Page 89 - Zoo Animal Learning and Training

4.7 Ethical Considerations 61

VetBooks.ir drive zoo staff out of the enclosure, rein- Russell and Gregory 2003; Russell and
Varsik 2002).
force them after the zoo staff have left the
enclosure. Either way you have taught
training birds of prey (Anderson 2009).
them an alternative behaviour. ● Removal of aversive equipment when
Gaining trust with skittish birds (Tresz and
When working with zoo animals, many ●
Murphy 2008).
have reported on the great success they have Distraction training with positive reinforce-
had focusing on redirection and teaching ● ment with a variety of species (Leeson 2006).
alternative behaviours to undesirable behav- Aggression reduction with spotted eagle
iour through positive reinforcement as ● rays (McDowell et al. 2003).
opposed to using punishment. The marine Transition from free‐contact to protected‐
mammal community has dealt with aggressive ● contact with elephants (Andrews et al.
sea lions and focused on positive reinforce- 2005; Priest et al. 1998).
ment solutions using alternative behaviours General approach to training multiple spe-
and redirection (Graff 2013; Keaton 2014; ● cies and eradicating unwanted behaviour
Streeter et al. 2013). In 1990, Turner and by focusing on positive reinforcement
Tompkins wrote about a positive approach to (Joseph and Belting 2002; Lacinak 2010;
aggression reduction which has become a Ramirez 2012; Scarpuzzi et al. 1991;
must‐read for the training community and Seymour 2002).
although written about marine mammals, has
applications to all zoo animals (Turner and
Tompkins 1990). Some zoos have traditionally
used punishment and making the transition 4.7 Ethical Considerations
from forced based training can be a challeng-
ing journey and looking at the success The science behind the use of reinforcers and
achieved with camels should be inspirational punishers is very clear as described above. By
for anyone facing the need to make a transi- their very definition, both types of conse-
tion (Urbina et al. 2014). quences work when applied with vigilance
To aid in the transition and/or adoption of
positive reinforcement methods of training, and good timing. The debate over which
method to use cannot be won by arguing
I’ve outlined a variety of published case studies that one is more effective than the other.
below, including a wide range of different spe- Additionally, there are very few trainers that
cies being trained for many different purposes, rely entirely on one side of the equation. It
which provide further insight into this journey.
would be nearly impossible to use nothing
Using redirection and alternative behav- but reinforcement or nothing but punish-
●
iours to resolve sea lion aggression (Graff ment. Because even if you attempted to only
2013; Keaton 2014; Streeter et al. 2013). use one of these methods, the environment is
General positive approach to aggression full of reinforcers and punishers which
●
reduction (Turner and Tompkins 1990). impact the learning progress of your animal
Camel training transition from force based continuously. So, to be effective you are con-
●
methods to positive reinforcement (Urbina stantly having to adjust your training deci-
et al. 2014). sions to compensate for consequences which
Resolution of challenges for improved exist in the environment, your animals past
●
giraffe care with positive reinforcement experience and their natural behavioural
(Mueller 2003; Stevens 2002). tendencies.
Wolf recall behaviour to assist in improved Many who train animals are bound by rules
●
safety (McKeel 2005). and guidelines put in place by their respec-
Improved primate care through positive tive organisations. These guidelines may be
●
reinforcement (Hickman and Stein 2009; based on scientific principles, but in many