Learning & Communication:

Basic Staff Training Program

LEARNING & COMMUNICATIONLEARNING & COMMUNICATIONTraining the TrainersTraining the Trainers

• What qualifications do staff typically have when What qualifications do staff typically have when first hired (prior coursework, degrees, certification, first hired (prior coursework, degrees, certification, etc.)?etc.)?

• How long is our typical training program? (weeks)How long is our typical training program? (weeks)• How many hours of total training in operant How many hours of total training in operant

techniques?techniques?• How are new skills learned by trainers? (practica, How are new skills learned by trainers? (practica,

supervisory evaluations)supervisory evaluations)

Operant Training TechniquesOperant Training Techniques

• LearningLearning• Response eventsResponse events• Stimulus eventsStimulus events• Classical ConditioningClassical Conditioning• Operant ConditioningOperant Conditioning• ABC’s of TrainingABC’s of Training• ContingencyContingency

• Discriminative stimulusDiscriminative stimulus• Stimulus controlStimulus control• Stimulus generalizationStimulus generalization• Response generalizationResponse generalization• Reinforcement (pos. v. neg.)Reinforcement (pos. v. neg.)• Punishment (pos. v. neg.)Punishment (pos. v. neg.)• Reinforcement typesReinforcement types• Reinforcement schedules Reinforcement schedules

(variable v. fixed, ration v. (variable v. fixed, ration v. interval)interval)

LEARNING & COMMUNICATIONLEARNING & COMMUNICATIONCommunicationCommunication

• The process of telling the animal what we The process of telling the animal what we want or needwant or need

• Two mandatory steps to successfully Two mandatory steps to successfully communicate with an animalcommunicate with an animal1.1. Must become significant: pair yourself with foodMust become significant: pair yourself with food

2.2. Need a way to say “YES”: condition a bridge Need a way to say “YES”: condition a bridge stimulusstimulus

LEARNING & COMMUNICATIONLEARNING & COMMUNICATIONCommunicating Best When TrainingCommunicating Best When Training

1.1. Have a properly conditioned bridgeHave a properly conditioned bridge

2.2. Break down behavior into successive Break down behavior into successive approximationsapproximations

3.3. Utilize targeting techniquesUtilize targeting techniques

4.4. Use cumulative training techniquesUse cumulative training techniques

5.5. Set your animal up for success!Set your animal up for success!

LEARNING & COMMUNICATIONLEARNING & COMMUNICATIONATAC ATAC BridgeBridge Video Video

• www.imata.org• Log inLog in• Click on 'Library'Click on 'Library'• Click on 'IMATA Glossary of Terminology'Click on 'IMATA Glossary of Terminology'• Click on 'ATAC Video Glossary'Click on 'ATAC Video Glossary'• Click on 'Bridge'Click on 'Bridge'

LEARNING & COMMUNICATIONLEARNING & COMMUNICATION6 Aspects of a Bridge6 Aspects of a Bridge

• It is a discriminative stimulus (SIt is a discriminative stimulus (SDD))• It is a secondary reinforcerIt is a secondary reinforcer• A bridge pinpoints the moment in time when A bridge pinpoints the moment in time when

the animal achieves proper criteriathe animal achieves proper criteria• It bridges the gapIt bridges the gap• Can be used intermittently during a Can be used intermittently during a

behavior or to terminate a behaviorbehavior or to terminate a behavior• A bridge sets clear communication meaning A bridge sets clear communication meaning

“yes” or “good”“yes” or “good”– It It never never means “kind of”means “kind of”

LEARNING & COMMUNICATIONLEARNING & COMMUNICATION4 Training Methods4 Training Methods

1.1. Successive Approximations - Successive Approximations - ShapingShaping– Behavior pyramidBehavior pyramid– Utilizes a target as a toolUtilizes a target as a tool– BenefitBenefit

• A great way to train because you have steps to A great way to train because you have steps to fall back on if the behavior breaks downfall back on if the behavior breaks down

• 2 Aspects of a Target2 Aspects of a Target– It is an SIt is an SDD

1.1. It focuses the animal’s attentionIt focuses the animal’s attention

Pryor's Ten Laws That Govern ShapingPryor's Ten Laws That Govern Shaping

1.1. Raise criteria in small incrementsRaise criteria in small increments2.2. Train one aspect at a timeTrain one aspect at a time3.3. Have current step of behavior on a variable Have current step of behavior on a variable

reinforcement schedule before moving to reinforcement schedule before moving to next stepnext step

4.4. Relax old criteria when training a new aspect Relax old criteria when training a new aspect of a behaviorof a behavior

5.5. Be prepared if the subject makes sudden Be prepared if the subject makes sudden progressprogress

Pryor's Ten Laws That Govern ShapingPryor's Ten Laws That Govern Shaping

6.6. Do not change trainers midstreamDo not change trainers midstream7.7. If one shaping procedure is not progressing, If one shaping procedure is not progressing,

find anotherfind another8.8. Do not end a session without reasonDo not end a session without reason9.9. If behavior breaks down, back up to how the If behavior breaks down, back up to how the

behavior was trainedbehavior was trained10.10. If possible, end the session on a positiveIf possible, end the session on a positive

LEARNING & COMMUNICATIONLEARNING & COMMUNICATIONFadingFading

• Fading is a method one can use during the successive Fading is a method one can use during the successive approximations used to train a behaviorapproximations used to train a behavior

• ATAC ATAC FadingFading Video Video– www.imata.org– Log inLog in– Click on 'Library'Click on 'Library'– Click on 'IMATA Glossary of Terminology'Click on 'IMATA Glossary of Terminology'– Click on 'ATAC Video Glossary'Click on 'ATAC Video Glossary'– Click on 'Fading'Click on 'Fading'

LEARNING & COMMUNICATIONLEARNING & COMMUNICATION4 Training Methods4 Training Methods

1.1. Manipulation or MoldingManipulation or Molding– Animal learns to “let the trainer do the work”Animal learns to “let the trainer do the work”– ProblemProblem

• Animal does not actively perform behaviorAnimal does not actively perform behavior

– BenefitsBenefits• Don’t have to take the time to train the actual Don’t have to take the time to train the actual

behaviorbehavior• Animals usually become quite desensitizedAnimals usually become quite desensitized

LEARNING & COMMUNICATIONLEARNING & COMMUNICATION4 Training Methods4 Training Methods

1.1. Imitation, Mimicry, or Observational LearningImitation, Mimicry, or Observational Learning– Animal learns behavior and maintains it based Animal learns behavior and maintains it based

on how reinforcing it is to performon how reinforcing it is to perform– ProblemProblem

• Animal learns at own pace and must have Animal learns at own pace and must have adequate social mates to learn a lotadequate social mates to learn a lot

• Behavior may be difficult to troubleshoot if it Behavior may be difficult to troubleshoot if it degradesdegrades

– BenefitBenefit• Relatively short learning curveRelatively short learning curve

LEARNING & COMMUNICATIONLEARNING & COMMUNICATION4 Training Methods4 Training Methods

1.1. Scanning or Capturing BehaviorScanning or Capturing Behavior– Trainer forms the contingency between the Trainer forms the contingency between the

animal offering a behavior and opportunities for animal offering a behavior and opportunities for outside reinforcementoutside reinforcement

– ProblemProblem• Can’t utilize original “training steps” if the Can’t utilize original “training steps” if the

behavior degradesbehavior degrades

– BenefitBenefit• Relatively short learning curveRelatively short learning curve

LEARNING & COMMUNICATIONLEARNING & COMMUNICATIONReviewReview: Communicating Best When Training: Communicating Best When Training

1.1. Have a properly conditioned bridgeHave a properly conditioned bridge

2.2. Break down behavior into successive Break down behavior into successive approximationsapproximations

3.3. Utilize targeting techniquesUtilize targeting techniques

4.4. Use cumulative training techniquesUse cumulative training techniques

5.5. Set your animal up for success!Set your animal up for success!

LEARNING & LEARNING & COMMUNICATIONCOMMUNICATIONThe Golden Rules of TrainingThe Golden Rules of Training

• To communicate well with your To communicate well with your animal, you must be animal, you must be CONSISTENTCONSISTENT

• The rules must be The rules must be FAIRFAIR and and PREDICTABLEPREDICTABLE

LEARNING & LEARNING & COMMUNICATIONCOMMUNICATIONThings to Consider Before TrainingThings to Consider Before Training

• Know the natural history of the species:Know the natural history of the species:– Where the animal lives, physiological needs, social groupingsWhere the animal lives, physiological needs, social groupings

• Know the particular individual’s background:Know the particular individual’s background:– Age, sex, health issues, prior training, prior aggression issuesAge, sex, health issues, prior training, prior aggression issues

• Know the environment in which you will be training:Know the environment in which you will be training:– Human and animal safety, ability to view animals, potential Human and animal safety, ability to view animals, potential

for enrichmentfor enrichment

– Have a plan!Have a plan!

TRAININGTRAININGHaving a PlanHaving a Plan

• Trainers communicate with their animals to Trainers communicate with their animals to modify behaviormodify behavior

• Consequences affect learning and the Consequences affect learning and the overall motivation of an animal in trainingoverall motivation of an animal in training

• A trainer must have a plan before beginning A trainer must have a plan before beginning the training processthe training process

TRAININGTRAININGSteps to Train an AnimalSteps to Train an Animal

1.1. Define the game planDefine the game plan• Why are you training this behavior?Why are you training this behavior?• Can this compete with other behavioral goals?Can this compete with other behavioral goals?• When does it need to be completed?When does it need to be completed?• What resources will you need?What resources will you need?

TRAININGTRAININGSteps to Train an AnimalSteps to Train an Animal

2.2. Evaluate the individual’s historyEvaluate the individual’s history• What type of learning history does the animal What type of learning history does the animal

have?have?• Has the animal learned this behavior before?Has the animal learned this behavior before?• Is the behavior similar to something the animal Is the behavior similar to something the animal

already knows?already knows?• Could this training somehow be punishing to Could this training somehow be punishing to

your animal?your animal?• Will you be changing the context of the target?Will you be changing the context of the target?

TRAININGTRAININGSteps to Train an AnimalSteps to Train an Animal

3.3. Select an SSelect an SDD

• A unique stimulus that the animal A unique stimulus that the animal cannot associate with any other stimulicannot associate with any other stimuli

• Choose something that is simpleChoose something that is simple• If possible, have the SIf possible, have the SD D resemble a part resemble a part

of the training processof the training process

TRAININGTRAININGSteps to Train an AnimalSteps to Train an Animal

4.4. Create the PyramidCreate the Pyramid• A formal behavioral outlineA formal behavioral outline• Identify steps (approximations) to train the Identify steps (approximations) to train the

behaviorbehavior• It may be necessary to adjust the pyramid once It may be necessary to adjust the pyramid once

training beginstraining begins

TRAININGTRAININGSteps to Train an AnimalSteps to Train an Animal

5.5. Execute and EvaluateExecute and Evaluate• Implement the pyramidImplement the pyramid• Sometimes it can be beneficial to have recent Sometimes it can be beneficial to have recent

approximations on a variable reinforcement approximations on a variable reinforcement schedule before moving on to the next schedule before moving on to the next approximationapproximation

• If no progress is being made it may be If no progress is being made it may be necessary to adjust the pyramid; on the other necessary to adjust the pyramid; on the other hand you may skip steps for an animal that is hand you may skip steps for an animal that is learning quicklylearning quickly

TRAININGTRAININGSummarySummary

• Learning is a relatively permanent change in Learning is a relatively permanent change in behavior due to experiencebehavior due to experience

• Operant Conditioning states that behavior is Operant Conditioning states that behavior is altered by the consequences that follow that altered by the consequences that follow that behaviorbehavior

• In order to effectively communicate with an In order to effectively communicate with an animal, we must become significant and animal, we must become significant and possess a means of saying “good job”possess a means of saying “good job”

• Know the animal and the environmentKnow the animal and the environment

TRAININGTRAININGSummarySummary

• Keep training simpleKeep training simple• Desensitize objectsDesensitize objects• Shaping behavior through the use of targets Shaping behavior through the use of targets

is preferredis preferred• Sharp bridges are essentialSharp bridges are essential• Pay attention to reinforcement schedules Pay attention to reinforcement schedules

and ratiosand ratios

TRAININGTRAININGSummarySummary

• Once criterion is established for one Once criterion is established for one approximation, maintain it on an intermittent approximation, maintain it on an intermittent scheduleschedule

• Don't over train or over use SDon't over train or over use SDDs, desensitization s, desensitization may followmay follow

• Try to end sessions on a positiveTry to end sessions on a positive• Keep it fun!Keep it fun!• There is more than one way to train a behaviorThere is more than one way to train a behavior• Utilize resourcesUtilize resources

TRAININGTRAININGThe Training The Training

Game!Game!• ToolsTools– ReinforcementReinforcement– BridgeBridge– PropsProps

• The training game can be done with The training game can be done with scanning or utilizing a targetscanning or utilizing a target

• Assume that bridges and targets have Assume that bridges and targets have already been conditionedalready been conditioned

TRAININGTRAININGThe Training The Training

Game!Game!• How to playHow to play– A person is chosen to be the "dolphin" and asked A person is chosen to be the "dolphin" and asked

to leave the roomto leave the room– The trainer is assigned a behavior to teach the The trainer is assigned a behavior to teach the

"dolphin""dolphin"– The trainer prepares the pyramid, then the The trainer prepares the pyramid, then the

"dolphin" comes back into the room"dolphin" comes back into the room– Trainer can scan for desired behavior, or use a Trainer can scan for desired behavior, or use a

targettarget– Behavior is complete when the "dolphin" Behavior is complete when the "dolphin"

consistently performs behavior correctlyconsistently performs behavior correctly