Page 168 - Zoo Animal Learning and Training

140 7 The Art of ‘Active’ Training

The following is a list of a few of the most
VetBooks.ir important behaviours commonly observed Expert trainers carefully evaluate and adjust
current antecedent conditions to encourage
in ‘expert’ animal trainers:
desirable behaviour, and provide reinforcing
consequences that motivate animals to par-
Uses positive reinforcement ticipate in the learning experience.
Teaching animals to perform some behav-
iours can be quickly accomplished through
negative reinforcement, such as shifting a 7.5.1 A Reinforcing Future
rhino out onto exhibit by squirting it with
cold water, or shifting gazelle inside by Contemporary animal training starts with
chasing them with push boards. Expert train- the skilful and ethical application of the sci-
ers understand the value of using positive entific principles of behaviour change. A
reinforcement whenever possible to teach commitment to the most positive least intru-
behaviours even though it may take a bit sive training strategies, improves behavioural
more time and effort. outcomes and welfare for animals in human
care. The fields of animal welfare and animal
Avoids punishment training should advance together as practi-
Many people fail to realise that anything they tioners improve their knowledge and skills to
do that results in a decrease in behaviour is teach animals to willingly participate in hus-
punishment, including the timeout proce- bandry and medical procedures thereby
dure. Expert trainers avoid punishment reducing stress and danger that resulted
whenever possible, partly because they from immobilisations and restraint in the
understand the potential for detrimental side past.
effects such as aggression, apathy, escape/ Where trainers once used force, coercion,
avoidance, and generalised aversion to the and hunger to motivate animals, trainers
environment. Expert trainers replace now create motivation by first forming trust-
unwanted behaviour with desirable behav- ing relationships and empowering animals
iour through differential reinforcement of with choice and control. By allowing commu-
alternative or incompatible behaviour.
nication to flow in both directions, trainers
Takes responsibility for behaviour give their animals a ‘voice’, expressed through
Expert trainers avoid blaming their animal the animal’s body language resulting in recip-
and understand poor performance is most rocal influence.
often associated with antecedent and conse- Trainers who once understandably worried
quence conditions that they have failed to about clocking out on time because their ani-
effectively establish. mals would not shift inside can now teach
quick response to shift cues at any time of day.
Demonstrates flexibility Animals once labelled ‘slow, obstinate, aggres-
Expert trainers understand no matter how sive, untrainable’ and more, now respond
hard they worked on the training plan, it is quickly to cues presented by trainers who have
only about half the information; the animal changed their behaviour and maybe their lives
brings the other half of the information. through clear communication, antecedent
Adjusting the training plan in response to the arrangement, and reinforcing consequences.
animal’s behaviour is a trait of expert Problem behaviours are opportunities for skil-
trainers.
ful trainers to understand that all behaviour
Carefully arranges antecedent and conse- has function and by changing conditions, we
quence conditions can replace problem behaviours with more
The condition in which learning occurs varies appropriate behaviours.
from moment to moment and antecedent Visitors to zoological facilities also benefit
stimuli can make or break a training session. when they see programmes displaying ani-