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115.e4 Behavioral Problem Prevention, Puppies

Behavioral Problem Prevention, Puppies Client Education
Sheet
VetBooks.ir

BASIC INFORMATION
problems (e.g., it is “cute” when the young
puppy jumps on people). Problems reported • Determine whether behaviors are normal or
pathologic.
Definition early include difficulty with housetraining, • Counsel clients about normal puppy
The first puppy visits are essential for teaching digging, jumping up, barking, mouthing, or behaviors.
the client to understand normal canine behavior chewing. Be sure to inquire about the puppy’s • Increase positive interaction between client
and social systems. Accurate, updated knowledge behavior and fit in the household at every and puppy so that clients can reward desir-
can prevent client frustration and reduce the well-puppy visit. able behaviors and redirect undesirable ones.
likelihood of abandonment or relinquishment. • Reduce risk of surrender/euthanasia through
PHYSICAL EXAM FINDINGS education about normal behaviors, early
Synonyms Unremarkable unless there are medical intervention for problematic ones, and how
Puppy classes, puppy socialization, puppy problems best to meet the puppy’s needs.
training, Puppy Preschool
Etiology and Pathophysiology Acute and Chronic Treatment
Epidemiology • Normal canine breed and age-related behav- • Routine health care for dogs must include
SPECIES, AGE, SEX iors may not be understood by clients, and information about canine behavior. Many
• Dogs < 6 months old; consider as two age they often do not understand how to guide puppy owners are susceptible to myth and
groups (≤ 3 months; >3 months) normal behaviors (e.g., barking, jumping) to misperception regarding behaviors and
• Problematic behavior becomes more pro- make the puppy and humans content. training, potentially leading to poor out-
nounced at social maturity (≈18-24 months • Truly abnormal behaviors may be thought comes and relinquishment of the dog.
of age), and such problems may be avoided to be normal when they instead warrant • Assess/record the puppy’s behavior in a
through early intervention. intervention. standardized way at each visit to identify
• Classes can be divided into age- and size- changes in normal/problematic behaviors.
appropriate groups. DIAGNOSIS Use standardized questionnaires, stress scales,
exam protocols, and video of specific
RISK FACTORS Diagnostic Overview behaviors to evaluate changes with time.
Dogs not adequately exposed to varied stimuli, Detailed history of dog’s source/family (includ- • Ask about specific problems at each visit
especially during the sensitive socialization ing people and pets) and behavior, discussion (e.g., Does your puppy urinate in the house?
period (3-12 weeks old; later for ongoing of expectations and observation of interaction Does your puppy interact happily with other
novel experiences), are at increased risk for between client and puppy can identify potential dogs or strange people? Does your puppy
neophobia (e.g., fear of humans, other dogs, misunderstandings/concerns, allowing early vocalize or engage in destructive behaviors
new experiences) and potentially other behav- intervention (see sample questionnaire). when left alone? Does your puppy have any
ioral problems. Observation/video of the puppy’s behavior in behaviors that you do not like?). Standardized
the exam room will identify puppies in need tick sheets are available (AAHA Behavior
CONTAGION AND ZOONOSIS of early help for anxiety/fear. Guidelines).
Dog bites are a public health risk. • Reward (e.g., treats, petting, verbal praise)
Differential Diagnosis all appropriate behaviors at home and during
ASSOCIATED DISORDERS Concerning behaviors: veterinary visits.
• Abandonment/euthanasia risk increased if • Normal behavior that may not be acceptable ○ Initial well-puppy visits should be made
clients do not understand normal canine to the client pleasant experiences for the pet with
behaviors/social structure • Behaviors due to unmet needs by clients gentle handling and lots of positive
• Increased risk of inhumane treatment if • Stress-related behaviors reinforcement.
clients believe in the myth that they must • Behavioral pathology ○ Show clients how to gently and
dominate dogs appropriately acclimate the puppy to
• Increased risk of poor welfare if clients fail Initial Database brushing, handling of paws, looking in
to meet the dog’s needs (e.g., exercise, mental Observation, history, and physical exam are the ears, opening the mouth, and brush-
stimulation, attention) usually sufficient. Medical issues underlie some ing teeth. The client should reward the
• Risk factors for surrender/abandonment pathologic behaviors and require medical puppy every time that it tolerates these
○ Intact sexual status investigation (e.g., congenital hypothyroidism, experiences.
○ Lack of housetraining portosystemic shunt, inherited metabolic • Redirect inappropriate behaviors to encourage
○ Lack of veterinary attention defects, congenital brain disease). more appropriate behaviors (e.g., the dog
○ Inadequate manners training (e.g., allowed grabs a toy at the door, not the human’s
to jump on people) Advanced or Confirmatory Testing hand).
○ The average client with a problem dog keeps Videorecording of the pup in multiple social • Engage technicians (or yourself) to teach
the dog 3 months before relinquishment. and physical environments helps identify clients to teach dogs to sit and settle/relax/
• Dogs with inherited neurologic disorders problems. calm on cue.
(e.g., lissencephaly, hydrocephalus) often • Many behaviors (e.g., jumping up, digging,
present with abnormal puppy behavior as TREATMENT mouthing) are normal behaviors that clients
the nonspecific complaint. dislike or do not understand. They are best
Treatment Overview resolved by teaching the dog an alternative
Clinical Presentation Treatment goals: response instead (i.e., response substitution
HISTORY, CHIEF COMPLAINT • Identify exact features of behaviors the such as sitting for petting).
The client may not intervene with problems client considers abnormal, annoying, or • Encourage use of head collars and front-
early because they are not recognized as troublesome. attaching harnesses for all walks and training

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