1968).
Can aggression be elicited through electronic pet containment systems? (Polsky, R.H.
(2000). Journal Applied Animal Welfare Science, 3, 345-357).
The author surmises that the use of electronic containment systems can cause dogs to
attack humans. Five cases involving severe attacks to humans by dogs kept in with electronic
containment systems were analyzed. The information about these cases was derived from
legal documents. An electrical engineer who examined several receiver collars from different
manufacturers reported outputs of 1,500 to 4,500 volts, but no reported levels for mA were
given. In all cases, the dogs did not have a history of any type of aggression before the use
of an electronic containment system. They were all adult males, had received little obedience
training, and most were not neutered.
The attacks happened on or near the boundary and the fence system was working in every
case. Of the victims, all adults were known to the dog, all children were not known. In all cases,
the dog was positioned directly within the signal field, and therefore must have received a
shock. In all but one case, no “dominant-appearing” or threatening action was performed by the
victim toward the dog. In all cases, the dogs gave no warning prior to the attack, and there was
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repeated biting of all victims, resulting in serious injuries to head, face, back, and neck.
The author believes the analyzed cases suggest that these dogs became aggressive because
of the electronic containment system. What is not known is the type of training the dog
received when introduced to the containment system, if the dogs spent a lot of time outside
unsupervised, and at what shock level the collars were set. In all cases, the victims were in or
near the signal field and each received several serious bites. According to the author, one factor
that suggested the attacks occurred because of the dog’s exposure to the system was that the
reaction of all dogs was inconsistent with past behavior. Only one dog had ever bitten a human,
and no dog had a marked history of displaying aggression toward humans. As well, since there
were no developmental behavioral histories of these dogs, one would not expect attacks of such
severity.
Nonlethal techniques for managing predation: Primary and secondary repellents

(Shivik, J.A., Treves, A. & Callahan, P. (2003). Conservation Biology, 17(6), 1531-1537).
The purpose of this study was to develop techniques to decrease the conflicts between
humans and wolves when the wolves are seeking prey (cattle, sheep, and dogs) by discouraging
wolves from eating prey left in certain areas. The researchers presented freshly killed carcasses
to groups of wild wolves in specifically demarcated pens. They tested primary repellents (flags,
and a behavior-contingent light and sound device) and secondary repellents (shock collars
that were proximity-activated, using buried perimeter wires) to determine which were most
effective in deterring wolves from eating the killed prey. The researchers calculated the amount
of food consumed prior to, during, and after the testing to determine the efficacy of each type of
repellent.
The wolves in the group inhibited using shock collars had various reactions: running away,
yelping, or appearing mildly annoyed but continuing to consume the carcass. In post-treatment
trials the wolves in all of the test groups consumed all food and none of the aversive methods
had any long-term effect on predation. The level of shock was not disclosed; however, it was
noted that an electronic containment system was used to establish the point at which the
aversive stimuli would be administered.
This study demonstrates the use of aversive techniques in a situation unlinked to the
presence of humans. It also shows how wolves can misinterpret intended links between the
stimuli and shock/pain and/or discomfort. The authors noted that aversive stimuli could be
difficult to apply, as wolves may not associate the pain with the presence of prey, but with
another environmental cue.
Behavioral changes and aversive conditioning in hunting dogs by the second-year

confrontation with domestic sheep (Christiansen, F.O., Bakken, M., & Braastad, B., (2001A).
Applied Animal Behaviour Science, 72, 131-143).
The authors of this study were trying to determine the effectiveness of electronic training
devices, as well as observe any long-term effects the use of these devices might have. This
study was conducted over a two-year period and involved 114 dogs. Three hunting breeds
participated in the test: Norwegian Elkhounds, English Setters, and hare hunting dogs. To
determine baseline behaviors, each dog was given a “path test.” During the path test, each dog
was exposed to novel and startling stimuli while being walked on leash by the owner. At this
point in the test, each dog was exposed to a sheep tied five meters away from the dog.
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The second test was the “sheep confrontation” test. During this test, each dog wore an
electronic training collar, and for safety reasons, had a long line attached to his collar. Each dog
was released into a sheep pen with a herd of sheep, and if the dog approached within one to two
meters of the sheep, the collar was activated (a one-second shock at 3000V and 0.4 A). Shocks
were administered only if the dog approached the one to two meter distance. Observational
data was collected in both tests, as well as in a questionnaire in which the owner was asked
about their dog’s previous experience with sheep, living environment, response to gunshots, and
aggressiveness toward humans and dogs.
After a year had passed, the tests were repeated. The owners were asked if they noticed any
changes in behavior, interest in sheep, and increase/decrease in aggression toward humans or
dogs. 88 of the dogs in the study were reported by their owners to have no changes in behavior
from the first to second year; 18 of the dogs showed less interest in sheep (one of these had
received a shock the first year and 17 had not received any shock). The owners’ observations
were an important element in this study. The level of knowledge and/or expertise of these
owners is unknown and is therefore subject to conjecture.
Second-year testing results showed that dogs who had received a shock the first year
responded or moved away much sooner from the novel stimuli or sheep than they had the
previous year. The second-year tests also showed a decreased number of shocks given to the
dogs who had received a shock(s) the first year. Age, breed, and previous experiences did affect
each dog’s reaction to the sheep from one year to the next: The younger the dog, the less bold
his approach toward the sheep the first year. One year later, those same dogs seemed more
confident and willing to approach. The authors hypothesized that “dogs could not reliably be
tested toward sheep before they are two to three years of age.”
As with several of the other research studies reviewed in this paper, each dog is different in
his tolerance and sensitivity to electrical stimulation. The authors did reference the difference
in retained learning between coyotes and dogs. The dogs did learn to inhibit their approach of
sheep from one year to the next, while the inhibition effect for coyotes persists approximately
four months (Andelt et al., 1999).
Dog training methods: Their use, effectiveness, and interaction with behaviour and
welfare (Hilby, E.F., Rooney, N.J., & Bradshaw, J.W.S. (2004). Animal Welfare, 13, 63-69).
This study was designed to examine the relative effectiveness of different training methods
and their effects on a pet dog’s behavior. The study results came from evaluating a questionnaire
distributed to and answered by 364 dog owners in the U.K., and was based on how basic tasks
(give/leave an object, heel, sit, down, come, house-training, stealing, chewing) were trained.
The methods reported included punishing the dogs to eliminate behaviors (hitting, jerking the
leash, yelling, etc.) and rewarding the dog for desired behaviors (using play, praise, and food
rewards). Of the respondents, 20.2% used rewards only; 9.8% used punishment only; 9.6%
used miscellaneous (i.e., redirection) or no methods; and 60.4% used a combination of rewards
and punishment.
The results show that in four specific areas—house-training, the recall, stealing, and sit—
there was no significant difference in the level of obedience obtained (shown by percentage of
proper behavior shown) among the methods used to train. However, for the rest of the tasks,
the training method that used rewards only achieved a significantly higher rate of obedience
than other methods. Similarly, using rewards only greatly reduced the incidence of problematic
behaviors, including aggression toward people and other dogs, fear, repetitive behaviors, over-
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excitement, anxiety, and separation issues.

The results suggest that the use of punishment seemed to be linked to an increase in the
occurrence of the problematic behaviors listed above. The number of times owners reported
using punishment-based methods correlated positively with the number of problem behaviors
seen. While it may be that punishment increased the number of problem behaviors, it’s also
possible that the owners of dogs already exhibiting problem behaviors are more likely to use
punishment when training. Nonetheless, the authors of this study believe that for the general
dog-owning public, using rewards exclusively in training may produce a more balanced and
obedient dog, thereby reducing the number of owner-relinquished dogs in shelters.
This study has come under fire due to the method used for collecting the data. As stated
above, the results were obtained by tabulating responses from questionnaires filled out by dog
owners and distributed by veterinarians working with the owners involved in the research project
in order to obtain a ‘relative’ effectiveness score. This kind of self-reporting is not objective.
A high percentage of owners reported that, while their dogs showed behavior issues that they
themselves did not regard as a problem, others experiencing the same issues might. This could
suggest that owners who use punishment-based training may be more likely to view their dog’s
behavior in a negative light, while owners using reward-based training may be more likely to
view their dog’s behavior in a positive light. However, since the study examines the efficacy
of training as determined by the owners of these pet dogs, it bears re-examination as owner
perception is one of the strongest indicators of pet retention.
Differential diagnosis and management of human-directed aggression in dogs

(Reisner, I.R. (2003). The Veterinary Clinic Small Animal Practice. 33, 303-320).
This paper was written to give insight into human-directed aggression. The author cites
many studies that show contributing factors and reasons why dogs act aggressively toward
humans (Guy, Luescher, Dohoo, et al. 2001B; Borshelt, 1983; Moyer, 1968; Overall, 1997;
Beerda, Schindler, vanHooff, et al., 1999). Many aggressive behaviors are triggered by anxiety.
Highly sensitive dogs have a greater risk of displaying anxiety-related behaviors: exaggerated
watchfulness, reactivity to a perceived threat, and the inability to perform normal avoid or
escape behaviors. Breeds that are highly sensitive include, but are not limited to, Border Collies,
German Shepherd Dogs, and Australian Shepherds. It is also interesting to note that these are
breeds that are known for their high level of intelligence and trainability. A repeated point of this
paper is the importance of establishing the sensitivity, or level of anxiety of an individual dog
and avoiding aversive training methods, which the author feels has been shown, historically, to
increase aggressive or anxiety-related responses.
Public health authorities report that the most severe dog attacks were committed by dogs
left alone outside for long periods of time (Gershman, 1993). The lack of supervision and
environmental control increases the potential for aggressive behaviors to occur. Therefore, the
author recommends that owners do not rely on underground electronic fencing for containment;
if the dog must be housed outdoors, he should be enclosed in a secure chain-link run or within a
secure, visible fence.
The author also advises that, in order to reduce aggression, all circumstances, provocations,
and aversive interactions associated with the dog’s aggression need to be avoided. Many
aggressive dogs are anxious or fearful, and punishment of any kind should be avoided. The
author states, “Aversive tools such as electric stimulation (shock), prong, or training (choke)
collars that require pulling and jerking to work, hitting and scolding can increase anxiety and
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therefore increase the risk of biting; in addition, they are likely to lead to treatment failure”
Biobehavioral monitoring and electronic control of behavior. (Lindsay, S. (2005).

Handbook of Applied Dog Behavior and Training, Vol. 3: Procedures and Protocols, Iowa:
Blackwell Publishing, 557-665).
In his Handbook of Applied Dog Behavior and Training, Vol. 3: Procedures and Protocol, in
the chapter “Biobehavioral Monitoring and Electronic Control of Behavior,” Lindsay recounts
several studies that show dogs exposed to inescapable shock, increased levels of shock, and
unpredictable shock demonstrated impaired ability to escape (learned helplessness) (Houser
and Pare, 1974; Seligman and Maier, 1967; Seligman et al., 1968). In the section on “Electronic
Containment Systems,” Lindsay states that dogs who are inappropriately exposed to an invisible
fencing system using electric shock collar may subsequently show intense fear and avoidance of
the yard.
Lindsay adds that the first experience of some dogs to being walked on leash by a stranger is
when they experience intense electrical shock by a containment-system salesperson or installer.
As a result, dogs may show generalized anxiety or reactivity when on leash, as well as wariness
or auto-protective behavior toward strangers encountered near the fence boundaries. The
resulting social fear response toward the unfamiliar persons may be highly durable and resistant
to extinction and counter-conditioning efforts. A shock that occurs during play or in proximity to
children can cause a loss of trust and security and may compromise a dog’s ability to feel safe or
to relax when in similar situations (Polsky, 1998; 2000).
These findings seem to correlate with the brain changes seen in the amygdala during the
acquisition of fear, including the duration and increasing intensity of the expression of these fears
(Bolshakov et al., 2002). These correlations suggest that while electronic avoidance training may
be useful in certain situations, such as livestock and predatory problems (Christiansen, et al,
2001A, 2001B), they may not be the best choice for the average pet owner, who may be unable
to deal with increasing fear responses for the duration of the dog’s life (Polsky, 1998; 2000).
Summary
In reviewing many research studies, a common thread was repeated: electronic training
devices are aversive. Electronic training devices should not be used as the first level of
training, and when used, should be used only by skilled and experienced handlers. Currently,
little scientific research has been published concerning the practical use of electronic training
devices for companion animals. The research studies that have been included in this paper are
a compilation of those studies currently available. A very important component when discussing
the use of these electronic devices is the human factor involved—reliability when using aversives
may be a focus for a future article, as well as laws governing the use of electronic, citronella or
bark-activated collars, and ultrasonic devices.
There have been hundreds of studies concerning the effects of electronic stimulation/shock
in multiple settings, including clinical use. To date, electronic stimulation has become the most
studied form of aversive stimulus that dog trainers use, though most studies involving dogs
have discernable methodological weaknesses. Studies show that when used correctly by a
skilled trainer, no physical injury should occur. As with most tools, the handler’s ability can help
determine the effect of the aversive; however, each dog is an individual and the response to
aversive stimuli will be different for each dog. A low-level electrical stimulus for one dog can be
Spring 2007
entirely different for another. It may be difficult for a novice to determine exactly what effect the
collar is having on a dog if they are not aware of the subtleties of canine communication signals.
However, can the majority of dog owners be counted on to deliver shocks reliably? Studies,
such as those by Schalke, et.al., seem to illustrate the possible outcome of poor timing and/or
excessive use. In the conclusion of his chapter “Biobehavioral Monitoring and Electronic Control
of Behavior,” Lindsay’s opinion is that average dog owners typically lack the skill and knowledge
to use e-collars effectively and safely on their dogs, and, whenever possible, they should
be encouraged to receive hands-on instruction from skilled trainers and other experienced
professionals (p.626).
He goes on to state:
“The humane use of electronic training equipment depends on an educated
end-user; oddly enough, though, few manufacturers have come to grips with their
responsibility in this regard, and, along with pet supply retailers, appear content with
the status quo and short-term profits to a relatively ignorant dog-owning public—a
state of affairs that is difficult to fathom when one considers the high stakes.
Eventually, this strategy may prove foolhardy, perhaps leading concerned individuals
and organizations critical of such devices to seek legislative action to restrict their sale
and use by the public altogether.” (Lindsay p.627)

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APPENDIX A: DEFINITIONS OF ELECTRICAL TERMS
Ampere:
1. A measure of electrical current flow.
2. A measure of how much electricity is moving through a conductor.
3. The unit of measurement of electric current. It is proportional to the quantity of electrons
flowing through a conductor past a given point in one second. It is analogous to cubic feet of
water flowing per second.
4. The unit of measurement used to determine the quantity of electricity flowing through a
circuit. One ampere flows through a one ohm resistance when a potential one volt is applied.
5. One ampere is the current flowing through one ohm of resistance at one volt potential.
Analogous to gallons of water flowing past a given point.
mA:
1. Milliampere: one thousandth of an ampere.
1. Milliamps, 1000 MA = one amp.
Impedance:
Impedance is a measure of how hard a signal has to work to get through a cable, speaker, or
piece of equipment. Always rated in ohms, the higher the impedance, the harder for the signal to
get through a material’s opposition to the flow of electric current; measured in ohms.
Ohm:
1. The amount of resistance overcome by one volt in causing one ampere to flow. The ohm
measures resistance to current flow in electrical circuits.
2. A measure of how much something resists (impedes) the flow of electricity. Larger numbers
mean more resistance.
3. A unit of electrical resistance equal to that of a conductor in which a current of one ampere is
produced by a potential of one volt across its terminals.
4. One ohm is the value of resistance through which a potential difference of one volt will
maintain a current of one ampere.
5. Unit of electrical resistance used to measure a material’s resistance to the flow of electric
current.

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APPENDIX B: WEB RESOURCES
The following Web sites have articles on the use of electronic training devices:
Smith, C. (2006). What do you say when your clients want electronic containment systems.
Animal Behavior Consulting: Theory and Practice, 2(1), 27-32. www.iaabc.org.
Shock collars: The shocking truth. Association of Pet Behavior Counsellors, www.apbc.org.uk.
The Delta Society, www.deltasociety.org, Section 3.10, Remote Training Collar.

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40
Extinction of a Disruptive Behavior in a Learning
Challenged Domestic Cat: A Case Study

Jennifer LeBaron Michels, CABC
Abstract
In this study, a cat’s behavior of jumping onto the owner’s desk, preventing the owner
from using the computer, is extinguished. Due to the participant’s slow learning and low
motivation, four behavioral techniques were used in combination to address the problem.
First, after determining that attention from the owner was maintaining the behavior, it was
applied on a continuous schedule for 17 consecutive days in a baseline phase. In the treatment
phase, we used extinction (withdrawal of the reinforcer), differential reinforcement of an
incompatible behavior (settling on a nearby acceptable location in the office), and noncontingent
reinforcement in areas away from the computer desk on a fixed interval schedule. Despite an
initial delay in learning, the treatment was continued and the problem behavior decreased.
After fish, the domestic cat is the most popular pet in the United States (AAPMA, 2005/2006).
However, the public is generally unaware of methods for solving behavior problems in cats.
This is evidenced by the fact that approximately 350,000cats are surrendered to shelters in
the United States annually for behavioral reasons (Miller, Staats, Partlo & Rada, 1996; LeBaron
& Pryor, 2005). However, many behavior problems can be solved through the application of
learning principles.
Extinction of a problem behavior involves identifying the reinforcer(s) responsible for
maintaining the behavior, and completely withdrawing them (Martin & Pear, 2007). In
conjunction with removal of the identified reinforcer, other techniques can be used to either
speed the extinction process, prevent an extinction burst, or both.
Differential reinforcement of other or incompatible behaviors (DRI) is often used when the
problem behavior is maintained by attention, and has been shown to expedite learning (Taylor,
Sisson, McKelvey & Trefelner, 1993).
Behaviors that are intermittently reinforced are more resistant to extinction than those that
are always reinforced. Therefore, for problem behaviors that have been intermittently reinforced
(which is generally the case), it is helpful to apply continuous reinforcement for a period of time
before attempting extinction (Valles, Rocha, & Nation, 2006). This will speed the extinction
process, because the transition from continuous to no reinforcement will be more abrupt and
noticeable to the subject.
Noncontingent reinforcement (NCR), in which the reinforcer is of the same type as that used
to maintain the problem behavior, has been shown to meet the need for reinforcement, thus
making it less likely to cause the problem behavior (Fisher, Deleon, Rodriguez-Catter & Keeney,
2004). In other cases, it is found that NCR in which the reinforcer is of a separate category may
also be beneficial in preventing the problem behavior (Hanley, Piazza, & Fisher, 1997). In either
case, these techniques have been shown to reduce or eliminate extinction bursts.
In the present study, continuous reinforcement, withdrawal of reinforcement, DRI, and NCR
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Extinction of a Disruptive Behavior in a Learning Challenged Cat: A Case Study 41
are all used in an attempt to extinguish a long-standing disruptive behavior performed by a

learning challenged cat.
Method
Participant
The subject is a six-year-old neutered male domestic longhair cat (Felis silvestris catus),
Jonah, of a mixed tabby variety. He lives with an adult couple and a five-year-old female
domestic shorthair, Tabitha, who is also a mixed tabby variety.
Jonah was adopted at the age of five days and hand-reared by the owner. Attention, in the
form of petting, cuddling, breathing warm air on the cat’s forehead, and speaking to him in a
soft but upbeat voice began immediately, and has been given regularly in various contexts over
the cat’s six years. Jonah is very affectionate with his owner and her spouse, and he seeks out
attention regularly throughout the day.
In particular, Jonah has been given attention for jumping up onto the owner’s computer desk.
His presence on the desk was not considered a problem behavior prior to his maturity. However,
when he reached his present weight of 16 pounds, it became troublesome, as he would obstruct
the owner’s view of the computer monitor and prevent her from using the keyboard or the
mouse. This has continued to be a problem despite a complete change of office location on two
occasions.
The owner admits to intermittently reinforcing this behavior. Sometimes she would give the
cat attention when he jumped up on to the desk, while at other times she would immediately
push her chair back and roll away. On other occasions, when interruptions were not tolerable,
she would pick him up, remove him from the office, and close the office door. o formal attempt
has been made to address the problem behavior.
This subject has been compared to conspecifics in terms of his ability or motivation to learn.
Jonah is somewhat overweight, is largely sedentary, and shows little interest in play, running,
and climbing, compared to other six-year-old cats. Unlike resident cat Tabitha, he has been
unable to learn to pass through a pet
flap door and to respond to hand signals
and clicker cues (after the cues were
repeatedly paired with food). He was
slower to learn to recognize the rattling
sound of his cat carrier, and to open
doors or cabinets that are slightly ajar.
Jonah was diagnosed with a
kidney stone at the age of 14 months.
According to subsequent imaging, the
stone appears to be constant in size
and location. At ages three and four, he
suffered two systemic viruses, one of
which required hospitalization. At the
age of five, a small mast cell tumor was
discovered in his left scapular area. Upon
further investigation, a kidney infection Figure 1. The research setting is this home office. Here, Jonah is shown performing
was discovered, and treatment for this the target behavior of blocking the owner’s view of the monitor and access to the
mouse and keyboard.

Spring 2007
42 Extinction of a Disruptive Behavior in a Learning Challenged Cat: A Case Study
seemed to shrink the tumor. Jonah currently appears to be in fine health.

Setting
The setting was a 9-foot by 16-foot home office with a hardwood floor (see Figure 1). There
are two double-hung windows at one end of the office above the computer desk. Not shown in
Figure 1 is a papasan chair that Jonah occasionally occupies while the owner is in the office. Also
not shown is a soft perch for another cat on top of a four-drawer file cabinet that is next to the
desk to the right of the computer desk. Tabitha regularly spends time on that file cabinet.
During the baseline phase of the study,
the office was furnished as it had been for two
years. During treatment, a perch location was
added for Jonah and the computer monitor
was moved to the left (see Figure 2). Placed
on top of the end table was a soft perch that
Jonah has used in a different location in the
house for many years. It is therefore thought
to be of acceptable comfort, and also contains
Jonah’s scent. The window shades were all
closed for baseline measurements, but the
left-most shutter was open for treatment,
to encourage the cat to choose the desired
location.
Figure 2. An end table is added to the left of the computer desk to provide
a location for differential reinforcement of an incompatible behavior (DRI).
Materials
A clipboard with custom data sheets was kept on the computer desk at all times. The data
sheets have columns for date, start time, and end time for each computer use session, and
Jonah’s behavior during each session. In all cases (baseline and treatment), there was a count
column, to count problem behavior occurrences.
For the baseline phases, the final column on the recording sheet (after the “count” column)
was used to record reinforcement of the problem behavior.
For treatment phases, the column after the “count” column was used to record whether the
cat performed the incompatible behavior. In addition, for treatment phases, codes were used to
indicate whether the “count” was an actual problem behavior (sit down or lie down on front of
the computer), or simply a “walk-by” (defined below), in which case the mark is circled. For the
DRI column, the mark was followed by a superscript “p” if the incompatible behavior required
prompting, or by a superscript negative sign if prompting was not needed. The need for prompts
was expected to fade as the new behavior was learned.
The final column on the data recording sheet was used to record the schedule for differential
reinforcement of an incompatible behavior. Initially, it was continuous, but it was hoped that
eventually the new behavior could be maintained with intermittent reinforcement.
Procedure
During an interview with the cat’s owner, it was revealed that this behavior was being
intermittently reinforced with attention from the owner. Attention as a reinforcer was defined

Spring 2007
as petting, hugging, breathing warm air on the cat’s forehead, and speaking to him in an
upbeat, chipper tone of voice. Another likely reinforcer (although this was not proven) was
the opportunity for the cat to smell the owner and deposit his scent onto her. Other typical
reinforcers for cats, such as access to a view of the outdoors, food, toy play, and catnip, were
ruled out, as none of these were present in this office. In addition, the cat had never been seen
on the computer desk when the owner was not sitting in the chair.
An instance of the target behavior was recorded with a mark any time the cat jumped up
onto the computer desk, sat, or lay down, and (a) caused the owner to move her upper body
to the left or right in order to view the monitor, (b) prevented the owner from operating the
keyboard with both hands, (c) prevented the owner from using the mouse, or (d) prevented the
owner from viewing papers on the desk just to the right of the keyboard. These were counted as
target behaviors, except when the cat simply passed across the computer desk on his way to or
from the end table. This was termed a “walk-by.”
The owner uses the computer at different times of day and for varying durations. However,
the cat’s daily schedule is fairly rigid. A typical day includes breakfast at 7 a.m., post-feeding
grooming and nap, another meal at 5 p.m., followed by grooming and nap time, early evening
activity, and a final meal between 9 and 10 p.m. Therefore, the exact times of day were
recorded so that results could be examined relative to the cat’s typical activities.
During a 17-day baseline study, continuous reinforcement was given for all target behavior
occurrences. During this phase, the owner recorded the time of day when she initiated computer
use and when the computer session ended. Each occurrence of the target behavior was recorded
on the record sheet as a “count,” and immediate attention reinforcement was given.
During treatment, three behavioral techniques (extinction, DRI, and NCR) were implemented.
The owner continued to record the start and end times for all computer use sessions.
For the extinction procedure, no reinforcement was provided for target behaviors. When the
cat jumped up onto the computer desk, the owner withheld eye contact, remained quiet, and
abruptly pushed the rolling chair back a few feet from desk. She then sat and waited for the cat
to leave the desk.
If the cat did not leave for a period of 10 seconds, prompting to the end table was provided
by the owner. Prompting consisted of wheeling the desk chair closer to the end table and staring
at it, and/or patting the top of the end table.
Differential reinforcement for an incompatible behavior (DRI) also began during treatment.
The incompatible behavior was defined as the cat placing all four feet on the end table. Here,
the cat could be near the owner, see out the window, and the owner could reach over and pet
the cat without interference with computer use. The same reinforcer (attention in the forms
described above) was given when the cat was on the end table.
Finally, noncontingent reinforcement was used in addition to extinction and DRI. During
extinction phases, the owner provided attention when the cat was receptive in rooms other than
the office. Non-contingent reinforcement was not recorded, due to inconvenience. The owner
estimated an average of two additional sessions of attention per day in different areas of the
house over the treatment period.
Results
Baseline data was collected in 44 sessions over 17 days. Session start times and durations
were erratic, as is the owner’s typical computer use. Session durations ranged from 1 to 208
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minutes, with a mean of 40 minutes.

Treatment was conducted in 77 sessions over 26 days. Again, session start times and
durations reflected the owner’s actual computer use, rather than a pre-planned timing. Session
durations ranged from 2 to 178 minutes, with a mean of 40 minutes (coincidentally matching
that of baseline sessions).
A summary of baseline and treatment parameters and count (target behavior) statistics
is given in Table 1. Note that whether we consider the behavior rate in counts per hour of
computer use, or counts per computer use session, we find a 62% decrease in target behaviors.
These figures would not necessarily be equal, so they confirm that whether the behavior is based
on the amount of time the owner is at the computer, or by the number of times she initiates a
session, the treatment successfully reduced the problem behavior by a significant percentage.
Figure 3 illustrates the cumulative number of target behaviors performed during the 44
baseline sessions, superimposed against the cumulative number of target behaviors performed
during the 79 treatment sessions.
Table 1. Summary data for baseline and treatment phases. Note that around treatment sessions
25 and 45, the rate of target
Parameter Baseline Treatment % decrease
behaviors declines rapidly. Also,
Number of days 17 26 -- in this course of treatment, an
Number of sessions 44 79 -- extinction burst (an increase in target
Number of hours 29.5 hours 52.4 hours -- behaviors often seen initially when
reinforcement is withdrawn) did not
Total number of counts* 65 44 --
occur. This is clear upon examination
Overall counts/hour 2.2 counts/hr 0.84 counts/hr 62% of Figure 3, as the cumulative record
Mean counts/session 1.48 0.56 62% for treatment always remains well
* counts are instances of the target behavior below that of the baseline.
Because the sessions varied by time of day, but the cat’s daily schedule (meals, naps, and
activity) is quite rigid, the data was considered in an additional format. Each day was divided
into five time blocks, each lasting for three hours, beginning at 7 a.m. and ending at 10 p.m..
The total number of counts per hour
70
is shown as a function of time block in
Figure 4. Here, when the hourly rate of
60 B aseline
problem behavior in the treatment phase is
compared to that in the baseline phase, we
50
see that behavior has decreased in all time T reatment
blocks except for time block 3 (1 p.m. to 4 40
p.m.). For time blocks 1, 2, 4, and 5, the
decreases in problem behavior are 51%, 30
92%, 27%, and 61%, respectively. In time
block 3, there is a 7% increase in problem 20
behavior.
In Figure 5, we see a cumulative 10
Cumulative Instances of Target Behavior
account of prompted versus unprompted
0
instances of the new and incompatible 0 10 20 30 40 50 60 70 80 90
behavior (four feet on the end table). This S e s s io n N u m b e r
can also be used as a measure of extinction
success, or learning. Prompting was faded Figure 3: Cumulative instances of target behavior during baseline and treatment
sessions.
according to the subject’s performance
Spring 2007
(rather than on a predetermined schedule). 3.5

The results in Figure 5 show that there was
little difference in the rates of prompted 3
and unprompted desired behavior until

2.5
approximately treatment session 19, when
the two curves diverge significantly. After B aseline
2
treatment session 57, prompting was no
longer needed for the cat to perform the 1.5
desired behavior. T reatment

1
The “walk-by” behavior was still occurring . instances of target behavior per hour
at the end of the treatment, but this was 0.5
Avg
acceptable to the owner, as this is an easy 0
way for the cat to reach the end table and is 0 1
B lock 1 2
B lock 2 3
B lock 3 4
B lock 4 5
B lock 5 6
only a brief interruption. The DRI schedule Figure 4:7-10am

Comparison of instances
10-1pm 1-4pm of target
4-7pmbehavior as a function
7-10pm
was still at a constant level when data taking of time of day, for baseline, and after treatment.
was completed.
Shown in Figure 6 is a photograph of Jonah performing the incompatible behavior. Since this
treatment, he has spent time at this location, including times when the owner is not in the office.
Discussion 70
In this study, the cat’s undesirable behavior 60

was successfully extinguished and the Behavior
acquisition of a new, incompatible behavior 50 Un-Prompted DR I

was completed. It is hoped that these results
40
will encourage the simultaneous use of Incompatible
several techniques for resolving undesired 30
cat behavior, particularly for cats who have

demonstrated below average learning 20
Prompted DR I
ability. In addition, extended treatment time 10
may be warranted for slow learners. For Cumulative Prompts for
example, approximately 25 training sessions 0

0 10 20 30 40 50 60 70 80
were required before the rate of behaviors S es s ion Number
significantly decreased (relative to baseline Figure 5: The reduction in the need for prompting to perform
rates), as shown in Figure 3. DRI behavior (going to end table) as treatment progressed is
However, due to the great number of illustrated by the “Prompted DRI” slope reaching zero while the
variables in this case, it is difficult to determine “Un-prompted” cases continue to accumulate.
which, if any, of the techniques may have
been unnecessary. For example, the fact that the end table and the view of the outdoors were
not available during the baseline phase leads to an uncertainty as to whether providing this new
location alone would have caused changes in behavior. However, it is believed that the abrupt
environmental change could have served as a cue and thus facilitated learning.
Similarly, it is possible that the withdrawal of reinforcement (extinction procedure) made
much more of an impact than the provision of non-contingent reinforcement. It is difficult to
conclude whether the DRI made more of an impact than the NCR, and which was responsible
for the absence of an extinction burst. Again, due to past experience with this subject, it was
believed that many techniques would be needed simultaneously to effect change within any

Spring 2007
reasonable period of time.

In addressing the 7% average
increase in target behavior for time
block 3, we examined the cat’s daily
schedule. It was concluded that
due to the fact that the cat’s main
meal is served at approximately
4 p.m., and is usually served by
the owner, the cat’s increase in
target behaviors was not driven by
attention-seeking behavior, but by a
motivation-establishing operation:
food deprivation. We therefore
recommend that the owner modify
the environment by simply closing
her office door during time block 3.
An interesting variable that
was not considered is the amount Figure 6. Jonah shown performing incompatible (preferred) behavior.
of attention reinforcement. The
reinforcement given in this study was, on average, about the same intensity in the baseline and
treatment phases. It is favorable (least resistant to extinction) if the reinforcement doses are
small during the continuous reinforcement used in the baseline phase (Valles, Rocha, & Nation,
2006). On the other hand, large doses of reinforcement would be preferable for maintenance of
the incompatible behavior.

Spring 2007
References
American Pet Products Manufacturers Association, 2005/2006 National Pet Owners Survey. Retrieved
March 23, 2007, from http://www.aapma. org/press_industrytrends.asp.
Fisher, W. W., Deleon, I. G., Rodriguez-Catter, V., & Keeney, K. M. (2004). Enhancing the effects
of extinction on attention-maintained behavior through noncontingent delivery of attention or stimuli
identified via a competing stimulus assessment. Journal of Applied Behavior Analysis, 37, 171-184.
Hagopian, L.P., Fisher, W.W., & Legacy, S.M. (1994). Schedule effects of noncontingent reinforcement
on attention-maintained destructive behavior in identical quadruplets. Journal of Applied Behavior
Analysis, 27, 317-325.
Hanley, G. P., Piazza, C.C., & Fisher, W.W. (1997). Noncontingent presentation of attention and
alternative stimuli in the treatment of attention-maintained destructive behavior. Journal of Applied
Behavior Analysis, 30, 229-237.
LeBaron, J.A., & Pryor, R. (2005). The effect of knowledge of behavioral therapy resources for cats on
future shelter relinquishment rates. Introduction to Psychology project. SUNY Brockport.
Martin, G., & Pear, J. (2007). Behavior modification: What it is and how to do it. Upper Saddle River,
New Jersey: Prentice Hall.
Miller, D.D., Staats, S.R., Partlo, Cl, Rada, K. (1996). Factors associated with the decision to surrender
a pet. Journal of the American Veterinary Medicine Association, 209, 738-742.
Rescolra, R. A. (2006). Deepened extinction from compound stimulus presentation. Journal of

Experimental Psychology: Animal Behavior Processes, 32, 135-144.
Taylor, J.C., Sisson, L.A., McKelvey, J.L., Trefelner, M.F. (1993). Situation specificity in attention-seeking
problem behavior: A case study. Behavior Modification, 17, 474-497.
Valles, R., Rocha, A., & Nation, J.R. (2006). The effects of acquisition training schedule on
extinction and reinstatement of cocaine self-administration in male rats. Experimental and Clinical
Psychopharmacology, 14, 245-253.

Spring 2007
48
Case Study: Cat Meets Dog -

Bringing Magic Home
Amy D. Shojai, CABC
The following is a summary of a retrospective case presented as a tutorial by the author on

the IAABC Cats-Tutorial list-serve. The case featured the author’s own animals during their initial
six-week introduction, as well as an update of the outcome after six months.
Pet Introductions 101

While turning a new pet loose into an existing pet household may result in “love at first
sight,” it can as easily become World War III. First meetings matter because a bad initial
experience--or a good one--leaves a lasting impression. For instance, cats highly aroused to the
point of attack can “remember” the offending animal during future encounters and react with
aggression without further provocation.
Carefully planned introductions ensure both the physical safety and emotional well-being
of the animals involved, as well as the owners. Proper introductions can prevent or reduce the
potential for behavioral problems. Fear-based or territorial aggression often arises as a result of
haphazard management, and in the worst cases, injury or death. Owners unable to cope may
feel forced to relinquish one of the pets.
Planning can be particularly important when introducing different species. Cats and dogs have
different social, physical and emotional needs.
Although there are exceptions, most cats rely greatly on routine and bond closely with place.
House cats seek to own/control their particular piece of the home, which may be one room, one
chair, or the entire house. This ownership may be fluid and change with the presence of other
cats of higher/lower status. Existing cat social groups do not welcome unfamiliar animals into
the family group, and instead typically seek to drive off interlopers, or at least keep them at bay.
A new cat introduced to this dynamic is more interested in exploring unfamiliar territory than
meeting any resident animal.
Because dogs evolved as social animals who hunt, live, and rear young together, they
more readily welcome strangers into the group. Resident dogs are protective of territory but
show interest in meeting newcomer animals particularly in neutral areas (away from the home
territory). When properly socialized and trained, the resident dog also may follow a savvy
owner’s direction. The new dog in unfamiliar territory would seek to meet and greet another
animal before exploring the yard or house.
Therefore, introducing cats to dogs poses special challenges. In addition to their different
meet-and-greet styles, each communicates with body language that may be misinterpreted by
each other. For instance, a wagging tail may signal “come closer” to the dog, but signals “keep
your distance” to the cat. The dog’s raised paw may signal deference but the cat sees a signal of
caution and readiness to flee.
Cat-to-cat introductions typically take place in the resident cat’s household, while initially
restricting the new feline’s territory to a single room. However, it’s helpful for initial dog-to-dog
Spring 2007
Case Study: Cat Meets Dog - Bringing Magic Home 49
introductions to take place in “neutral” territory away from the resident animal’s home.
Timeline varies greatly depending on the age of animals involved, their personalities and/or
breed tendencies, health, and socialization/training status. When dealing with healthy, socialized
adult dogs, introduction-to-acceptance might be expected to take one to three weeks. Healthy,
socialized adult cats might reasonably be expected to accept each other as early as three
weeks but more commonly after five to six months. It’s even more difficult to accurately predict
timeline with cat-to-dog introductions.
Family Background
The owners consist of a husband who works outside the home and a self-employed wife. The
husband’s first pet experiences occurred after their marriage; the wife grew up around many
dogs and cats, worked as a veterinary technician and is now a journalist specializing in pet
topics. They live in a large, two-story open floor plan house located on thirteen acres consisting
mostly of open fields with some wooded brushy areas, all suitable for dog exercise and training.
The cat remains primarily inside, unless on leash for brief walks.
The husband developed a special relationship with the cat that includes long, drawn-out
“conversations” they share each morning and evening. The cat spends most of her time with the
wife in the upstairs home office, and up to three hours alone in the house each day. Both owners
feed the cat, and play interactive games in the evening that include fishing pole lure games,
catnip treats, and/or hide-and-seek games.
The owners previously had a male German Shepherd from age five months to thirteen years.
This dog suffered multiple health problems, and the wife was the primary caretaker and trainer.
The lion’s share of training and care, and much of the introduction protocol, will again fall to the
wife, although the husband has agreed to be involved as much as possible.
Cat Background
Owners adopted Seren, a domestic shorthair seal-point (Siamese look-alike) at
approximately three months of age and had her spayed at four months. She learned bite
inhibition and to allow claws to be trimmed each week. Reward training (feather lures, cream
cheese, other cat treats) and clicker training taught Seren to willingly walk on a halter/leash, to
sit, sit up and wave and come on command.
The cat’s personality changed at about two years of age following a pet sitter’s stay, which
also coincided with typical feline social maturity timing. Thereafter she became territorially
aggressive toward strangers (hisses, growls, “airplane” ears turned sideways and piloerection)
especially in important pathways such as the stairs and doorways. The warnings never escalated
to yowls, clawing, or biting. While she does not back down from strangers, once they back
away she calms down (fluffed fur smoothes, ears return to face-forward position) and leaves
the area, and her arousal generally diminishes within minutes. The behavior also appears to be
mostly posturing, since the owner can easily remove Seren without any bites/clawing injury.
For convenience and safety, owners routinely confine Seren before visitors arrive in the home to
avoid arousal. Veterinary exams prompt growls and offers to bite. The one time Seren has bitten
the owner was during removal from the veterinarian’s office.
Seren remained an “only” pet in the household for nine years and developed into a confident,
healthy, outgoing seven-pound cat intrigued by everything. She remains biddable and loving
to both owners, and showed great interest (meowing, digging at glass, seeking nose-to-nose
Spring 2007
50 Case Study: Cat Meets Dog - Bringing Magic Home
interaction through window) toward other cats, skunks, rabbitsa and a raccoon who visited the
patio. However, sight of dogs and coyotes prompted hissing, and retreating from the window to a
lookout perch eight feet away.
Puppy Background
Magic von Fernheim, a black and tan male, born July 2006, joined the owners in September
at age eight weeks and eleven pounds. The pup had no cat experience, although the breeder
socializes all her puppies. Management of the environment for both the pup and cat’s safety will
be a priority. Continued puppy socialization and training (especially impulse control) will be vital
as well, since very soon the dog will outweigh the seven-pound cat and normal canine play/
predatory aggression will pose a risk.
Assessment
Cat-to-dog aggression typically arises from fear when the animals have not been properly
socialized and/or introduced to each other. Aggression may escalate especially when the target
“acts” like a victim.
Seren missed the prime kitten socialization period (age two to seven weeks) to friendly
dogs that would have helped smooth this transition. Ideal puppy socialization occurs up to 14-
16 weeks, and vigorous socialization has been planned for Magic using some of the checklists
provided in Premier’s Puppy Toolkit®.
Management is goal one. A program of desensitization and counter-conditioning is necessary
to diffuse Seren’s potential defensive and offensive behavior. Training and continued socialization
of the pup also is vital. Based on these concerns, a three-part program consisting of preparation,
initial introduction, and continued management was taken.
Preparation
In an effort to transition Seren as gradually as possible, several environmental enrichments
and management changes were made before the puppy came home. Owners set up a crate in
the pup’s “home base” (one end of kitchen) in January 2006 and sprayed with Feliway®, an
analogue of a feline cheek pheromone that signals a “safe” environment. Favorite toys tossed
into the open door of the crate encouraged Seren to explore at leisure. Within four days, the cat
had cheek-rubbed (territorially marked) the front corners, played inside and around the outside
of the crate, and had lost interest in exploring the crate after two weeks.
To create a segregated pup-only area, owners installed two 41-inch-high pet gates (including
a smaller cat door in the bottom) in each doorway of the walk-through kitchen. A collapsible
exercise pen helped further partition one end of the kitchen, leaving the other for the cat’s free-
access into the laundry room, containing a feeding station and litter box. A second litter box
available in the owner’s second story office will be off-limits to the pup.
The gates left open for two weeks allowed the cat to become comfortable with the notion.
Then the gate nearest the pup’s domain was completely shut while the owners opened the cat
door of the gate nearest the laundry room. Within five days, Seren used the cat door without
incident.
An existing three-tiered cat tree situated next to floor-to-ceiling windows in the living room
adjacent to the patio offered Seren a safe, high retreat. Owners purchased a second cat tree and
Spring 2007
located it at the opposite end of the living area. After rearranging the furniture and establishing
a second feeding station on the new cat tree, safe cat retreats nearly quadrupled. A dog bed
placed in the living room area offered the pup a “go to” area away from the cat’s domain. Seren
sniffed then ignored the dog bed.
Magic was born July 24. The owner visited the litter on three occasions, taking a cat-scented
sock (petted Seren with the cloth) along for the litter to smell. This may or may not have
had an impact. Owner also rubbed the sock over the puppies, returned home, and left it for
Seren to find, and she spent a great deal of time sniffing essence of puppy—with no untoward
vocalizations or overt body language objections. Later, the owner took dog toys for the litter
to play and scent, for Seren to then sniff, and ultimately left the dog toys in the crate to help
habituate the cat to the dog’s scent.
The breeder sent individual puppy temperament testing results to help the owner choose
the best match. She used the Volhard Puppy Aptitude Test, which scores ten attributes on a
1-6 scale. Magic tested middle of the road (3) on seven of these; a 2 on “stability,” indicating
a bit of caution; and a 1 on sight sensitivity, indicating high prey drive. In a separate test he
scored “excellent” for Schutzhund aptitude, a sport that tests for working drive, trainability, and
protection skills, among other things. Extra caution and training would be needed around the
cat.
A week before the pup’s homecoming, Seren received a veterinary exam and a clean bill
of health. Rescue Remedy® (a flower essence therapy) was added to her water fountain,
located in the upstairs office, as well as cups of water next to four bathroom sinks, and at her
laundry room feeding station. Flower essences are herbal remedies are made from plants,
trees, and bushes, and are said to carry the vibration imprint of the plant’s energy which wakes
up the patient’s system so it can heal itself. In some cases, flower essence therapies work
extraordinarily well. The most common products are Bach Flower Essenses, which consist of 38
individual remedies, each benefiting a different emotional state. Combination essences such as
Rescue Remedy can be helpful for terror or extreme stress. Most health food stores carry Bach
Flower remedies. They’re safe to use alongside other medical treatments, and choosing the
“wrong” essence won’t cause harm.
A Tutorial participant noted that because essences are energetic only, blood absorption is not
a factor. The treatment does not need to be ingested, and only requires contact with the animal’s
“energy field” to work, such as the head/crown, ears, and paws. This helps enormously with
treating cats, who often cannot easily be given oral medication. The Rescue Remedy continued
in the cat’s water for the duration of introductions, and was added to the pup’s water when he
arrived.
Two days before the puppy’s homecoming, a Comfort Zone® DAP diffuser was plugged
into the wall socket nearest the crate. This is an analogue of pheromones that nursing bitches
produce that signals “no fear” to puppies (adult dogs also recognize this). In addition, a Feliway
diffuser was plugged into the wall socket nearest the puppy gate entrance into the living room.
The pheromone therapy continued for thirty days, until the diffusers were empty.
Introduction
Magic arrived September 15. He already outweighed Seren by four pounds and had
already learned to “kennel up” for his meal, and “take a break” to eliminate on command.
Owners immediately confined Magic to his portion of the kitchen. He settled in happily, crying
only the first night and not at all thereafter.
Spring 2007
Limiting the cat’s sensory input during introductions helps

prevent emotional overload. Any quick or unexpected motion
(as of a rambunctious puppy) proves arousing to a cat.
While it’s impossible to eliminate scent or sound, reducing
visual stimulation can be controlled. Simply closing a solid
door to the “safe room” works, but in this instance the
owner covered the gates with blankets.
Also, during preliminary agonistic encounters cats tend to
avoid looking at each other, because direct eye contact may
be interpreted as a threat signal. The puppy’s curiosity and
interest, characterized by direct and constant eye contact, as
well as a low-wagging tail, likely would be misinterpreted as threatening by Seren.
Initially intrigued by the blanketed gates, Seren slowly stalked forward with neck extended
to sniff, but immediately retreated with hisses in response to normal pup noises on the other
side. She lived on the second floor of the house for the first ten days, but often watched from
the landing. Another food station was situated in the office bathroom next to her water fountain.
After the third day, Seren ventured downstairs for up to two hours at a time in the evenings, but
only when the puppy slept and remained silent.
Owner began clicker-training the pup on the third day to
teach basic obedience (sit, down, come, leash walking). Most
importantly, owner planned for Magic to automatically sit
when cued by the sight of the cat, to prevent chasing games,
which can be difficult to un-teach.
By the second week, Seren spent a total of five hours a
day downstairs, but in short increments, broken by retreats
up the stairs following barks. When Magic was quiet, she
approached the blanketed gate three or four times a day,
using a crouched, stalking-type posture and stretched
her neck out to sniff the edges of the blanket. At this point, she only hissed if startled by an
unexpected puppy noise.
Practicing something fun (food, a game) in close proximity to the new animal helps teach the
resident pet that there’s a benefit to being in the other’s presence. Therefore, owner attempted
playing with a fishing-pole style lure toy (Da Bird) with Seren near the gate. However, the pup
could see both the owner and the flying feather toy over the blanket, barked in excitement,
and the noise prompted Seren to retreat. Thereafter, the
owner relocated Seren’s play sessions to another room,
and also provided catnip. During this period, Seren’s
appetite and elimination remained normal; however, there
was a slight increase in regurgitation attributed to stress.
By the third week, the blankets came off the gates
when Magic repeatedly removed them himself. Seren had
already peeked under or around the blanket three or
four times while he slept, but Magic-in-motion made her
fur literally stand on end. Owner attempted feeding their
meals at the same time on opposite sides of the gate. But
both animals stared at, barked/wagged, or hissed/growled

Spring 2007
at each other. Sight of the cat provoked barking, wagging, and prancing by Magic, who has
begun bringing toys to the gate, perhaps to invite Seren to play.
Instead of meal-feeding at the gate, high-value treats (bits of cream cheese, ice cream,
yogurt) were offered to Seren two or three times a day, initially from a distance of six feet from
the gate. If she accepted the treat, the next session the saucer was moved a few inches closer
to the gate. Seren continued to growl while eating, but after a week was licking up yogurt within
inches of the pup while he practiced sits and downs for liver puppy treats. She would approach
this close only if paid with a treat. Tutorial participants suggested using the clicker to cue Seren
when close to the gate (or Magic) that something good—food—was coming.
By the fourth week, when Magic reached 12 weeks of age, Seren continued defensive
hissing mostly when the pup barked. When he quieted, she perched on a chair back or sat on
the floor about eight feet (her “safe distance”) from the gate with her tail wrapped around her
feet (defensive posture) and stared silently with ears forward, eyes wide (offensive). If the pup
made eye contact, she growled. When either owner spoke to her, she chirped, mewed, and
demonstrated “elevator butt” posture, inviting petting.
Management
Toward the end of the fourth week, Seren began to listen and take advantage of Magic’s
outings to more thoroughly sniff the puppy gate. For the first time, she stood her ground when
he returned, greeting his nose pokes with hisses, growls, and paw-slaps through the gate.
He responded with barks, wags, and play-bows. This became a new pattern, and the owner
routinely interrupted the session with a verbal “chill!” or a tossed soft towel across the cat’s line
of sight. Seren usually retreated to her safe distance to groom herself (displacement behavior
and feline stress reliever) and resume watch.
Magic learned to sit to request the gate (or outside door) be opened, and when on leash
was allowed into the living area for an hour each evening with both owners. Seren watched pup
cautiouslywhen he was out in the living area, but daily decreased her distance from eight feet to
about six feet by the end of the fourth week.
By the fifth week, Seren had decreased her safe distance to four feet and routinely
demonstrated calm walking (rather than defensive stalking) when approaching Magic’s gate. She
ran to the windows to watch him play outside, and ran into his private area to explore while he
was out. For the first time, the pair touched noses (through the glass) with no reciprocal hiss.
But meanwhile, the indoor hissing escalated to growls. Owners began leaving Magic for short
(under an hour) periods of time but crated him whenever they wree out of the house and kept
the gate closed to prevent Seren from teasing him.
After six weeks, Seren’s safe distance decreased even further and several times a day she
approached the puppy within two feet (through gate), then exhibited offensive behaviors with
hisses/growls/paw-slaps (making contact with the gate only) until she was interrupted. Despite
Magic’s extreme interest (wagging, play bows) with this new proximity, he willingly sat on
command. The second story of the house, including the owner’s office, will remain the exclusive
domain of the cat until/unless the situation improves. The “cat door” in the gates can’t yet be
used, since Magic still tries to wriggle through and may get stuck.
Outcome Of The Case

Over the six-week period covered by the tutorial, Magic learned to sit, lie down, and wait on
Spring 2007
command, which helped him practice impulse control. Since Seren never backed down, Magic
was never rewarded for attempting to chase her.
Seren’s initial defensiveness (hiding, stalking to approach, crouching 10 feet away to
observe) changed to more confident behavior. She stopped hiding, approached the puppy gate
with eyes and ears facing forward, and routinely chose observation posts as close as a foot from
the gate opening. Tutorial suggestions came after the initial six-week program.
Several months later, with Magic at eight months of age (and nearly 80 pounds), Seren has
returned to her pre-Magic routine. She solicits attention from owners, has remained loyal to the
litter box, and once again travels to “her” laundry room via the cat door even when the dog is
within four feet of the opening. She also tolerates sharing the living room with him each evening,
watching usually from a three- or four-foot distance (the new safe distance when the gate isn’t
between them).
Seren also teases Magic. She frequently enters the kitchen unobserved by Magic, meows
loudly for him to notice her, and then disciplines the dog with hisses, growls, and paw-swipes
when he approaches with wags and a toy. She is now about the size of Magic’s head. The owner
interrupts these interactions by calling the dog to come.
The gates keep Magic in the kitchen while allowing Seren access to the area, as well as
the entire house. The dog recently completed a basic obedience class to further socialize him
to other animals and better practice impulse control and reliability. He’s allowed off leash in
designated areas of the home, but only under supervision and with a high-value reward (treat
bone or toy), and is still crated when owners leave the house.
Seren’s hiss/growl quotient has been reduced from literally dozens of times a day to perhaps
three to six instances daily. These mostly coincide with mealtimes, when one or both owners are
in the kitchen near the pup and Seren chooses to join the family.
Both still have a long way to go. Neither are ready to be together unsupervised—and they
may never be friends. But the owners are encouraged that they have learned to tolerate, if not
totally accept each other.
Resources:
Johnson-Bennett, P. (2004). Cat vs. Cat. New York: Penguin Books.
Landsberg, G, Hunthausen, W., Ackerman, L. (2003). Handbook of behavior problems of the dog and cat.
New York: Saunders.
Shojai, A, et al (1999). New choices in natural healing for dogs and cats. Emmaus, PA: Rodale Press.
Shojai, A. (2005). PETIQuette: Solving behavior problems in your multipet household. New York: M. Evans
Publishing.
Thorne, C. (1992). The Waltham book of dog and cat behaviour. New York: Pergamon Press.
Turner, D. & Bateson, P. (2000). The domestic cat; The biology of its behaviour. Cambridge: Press
Syndicate, University of Cambridge.

Spring 2007
55
Protocol for Relaxation in Equines

Connie Dwyer, MS, CABC, CPDT and Debbie Strother, MS, BCBA, CABC
Equines are naturally a species that runs first and thinks later. Each equine (from here
forward also referred to as a horse) is different and some can be quite “spooky” and unsafe. This
protocol will help your horse to become focused on you when he is faced with something that
worries him. It teaches your horse how to relax under various situations that could cause him to
spook and bolt from you, the handler/rider. It is the basis for all other equine behavior analysis
programs.
The system described in this article assumes you have started with a protocol for deference
before proceeding. A Protocol for Deference in Equines, which covers the foundation behaviors,
as well as how to use food rewards successfully with horses, will be published in a future issue of
the Journal.
Taking food and the chewing that goes along with eating are behaviors horses do when they
are relaxed. The physical position taken by a horse while eating is a lowered head. We will use
this lowered, relaxed head position as the main behavior in this protocol. The training will enable
you to access it in times of stress to act as a calming signal to your horse. You will do this by
putting the lowered head position on cue so that you can signal your horse to calm down and
help him to dissipate his stress.
Things to Keep in Mind

The following are the key points to remember from the Deference Protocol:
• Be sure to keep your horse successful.
• He should be relaxed and attentive to you.
• If you see that he is showing signs of being agitated or upset, take a few minutes break
and rethink your plan.
• Try using less pressure or break down the tasks so your horse can understand what you
are asking.
• It is difficult for any animal to learn if he is stressed.
• Always be sure to end your sessions so that you are able to positively reinforce a
satisfactory response from your horse.
You are striving to have your horse will look forward to the next time.
Patience and consistency are keys to the horse’s success. It is also important to focus on your
own body language, because animals such as horses are very keen to it. Try to remain relaxed
yourself, breathe deeply and slowly, and remain intent on what you are asking. Your focus will
help promote focus and calmness in your horse.
The Protocol
In this protocol, you will be teaching your horse to lower his head on cue and keep it there
willingly and in a relaxed manner under various situations. We will start with the quietest
Spring 2007
56 Protocol for Relaxation in Equines
environment and then slowly add distractions to counter-condition and desensitize your horse to
them.
Steps for the Protocol—Day 1

With your horse in a lead and halter, use pressure to ask for a lower head position. This
can be done by putting downward pressure on the lead by placing your hand on the lead rope
snap and applying slight downward pressure, just to the point of contact on the noseband of
the halter. Maintain that contact until you feel your horse’s nose move lower in the slightest
bit. Release your hold and say “yes,” followed by a food treat. Continue in this fashion until you
have your horse’s nose in contact with the ground. This may take a few days to achieve, so be
patient. Be sure to work in small increments and look for continuous movement lower and lower
until your horse’s nose is all the way down.
You may also teach this using a pressure cue by placing your hand on your horse’s poll
and waiting for movement down and away from your hand. Another common position is to
put upward pressure on the lead, taking the slack out the of lead while placing it against your
horse’s neck, just next to his jaw bone. This, in turn, will put the pressure on the horse’s
noseband. You should maintain this contact until your horse makes an effort to release the
pressure by lowering his head. This is the response you are looking for and the point that you
should release your contact position, as well. If this is a riding horse, this cue will be the best to
translate to a calming cue from the saddle. The contact you are applying with the halter and lead
is the same position that you take when you are in the saddle and pick up the rein to ask for a
lower head position.
Whichever way you teach it, work through the behavior until the horse is giving a 100%
response rate to the pressure cue before adding the cue word “down.” Also, switch to a variable
reinforcement schedule for the food rewards at this point, offering food treats randomly during
the training process. You may also reinforce the behavior with verbal praise, such as “good boy.”

Ask the horse to lower his head to the ground and keep it there for 1 second
Ask the horse to lower his head to the ground and keep it there for 2 seconds
It helps to count out loud for this exercise. If your horse raises his head before you get to
the next count, ask him again to lower his head to the ground. For instance, begin counting out
loud again, 1 . . . 2 . . .; if he remains in this position, say “yes” and offer a food reward. As he
improves by each addition of time (duration) in each step, you will say “yes” and offer a food
reward. Ask for a 3-second head down position for three total requests. In other words, ask the
horse to lower his head and hold it there to the count of 3 before you say “yes” and offer a food
reward. Do this sequence three times with the horse successfully completing the sequence, and
then end there on a good note.

Spring 2007
Protocol for Relaxation in Equines 57
You will mark with a “yes” and reward as your horse adds duration up to a count of 5. Take
a 10-minute break from this and then resume by asking your horse to drop his head and keep
in down for a count of 3. If he pops up at 1 second, just ask again and begin counting out loud,
1 . . . 2. . . 3. If he can get to 3, that is when you say “yes” and offer a food treat. Now try to
ask for the head down to a count of 4. Then do same for a count of 5. End on this duration if the
horse is successful. If he becomes stressed out, back up to a count where he was successful and
end there, with him accomplishing that task, so that you can mark and reward it and end on a
positive note.
Steps for the Protocol—Days 4 to 10

Follow the steps above, adding duration by seconds and counting out loud as you go along,
up to the count of 20. Once you get to 20, you will ask for the lower head position but will not
count out loud; instead, you will count quietly to yourself. Your goal is to get to a count of 100
with your horse’s head in the lowered position without you counting out loud. You will need
to shape this in progressively longer increments, while still making sure that horse is able to
perform calmly. You will tell your horse that he has been successful by the “yes” and the food
reward. This keeps him in a relaxed position and focused on you for the release of the “yes” and
the food reward.

Here we will begin adding distractions to the exercise. You can adjust this as necessary to
deal with what your horse is spooky about. For instance, if your horse is worried about sounds
behind him, you could add that to the head lowering.
Get the help of a friend and have her stand back to the side of your horse while you are at
the horse’s shoulder holding the lead. Cue your horse to lower his head. Have your friend hold
a plastic bag and make a very slight noise with it. If your horse can stay in head down position
with this distraction, say “yes” and reward him. Now have your friend make a louder noise, and
if your horse can keep his head down, say “yes” and reward. Keep on doing this until you can
make lots of noise behind your horse and he does not appear concerned. If he pops his head
up or moves his feet at any time, he is telling you that the distraction is too much for him. Stop
what you are doing and ask him to lower his head again without the distraction and mark and
reward once he complies, so you end on a positive note. You should now move along in smaller
increments of distraction so that he can remain calm and successful. You should never force your
horse or rush this process, as it will only work against you and sensitize him to the distraction—
causing the opposite effect from what you are working toward.
Steps for the Protocol—Days 12 to 30

Work each day with a different object, sound, or degree of difficulty. There is a list of
exercises to do below, but you can adjust them as you see fit for your horse. The more
distractions you expose your horse to, the better adjusted he will become to distractions in
general. You can never cover all possible distractions, but by following this protocol you will be
Spring 2007
58 Protocol for Relaxation in Equines
counter-conditioning your horse, teaching him that distractions are something to look forward to
and not to fear.
Your horse should remain in a calm head-down position for the following. Be sure to teach
this using the shaping process, advancing in small steps until you can achieve the goal behavior.
Be sure to mark and reward for increased performance and do not get stuck in one spot for too
long.
Waving a plastic bag at a distance of 3 feet from in front of the horse.
Waving a plastic bag at a distance of 1 foot from in front of the horse.
Waving a plastic bag at a distance of 3 feet from behind the horse.*
Waving a plastic bag at a distance of 1 foot from behind the horse.*
Waving a plastic bag at a distance of 1 foot from the side of the horse.
Rubbing a plastic bag on the horse’s back.
Rubbing a plastic bag on the horse’s neck.
Rubbing a plastic bag on the horse’s face.
Running in front of the horse at a distance of 3 feet.
Running around the horse at a safe distance.
Banging a pan softly at a distance of 3 feet in front of the horse.
Banging a pan a little louder at a distance of 3 feet in front of the horse.
Banging a pan a little louder at a distance of 2 feet in front of the horse.
Banging a pan softly at a distance of 5 feet behind the horse.
Banging a pan a little louder at a distance of 5 feet behind the horse.
Rolling a ball in front of a horse at a distance of 3 feet.
*CAUTION: Be sure to put the bag on a stick and stand off to the side while waving the bag
in back of the horse. DO NOT stand behind the horse, in case he kicks out. Keep a safe distance
at all times.
Be sure to get professional help from an experienced trainer or consultant if you are unsure
how to safely use any of the exercises in this protocol.

Spring 2007
59
Book Review
Help for Your Fearful Dog: A Step-by-Step Guide to Helping Your Dog Conquer His Fears
by Nicole Wilde, CPDT (Phantom Publishing, 2006)
Reviewed by Valerie Pollard, CDBC
Nicole Wilde is a Certified Pet Dog Trainer (CPDT) who has worked for years with all types
of canine behavior problems, as well as specializing in wolves/wolfdogs. She has written six
books, and presents seminars both here in the United States as well as internationally. Nicole
has a special interest and special place in her heart for dogs with fear issues, and with making
their lives better. Help for Your Fearful Dog is her sixth book, and definitely the most ambitious
and complex yet. The book is attractively presented, with an eye-catching cover photograph of a
Papillon hiding behind his owner’s legs that definitely grabs your attention and also conveys the
tone of the book: playful yet to the point.
Wilde begins the book with a Foreword that describes her personal experiences with her own
fearful dogs, and sets up the book’s basic point of view: “Above all, be patient with your dog.
Changing the underlying emotions associated with fearful behavior takes time. Although not all
dogs will be able to conquer their fears completely, be assured that regardless of the cause, you
will be able to make a difference and help your dog to feel more confident and relaxed.…”
The book begins by describing varying causes of fearful behaviors, including genetics, lack
of socialization, abuse, traumatic experience, learned or associative fears, and pain or illness.
Each topic is discussed individually, and bullet points at the end of each chapter summarize what
was discussed in simple sentences which further clarifies the subject matter. For example, on
the back cover of the book, bullet points clearly describe what topics are covered in the book,
such as: “How to read your dog’s stress signals,” “How your attitude can affect your dog’s
behavior,” “How to set up a Firm Foundation program at home,” “Four essential skills to teach
your dog,” etc. There are many photographs, drawings, and changes of font that make the text
not only more attractive, but also enhance the learning experience by clearly demonstrating
body postures, handling techniques, appropriate body language, etc. There are particularly good
photos of canine body language, including close-ups of facial expressions.
The book follows a continuum of related topics, easily flowing from one to the next—
beginning with establishing a foundation program, that, in the author’s words, will “set the
stage for learning and confidence-building by providing a supportive home environment.” The
foundation program consists of management, physical well-being, and leadership and training. It
then moves through discussions of nutrition, physical exercise, and mental stimulation; each of
these topics is discussed at length and in great detail.
Wilde then goes on to discuss various types of fearful associations, including sound and touch
sensitivities, fear of objects, fear of stairs, fear of the crate, fear of the car, fear of brushing and
nail clipping, separation distress—and these are not all of the topics discussed! Protocols for
working on these issues are provided, again with photographs and in detail, making for a really
invaluable reference.
Next, Wilde discusses various types of non-behavioral therapies, including herbs,
homeopathy, flower essences, massage, acupuncture, and pharmacologic intervention.
Help for Your Fearful Dog is a complete and well-written book that collects all that is cutting-
Spring 2007
60 Book Review
edge at this time regarding working with fear-related issues in dogs. I especially like that it is
written from the point of view of a practicing dog behavior counselor who has worked through
these issues not only with clients’ dogs but in her own work with wolves and her own dogs at
home. The back cover states, “Nicole … has a special place in her heart for fearful dogs.” It
certainly shows in the loving care and careful detail with which this book is written.
This book is a must not only for owners of fearful dogs and new trainers who are learning,
but also as a resource for experienced behavior counselors as well.

Spring 2007

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Animal Behavior

Theory and Practice

Animal Behavior Consulting: Theory and Practice

Journal Review Board

Susan Bulanda, MAT, CDBC Myrna Milani, DVM, CABC

Mary Burch, PhD, CABC James O'Heare, CDBC

Linda Case, MS, CABC Joanne Oliva-Purdy, PhD, CABC

Steve Dale, CABC Merope Pavlides, PhD, MEd

Ian Dunbar, PhD, DVM, CABC Valerie Pollard, CDBC

Lynn Hoover, MSW, CDBC Veronica Sanchez, MEd, CABC

Pam Johnson-Bennett, CABC Dani Weinberg, CDBC

Sue Kapla, PhD, CABC Liz Wilson, CVT, CPBC

The International Association of Animal Behavior Consultants

Animal Behavior Consulting: Theory and Practice

The IAABC Journal accepts articles on the following topics:

Manuscripts should be submitted to nikitadog31@yahoo.com by electronic submission. Microsoft Word or RTF

Please submit with your article

• highest earned degree(s).

• contact information including e-mail.

Animal Behavior Consulting: Theory and Practice

The IAABC Board of Directors and IAABC Divisions........................................................... 7

Association & Member News.......................................................................................... 8

IAABC in the News....................................................................................................... 9

IAABC Statement on Core Areas of Competency.............................................................. 11

IAABC Vision and Mission Statements and Core Values..................................................... 14

Professional Relations Strategy Group............................................................................ 15

Bengal Cats: A Study in Behavior.................................................................................. 16

Electronic Training Devices: A Review of Current Literature............................................... 22

Extinction of a Disruptive Behavior in a Learning Challenged Domestic Cat: A Case Study..... 40

Case Study: Cat Meets Dog - Bringing Magic Home.......................................................... 48

Protocol for Relaxation in Equines.................................................................................. 55

Book Review: Help for Your Fearful Dog by Nicole Wilde.................................................... 59

Letters to the Editor may be sent to journal@iaabc.org.

Animal Behavior Consulting: Theory and Practice

~ The Prince by Machiavelli

THE IAABC BOARD OF DIRECTORS

Cat Behavior Consulting Division

Dog Behavior Consulting Division

Horse Behavior Consulting Division

Human-Animal Mutualism Division

Parrot Behavior Consulting Division

Animal Behavior Consulting: Theory and Practice

Association and Member News

Aggressive Behavior in Dogs by James O’Heare, released in March 2007, is a

Animal Behavior Consulting: Theory and Practice

IAABC in the News

Animal Behavior Consulting: Theory and Practice

Certification Exam Committee

Consultant for Feline Behavior Consulting Education

Editorial & Journal Review Board

Members Assisting with Standards, Criteria, and Consultant Education

Panel Discussions Committee (Ad Hoc)

Professional Relations Strategy Group

Scientific Studies Committee

Shelter Task Force

Veterinary Newsletter Committee

IAABC Statement on Core Areas of Competency

I. ASSESSMENT AND INTERVENTION STRATEGIES

II. COUNSELING SKILLS AND SOCIAL SYSTEMS ASSESSMENT

III. BEHAVIORAL SCIENCE

Animal Behavior Consulting: Theory and Practice

IV. GENERAL KNOWLEDGE OF ANIMAL BEHAVIOR

V. SPECIES SPECIFIC KNOWLEDGE

Animal Behavior Consulting: Theory and Practice