Canine Epilepsy

Canine epilepsy is a brain disorder that is manifested in the form of recurrent seizures, and is the most common chronic neurological disorder seen in dogs. The majority of dogs being diagnosed with idiopathic epilepsy, which is often described as having no underlying cause, though it is thought to have a genetic basis, are diagnosed between the age of 3 and 5 (Chandler 2011). Nearly all breeds of dogs have recorded incidents of idiopathic epilepsy and when we compare them with other domestic animals, the dog has the highest incidence of epilepsy, ranging from 0.5% to 4.1% dependent on breed. Seizures that occurred before or after this age range are more likely to be caused by infection, trauma, a metabolic disorder, or some other measurable disease process (Oberbauer, Grossman, Irion, Schaffer, Eggelston & Famula 2002). 

The University of Prince Edward Island (UPEI) (2014) have compiled a database of canine inherited disorders, in which they cite idiopathic epilepsy as a genetic disorder, and while the exact genetic make-up of this disorder is largely unknown, they suggest that more than one gene is involved. This is supported by Oberbauer et al (2002) who state that ‘there is a growing body of evidence that supports a hereditary basis for idiopathic epilepsy in the dog’, and by Rusbridge (2014) who describes a late onset form of epilepsy called Lafora’s disease (usually occuring in animals over seven years of age), which is found in the Miniature Wire-Haired Dachshund, Basset hound and Beagle, and suggests this disease is caused by an autosomal recessive inheritance, in which both parents will either carry or have the disease, with the Beagle showing a more severe form of the disease.

It is important to rule out one-off causes of a seizure such as heatstroke (which is not uncommon in puppies, just as febrile convulsions occur in humans), as a one-off episode of seizure shouldn’t be used as an indicator of a serious breed-related problem. In March 2014, the UK Kennel Club approved a DNA Lafora test which has been developed in Canada and the results are held in the Kennel Club database, through the dog’s registration details, and then published in the club’s breed supplement; through this process the Club states it aims that ‘responsible breeders can safely use all dogs not suffering from this condition, to eliminate this condition over time, to protect the diversity of the breed, without producing affected dogs’, but they do note that this is only a recommended test, and that the aim is only as good as the information they receive from responsible breeders (The Kennel Club 2014) 

Veterinarians rely heavily on the accounts of owners to reach their diagnosis, some of which may not know their dog has had a seizure, because while a major seizure that has the dog paddling on the ground with complete loss of motor control is easily comprehended, a minor seizure may appear as a slight loss of muscle control, or even just a loss of attention (called an absence); and often the episode is over by the time the vet is called, so the use of video is often recommended to confirm epilepsy and drive the correct treatment regime (Hahn 1997).

The first line of treatment for canine epilepsy is the use of barbiturates, such as phenobarbital, or potassium bromide (Compass 2014), both of which work to inhibit the nerve impulses (although by differing mechanisms). Munana (2009) suggests that only about 20 -30% of dogs achieve a good level of control without serious side effects, mainly sedation and vomiting, so often owners will reduce or stop medication to negate the side effects. Conversely owners may seek out excess medication, by exploiting the fact that Veterinarians rely on owner reporting of suspected seizures.

Dryden-Edwards (2014) suggests that a rise in the use of stimulating drugs, such as cocaine, and methamphetamine, has seen an increase use of barbiturates (downers) to counteract the ‘excitement’ phase of drug abuse, when the user needs to appear ‘normal’ with the resulting need to continue as the brain develops a dependence on the barbiturate, which causes withdrawal symptoms when the drug is withheld

Fremuth (2003), suggests, in her article for the Australian Shepherd Journal, that many of the above mentioned factors come into play when breeders are faced with a breeding dog with idiopathic epilepsy, she suggests that many breeders will not openly discuss if there is epilepsy in their breed and particularly in their stud, for fear of losing their status; also that just the suspicion of epilepsy in a breed can impact a breeder even if none of their dogs are affected; so the pressure to keep any hint of epilepsy ‘confidential’ is overwhelming.

Fermuth proposes the reasons that breeders would ‘hide’ whether their dog or dogs had epilepsy has many facets, the knowledge of seizures puts the breeder in a catch 22 position, if they mention seizures, to try to improve the line, then there is a reduction in the price they can achieve, but if they don’t mention it then they open themselves up to possible litigation. The fact that most idiopathic epilepsy begins in adulthood means that puppies are sold without any indication of whether they have the disease, and allows breeders to state ‘they had no idea’ when challenged. With the attitude that many breeders prefer not to know about epilepsy in their lines, it is difficult to make informed choices about appropriate matings. 

Budiansky (1999) suggests that one reason for the rise in inheritable diseases (which may or may not include idiopathic epilepsy) is that many breeds suffer from the ‘popular sire effect’ in that a successful champions is in great demand, commands high stud fees, and is likely to sire hundreds of litter, potentially swamping the gene pool with defective genes, often breeding out healthier ancestral lines.

Responsible breeders should be screening for inherited disorders, because it is the responsible thing to do, and it could be argued that these breeders will eventually be rewarded by producing health individuals that will command even higher prices, but there would need to be a change of emphasis from one of secrecy to one of openness, by making official test results public record, in order to reduce the production of epileptic individuals (Bell 2014).

References

Bell, J, S. (2014) Responsible Breeding Management of Genetic Disease, Retreived from http://www.tualatinkc.org/pdf/Responsible%20Breeding%20Management%20of%20Genetic%20Disease.pdf 25^th March 2014.

Budiansky, S. (1999), The Truth About Dogs, Retrieved from http://www.theatlantic.com/ideastour/animals/budiansky-full.html 26th March 2014

Chandler, K. (2011), treatment and monitoring of epilepsy in dogs, In Practice 2011;33:98-104

Compass (2014), [course notes], Module 4 Pharmacology.

Dryden-Edwards, R. (2014), Barbiturate Abuse Causes and Risks, Retrieved from http://www.emedicinehealth.com/drug-phenobarbital/page2_em.htm 26th March 2014

Fremuth, L.  (2003), The Epilepsy Underground, Australian Shepherd Journal, vol 13 (4). United States Australian Shepherd Association. Retrieved from http://www.dogstuff.info/epilepsy_underground_fremuth.html 26th March 2014

Hahn, J. (1997), When Epilepsy Strikes: Signs and Treatment for Dogs. Retrieved from http://vetmed.illinois.edu/petcolumns/petcols_article_page.php?PETCOLID=83&URL=0 26th March 2014

Munana, K. R. (2009), Newer Options for Medically Managing Refractory Canine Epilepsy, DVM 360. Retrieved from http://veterinarymedicine.dvm360.com/vetmed/Medicine/Newer-options-for-medically-managing-refractory-ca/ArticleStandard/Article/detail/608398 26th March 2014

The Kennel Club (2014), Kennel Club approves Lafora Test for Mini Wire Dachshunds, Retrieved from http://dachshundbreedcouncil.wordpress.com/2014/03/04/kennel-club-approves-lafora-test-for-mini-wire-dachshunds/ 8th april 2014

Oberbauer, A.M. Grossman, D.N. Irion, D.M. Schaffer, M.L. and Famula, T.R. (2002), The Genetics of Epilepsy in the Belgian Tervuren and Sheepdog. Retrieved from http://jhered.oxfordjournals.org/content/94/1/57.full 26th March 2014

Rusbridge, C. (2014) Lafora’s Disease. Retrieved from http://www.veterinary-neurologist.co.uk/lafora.htm March 2014. 26th March 2014

The University of Prince Edward Island (2014). Idiopathic epilepsy. Retrieved from http://ic.upei.ca/cidd/disorder/idiopathic-epilepsy

Using video in teaching

I have taken some time recently to look at the way students are accessing the information, and the feedback I have received indicates that students really love videos, they note they are easy to use, because they can be viewed many times and because they can be viewed at any time, on any device.

I have recently developed a short video introduction that I can use to give short sharp tips for students, it's called a Finbar fact, and it's fair to say I have used Finners a lot for teaching, but I don't apologise for it because he is a familiar face that can help students feel at ease.

Here is the video, there are more in the pipeline

Enjoy!

Is the dog inherently a pack animal

In looking at pack theory and it’s role in terms of dog training, there appears to be two distinct camps, those who believe that the dog needs to have a definite ‘boss’ to which the dog must be subservient, and if they are not there will be physical consequences; while the opposing view puts forward the notion that a dog is happy to be a member of a group with a leader that both instructs the dog in what is expected, rewards when the dog gets it right, and leads by example.

Many training methods have based their methodology on the wolf pack theory, which is born out of studies carried out on groups of captive wolves, in these studies the individual wolves were often unrelated and fights would break out over resources (mainly food and breeding rights) in which one animal would be the aggressor and the other submissive; this has been interpreted as one individual having dominance over the other. These theories have been utilised by dog trainers, who believe that using behaviours that were interpreted from the study such as the alpha role, and scruff shake, are correct tactics to use to keep the dog in the subservient role, and subsequently get a more obedient dog.

Coppinger & Coppinger (2001) suggest we should not compare the wolf-pack social structure to the dog’s and then base a training regime on that comparison; because the behaviour of any pack is much more fluid than just social hierarchy; and that focussing only on this aspect of behaviour takes no account of the adaptations dogs have made to fit into the modern domesticated setting. They also suggest implementation of intimidation tactics, by a trainer pretending to be the alpha leader, isn’t sending the message the trainer thinks it is; it is more likely to be interpreted as threatening and lead to aggression as the dog learns to anticipate physical punishment, then escalates from initial submission to aggression to avoid that punishment.

Casey (2009) highlights coercive training techniques as compromising the dogs welfare (by increasing aggression and subsequent surrender to shelters because of this issue); while McConnel (2006) believes that aggression is increased because coercive training methods take no account of the fact that dogs are highly social animals, which use a complex range of postures and vocalisations to avoid the very dominant-submissive conflict, pack theorists site as a legitimate training method.

Physical coercion, and the associated injury risk, is avoided as much as possible by dogs, and many household dogs, will use deference rather than dominance to achieve harmony (Bradshaw et al 2009). In terms of training Bradshaw et al, suggest we look at what we want from the dog, and expend our energy helping the dog to understand what we are looking for, in terms of demonstrating calm, correct behaviour, and use of a rewards based program to achieve that. Yin (2009) supports Bradshaw et al suggestion that rather than physical reprimands and aggressive interactions which can damage the person-dog relationship, our role is to show what we want from the dog in a constructive and compassionate manner.

McConnell (2002) puts forward the idea that compassion isn’t the same as being a ‘push over’, and that most species be it human or dog, benefit from having a reliable, structured and benevolent environment, she suggests that to avoid a dog growing up with little tolerance to frustration, young puppies should be trained using a rewards based program, that is provided by a patient and benign leader, and that during the critical development periods any physical punishment has the potential to damage the dogs ability to cope. McConnell suggests that if a punishment is needed it should be one of social isolation, rather like the ‘naughty step’ for children, and that this social isolation is more potent a punishment as any physical treatment, without any aggressive consequences.

In looking at this subject it is clear that the debate over the effectiveness of using the pack/dominance theory as a basis for training, as opposed to the familial/co-operative theory will continue for some time, the idea that dogs and humans can form a pack is also debatable, Coppinger and Coppinger (2001) suggest that packs tend to be conspecific (the same species) and that the idea that dogs see us as the same species is unlikely, they suggest that we are more likely to think of our dogs as human, than vice versa, and that the close relationship we have with dogs, due to domestication has led us to share a level of co-operation and communication that is rarely seen in wolf behaviour, and subsequently to use the wolf pack as the basis for our interactions does a disservice to that special relationship.

References

Bradshaw, J.W.S. Blackwell, E.J. Casey, R.A. (2009) Dominance in domestic dogs-useful construct or bad habit. Journal of Veterinary Behaviour June 2009, pp. 135-144

Casey, R. (2009) Notes on behaviour consultation. University of Bristol Department of Clinical Veterinary Science. Downloaded March 2013 from http://www.sciencedaily.com/release/2009/05/090521112711.htm

Coppinger, R. Coppinger, L. (2001) Dogs A new understanding of canine origin, behaviour and evolution. University of Chicago Press.

McConnell, P, B. (2002) The other end of the leash. Random house. Canada.

McConnell, P, B. (2006) Dominance theory and dogs. Downloaded March 3013 from http://4pawsu.co./pmdominance.htm

Yin, S. (2009) Dominance vs. unruly behaviour. The APDT Chronicle of the Dog, Mar/Apr 2009, pp 13-17

Is selective breeding reducing the dog gene pool?

Many dog breeds today show little resemblance to their ancestors from the pre-dog show era (just over 100 years ago), with many modern day dog breeders selecting individual animals for their asthetics at the detriment of temperament, or welfare: with abnormal temperament reported as among the top 12 important issues by breeders of pure bred dogs (Beaver 1999). The genes responsible for genetic diseases are often recessive, needing two recessive genes to come together to display the trait; inbreeding by using mother to son, sister to brother mating, used to achieve the ‘perfect look’, increases the likelihood that genetic abnormalities will be displayed in the offspring.

Scott and Fuller (1974) suggest that by paying attention to one narrowly defined category, for example ascetics, in the breed standard, the result will almost inevitably lead to the selection of various undesirable characteristics, albeit by accident. They suggest that including regulations relating to health, behaviour, and focusing on hybrid vigour (by having a large number of parent strains to choose from), within the breed standard, will ultimately produce superior animals, as opposed to what Scott and Fuller term “freakish traits” for example the Bulldog’s head which they cite as inferior to the natural confirmation.

Paedomorphosis (the retention of juvenile characteristics into maturity) is actively sought by many breeders, for example the Cavalier King Charles Spaniel, and by actively selecting for physical traits such as a larger eye to face ratio, the resulting smaller cranium has less room to accommodate the brain, leading to a painful condition where the hindbrain prolapses out of the back of the skull, and the well-documented condition Syringomyelia (cyst on the spine) which affects 25% of pedigree Cavalier King Charles Spaniels by 12 months of age and up to 70% by 6 years of age (Parker et al 2011). Asher et al (2009) suggest this frequency may be as high as 50% in other small-cranium breeds, and that at least one heritable defect, related to breeding for physical confirmation, could be found in each of the top 50 pedigree dog breeds in the UK. To the other extreme large giant breeds are predisposed to conditions such as hip or elbow dysplasia, brought about by selectively breeding for large body size and fast-growth; while Summers et al (2010) report their findings show the nervous system as the most commonly aversively affected body system, in pure bred dogs.

In examining pedigree dog breeding in the UK Rooney (2009) gives numinous examples of exaggerated anatomical features, and the effect these exaggerations are having on the animal’s quality-of-life.  Increasing body weight in giant breeds has amplified their health problems, and led to a dramatically reduced lifespan for individuals over 30 kg (an average dog weight), with breeds like the Great Dane living on average only 7 years while a Toy Poodle can average over 14 years, one reason for this disparity is the disproportionate incidence of cancers, particularly osteocarcoma (bone cancers), in the act of selectively breeding for size (Kraus 2013).

Many physical attributes that have been selectively bred for, mainly through mother to son and brother to sister mating, has inadvertently led to behavioural issues:  in the German Shepherd, breeding for the sloping spine and a lack of genetic diversity through in-breeding has resulted in increased nervousness and fearfulness, which over a short time period has changed the breed’s characteristics from dependable, reliable, guard dogs to fear biters.  The exception to this is the black long hair phenotype, which is less likely to be fearful; these individuals also lack the breed standard’s sloping spine, it would seem reasonable to infer that selective breeding for the sloping spine may have led to temperament changes. Another breed with recognised behavioural issues inadvertently caused by seeking a certain phenotype is the Cocker spaniel, some individuals experience an uncontrollable fighting trait, which veterinarians term an avalanche of rage; this is associated with breeding for the solid red and gold coloured individuals whereas solid black individuals rarely exhibit it (Rooney & Sargan 2012). While the rage syndrome experienced by Cavaliers is coincidental, one breed which has been specifically bred to alter its behaviour is the Border Collie, breeding to “show eye” (stare), has led to an increase in stereotypical behaviours such as staring at blank walls or shadow chasing, which Beaver (1999) suggests is a stress relieving measure.

The rapid breeding cycle of the domestic dog means that genetic abnormalities leading to behavioural issues can be compounded, or improved in only a few generations as demonstrated by Belyaev’s experiments with foxes. In his experiments he sought to change the temperament of the foxes, and extended the socialisation period to make them easier to handle. Belyaev chose only the friendliest of the foxes and bred these, over about 40 generations the fox’s temperaments improved and a side effect was a change in coat colour from black to piebald, along with a reduction in cortisol levels that measure the animal’s stress levels; however when Balyaev’s experiments ended and natural selection regimes returned the foxes reverted to their usual temperament and colour within only a few generations (American Scientist 2013).

We can see that in striving for the breed standard we have altered many breed’s genetic make-up, and subsequently it’s physical and behavioural characteristics, and that this isn’t always the best outcome for the dog. If the emphasis on aesthetics continues, there is little chance that the health and behavioural welfare of pure breeds will improve; but it is also possible to reverse these disadvantages is a short time frame with the introduction of new genetic material, and the will to change.

References

American Scientist (2013) Early Canid Domestication: The Farm-Fox Experiment Downloaded March 2013 from http://www.americanscientist.org/issues/pub/early-canid-domestication-the-farm-fox-experiment/1

Asher, L. D, Summers.G, McCreevy. J.F, Collins. P.D (2009). inherited defects in pedigree dogs. Part one: disorders related to breed standards. The veterinary Journal, vol. 182 pp. 402 – 411.

Beaver, B. V. (1999). Canine behaviour: A guide for vetetinarians. Saunders.

Kraus,C. (2013). Why small pups outlive large dog breeds. Livescience.  Downloaded March 2013 from http://www.livescience.com/27676-why-small-pups-outlive-large-dogs.html.

Parker, J.E, Knowler, S. P, Noorman, E, Jeffery, N. D. (2012) Prevalence of Syringomyelia in Cavalier King Charles Spaniels. Veterinary record. 186 pp 667-669

Rooney, N.J. (2009) The welfare of pedigree dogs: cause for concern. Journal of veterinary behaviour, vol 4 pp 180 -186

Rooney, N.J, Sargan, D. (2012) Pedigree dog breeding in the UK: a major welfare concern. Downloaded March 2013 from: http://www.rspca.org.uk/ImageLocator/LocateAsset?asset=document&assetId=1232712491490&mode=prd

Scott, J.P., & Fuller, J.L. (1974). Genetics and the Social Behaviour of the Dog. The University of Chicago Press, Chicago.

Summers. J. F, Diesel. G, Asher. L, McGreevy P. D, Collins. L, M. (2010) Inherited defects in pedigree dogs. Part 2 Disorders that are not related to breed standards. Veterinary Journal Jan 183 (1) : 39-45.

Well we had a fantastic time today, first day back with the students, so lots of high fives, treats and cuddles, they haven't seen me for 3 weeks so they have Fin B withdrawals. Then the best bit (after eating sardines for breakfast) was search training this evening with mum and dad. I had two finds both of which were met with lots of tuggy toy. I had to find somebody upstairs on a balcony, they had hidden from me, but i could smell them from the found and had to work out to go up the stairs to find them but i did it! Now I've had tea (chicken necks) and I am fast asleep on the couch, doesn't get much better than that. Tomorrow going on protest march with mum against party pill testing on my furry friends, tell you more later.

Book review

Book Review

How Dogs Learn

 By

Burch and Bailey

                                                    

This book covers the history of animal training, utilising works such as Pavlov and Skinner as well as more current research.

Human behaviour analysis tools are used, to show the relationship between operant conditioned responses and training, while looking at each dog as an individual and the intrinsic motivational factors in canine behaviour.

It introduces the reader to functional analysis in order to diagnose particular behaviours, it also highlights the importance of taking into account medical as well as environmental causes and introduces an easily recognisable antecedent, behaviour, consequence analysis, which would be very useful to novice trainers. 

This work attempts to provide humane solutions to problems through positive methods by discussing the basic underlying principles of behaviour particularly focusing on the role of positive reinforcement.

 

This book is very engaging; the authors use a good mix of fact and narrative, along with particular, and sometimes personal, examples to assist the reader to strengthen their understanding of individual topics. The author’s use of appropriate humour to highlight key points further strengthened the reader’s understanding, and it was nice to hear that occasionally things didn’t go to plan, that it wasn’t the end of the world when it went wrong, and whereabouts in the book the reader could look for answers.

It is easy to find what you are looking for particularly if you want to ‘dip in’ rather than read from cover to cover because the layout of the book is easy to follow. With amusing chapter headings such as “Don’t just do something, stand there”, the reader is left in no doubt about what they can expect, while the gentle humour captures the essence of the chapter and appeals to the less academic reader often put off by technical titles.

This book does contain technical information, and is devoted to the science of dog training, it also contains a moderate amount of academic language which requires some basic underlying knowledge to read uninterrupted; this may not suit a novice reader to the subject, who will find they have to stop to check out or revisit terms they are not one hundred per cent familiar with. Reading this way would by no means be detrimental to the readers understanding of the subject, but could impede the flow of the book, and be somewhat frustrating.

In order to help the book flow logically Burch and Bailey have gone to great lengths to give the reader something tangible they can relate to, setting out chapters from early dog training history through to present day and the most modern research (for the time of writing). They highlight the most important points they want the reader to take away by using photographs and small paw print boxes containing a condensed version of the information, so readers can understand the importance of a particular training method or term. While this may help some readers, others may find it a little busy to read, which again could interrupt the flow, but the content is so enthralling we can’t help but be carried along.

Burch and Bailey have written a Comprehensive book which covers the topic of how dog’s learn, the aim of which appears to be to equip todays dog owners with useful tools to help them train more effectively, and humanely, in everyday situations with an understanding of how operant conditioning can help.

Helping the novice to understand the often confusing subject of negative reinforcement and punishment, is obviously advantageous to the future of dog training, from both owner and the dog’s perspective, and fits well with modern day philosophies such as dogs earning their food as reward while learning sought after behaviours (Yin 2012).

The authors provide the reader with some practical examples of how to increase sought after behaviours, using scientifically proven methods such as shaping, prompting, chaining and fading; however an owner looking for a ‘how to’ book will be disappointed, as the examples are used to emphasize the scientific principles rather than act as a step by step owner’s guide to a well-trained dog.

This work is useful as a guide for any owner to understand learning theory from their dog’s perspective; it refutes the long held theory that the domestic dog in our living room is really a wolf in disguise, by encouraging us to look at dogs as individuals with distinct identities. Rather than looking at dogs as members of a fixed species with predetermined characteristics the authors urge us to treat each dog as a distinct being with changeable moods, motivations and behaviours, while emphasising how analysing the trainer’s performance can shift the focus from what is often seen as an unco-operative dog, lacking the ability to learn, or being stubborn, to the trainer’s lack of knowledge of behavioural theory, and/or practical skills to teach the behaviour correctly; this point of view would sit well with modern day holistic trainers who find physical punishment abhorrent and akin to animal abuse.

Burch and Bailey acknowledge the sacrifices animals (not just dogs) have made to behaviour research, and how significant this sacrifice has been in propelling humane and holistic treatment forward. The book gives information on how important areas such as physical health can be in determining a dog’s behaviour, and encourages owners to rule out internal factors such as pain, by having a thorough health check, before looking at external factors.

Controversially the author’s state that occasionally aversive stimuli (punishment), that may inflict pain, is a useful method to modify behaviour, they do however caution the reader, both from an ethical point of view and for the distress physical punishment can cause to the dog, that punishment should only be used by experienced trainers as a last resort, and only after a thorough analysis of the behaviour has been undertaken.

Where this work comes into its own is in the analysis of external factors; the chapter on functional analysis, identifying variables that influence how problem behaviour occurs, using the antecedents, behaviour and consequences model is easy to understand, even for a novice, and is the hallmark of contemporary approaches to behavioral assessment (Hanley, Iwata, & McCord 2003). Using functional analysis methodology the reader can examine dog behaviour not just from what they see at a fixed moment in time, but what occurred before and after the behaviour. Using the above behavioural analysis the authors encourage readers to explain undesirable behaviours in scientific terms, and to use strategies like extinction, antecedent control and differential reinforcement to attempt to modify the dog’s behaviour, which is a very valuable tool for any dog trainer’s toolkit.

Another tool that the authors mentioned but could have explored in greater depth, is the use of the conditioned reinforcer, which is affectionately called clicker training, it was Interesting to see that operant conditioning, utilising a conditioned reinforcer had been used by a few practitioners in the past, with good success rates; as the authors didn’t seem to whole heartedly support positive training methods the addition of information on the effectiveness, and importance, of good timing, and how positive methods improve the animal trainer relationship would have helped the reader to have a more balanced view. However in an attempt at balance Burch and Bailey comment on how the dominance theory of training evidenced by anthropomorphising that the dog is ‘feeling’ disobedient, guilty or deliberately destructive has held back modern positive training methods for several decades.

In terms of modernising the feel of the book, Introduction of more contemporary writers work, like the ten laws of shaping (Pryor 2012) or the learn to earn program (Yin 2012), would update the feel of the book and made it current, this along with improving the information on conditioned reinforcer use (which I feel is not emphasized as the powerful tool it is proven to be), would make this a book for the 21^st century trainer.

This book has a good all round feel, it would suit the novice reader as well as those with more scientific backgrounds, the technical language is sometimes hard to follow but the reference section and comprehensive index make it useful for either cover-to cover reading or to ‘dip-in’ for research purposes. Dog owners with little or no knowledge may feel a little overwhelmed at first but with perseverance they would learn some valuable lessons on the basis of how dogs do learn.

The Authors are recognised experts in their field and they Integrate theory into practice in a scholarly way, making it valuable to educators in the behaviour field. It has strengthened my teaching by raising my understanding of the subject and increasing my confidence to use the scientific terms correctly. I have used several tables and examples for behaviour classes along with the objectives and revision section to consolidate the students learning, and students give feedback to their value; this book has recently been added as a recommended reading text for Otego Polytechnic veterinary nurse animal behaviour students.

This book is not just for behaviour students though; it will appeal to owners who want to focus primarily on the topic of dog training through their understanding of classical and operant conditioning, it isn’t a how to book but is does set out logically to take the reader through the process of understanding a dogs motivation. Holistic trainers would relate to notions like not blaming the dog for error, while looking at trainer communication and reinforcement and the practical aspects leave the reader (and myself) feeling they could try strategies not just read about them.

‘Properly trained, a man can be dog's best friend’.

~Corey Ford

Well done, this is a thorough review and you have given valid points and have justified them.

 

References

Burch, M. R. & Bailey, J. S. (1999). How Dogs Learn. Howell Book House, Macmillan USA.

Hanley, P.G. Iwata, B.G. McCord, B.E. (2003) Functional analysis of problem behavior: a review. Journal of Applied Behavioural Analysis. 2003 36(2): 147–185

Yin, S. (2012) learn to earn program retrieved from

http://drsophiayin.com/docs/LearntoEarn11.2009.pdf

Pryor, K. (2012) The ten Laws of Shaping retrieved from

http://www.clickertraining.com/node/299

 

 

 

book of the week

How Dogs Learn 

(click here for Amazon)

I have just re read this book, I looked at it a while ago and was very impressed, and on the second reading I am equally as impressed it is very scientific in it's writing, but this also has a grounded sense of wanting to impart information. Anybody wanting to look at how to get better knowledge of just how to start communicating, training or just understanding the canine learning process should take a look at this.
I am writing a book review as part of Canine Behaviour Diploma so watch this space.

Dog whisperers

Is it just me or are there more people out there calling themselves 'dog whisperer' than ever before. I really hate this term, they sound as if they have some mystical power, when in fact most people can learn the skills needed to help owners get to grips with the basics of caring for their pooch. My advice would be to think carefully about anybody with 'whisperer' on their website. don't look for a mystical answer do the hard graft, be consistent, compassionate and calm, and you and your dog will be carefree.

Fin and his pappy having fun just being a dog

Advanced Diploma In Canine Behaviour Management

Just Signed up for the Canine Behaviour course. It's an e course so I can study at my own pace and use my own style.
Can't wait to get to grips with how dogs learn, see if it's the way I think they do. Fin can be my guinea pig.

He doesn't look too concerned does he?

Canine behavior for diploma vet nurses

Survivor Newfoundland

A fantastic day, diploma nurses really rocked it out. They managed to outwit, outplayed and outlast me on several occasions. Their dog training skills were excellent, and they only used positive reinforcement - how great is that.
It was a real pleasure to spend the day with them, and to see how Otago veterinary nurses are the best in the country.
Fin also had a great day, treats galore and he met heaps of other dogs during the hands -on practical session. He was shattered and spent the night curled up in front of the fire, just like I said, a tired dog is a happy dog.
Great work guys well done

Changing focus

What a great day at the polytech today, Finbar spent all day playing, sleeping and generally hanging about being petted. I also spent some time thinking about what I can do for our 4 legged friends, and in particular What we can do for helping vet nurses to understand how our canine companions feel, behave and think
I made the decision to focus this blog on what a dog needs to be happy, I think calm, consistent and knowledgeable owners have to be the key, so here goes lets do it together!

finbar the boy

Just found this picture from ages ago, fin hasn't aged but I look way older, or do I just feel it!

STUDENTS STUDENTS STUDENTS

"You can say any fool thing to a dog, and the dog will give you this look that says, `My God, you're RIGHT! I NEVER would've thought of that!'"  - Dave Barry

 

AUDREY’S EVALUATION PLAN

http://media.photobucket.com/image/LOTS+OF+DOGS+/jlnichols_photos/Dogs.gif

Unit 7337 care for dogs - husbandry

Evaluating my new course design?

  I plan to use the Survey monkey produced survey which I designed to measure student satisfaction, it asks students how easy they found the new content and if it was useful to them.

  The course outcomes, did we manage to get better results this year?

  Feedback from local veterinary clinics through work placement verification, are the students able to carry out the procedures effectively and safely?

Who’s going to test it before it goes live?

  I plan to use a test group of students prior to going live and use their feedback to redesign if necessary

  My colleagues will be asked for feedback.

  My moderation partner has reviewed the videos, made some suggestions that have already been implemented but it will be interesting to see what student’s really think; I find it easy to get swept up in thinking my stuff is the bees knees (but it’s not always so).

Ongoing monitoring

  This will be done using very similar methods to the above section. I plan to use face to face reporting from students. As I will be teaching this module next year it will be possible to get instant feedback from students as we review the videos together (as part of the block course content)

  We have a junior lecturer starting next year and she has already spoken to me about joining in with this unit so it will be possible to get feedback from her.

  Peer observation – done annually and I can decide what I want observed (usually done by head of school), this will give me formative feedback rather than judging the content, it will look at how I present the information but will be valuable information because we can have the best stuff in the world but the connection for delivery is vital for success.

Judging success

  Student’s completing the course seems the most obvious way to judge success but can be a bit misleading, we often give students a couple of re-sits for each unit so just using this tool only gives a general view of success.

  Ongoing formative assessment will be used throughout the delivery, the videos will fit well with the formative workbook that students already complete as they will be using peer feedback during the course (working through the videos and using discussion groups)

Gathering the data

  After reading the forum posts I have learned a new way to survey, using the one that is already set up on the website, I will be using the one designed and shown in my plan but I will be looking at this resource, don’t want to burden the students with too much surveying, and get the ‘fed up of surveys’ response (tick anything to get through it).

  Student’s already have several opportunities to get industry verification, this gives prospective employers chance to remark on performance, while this gives qualitative data, I think this is the most valuable data, and information that will drive the refining of the unit.

  Quantitative data from assessments completed (and passed) are we getting good success rates; we can use this to demonstrate to the OP board that we are meeting targets, which will help with funding.

Using the information

  I plan to use the information from the surveys and face to face meetings to look at improving the delivery, giving more of what the students think is useful, rather than what I think they need (or what I would like).

  I can use the information to look at the delivery method and how this fits in with learner styles; hopefully feedback shows the information is useful.

  We can use information gathered to look at how we market the course to new students and the industry, I like the idea of using past students work (with permission) to show what we provide. I also plan to use more students in the videos (showing real students doing the work rather than just staff); I can also address diversity through this by using indigenous students.

You lookin' at me?

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh4jbApR8xtN3hJywx9rMW_j8LRoWs88uQWr-gKELfgqy9Hjd6c-A2IF2o3eSG-OWu42RfEJjDRM5Epv6XkFAUPs2bCeLxU5xS9aFBimAgnHe2pn8o6PZnvlM04DlKfswqTVImXyuF5V4n/s320/happy-puppy-joshua-sunday.jpg

While I was thinking about what I would do for my students I also had to think about how it would be done, as my students are mainly distance learners and we only have 8 days a year face to face teaching. I think when we do see students we pack heaps into the block courses, but with the best will in the world they are often keen to get home at night and on the last day it's a mass exodus for flights so usually ends up being more like three and a half days.

The second block course is also very heavily weighted towards assessments that students have studied between the two courses and need to show competence in.

So what am I going to do about helping these students who get little face to face contact but still need to show competence in a very complicated subject?

Firstly I'm going to make the videos I've already mentioned so that's a given, secondly as a school we have made some big decisions about how we are going to improve student contact with lecturers and give the students much more support.

For the past couple of years students have contacted program coordinators if they have issues with anything related to their course, this can be a big ask for coordinators, as we have 200 students and only 2 coordinators. As well as being a big ask, these staff also lecture and mark, also not every lecturer is up to speed on every subject (we can't know everything about everything it's not practical), so sometimes students get passed along to staff who have an answer, not the best system, and probably frustrating for students.

So from next year we will be responsible for units within our courses which we have an interest in and knowledge about, so I will be looking after the dogs, diagnostic samples, anatomy and zoonoses, what will happen now is students call in or email about an issue or for help and they are directed to the person with the best chance of helping them, I think this will really improve the satisfaction rate for students and be less frustrating for staff who sometimes struggle to help. Great!

Instead of giving face to face time we now have a system where students get the best information and help for them, so even though it isn't in real time (it will be by email and moodle) there may be an opportunity to make staff available on skype, as long as we are aware of the impact on staff of being accessible  9-5.

I feel really excited that I can be seen as the 'expert' for my units and this gives me a real boost in confidence which I am bound to pass on to my students.

Great how the little things (like more work) make us feel valued!

a couple of comments from colleagues on the Constructing Courses forum

Yes Audrey, sometimes the obvious sticks out like dog's balls.... seriously, a great posting and some great ideas!
Cheers, Terry

Hi Audrey
Had to respond to this one as it did put a smile on my face. I love your idea of videos but also wondered , for the distance learners that would not have a closely observed "hands on session", whether models were available for practice or that the student was able, in return video a session to show evidence of completing this task - also as something to watch/use for revision after a class review. I am not a vet but being a kinaesthetic learner. I value feedback on actual tasks completed. A recent one for me was clipping the our goats' hooves but getting a good neighbour to advise if I was doing this correctly.Hope this contributes!


And my reply

Thanks Hilary, glad it made you smile.
I think you have hit the nail on the head, this resource is definitely aimed at our distance students, we have struggled for some time on how to assess they have grasped how seriously they need to take this procedure, because if they get it wrong a perforated bowel is just one thing of a range than can happen. As a school we do a lot of video assessing and it is planned for next year that students do more to show skill as well as knowledge, unfortunately videoing this task still falls outside what we can expect students to physically do (because of the risks). You are right about models and we do have a number of options open to us, but these would be class based, so not really useful for distance because we couldn't lend them out to 200 students in the time frame needed (and I don't think it would be right to ask them to buy expensive equipment).

I do think you are spot on with the feedback and I think that would be the next part of this process, I envisage they would look at notes, videos, and other resources then have a go under supervision at a clinic (where I suppose they could video it for us), and perhaps something like the moodle lesson tool could be used with real photos showing the right and wrong way to do it and giving feedback on achievement. Wouldn't it be marvelous if I could get a video that they could manipulate like a flight simulator to get right on target?

UNIT STANDARD 7337 CARE FOR DOGS

This is the link to the unit standard I am working on for next year. I am particularly interested in looking at section 5 providing hands-on husbandry for dogs

The nitty gritty

YES YOU ARE RIGHT IT IS A DOGS BUTT!

I chose to show you this picture because I have talked a lot about why I want to do something and why it's important but I think now is the time to get to the sharp end of just what it is I plan to do.

this picture is of my dog Fin so I feel happy that I won't upset anybody by showing their dog in a compromising position. This picture demonstrates that although most people know that taking a dog's temperature involves going somewhere near this end as a trainee veterinary nurse we expect our students to be able to take a dogs temperature after giving them minimal instruction. Our full time students get to see and potentially practice the procedure, but distance students are given written instructions and are instructed to find videos from the likes of youtube. This worries me a lot, there is a lot that can go wrong and a lot of damage can be done to an animal if it's not done right.  Also students are asked to demonstrate the skill at the second block course (after only 4 days face to face earlier in the year), and I think this greatly disadvantages the distance students.

I decided after a lot of talking with students and colleagues that the best way to help our distance students was to provide them with the correct information via a video format, showing the best practice for this procedure (and a few other) that they can refer to asynchronously (when they like), and can watch repeatedly. I think this will enhance their skills, reduce their anxiety at assessment and reduce the likelihood that they will try out the procedure inaccurately and hurt an animal.

The utilisation of videos is something I feel confident in doing, I have recently had a lot of tuition in how to make videos from still and video footage, and have found out how to use movie maker and audacity, both great programs that give quite a polished result. if you are thinking of using this method, my advice (after  a lot of trial and error) would be to make a soundless recording and dub the voice over, that way you avoid lots of editing later because I always make boobs.

The making of the videos will require more than myself, I have made the taking temperature one and it went well, but it required a person to restrain the dog and a person to video me taking his temperature, so it is very reliant on manpower. other lecturers are planning similar resources for students so I expect I will reciprocate their time.

I have found the department well supplied with talent when it comes to making different resources, there is always somebody to give me advice and shows me new ways of working (which is good because I'm not the best with computer software) so it makes sense that I help them out with videoing, which I'm really good at., or at least don't get shaky pictures.

Once these videos are completed I plan to make them available through the moodle on-line environment, and that's where I come unstuck. I don't have a clue how to transfer anything to moodle, or even how to compress the files so they load quicker. I will definitely be looking for help here, and as luck has it we have a moodle champion right here! phew!

So in a nutshell, I am happy making the videos, need help to make them in terms of manpower and time out of marking, planning for next year and some training on using moodle and how to make files usable.

I will show you a much better photo when I get the thermometer in there, enjoy!

Surveying students

I have been trying something new as part of the constructing courses unit I am taking and part of this is to gather feedback on activities, I think if you are asking a student to undertake something then they are the people to ask for feedback, so a colleage directed me to this site called survey monkey, it's great you can ask anything and get students to fill it in. the best part is the site does all the work as long as you know what you want to find out it's easy
I'm hoping this link will go to the survey I designed as a test, give it a go if it does I will be stoked!

Flexible learning - the big picture

I am looking at the final assessment for the flexible learning course, and trying to link it into a new teaching model I discovered while searching the web, it's called the participation model by Collis & Moonen.

I would really love your feedback on my plan so give it the once over and make suggestions
I would really like to know your thoughts on the global community, does it seem something that is achievable in my lifetime
Thanks in advance
Audrey

electronic portfolios post

HI Jenny and the other guys, it is interesting that some of our material requires a high standard of comprehension (i guess) and how we can assume because we can read it confidently the rest should be able to. Our students in vet nursing have a similar problem, the notes can often contain strange language and words a mile long, very of putting to students, we have done a lot of work in re-vamping our written notes to reduce terminology where we can and to introduce ideas in picture, video and interactive forms, all seem to have students engaging more in various topics, the problem we face is we are constrained by unit standards which often want us to assess using written material, where most of our teaching is done in kinesthetic styles because nursing is a 'hands on' profession, i'm sure this causes confusion for the students who learn to 'do' then have to write about doing it. not sure what the answer is?


We are now looking at using things like a portfolio to show evidence of competence, and I remember from my nursing days that attestations from other nurses and colleagues could be counted as evidence (with other bits as well) to show competence, I would be interested if an on-line portfolio might be the answer,showing students doing tasks, getting feedback and reflecting on that feedback (just like we are doing). anybody have any ideas?