|
|
Hip Dysplasia
We want to thank Shauna for her permission to post the following article.
By Shauna DeMoss
Hip and elbow dysplasia are a great concern for the Cane Corso Community. Chances are you or someone you know has had a dog that was affected by one of these ailments. As a breeder, HD is a frustrating and heartbreaking element to an otherwise deeply satisfying endeavor. I read and study everything I can get my hands on about HD and its ugly sister ED. Even though science has been studying this group of symptoms for almost a century, the exact cause and cure is still unavailable to us. However, science had given us some very good tools to help us better the odds for our pets to live free from symptoms.
In the past, we believed that HD and ED were strictly genetic and that environment had nothing to do with its presentation. However, recent studies are showing us that there is more to these complicated diseases than first thought.
It does appear to be true that the predisposition for HD and ED are passed to the puppy through any number of genes from its parentage. Therefore, it is imperative that breeders x-ray their breeding stock and always strive to breed dogs with the best hips possible.
According to OFA at the end of 2002 only 194 Corsi had been tested, 146 passed. I recently interviewed one of the representatives of PennHip, Shirlee O'Neil. As of November 1, 2003, 198 Cane Corsos have been PennHiped. (PennHip is now suggesting that breeding stock be tested after the dog is 18 months old to avoid an incorrect reading due to puppy laxity.) The average score is .65 and the breed curve is more of a spike. The average dog is in the 75th percentile is .55 and the average dog in the 25th percentile is .75. This means that breeding "up" can be difficult because there are fewer subjects with better than average hips. All the more reason for breeders to Test Those Hips. Breeders are the first line of defense and we must use the tools provided us.
Puppy buyers also have a responsibility to control the environment of the dog. Eleven different studies, performed over the last 15 years, by different groups of scientists have all come up with similar conclusions. Genetics have less to do with the presentation of HD and ED then previously thought. Environment seems to be a key factor in the development of clinical symptoms and subsequently the onset of both these diseases. Until science provides breeders with the way to eliminate the genes carried by all the dogs, it looked like our only hope, as consumers, of bettering the condition is controlling the environment.
One study took Golden Retriever puppies from parents that were clinically free from both HD and ED, the test subjects were places, same sex by twos in pens that were all constructed in the same manner, thus providing the same living environment for all the puppies. In fact, everything about the puppies lives were the same except one, feeding. The first puppy in each pen had a measured amount of food that was distributed through out the day. The other puppy was allowed to eat as much food as it desired, that amounted to about 1/3 more food then the first puppy received. The puppy with the measured amount of food consistently weighed about 20lbs less then his littermate but their leg lengths remained the same. At the end of the study, the results show that the dogs that were allowed to consume food unchecked had substantially greater laxity in the joints and a pronounced development of DJD.
A separate study on Great Danes was very revealing. It's was done in a similar manner. The results clearly show the dogs that did not have a measured diet developed HD more frequently and more severely. This study also concluded that the Danes that had a higher intake of Calcium had sharply higher incidences of OCD, one of the more common forms of Elbow Dysplasia. Extra Calcium caused the cartilage in the elbow to grow and harden faster; leaving the dog greatly susceptible to injury in it's youth.
A study on German Shepard's with the same basic parameters, where the dogs were x-rayed at regular intervals, concluded and I quote, "The final hip score was more related to feeding and weight gain than to joint laxity at young age."
All the studies mirrored the same results included another common factor; the protein found in high quality puppy foods did not seem to be a factor when given in proper portions. In fact, one of the studies states that the puppies placed on lower protein dog foods had to consume more calories to get the protein needed, thus they usually over ate, placing them at risk for joint disorders.
Another group of studies found that, overwhelmingly, the amount of the cases of unilateral HD had injuries at the source. Injuries are believed to be caused while the dog is still in the growing stage from activities that pound or over-stress the soft bones and fragile joints. The body had a tendency to react with calcium build up in places where even minor bruising or lesions occur, thus causing arthritis or abnormal development of joints. Both PennHip and OFA acknowledge, in most cases, unilateral HD is not hereditary. However, because injury is not always the case, they will not differentiate and score them the same as bilateral HD.
So, according to these studies most cases of the presentation of HD and ED symptoms are environmental. Does that mean that we should stop hip testing? NO! What it means is, hip testing is a tool breeders should use to determine what they have in their breeding program. After all, the studies were done with parents who had been x-rayed and were symptom free. It is also a wake up call to consumers. The environment the dog is raised in is a HUGE determining fact.
Now, there is another thing happening in the Corso community that I want to address here. That is the misdiagnoses of Hip Dysplasia by vets when X-rays show laxity in young Corsi with out the presents of DJD. After comparing notes with my fellow breeders, I have discovered a rash of these of late. Cane Corsi seem to go through different stages of laxity in their growth cycle. Young dogs often have an extraordinary amount of laxity in their growth cycle. Young dogs often have an extraordinary amount of laxity which causes great concern on our part. They appear to grow out of it about 50% of the time. Dogs that are x-rayed and evaluated too young are often misdiagnosed by over zealous vets that want to do "HD fixing" surgeries at the tune of $5000 a pup and must be done at a young age. BE careful!! This happened to me personally. I had Valor OFA prelimed at 10 months. He failed due to sublaxation, no DJD. I had him PennHiped at 14 months and he came back the very tight hips for a Corso; in the 90th percentile. Then we OFA'd him again at 3 years and received a "Good". Since PennHip is becoming so popular, many breeders are getting calls saying a dog must have corrective surgery and the dog had been diagnosed with HD at an early age. Be careful x-raying too young, unless there are corroborating symptoms, you can get a misleading result. If the dog seems pain free and healthy, let him grow up a little before you do something rash. Furthermore PennHip had changed their recommended screening age for breeding stock; they have also realized this problem and now suggest we wait until the pup is 18 months old to PennHip.
In summary, we need to utilize all the tools available to us both as breeders and consumers.
Breeders need to x-ray their dogs' hips. It is not possible to determine good hips by movement. Even though not every Corso that is worthy to be bred had perfect hips, the majority of the breeding stock should have solid hips to counter balance the few exceptions. Breeders should also be feeding quality food to their pups and pregnant and nursing bitches. Good Nutrition is critical from conception. It is our responsibility to give our puppies every advantage.
Consumers need to realize that they can determine if their dog is healthy or not. Their responsibility is as heavy as the breeders. They need to feed their dogs quality food in the right proportions, and be mindful that simple things such as extensive use of stairs, jumping and running can cause injuries that will result in HD or ED. If we work together we will better the odds for healthy Cane Corsi.
References:
1. Kealy R.D., Lawler D.F., Allam m. et al.: Five/year longitudinal study on limited food consumption and development of osteoarthritis in coxofemoral joints of dogs. Am.J.Vet.Med.Assoc. 210, 222?225, 1997.
2. Hedhammar, A., Wu F., Krook L. et al.: Over-nutrition and skeletal disease, an experimental study in growing Great Dane dogs. Cornell Vet 64 (suppl 5), 1?160, 1974.
3. Kasstrom H.: Nutrition, weight gain and development of HD, an experimental investigation in growing dogs with special reference to feeding intensity. Acta Radiol Suppli. 344:135?179, 1975.
4. Vorrhout, G., Hazewinkel, H.A.W.: A radiographic study on the development of the antebrachium in Great Dane pups on different calcium intakes. Vet Radiol. 28, 152?157, 1987.
5. Hazewinkel H.A.W.: Influences of different calcium intakes on calcium metabolism and skeletal development in young Great Danes. Thesis Utrecht University, 1985.
6. Nap R.C.: Nutritional influences on growth and skeletal development in the dog. Thesis Utrecht University, 1993.
7. Hazewinkel, H.A.W., Nap R.C.: No consequences of restricted and high dietary protein on skeletal development of Great Dane dogs, Compendium on Continuing Education for the Practicing Veterinarian 21, 25?31, 1999.
8. Ubbink G.J., van den Broek J., Hazewinkel H.A.W., Rothuizen J.: Cluster analysis of the genetic heterogeneity and disease distribution in purebred dog populations. Vet Re. 142, 209?213, 1988.
9. Morgan J.P., Wind A., Davidson A.P.: Hereditary bone and joint diseases in the dog. Schlutersche Verlag, Hannover (G), 2000.
10. Everts, R.E.: Molecular genetic Studies in the dog: application to FCP in the Labrador retriever. Thesis Utrecht University 2000.
11. Todhunter R.J., Acland G.M., Oliver M. et al.: Genetic linkage analysis of complex diseases: the canine hip dysplasia paradigm, International workshop 'Canine Genetics: the map, the genes, the diseases', J.A. Baker Institute for Animal Health/Cornell University, July 1997.
(Author Unknown)
1. Do not allow a child, however small to, tease the dog either physically or verbally. The child who shrieks and leaps incessantly beside a nervous puppy may drive him to snap out in fear as quickly as the child who grabs it's tail or sits on it. If a child is persistent, remove him. Do not even once allow him to continue.
2. Do not let a small child to pick up or carry a puppy. Puppies, like babies are afraid of falling. They will often squirm and fight to free themselves. If successful, they may break a leg. (Vet bills are not cheap.) If panicked they may even bite. Remember, in this case, it is not the puppies fault, but yours for allowing the situation to progress to the point where the puppy can no longer cope with it. Encourage the child to get down on the puppies level, ie.,the floor for fun and games. They can play all they like without either one getting hurt and the puppy is free to move away when he has had enough. A child may not realize the fact that he has inadvertently cornered the pup and set in motion a series of instinctive behavior mechanisms.
3. Do not expect the pup to absorb endless punishment in the form of constant noise or teasing. He will learn to defend himself unless he has some place to go such as a crate, bed, corner, or run where he can go when he does not want to be disturbed. Make certain that everyone understands that he is not to be disturbed there, and then make sure that he is not. He will come back out when he is ready to.
4. Do not leave your dog unattended in the yard with small children no matter how trustworthy you may think your dog is. Although Rottweilers enjoy children more so than many other breeds, they are not a miracle dog and must be treated the same as any other large dog when around children. A dog may not mean to hurt a child, yet it usually seems to turn out the other way.
5. Do not buy a dog until you have a fence for him outside where he can be safe from:
Teasing by Small Children
Dognappers
Stray Dogs
Mishaps on the Road
Dogs which are tied become defensive, bored and irritably aggressive .
A fence is convenient, durable and safe.
6. Enlist the help of your child in the training of the dog. It will increase his sense of self importance, his concern and knowledge of animal behavior. "If Max wakes up, take him outside right away so he won't make a mistake in the house. You watch, Billy, in case I don't notice, okay?"
7. Do insist that neighborhood children who come to play abide by the same rules that you expect of your own. "Stuart, we don't hit Max with sticks. Here, throw it for him instead. Look how happy he is now! I think he likes you." If Stuart delivers a sly kick instead, stop him. (A little knowledge of gentle collar control is useful with children, as well as dogs). Put the dog in his run or crate and see to it that Stuart leaves him alone. If Stuart is uncooperative, send him home, nicely but firmly. If you get angry, he will be angry and defiant too. When he learns that he simply cannot play at your house if he continues, he will probably stop if he feels that you basically like him and that it is only his specific action that you dislike. Here again, take two minutes to give the child and the dog something constructive to do. Let the child have the opportunity to receive a warm response from the dog and he may become your staunchest ally. "Hey Mrs Jones!, I just saw Max down the street. Someone must have left the gate open."
8. Do teach the dog to sit before he is given food or a treat, and to wait for an okay to take it. The Rottweiler pup will grow quicker than your toddler. If the sit stay becomes automatic, you will find him sitting before a baby with food, hoping but never touching. Parents of visiting children are less than understanding when your 75 lbs pup grabs for a cookie and their child goes tumbling. Many fears of dogs are traced back to just such an incident. They will not only remember that it was a large dog but also that it was a Rottweiler. Never allow a small child to take the pup's food or bone as this could create a problem later when the pup has grown into adulthood.
9. Do give your Rottweiler simple obedience training so that he will be spared random scoldings and confusion. "DOWN" and "SIT" are pleasant commands to a pup if they are rewarded with a brushing or a tummy rub by their young master.
10. Don't expect the dog to be patient with your child unless you have taught him to be. He will learn not to defend himself, if he realizes that you consistently rescue him before he gets hurt. Conversely you must teach the small child to be patient with the dog. Don't reinforce his fears if he inadvertently takes a tumble by telling him what a big, mean, naughty dog that is. Be matter of fact, pick him up, staunch the blood, and say, "Here, help me teach Max to be more gentle." Help the child learn to cope with the situation, reinforce his confidence with small things that he can handle, and be there to handle a situation that proves to be more that he can control.
11. Do not expose an innocent passerby to your dogs protective tendencies. Do not leave your Rottweiler and your small child outside a store and expect them to take care of each other. Some well intentioned stranger may be bitten. Even though your dog may do exactly what you wish him to do under different circumstances, he will be the one put down while you face an expensive lawsuit. Never assume that the public understands dog behavior. The fool who puts his hands inside your car or the boy who pokes at the dog through a fence, obviously do not, but you may end up paying the doctors bills.
12. Do increase your childs sense of responsibility and pride of achievement by letting him help as much as he can. Do not expect him to know what to do. Guide him. "Here is Max's dish, Billy, tell him to come. That's it, now tell him to sit." (You help max sit. He is just learning that he must also obey Billy too.) "Good, now put the dish down. Tell him okay. There, see how nicely he obeyed you!" Billy will leave with the distinct impression that he is the worlds smartest dog trainer and that his dog is the smartest dog on the block.
Part 1
By Linda J. Brodzik with Christi L. Madison
Whether a breeder, pet owner or trainer/competitor, we all want to have dogs with "good" temperament. Breeders strive to produce puppies that are genetically sound in body and mind. Pet owners hope that they will adopt a puppy with a happy disposition. Competitors/trainers often evaluate and discard dogs that don't display the correct attitude. But what exactly is temperament? What factors determine a dog's personality? Is it genetic, passed from parent to offspring? Is it shaped and guided by the environment and experiences a dog encounters? Can we change temperament through training? If so, how do we teach a stable disposition?
Let us first look at the definition of temperament. As defined by The American Heritage Dictionary, temperament is "the manner of thinking, behaving and reacting, characteristic of a specific individual." German police dog trainer W. Handel in his article "The Psychological Basis of Temperament Testing" defines temperament as "the sum total of all inborn and acquired physical and mental traits and talents which determines, forms and regulated behavior in the environment".
Temperament can be defined then as an individual's way of behaving or reacting to specific or general stimuli or situations. Reactions can include fear, inquisitiveness/curiosity, boldness, willingness, sharpness, courage, aggression, etc.. Dr. John Fuller and Dr. John Paul Scott in an in depth study on genetics and behavior concluded that both genetic predisposition and environmental experiences equally guide a dog's temperament. As in humans, dogs have general personality types. Some are bolder and more inquisitive and controlling. Others are shy, timid, and even submissive. These general traits are then strengthened or weakened through the consequences of their experiences. Changing environment and contributing stimuli to said environment could have a drastic effect on an individual's general disposition and reactions to specific stimuli. Research done by Dr. Ian Dunbar showed that a particular male beagle when housed with its litter displayed extreme bold, controlling and aggressive behaviors toward the other puppies. As the puppy was then integrated into a larger pack of dogs in an outdoor facility, this particular puppy became submissive. What are the determining factors in this dog that changed it from pushy to timid? Considerations would be given to the change from a secure indoor environment to a more stimulating and less nurturing outside environment. It is probable that the demands of the older and established pack members were too overwhelming for this puppy to maintain his level of confidence.
In following issues, we will examine how temperament is shaped and guided by environmental factors such as owners/handlers attitudes, communication, physical handling and approach and general and specific experiences. We will take an in depth look at how we as breeders, pet owners and trainers/competitors can achieve the temperament goals we seek. We will also look at how breeders can help puppies become more curious and confident. Appropriate training can encourage an eagerness to learn and to explore new situations. It can also lead to increased attentiveness and trust in the owner/handler's signals.
I welcome your thoughts and/or questions as we explore this topic. Please feel free to contact me at Unleashed Behavior and Training Services (either by phone at 763-577-0761, mail at 7364 County Road 6, Maple Plain, MN 55359 or email, unleashed@animaltrainers.com).
Linda J. Brodzik is a professional Animal Behaviorist and Trainer with 20 years experience. She has been published in several trade magazines. She has also appeared on radio and television programs dealing with animal behavior and problem rehabilitation. Her expertise is in analysis and learning theory, specializing temperament and relationship issues.
As the managing/marketing partner of Unleashed, Christi Madison brings her background in theatre and radio to the art of dog training. Her experience in marketing, public relations and sales gives Unleashed its positive and innovative image.
Part 2
By Linda J. Brodzik with Christi Madison of Unleashed Behavior and Training Services
We would like to begin this month's installment by thanking everyone who took the time to respond to our introductory statements in last month's article. Although all comments were not favorable, we do appreciate the input and the discussion that these induce. This can only lead to a broader questioning and understanding for us all.
The subject of temperament is certainly a controversial one. As "dog people" we seem to fall into one of two belief systems concerning this subject. The first group believes that all bad or problematic behavior displayed by dogs is genetically based. These people do not know (or believe) that training can prevent/solve a great variance of behavior problems. The second group believes that nurturing and training can solve everything. These people tend to believe that if they love their dog, this in itself will solve any behavior difficulties present. Unfortunately, the latter group often becomes blinded by their love for their pets and learns to "accept" the ill behavior in their lifestyle.
The reality is that temperament is a combination of genetics and environment. Genes define the limits of how and what an animal can learn. However, experience shapes the moment-to-moment direction and changes of behavior.
Let us focus in first on genetics. Each individual animal is
born with a definite tendency toward varying degrees of emotional reactivity. Science has proven that certain traits are genetic such as status seeking, a tendency toward mouthing and shyness (the fear of unfamiliar stimuli). Other considerations should be given to a dog's passive or active defense response and frustration tolerance. We must also consider that some traits become more defined through certain developmental stages. Studies have shown that tendencies toward dominant-related aggression are not visible in early puppyhood when most temperament testing is done. Instead, this tends to develop as the dog moves into his "teenage" stage at 6-18 months of age and becomes clearly defined as the animal approaches maturity at approximately 2-3 years of age. Although genetics clearly plays a part in defining each dog's temperament and attitude, this does not dismiss the effect of experience and learning on an individual's whole. Genetics becomes the basis for an individual, but an education finishes the picture. For example, we know that we can't all be Albert Einstein. But would Einstein have been Einstein without the nurturing, educational environment in which he was brought up? So in our quest to produce and develop a physically appealing and sound individual that displays a stable and sociable temperament, we must first look to the breeders.
Breeders must be conscious when selecting the parentage of an upcoming litter. It is unfortunate that all too often dogs are being bred more for physical traits than for a temperament that would lend itself to a social companion lifestyle. We as breeders must consider the whole of the dog and not sacrifice or blind ourselves to temperamental traits that may cause concerning or even dangerous behavior in the offspring. Although it is the physical attributes that make each breed individual and each individual within that breed a greater or lesser specimen, we must be cautious to never turn our back to temperament when focusing on improving physical traits. There is also a caution when preserving the attributes and distinguishing characteristics and standards of a breed in that once one starts to breed for temperament rather than a physical appearance, said physical appearance may suffer. This is very evident in hunting dogs such as the Springer Spaniel. A true working Springer has little resemblance to that of a competitive show dog. Julia Gasow, renowned for her Springer line, bred specifically to win shows and many of her dogs did, in fact, win at Westminster. She has been quoted as saying that her champions would be ill suited for fieldwork. She did attempt to breed her show line with field dogs only to find that the dogs with the right look could not work in the field, and vice versa. This should not, however, discourage responsible breeders from working in temperament issues into breeding programs. Although genetics is a science, we do not have a complete understanding of how individual parents' dominant or recessive genes may link up in whole to affect each offspring. It must also be acknowledged that even the most conscientious breeding may allow for "flukes" in both temperament and/or physical attributes.
Each generation of breeder is entrusted with the care and development of his/her breed. It is the responsibility of each and every breeder to learn as much about his or her breed as possible. This should include any and all genetic physical and/or temperament problems. Emphasis should be placed on learning as much as possible about available breeding stock. Studs or brood bitches should be carefully screened for both physical and temperament traits that could weaken the individual's line and the breed as a whole. Screening should include not only the individual dog but also that individual's forebearers, related contemporaries and progeny if previously bred. Conscientious breeder are knowledgeable, inquisitive and selective. It is only through the efforts of good breeding that a puppy can be guaranteed the best possible start in life.
Once the individual is born, learning through experience takes over. As breeders retain pups until they are approximately 2 months of age or older, it becomes the responsibility of the breeder to also provide a safe, nurturing and enriching environment that will support healthy behavior and emotional growth.
In conclusion, it is both genetics and the environment that shape the temperament of each individual dog. In starting at the beginning to give each pup the greatest chance to develop into a sound and sociable dog, we must first start with a strong genetic package. But once the pup is born it is the environmental experiences that then shape the attitude and reactions within the boundaries of that genetic package.
Next time we will look at the developmental stages through which each dog progresses as it matures. In future articles we will discuss the science of Behavior and Learning Theory and how we can use this knowledge to further shape our dogs' temperaments.
Shaping Temperament Part 3
As we are learning, an individual dog's behavior and temperament is guided by many interdependent environmental and biological (genetic) factors. Genetics set the predetermined limits to an individual's traits and learning potential. Learning through environmental experiences fills the limited boundaries of an individual's potential behavior and temperament. Environmental learning can have either a beneficial or destructive effect upon an individual's behavioral development. Every given moment offers the opportunity for either constructive or destructive influences in learning. Inappropriate or insufficient experiences in a puppy's environment can cause for abnormal development or for specific behavioral systems to atrophy. Early experiences are especially critical in shaping behavior patterns, coping skills and temperament. Puppies that are isolated early in life develop insufficient social skills and poor problem-solving capabilities. These puppies are also prone to either hyperactivity or rigid inhibition, are emotionally overactive and tend to be fearful of novel, social and environmental situations. Isolated puppies also tend to be sexually incapable. Puppies that are reared in isolated or careless conditions will have a great disadvantage in their capabilities of developing into a confident, social and well-mannered companion dog.
Dogs undergo several biologically guided learning/social periods as they mature. The onset or offset of these stages renders an individual animal susceptible to crucial experiences or the absence of such for a limited period of time. During these critical stages of development, a short period is allowed for the maximum effects and benefits of a specific learning development in dogs.
The first stage is the neonatal period, which lasts from birth to 12 days of age. Just prior to birth puppies are exposed to hormonal changes that cause for sexual dimorphism. Male puppies are exposed to a surge of testosterone setting the foundation for male like behavior later in life. Prenatal androgen secretions are believed to play a role in the forming of behavior neurotracks associated with maleness. Research has suggested that female puppies may also be affected by the androgenizing. Studies with female mice embryos located between two male embryos in the uterus appeared to be influenced by the presence of vagrant testosterone carried in amniotic fluids. It is possible that a similar effect occurs in females, although studies are not yet conclusive.
At birth a puppy is unable to control its body temperature and is very sensitive to changes in environmental temperatures. By keeping in close contact with its mother and littermates, a puppy's temperature can be kept constant. A puppy that becomes too warm will move away. Puppies at this stage will exhibit extreme distress when separated from their mother or littermates and becoming too cold. Studies observed that a mother would readily retrieve a puppy that has become separated for up to the first five days but after that will stop doing so.
As for neurological and sensory perspective, puppies are born deaf and blind. Most of the young puppy's time is spent sleeping and eating. Urination and defecation is illicited by the mother's licking of the puppies' bodies for at least the first two weeks. Motor skills are limited at this time to a swimlike crawl involving predominantly the front legs. Although young puppies are developmentally isolated from the environment studies have shown that some environmental influences can have long term effects on learning, emotional stability and general adaptability. Just three minutes of handling per day and the exposure to mild environmental stressors (changes in temperature, gentle physical manipulation) can have a positive impact on a puppy's resistance to disease, emotional stability and learning and problem-solving capabilities at maturity. Dogs left undisturbed during the neonatal period are found to be more emotionally reactive as adults.
During this stage puppies move quickly from a "vegetative functioning" to a more complex approach and withdrawal behavior. As a puppy develops these patterns become more complex to environmental stimulation. Approach behavior develops into curiosity or seeking behavior and withdrawal develops into escape or avoidance behavior. Although neonatal puppies are capable of learning this is limited to the association of primitive stimuli and adjustment responses.
The transitional period progresses from day 12 to day 21 of a puppy's life. During this stage a puppy displays a marked progression in neurological development. Puppies will display a steady improvement in locomotive abilities. This includes the opening of the ears and eyes and the improved control of voluntary behavior. Puppies become more active and independent during this stage. A puppy develops a greater ability to support itself and can stand on all four limbs and walk (unsteadily) as early as 12 days. Puppies can be weaned and taught to eat gruel as early as 16 days (although not advised). Puppies can also eliminate voluntarily but are not often observed to do so prior to 20 days. Although nursing is still of great importance, physical contact and comfort seems to take precedence. At this stage puppies experience rapid increase in both social and environmental stimulation. Although learning is still limited evidence does support some development in avoidance behavior.
The important development that occurs during this stage is the transformation between reflexive behavior to the awareness of both social and environmental stimulation. Within the onset of the primary socialization period at approximately 3 weeks of age, dramatic improvements occur in a puppy's ability to learn.
As the socialization periods are complex and of great importance to both breeders and pet owners I will not try to fit this information into this article. Instead, I will focus next months' articles on the importance of the primary and secondary socialization periods. We will further look at the stage of social dominance. Further articles will then focus upon learning and teaching theory and how we can use this knowledge to enhance our puppies' development pre new owner adoption. In addition, we will also take a look at how we can assist our puppy-buying families in continuing the positive development of temperament and behavior in our dogs.
As always, I welcome your comments in the progression of these articles. I can be contacted at (763) 577-0761 or via email at unleashed@animaltrainers.com
Part 4
This month I will continue to present the critical developmental periods through which each and every puppy progresses as they mature. It would benefit each breeder and puppy buyer alike to understand these periods as each period presents a unique opportunity to shape an individual puppy's temperament.
The socialization period(s) is by far the most important and influential period of a puppy's entire life. This period extends (roughly) from 3 to 12 weeks of age. This period allows for the development of many important and lasting social and learning skills. Behaviors concerning appetite, social affinities, aversions, patterns of active/passive reactivity, sexual behavior, pack behavior, play, reactivity to separation and other emotional stimuli, explorative behavior, fear and avoidance patterns, learning and problem-solving patterns and trainability are all set during this impressionable period. The treatment and experiences a puppy has during this stage will strongly affect virtually every functional behavior system.
The primary socialization period extends from 3 to 5 weeks of age. Many inter-related emotional tendencies and behavior patterns develop at this time, opening the door for active social awareness and responsiveness. At this time, puppies begin to exhibit heightened signs of distress, such as vocalizations and (physical) efforts to reunite when separated from the mother and littermates. Group activity and play behaviors appear at this time. Playful sexual and aggressive behaviors frequently occur among littermates. Predatory behaviors such as stalking, pouncing and shaking also appear. Such behaviors are directed toward both littermates and inanimate articles that provoke curiosity. Sparring between siblings occurs readily during this stage although subordinate/dominant positions are unstable and shifting. This period may be an important one for a puppy's acquisition of bite inhibition as puppies display a great deal of mouthing and biting behavior between siblings. Puppies that are weaned too early or are born to a single puppy litter may display a harder than normal bite as they have not been given the opportunity to learn proper inhibitions.
This period is vastly important for the development of a stable emotional temperament. Removing a puppy too early from its mother and litter is believed to be the cause of many social and emotional difficulties displayed in adulthood. Behavior problems seen often include over-reactivity, emotional rigidity and increased anxiety. Puppies removed too early are also prone to develop problems with excessive barking, separation distress, compulsive destructive behaviors and aggression directed toward other canines as well as humans.
The mother leaving the whelping is more frequent and for greater periods of time during this period. Puppies tend to wander farther and leave the nesting area to eliminate on their own. At this time, puppies can be taught to eat semi-solid food. At this time, puppies begin to display more involved explorative behavior such as sniffing, pawing, chewing and tearing, picking up and carrying a wide variety of objects. Puppies become enthusiastic to new social situations but also display preference toward familiar individuals. Puppies also begin to display expressive tail wagging at this time. Between 5 to 7 weeks of age, a fear of strangers appears. This develops over several weeks and ends with the close of the socialization stage at 12 weeks.
The secondary socialization period extends from 6 to 12 weeks of age. For many puppies this marks the transition from living with its siblings and mother to living with his/her new adoptive family. This transition is peered by the mother's increasing irritability toward her pups whose sharp teeth work to discontinue her desire to feed them. It is not surprising that maternal punishment peaks around this time. Also peaking are the antagonistic behaviors displayed between littermates. Distress vocalization and reactive behavior exhibited during brief isolation from littermates peaks at about 7 weeks and rapidly declines at week 10 approaches. A puppy's willingness to approach strangers also peaks at this time. Puppies also display confidence in approaching novel objects within the environment. Probably the strongest support encouraging adoption at 7 weeks is that the progressive potential for fearfulness toward social approach occurs at this time and ends with the close of the socialization period at 12 weeks of age. These two opposing social patterns (fear and attraction) intersect during week 7. Puppies appear to be most efficiently prepared for social development during a short period around 7 weeks of age. This does not suggest, however, that puppies younger or older can not benefit from socialization.
It is not necessary to delay socialization until 7 weeks of age. 5-week-old puppies are more outgoing and less fearful of social contact than 7-week-old pups. It would benefit breeders to initiate secondary socialization prior to the (norm) adoption age of 7 weeks. Daily handling of each puppy and adding novel visual, tactile and auditory stimuli to the puppies' environment can increase acceptance to novel environmental stimuli later in life.
Throughout life an individual dog will move in and out of critical periods of learning and development. Often overlapping, these periods occur rapidly in young individuals and then taper as an individual matures. We have discussed the most important periods pertaining to the development of temperament. Breeders would be wise to learn as much as they can about these critical periods as such knowledge can help to shape the positive development of each new generation. Further, by empowering puppy buyers with such knowledge breeders can help to ensure the proper follow-through of acceptable temperament development.
There is so much more information available than is possible to give in this forum. At the end of this series, I will provide a list of literature that will help to support further study.
Next month I will introduce the "laws of learning" that pertain to all animals. After concluding with this information, I will bring the elements of genetics, critical learning/growth periods and learning theory together to present a practical and complete view of the shaping of temperament.
Linda J. Brodzik, Behavior Therapist/Trainer
Unleashed Behavior and Training Services
763-577-0761
www.unleashed.animaltrainers.com
Part 5
The next area that we are going to look at in our discussion of temperament is how dogs learn. Surprising to many, there is a science to behavior and learning. Just as there are natural, unchanging, unbreakable "laws" that govern our physical world (physics), there are also natural, unchanging, unbreakable "laws" that govern how we (and other animals) learn. Those who are empowered with the knowledge of and the ability to apply these laws within their training programs are not only capable of quickly and accurately shaping behaviors but also attitude!
Dogs are constantly learning, changing their behaviors in accordance with the consequences of those experiences. Puppies are capable of learning simple associations as early as 2 1/2 week old. This process of learning continues throughout their lives. Every moment, every action, reaction, interaction - every experience has an accumulative effect on an individual dog's current and future emotional, mental and behavioral being.
Learning can be defined as a change in behavior due to the consequences of experience. Edward L. Thorndike, an American research, explained this in "Law of Effects", as any behavior followed by a pleasing or gainful response will likely be repeated in the future. Any behavior followed by a neutral or aversive response will likely not be repeated. In other words, any continued behavior must have a gain to the individual or it would not be repeatedly displayed. No animal (including humans) waste energy on behaviors that do not benefit it in some way. This does not mean that it has to be the million-dollar payoff, but the behavior must aid the individual in some way or it would not be present. That's the law.
There are four basic tools available in teaching our dogs. They are: Positive Reinforcement, Negative Reinforcement, Positive Punishment and Negative Punishment. Reinforcers, either positive or negative, increase the occurrence of a behavior. Punishers, whether positive or negative, decrease the occurrence of a behavior. In behavior, positive and negative have no emotional meaning. Positive does not equal "good" and negative does not equal "bad". Instead, they are simply plus (as in math) and minus. Positive means something is gained or added. Negative means something is taken away or avoided.
Positive reinforcement is something that the subject will work to gain, such as food, attention or freedom. It can be anything that the subject wants. The key to using positive reinforcement effectively is understanding that what is reinforcing to one individual is relative to what that individual wants at that particular moment. Your dog may work for food or play reinforcement in your living room but may have little interest in these "gains" when outside. A good trainer will know what is reinforcing to his/her dog in any given environment or situation. Reinforcement can be anything the subject wants to gain at that moment. As an example, I have a "studly" all-boy, very active and agile 2-year-old Bull Mastiff. Zachary would like nothing more than to urine mark every tree, bush and blade of grass. I have turned urine marking into a reinforcement for attentive (strong eye contact) heeling. I began this training by first standing still and holding Zachary's lead just long enough for him to be able to stand calmly at my side. At first he struggled and pulled, but soon he realized that I was a rock and there would be no gain for pulling. As he settled and the tension came out of the lead, I yelled "Go!" marking his moment of correct behavior, extended the lead and ran with him to the nearest bush to allow him to mark. We repeated this several times and he quickly caught on. The fourth time I shortened the lead, Zachary settled immediately. However, I did not release/reinforce him. As he looked up at me in wonderment, I yelled, "Go!" and offered the reinforcement. Now we have calm and looking at me. I will discuss this further when we get to shaping behaviors. The important thing to note here is that I know what is reinforcing to my dog and I know how to use it.
Positive reinforcement is the strongest training tool. The great advantage of focusing on positive reinforcement is that this is what each behavior is seeking. The other great advantage is that there is always something that your dog wants at any given moment, even if it is to be left alone. Another benefit of positive reinforcement training is that it puts the dog's attention on you. All good things come through you. This builds trust, attention and a willing eager attitude. Positive reinforcement training also builds confidence as your dog is constantly being reinforced for acting "correctly" as opposed to being broken down for incorrect actions. If you don't think positive reinforcement training can work for your dog, you don't understand the principles. Many trainers have jumped on the positive reinforcement, clicker bandwagon, running with a fad. Few that I have had the opportunity to watch truly understand the principles of learning theory. The clicker is a great teaching tool, if applied correctly. If not, it is very limiting. If you would like to see the real results of conditioned reinforcer/clicker/positive reinforcement training, watch some wild animal shows, or the caretakers at some of the better zoos. We will come back to this later.
How often you reinforce a behavior has a profound effect on how strong and persistent, or how weak and inconsistent, a behavior will be. We tend to believe that if we reinforce a behavior constantly, every time, that we will have a strong behavior. This is not true. I refer to this as the McDonald's Syndrome. "No matter how well or poorly I work, I still make minimum wage. Who cares? Why work harder than I have to? Here's your stale hamburger. Go away." To equate that to our dogs, every time I come I get a biscuit and get pet. If I come fast, if I come slowly, it's the same biscuit. Why should I work harder? The payoff is always there. Intermittency, on the other hand, builds persistence. It turns dogs into salesmen. If this doesn't work, I'll try harder. We all know persistent, solicitous dogs who have honed their skills by pushing on when the owner first tries to ignore them. They have learned that if they just try harder, the prize is theirs. Behaviors that are intermittently reinforced do not go away easily. This is great if it is a behavior that you want, not so great if it is a behavior you wish to eliminate. Now, if we can learn to use intermittent reinforcement selectively, we can heighten select components of any given behavior. As an example, if I reinforce my dog only for his faster recalls and not his slower ones, he will soon learn to move faster in order to win the prize.
There are those who feel that only positive reinforcement should be used in dog training. I am not one of them. I am a strong believer in positive reinforcement and use it as my foremost training tool. However, nature has given us four tools with which to work and I believe they all have a place in training. I believe that it is best to learn about all four tools and how best to apply them. You should know their virtues and their downfalls before choosing to use them in any training program.
Part 6
We have discussed the powers of positive reinforcement. This is truly the strongest tool available when teaching, whether it be used to teach our dogs or other individuals. But we must not discard the other three tools available to us when teaching.
You'll recall that negative represents a minus, taking away. Negative reinforcement can be explained as a stimulus that induces a specific behavior to occur. Once the behavior occurs, the inducement, the negative reinforcement ceases. For example, almost all communication in equine sports is negative reinforcement. If I want my horse to move to the left, I would apply leg pressure to his right side. As he moves to the left away from the pressure, the leg pressure ceases. Our dogs are experts at the use of negative reinforcement. For example, a dog that continually nudges his owner's arm until the owner responds with any sort of attention has negatively reinforced his owner to respond appropriately to his desires. In turn, the owner, by responding and giving the dog any level of attention, has positively reinforced the dog's solicitous actions. In other words, the owner is training the dog to control when and how the dog gets his attention.
Whenever we put a leash on our dogs we are preparing to use negative reinforcement, or unaware of the consequences, preparing our dogs to use negative reinforcement on us. When a dog pulls on the leash and the owner responds by moving into the pressure, the dog has succeeded in negatively reinforcing the owner to follow his direction. In contrast, if when the dog pulled the owner stopped, and held steady until the dog stopped at about her slack in the lead, it is possible to use negative reinforcement to teach attentiveness to the owner's directive.
Negative reinforcement definitely has its place in teaching. However, if used to excess, or without balance, it can often cause for resistance and an inattentive attitude toward the owner and toward learning. If we keep in mind that all recurring behavior must gain the animal in some way, it is best when using negative reinforcement to induce a response, to pair your training with positive reinforcement once the appropriate response is exhibited.
Punishers as a whole are something averse that the subject will work to avoid. Punishers do not have to be physically painful. A loss of food, comfort, or possibly social interaction could be viewed as an adverse action to some individuals. Just as with reinforcement, punishment is subjective to the individual at each moment. What is averse to one subject may actually be reinforcing to another. For example, my dog loves petting and attention. This can be very reinforcing to him. However I have met many dogs that display shy and distrustful temperaments. Two such dogs may find petting and attention from a strange or unfamiliar person to be averse. It is important to acknowledge that an action, in order to be considered a punisher, must be averse to the individual subject to which it is being applied. If the dog does not work to avoid this situation in the future one may assume one of two things: first that the action is not averse to that dog; second, that the application of the punisher was poorly timed. If timing is poor, the dog may not associate the action with the specific behavior that the owner/trainer chose to diminish.
There are two types of punishers, positive and negative. Positive punishment indicates adding an offensive, or adverse stimulus. A good example of positive punishment would be electric shock collars used in training or electric fence and containment systems. As the dog displays an unwanted behavior, such as approaching the border of the containment system, he receives a shock. On average, in teaching containment, a dog will be shocked three times before making the association between approaching the training flags and the application of the shock. The positive punishment is used correctly, which is very difficult to do in the real world and the subject learns the association between the behavior and the consequence within three to five applications. This may sound like a perfect way to eliminate unwanted behavior. However, in order for a positive punisher to accomplish the goal, it must be applied at a level that will absolutely deter the subject. It must also be properly timed at the onset of the behavior, as opposed to when the behavior is being performed or has ended. Another consideration is that the punisher must be applied each and every time the dog attempts the behavior. Positive punishment also has serious side effects. A positive punisher will never teach the dog the appropriate behavior, only tell the dog what not to do. Given the fact that your dog must be doing something at any given moment, it is always to our benefit to focus on empowering them with what to do in any given situation as opposed to breaking them down for what they're doing incorrectly. We must also keep in mind that the use of positive punishment can, and often does, contribute to an increase in distrust, fear, frustration, anxiety and aggressive behavior. The more one learns about positive punishment, the greater the realization that although positive punishment may have a place in teaching, that place is very limited, must be planned well in advance of its use and must be executed with skillful and knowledgeable application.
Negative punishment, although it sounds like the worst of all tools, can be a productive tool if used properly. Negative punishment can be explained as the systematic and well-timed subtraction of reinforcement. For example, if I walk into a home and the resident dog seeks me out in solicitation for attention, I will calmly and completely ignored the dog until he has settled into a lying position on the floor. Although I must walk into many homes on a daily basis due to my work, I rarely get jumped on, and if so, not for long. As a dog is seeking my attention, and in some cases seeking the ability to control me, my neutral and inattentive attitude quickly diminishes the dog's attempts. The behavior has not gained the dog. Therefore, the dog ceases wasting energy on an unproductive endeavor. Negative punishment paired with positive reinforcement becomes a very strong and influential training combination.
Extinction is the elimination of a previously performed behavior by revoking the previously gained reinforcement to that action. For example, as a puppy my dog attempted to jump and paw at my legs in an attempt to gain attention. No doubt, prior to my adopting him, his breeder gave attention for such behavior. Each and every time my dog attempted to gain my attention by displaying this behavior I completely and calmly revoked by attention and walked away. Each time he was calm, and had all four of his feet securely on the floor, I approached him with praise, petting, treats, play, or picking him up. In less than a week my dog learned that jumping on people did not gained him the desired response of attention and social interaction. On the contrary, by using positive reinforcement for an alternate more appropriate response, such as standing, sitting or lying still, I quickly taught my dog that by controlling himself with a calm and controlled manner he could gain the attention and play that he sought. Extinction is the elimination of the behavior by the appropriate use of negative punishment.
Extinction works best when used in conjunction with positive reinforcement being offered appropriately for the display of an alternate and desirable behavior.
In the next article I will further discuss the artful use of these tools in shaping behavior in temperament and our dogs. Although the science of behavior and learning has exact and unchanging laws, it can be an art form in the application of the tools available to us in teaching.
As always, please feel free to contact me with any questions you may have at 763-577-0761 or via email at unleashed@animaltrainers.com .
Linda J. Brodzik, Behavior Therapist
Christi Madison, Manager
Unleashed Behavior and Training Services
www.unleashed.animaltrainers.com
|
  |
|
|
