Dog

training
Dog training is the application of behavior analysis which uses the
environmental events of antecedents (trigger for a behavior) and
consequences to modify the dog behavior, either for it to assist in
specific activities or undertake particular tasks, or for it to participate
effectively in contemporary domestic life. While training dogs for
specific roles dates back to Roman times at least, the training of dogs
to be compatible household pets developed with suburbanization in
the 1950s.

A dog learns from interactions it has with its environment.[1] This can be through classical conditioning,
where it forms an association between two stimuli; non-associative learning, where its behavior is
modified through habituation or sensitisation; and operant conditioning, where it forms an association
between an antecedent and its consequence
There are a variety of established methods of animals training, each with its adherents and critics. Some
of the better known dog training procedures include the Koehler method, clicker training, motivational
training, balanced training, electronic training, model-rival training, dominance-based training, and
relationship-based training. The common characteristics of successful methods are knowing the animal's
attributes and personality, accurate timing of reinforcement or punishment and consistent
communication. The use of punishment is controversial with both the humaneness and effectiveness
questioned by many behaviorists.

Definition

Dog training is the act of teaching a dog particular skills or behaviors. Dog training includes teaching
a dog to react to particular commands and cues as well as to act independently by deliberately
changing their natural behavior.[3][4]

Dogs have been trained to perform a large number of practical functions including search and rescue,
herding livestock, guarding, explosive or drug detection, disability assistance, dogs have also been trained
to perform recreational functions, including companionship, shooting assistance.

Dog training usually involves the basic obedience training to establish control over the animal and can
then progress to more advanced specialist training. Basic obedience training includes teaching a dog: [5]

Recall training – teaching the dog to come on command Sitting

training – teaching the dog to sit on command

Walking or heeling training – teaching the dog to walk on or off lead with the handler Staying

training – teaching the dog not to stray on command

Sociability training – teaching the dog not to be aggressive to humans, other dogs or other
animals.

History

Although research into how dogs learn and into cross-species communication has changed the approach to
dog training in recent decades, understanding the role of early trainers and scientists contributes to an
appreciation of how particular methods and techniques developed.[6]
Before 1900

In around 127-116 B.C. a Roman farmer, Marcus Varro, recorded advice on raising and training puppies
for herding livestock. His writings indicate that not only was dog training for specific tasks well
established, but that the value of early training was recognized.[7]

In 1848 W. N. Hutchinson published his book Dog Breaking: The Most Expeditious, Certain and
Easy Method, Whether Great Excellence or Only Mediocrity Be Required, With Odds and Ends
for Those Who Love the Dog and the Gun. Primarily concerned with training hunting dogs such as

pointers and setters, the book advocates a form of reward-based training, commenting on men who have
"a strong arm and a hard heart to punish, but no temper and no head to instruct" and suggesting "Be to his
virtues ever kind. Be to his faults a little blind."[8] Stephen Hammond, a writer for Forest and Stream
magazine, advocated in his 1882 book Practical Training that hunting dogs be praised and rewarded with
meat for doing the correct behavior.[9]

War years

Konrad Most began training dogs for police work in Germany, and was appointed principal of the State
Breeding and Training Establishment for police dogs in Berlin, where he carried out original research into
training dogs for a broad range of service tasks. At the outbreak of war in 1914 he was charged with
organising and directing the use of dogs to further the war effort. He headed the Experimental Institute for
Armed Forces' Dogs during the Second World War, and afterwards ran the German Dog Farm, a centre
for the training of working dogs, including assistance dogs for the blind. He played a leading role in the
formation of the German Canine Research Society and Society for Animal Psychology.[10] His 1910
publication, Training Dogs: A Manual, emphasized using instinctive behavior such as the prey drive to
train desired behaviors, advocated the use of compulsion and inducements, differentiated between primary
and secondary reinforcers, and described shaping behaviors, chaining components of an activity, and the
importance of timing rewards and punishments. The book demonstrated an understanding of the
principles of operant conditioning almost thirty years before they were formally outlined by B.F. Skinner
in The Behavior of Organisms.[11] While publishers of the 2001 reprint warn that some of the
"compulsive inducements" such as the switch, the spiked collar and the forced compliance are
unnecessarily harsh for today's pet dogs,[12] the basic principles of Most's methods are still used in police
and military settings.[13]

Marian Breland Bailey played a major role in developing empirically validated and humane animal
training methods and in promoting their widespread implementation.[14] Marian was a
graduate student under B.F. Skinner. Her first husband Keller Breland also came to study with Skinner and
they collaborated with him, training pigeons to guide bombs. The Brelands saw the commercial
possibilities of operant training, founding Animal Behavior Enterprises (ABE). In 1955, they opened the
"I.Q. Zoo" as both a training facility and a showcase of trained animals. They were among the first to use
trained animals in television commercials, and the first to train dolphins and whales as entertainment, as
well as for the navy.[14] Keller died in 1965, and in 1976 Marian married Bob Bailey, who had been
director of marine mammal training for the navy. They pioneered the use of the clicker as a conditioned
reinforcer for training animals at a distance.[13] ABE went on to train thousands of animals of more than
140 species.[14] Their work had significant public exposure through press coverage of ABE-trained
animals, bringing the principles of behavior analysis and operant conditioning to a wide audience.[15]

Konrad Lorenz, an Austrian scientist who is regarded as developing the foundations of ethological
research,[16] further popularized animal behaviorism with his books, Man Meets Dog and King
Solomon's Ring.[17] Lorenz stated that there were three essential commands to teach a dog: "lie down"
(stay where you are), "basket" (go over there) and "heel" (come with me).[18]

In 1935, the American Kennel Club began obedience trials, and in the following years popular magazines
raised public awareness of the benefits of having a trained pet dog, and of the recreational possibilities of
dog training as a hobby.[19] After WWII, the increasing complexities of suburban living demanded that for
a pet dog's own protection and its owner's convenience, the dog should be obedient. William Koehler had
served as principal trainer at the War Dog Training Center, in California, and after the war became chief
trainer for the Orange Empire Dog Club—at the time, the largest dog club in the United States—
instructor for a number of breed clubs, and a dog trainer for the Walt Disney Studios.[20] In 1962 Koehler
published The Koehler
Method of Dog Training, in which he is highly critical of what he calls "tid-bit training techniques"
based in "the prattle of 'dog psychologists'".[19] Amongst the training innovations attributed to Koehler is
the use of a long line in conjunction with a complete absence of oral communication as a way of
instilling attentiveness prior to any leash training. Koehler insisted that participants in his training
classes used "emphatic corrections", including leash jerks and throw chains, explaining that tentative,
nagging corrections were cruel in that they caused emotional disturbance to the dog.[21] Vicki Hearne, a
disciple of Koehler's, commented on the widespread criticism of his corrections, with the explanation
that it was the emotionally loaded language used in the book that led to a number of court cases, and to
the book being banned in Arizona for a time.[22] Despite the controversy, his basic method forms the core
of many contemporary training systems.[23]
Post WWII

Rudd Weatherwax trains Lassie.

In the 1950s Blanche Saunders was a staunch advocate of pet-dog training, travelling throughout the U.S.
to promote obedience classes.[17] In The Complete Book of Dog Obedience, she said, "Dogs learn by
associating their act with a pleasing or displeasing result. They must be disciplined when they do wrong,
but they must also be rewarded when they do right."[24] Negative reinforcement procedures played a key
part in Saunders' method, primarily the jerking of the choke chain. The mantra taught to students was
"Command! Jerk! Praise!" She felt that food should not be an ongoing reward, but that it was acceptable
to use "a tidbit now and then to overcome a problem." Saunders perhaps began the shift away from
military and police training methods, stressing repeatedly the importance of reinforcement for good
behavior in training—a move toward the positive training methods used today.[25]

In 1965, John Paul Scott and John Fuller identified the critical periods for learning and social
development in puppies, and published Genetics and the Social Behavior of the Dog, a landmark
study of dog behavior.[26]

The 1980 television series Training Dogs the Woodhouse Way made Barbara Woodhouse a household
name in the UK, and the first international celebrity dog trainer.[27] Known for her "no bad dogs"
philosophy, Woodhouse was highly critical of "bad owners", particularly those she saw
 as "overly sentimental".[28] She described the "psychoanalyzing of dogs" as "a lot of rubbish".[29] Her no-
nonsense style made her a pop-culture icon, with her emphatic "sit" and catch cry of "walkies" becoming
part of the popular vernacular.[30]

The Monks of New Skete, who were breeders and trainers of German Shepherds in Cambridge, New
York, published How to Be Your Dog's Best Friend: A Training Manual for Dog Owners in 1978 and
it became an immediate best seller. Despite advocating a philosophy that "understanding is the key to
communication and compassion with your dog,"[31] they endorsed confrontational punishments which
were later shown to elicit dangerously aggressive responses in many dogs.[32]

In the 1980s veterinarian and animal behaviorist Ian Dunbar discovered that despite evidence on the peak
learning periods in animals, few dog trainers worked with puppies before they were six months old.[27]
Dunbar founded Sirius Dog Training, the first off-leash training program specifically for puppies, which
emphasizes the importance of teaching bite inhibition, sociality, and other basic household manners, to
dogs under six months of age.[33] Dunbar has written numerous books, and is known for his international
seminar presentations and award-winning videos on puppy and dog behavior and training.[34]

Prior to the 1980s, Karen Pryor was a marine-mammal trainer who used Skinner's operant principles to
teach dolphins and develop marine-mammal shows. In 1984, she published her book, Don't Shoot the
Dog: The New Art of Teaching and Training, an explanation of operant- conditioning procedures
written for the general public.[25] In the book Pryor explains why punishment as a way to get people to
change often fails, and describes specific positive methods for changing the behavior of husbands,
children and pets.[35] Pryor's dog training materials and seminars showed how operant procedures can be
used to provide training based on positive reinforcement of good behavior.[25] Pryor and Gary Wilkes
introduced clicker training to dog trainers with a series of seminars in 1992 and 1993. Wilkes used
aversives as well as rewards, and the philosophical differences soon ended the partnership.[36]

21st century

The 21st century has seen the proliferation of television programs and accompanying books that feature
dog training and rehabilitation,[37] including Joel Silverman's Good Dog U, Dog
Whisperer with Cesar Millan, It's Me or the Dog featuring Victoria Stillwell, The Underdog Show,
Dogs in the City, and SuperFetch. The Association of Pet Dog Trainers advises that television
programs are produced primarily for entertainment, and while all programs will have good and
 not-so-good points, the viewer should critically evaluate the information before deciding which training
tips to adopt.[38]

How dogs learn

Operant conditioning

Positive reinforcement can involve a game or toy, such as this tennis ball.

Operant conditioning (or instrumental conditioning) is a form of learning in which an individual's

behavior is modified by its consequences. Two complementary motivations drive instrumental learning:
the maximization of positive outcomes and minimization of aversive ones.[39] There are two ways in which
behavior is reinforced or strengthened: positive reinforcement occurs when a behavior is strengthened by
producing some desirable consequence; negative reinforcement occurs when a behavior is strengthened by
avoiding some undesirable consequence. There are two ways in which behavior is decreased or weakened:
negative punishment occurs when a behavior is weakened by not producing a reinforcing consequence;
and positive punishment occurs when a behavior is weakened by producing a consequence that is a
disincentive. In combination, these basic reinforcing and punishing contingencies provide four ways for
modifying behavior.[40] Reinforcement increases the relative probability or frequency of the behavior it
follows, while punishment decreases the relative probability or frequency of the behavior it follows.

Typical positive reinforcement events will satisfy some physiological or psychological need, so it can be
food, a game, or a demonstration of affection. Different dogs will find different things reinforcing. Negative
reinforcement occurs when a dog discovers that a particular response
 ends the presentation of an aversive stimulus. An aversive is anything that the dog does not like, such as
verbal admonishment, or a tightened choke chain.[41]

Punishment is operationally defined as an event that lowers the probability of the behavior that it follows.
It is not "punishment" in the common sense of the word,[42] and does not mean physical or psychological
harm and most certainly does not mean abuse. Punishment simply involves the presentation of an
undesired consequence (positive punishment) when the wrong behavior is performed, such as a snap of
the leash, or the removal of a desired consequence (negative punishment) when the wrong behavior is
performed, such as the trainer eating the cheese that would have been the reward.[43] A behavior that has
previously been developed may cease if reinforcement stops; this is called extinction. A dog that paws its
owner for attention will eventually stop if it no longer receives attention.[44]

Classical conditioning

Classical conditioning (or Pavlovian conditioning) is a form of learning in which one stimulus, the
conditioned stimulus, comes to signal the occurrence of a second stimulus, the unconditioned stimulus.[45]
Classical conditioning is when a dog learns to associate things in its environment, or discovers some
things just go together. A dog may become afraid of rain through an association with thunder and
lightning, or it may respond to the owner putting on a particular pair of shoes by fetching its leash.[46]
Classical conditioning is used in dog training to help a dog make specific associations with a particular
stimulus, particularly in overcoming fear of people and situations.[47]

Non-associative learning

Non-associative learning is a change in a response to a stimulus that does not involve associating the
presented stimulus with another stimulus or event such as reward or punishment.[48] Habituation is non-
associative learning. An example is where a dog that reacts excitedly to a door bell is subjected to
repeated ringing without accompanying visitors, and stops reacting to the meaningless stimuli. It becomes
habituated to the noise.[49] On the other side of habituation is sensitization. Some dogs' reactions to the
stimuli become stronger instead of them habituating to the repeated stimuli or event.[50] Desensitization is
the process of pairing positive experiences with an object, person, or situation that causes fear or anxiety.
[51]
Consistent exposure to the feared object in conjunction with rewards allows the animal to
 become less stressed, thereby becoming desensitized in the process. This type of training can be effective
for dogs who are fearful of fireworks.[52]

Learned irrelevance is where dogs that are overexposed to a stimulus or cue learn the cue is irrelevant
because the exposure has proven to be uneventful. So a dog owner who continually says "Sit, sit" without
response or consequence, inadvertently teaches the dog to ignore the cue.[44]

Learned helplessness occurs when a dog ceases to respond in a situation where it has no option to avoid a
negative event. For learned helplessness to occur, the event must be both traumatic and outside the dog's
control.[53] Family dogs that are exposed to unpredictable or uncontrolled punishment are at risk of
developing disturbances associated with the learned helplessness disorder. Punishment which is poorly
coordinated with identifiable avoidance cues or response options, such as when punishment takes place
long after the event, meet the criteria of inescapable trauma.[43]

Observational learning

Observational learning is the learning that occurs through observing the behavior of others. This form of
learning does not need reinforcement to occur; instead, a model animal is required.
While the model may not be intentionally trying to instill any particular behavior, many behaviors that are
observed are remembered and imitated.[54] The domestic dog is a social species and its social dependency
makes it aware of the behavior of others, which contributes to its own behavior and learning abilities.
There is, however, ongoing discussion about how much, and how, dogs can learn by interacting with each
other and with people.[55]

The term "observational learning" encompasses several closely related concepts: allelomimetic behavior
or mimicking where, for example, puppies follow or copy others of their kind; social facilitation where
the presence of another dog causes an increase in the intensity of a behavior; and local enhancement
which includes pieces of social facilitation, mimicking, and trial-and- error learning, but is different from
true observational learning in that the dog actively participates in the behavior in the presence of the
other dog or other environmental cues.[55] Four necessary conditions for observational learning are:
attention, retention, motivation, and production. That is, the dog must pay attention to the dog or person
performing the modelled behavior; retain the information gathered about the behavior during the
observation; be motivated to reproduce the behavior in a time and place removed from the original; and
finally, produce the behavior, or some reasonable facsimile thereof.[55]
 Pups between the ages of 9–12 weeks who were permitted to observe their narcotics-detecting mothers at
work generally proved more capable at learning the same skills at six months of age than control puppies
the same age who were not previously allowed to watch their mothers working.[56] A 2001 study recorded
the behavior of dogs in detour tests, in which a favorite toy or food was placed behind a V-shaped fence.
The demonstration of the detour by humans significantly improved the dogs' performance in the trials.
The experiments showed that dogs are able to rely on information provided by human action when
confronted with a new task.
Significantly, they did not copy the exact path of the human demonstrator, but adopted the detour
behavior shown by humans to reach their goal.[57] A 1977 experiment by Adler and Adler found that
puppies who watched other puppies learn to pull a food cart into their cages by an attached ribbon proved
considerably faster at the task when later given the opportunity themselves. At 38 days of age, the
demonstrator puppies took an average of 697 seconds to succeed, while the observers succeeded in an
average of 9 seconds.[58]

Cognitive learning

Dogs are capable of cognitive learning, which is distinct from conditioning methods such as operant and
classical conditioning. Cognitive learning is a process wherein dogs acquire and process information,
rather than develop conditioned responses to stimuli.

One example of cognitive learning in dogs is the fast mapping inferential reasoning demonstrated by
Chaser[59] and Rico in controlled research environments. Both Rico and Chaser demonstrated the ability to
infer the names of objects without conditioning and remember them indefinitely.

Training methods

Koehler method

Strictly following the model set out in the Koehler Method of Dog Training, some 50 years later, the
Koehler method continues to be taught in both class and private training formats. The method is based in
the philosophy that a dog acts on its right to choose its actions. Koehler explained that a dog's learned
behavior is an act of choice based on its own learning experience. When those choices are influenced by
the expectation of reward, the behavior will most likely be repeated, and when those choices are
influenced by the anticipation of punishment, they will most likely cease. Once the dog has learned that its
choices result in comfort or discomfort it
 can be taught to make the correct decisions. Action→memory→desire encapsulates the learning pattern
used by the method; the dog acts, remembers the consequences, and forms the desire to repeat or avoid
those consequences. Adherents believe that once the behavior has been correctly taught, it should be
performed, thus making any correction, fair, reasonable, and expected.[60] While the model has been used
consistently since 1962, some of the punishment procedures described in the book are now considered not
necessary, humane, or appropriate by many trainers.[25]

Motivational training

Purely positive or motivational training employs the use of rewards to reinforce good behavior, and
ignores all bad behavior.[61] It is based in Thorndike's law of effect, which says that actions that produce
rewards tend to increase in frequency and actions that do not produce rewards decrease in frequency.[62]

Motivational training has its roots in captive animal training, where compulsion and corrections are both
difficult and dangerous, and ignoring bad behavior is not problematic as the animal lives under controlled
conditions. As a dog training strategy, purely positive training is feasible, but difficult, as it requires time
and patience to control the rewards the dog receives for behavior. Some activities such as jumping up or
chasing squirrels are intrinsically rewarding, the activity is its own reward, and with some activities the
environment may provide reinforcement such as when the response from dog next door encourages
barking.[61]

Clicker training
 Clicker-training using a metal cricket

Clicker training is a nickname given to a particular type of positive reinforcement training system, based
on operant conditioning, that uses a clicker device as a marker and bridge. Clicker training can also be
referred to as marker training. The system uses secondary reinforcer (the clicker) as both a marker/signal
and a bridge, to let the animal know that s/he performed the desired behavior correctly and therefore a
reward is coming, and to avoid inadvertently reinforcing (rewarding) another behavior that may occur
after the desired behavior occurs but before the reinforcer is delivered. Primary reinforcers are reinforcers
that are required for life, such as food. Secondary reinforcers are things the animal being trained enjoys
but that are not required for life, such as toys, praise, etc. The term 'clicker' comes from a small metal
cricket adapted from a child's toy that the trainer uses to precisely mark the desired behavior; however,
some trainers use a whistle, a word, or even a light as the secondary reinforcer, which becomes
"conditioned" once the animal learns that its arrival signals the chance to earn a primary reinforcer.[63] The
trainer delivers a primary reinforcer, such as treat, after the noise or signal. A common critique of clicker
training is that it is prone to the overjustification effect.[64]

Electronic training

Electronic training involves the use of an electronic device as an aversive. Common forms are collars
which can be triggered remotely at the trainers discretion, or that are triggered by barking, fencing that
activates when a dog crosses a buried wire, or mats that can be placed on furniture for example. There are
4 main types of stimulus. Some aids deliver a spray of liquid, typically citronella when triggered. Others
emit a siren or vibration or shock of differing intensities. The use of electric shock aversives for training
dogs is the subject of considerable controversy.
Supporters claim that the use of electronic devices allows training at a distance and the potential to
eliminate self-rewarding behavior, and point out that properly used, they have less risk of stress and
injury than mechanical devices, such as choke leashes or prong chains.
Opponents cite the risks of physical and psychological trauma associated with incorrect or abusive
use.

In one study laboratory-bred Beagles were divided into three groups. Group A received an electric shock
when the dogs touched the prey (a rabbit dummy fixed to a motion device). Group H received a shock
when they did not obey a previously trained recall command during hunting.
 Dogs in group R received the electric shock arbitrarily, i.e. the shock was administered unpredictably and
out of context. Group A did not show a significant rise in stress-indicating salivary cortisol levels, while
group R and group H did show a significant rise. This led to the conclusion that animals which were able
to clearly associate the electric stimulus with their action, i.e. touching the prey, and consequently were
able to predict and control the stressor, did not show considerable or persistent stress indicators, while
animals that were not able to control the situation to avoid the shock did show significant stress.

In 2004 a study was published that was based on the observation of a variety of breeds trained for
protection work using shock collars, which showed that although electronically trained dogs can excel as
guard dogs, their behavior toward humans and work circumstances changed, often indicating heightened
uncertainty and reactivity.

Lindsay says of this study, "Schilder and Van der Borg (2004) have published a report of disturbing
findings regarding the short-term and long- term effects of shock used in the context of working dogs that
is destined to become a source of significant controversy ... The absence of reduced drive or behavioral
suppression with respect to critical activities associated with shock (e.g., bite work) makes one skeptical
about the lasting adverse effects the authors claim to document. Although they offer no substantive
evidence of trauma or harm to dogs, they provide loads of speculation, anecdotes, insinuations of gender
and educational inadequacies, and derogatory comments regarding the motivation and competence of IPO
trainers in its place."

However, newer studies such as those by Herron et alia suggest that aversives such as shock, as well as
lesser aversives such as yelling, do come with a risk of increasing behavior problems including
aggression.

Model-rival training

Based on the principles of social learning, model-rival training uses a model, or a rival for attention, to
demonstrate the desired behavior. The method was used by Irene Pepperberg to train Alex the African
Grey Parrot to label a large number of objects. McKinley and Young undertook a pilot study on the
applicability of a modified version of the model-rival method to the training of domestic dogs, noting
that the dog's origins as a member of large and complex social groups promote observational learning.
The model-rival training involved an interaction between the trainer, the dog, and a person acting as a
model-rival, that is, a model for desired behavior and a rival for the trainer's attention. In view of the
dog, a dialogue concerning a
 particular toy commenced between the trainer and the model-rival. The trainer praised or scolded the
model-rival depending on whether the model-rival had named the toy correctly. It was found that the
performance times for completion of the task were similar for dogs trained with either operant
conditioning or the model rival method. In addition, the total training time required for task completion
was comparable for both methods.

Training a police dog

A Hungarian dog training group called Népszigeti Kutyaiskola use a variation of model-rival training
which they describe as the Mirror Method. The mirror method philosophy is that dogs instinctively learn
by following the example of others in their social sphere. Core to the program is including the dog in all
aspects of the owner's life and positive reinforcement of copying behaviors. Mirror method dog training
relies on using a dog's natural instincts and inclinations rather than working against them.

Dominance-based training

The concepts of "pack" and "dominance" in relation to dog training originated in the 1940s and were
popularized by the Monks of New Skete in the 1970s. The model is based on a theory that "dogs are
wolves" and since wolves live in hierarchical packs where an alpha male rules over everyone else, then
humans must dominate dogs in order to modify their behavior. However, recent studies have shown that
wolves in the wild actually live in nuclear families where the mother and father are both considered the
pack leaders, and their offspring's status depends on their birth order which does not involve fighting to
attain a higher rank, because the young wolves naturally follow their parents' lead.
 Animal behaviorists assert that using dominance to modify a behavior can suppress the behavior without
addressing the underlying cause of the problem. It can exacerbate the problem and increase the dog's fear,
anxiety, and aggression. Dogs that are subjected to repeated threats may react with aggression not because
they are trying to be dominant, but because they feel threatened and afraid.

Researchers have described several reasons why the dominance model is a poor choice for dog training.
First, a relationship based on dominance is established to gain priority access to scarce resources, not to
impose particular behaviors on the less dominant animal, so the dominance model is irrelevant for most
of the behaviors that people want from their dogs, such as coming when called or walking calmly on a
leash. Second dominance-submission relationships, once established, are constantly tested and must be
regularly reinforced. Thus people, particularly children and the elderly, may not be able to retain their
rank and are at risk of being injured if they attempt to do so. Third, dominant individuals gain priority
access to resources, but only while they are present, establishing dominance over a dog does not
guarantee its behavior when the dominant individual is distant or absent.

However, some modern-day dog trainers and researchers have argued that dominance does exist in dogs
and to deny it is motivated by political correctness. Patricia McConnell who is an expert in animal
behavior, wrote in her book The Other End of the Leash, “In some training and behavioral circles, all
talk of dominance is classed as politically incorrect, and that these people are ardently opposed to anyone
using the word in the context of dogs”. Portuguese author on the behavior of animals Roger Abrantes
argues the reasons that many people have difficulty comprehending the theory of dominance are because
the term is poorly defined and political correctness. Colin Tennant, who is the chairman of the Canine and
Feline Behaviour Association, said: “It is political correctness. If you treat a dog like a human it will treat
you like a dog”. Psychologist and dog trainer Stanley Coren in the 2001 book How to Speak Dog wrote,
"You are the alpha dog... You must communicate that you are the pack leader and dominant".
Mexican-American dog trainer Cesar Millan wrote that, “It’s essential that the humans be Pack Leaders,
with the dog following. If a dog does not have strong pack leadership from its humans, it may become
unbalanced, which can lead to confusion, anxiety, or aggression and behavior problems in the dog”.

Relationship-based training
 Derived from the theories of symbolic interactionism, relationship based training exploits the patterns of
communication, interpretation and adjustment between dogs and their trainers. Building on a positive
relationship between them, the method sets out to achieve results that benefit both the dog and the trainer,
while at the same time enhancing and strengthening their relationship. The basic principles include
ensuring that the dog's basic needs have been met before beginning a training session, finding out what
motivates the dog and using it to elicit behaviors, interpreting the dog's body language to improve
communication between dog and trainer, using positive reinforcement to encourage desired behavior,
training incompatible behaviors to replace unwanted behaviors, and controlling the dog's environment to
limit the possibility of unwanted behaviours. A relationship-based approach to dog training is not
necessarily reliant on using particular training aids or treats but posits that the connection between dog
and trainer is sufficiently powerful to achieve the training goals.

Factors

Training can take as many forms as there are trainers, however a detailed study of animal trainers found
common characteristics of successful methods: thoughtful interpretation of what the animal does prior to
training, accurate timing, and consistent communication.

Communication

Dogs have become closely associated with humans through domestication and have also become
sensitive to human communicative signals. Generally, they have a lot of exposure to human speech,
especially during play, and are believed to have a good ability to recognize human speech. Two studies
investigated the ability of a single dog that was believed to be exceptional in its understanding of
language. Both studies revealed the potential for at least some dogs to develop an understanding of a
large number of simple commands on the basis of just the sounds emitted by their owners. However the
studies suggested that visual cues from the owner may be important for the understanding of more
complex spoken commands.

Understanding

Consistency of the owner's application, their level of understanding, and training/behavior and level of
engagement can influence the effectiveness of any technique.
Innate characteristics

In considering the natural behaviors of specific breeds of dogs, it is possible to train them to perform
specialized, highly useful, tasks. For example, Labrador retrievers are the favored breed for the detection
of explosives. This is because of a combination of factors including their food drive which enables them to
keep focused on a task despite noise and other distractions. Most working breeds of dogs are able to be
trained to find people with their sense of smell (as opposed to their sense of sight). Cocker Spaniels are
able to be trained as part of a termite detection team. Their relatively small size enables them to fit into
small spaces, and their light weight allows them to walk on areas of ceiling which would be dangerous to
anything heavier. In fact, although unusual, termite detection dogs are much more reliable at detecting
termites than humans who rely on a basic system of tapping and listening. Because of their ability to learn
signals by sight and for their energetic and athletic natures, German Shepherds are able to be trained for
work alongside search and rescue teams and human apprehension teams.

Individualized or class training

Individualized training is used with dogs that have an urgent or unique training problem such as fear,
hyperactivity, aggression (and other related problems), separation anxiety, biting, excessive barking,
insecurity, destructive behaviors, walking difficulties, and inappropriate
elimination. This type of training would normally be undertaken where the problem
naturally occurs rather than a class situation. Dogs are dependent of their owners for all the basic
essentials: food, water, shelter/protection, and exercise. Dogs can become attached, insecure, and anxious,
so it is very important to encourage them to be independent to boost their emotional security. Class
training can be effective in encouraging socialization and play with
a peer group. Classes are often offered at a more affordable rate and can cover both problem behaviors
and teach new skills. Classes can range from puppy and beginner training to more advanced training and
skill training such as performing tricks, preparing for dog sports, or therapy work.

Specialized training

Dogs are also trained for special purposes such as CGC Certification; for dog sports, including but not
limited to competition obedience, dog agility, herding, tracking, and flyball; and to undertake particular
roles such as detection dogs, assistance dogs, hunting dogs, police dogs, SAR (search and rescue dogs)
or guard dogs.
Tools

Training tools
Tool Definition
Collars that apply discomfort or pain during training, including:
Choke chain (slip chain or check chain)
Aversive Remote electric shock collar
collars
Prong collar (pinch collar)

Head collar or halter

The no-pull harness is worn on the body of the animal. The no-pull harness differs
significantly from the standard harness since it makes it harder for the dog to pull. Several
designs exist, including an attachment point for the leash on the dog's chest, which turn's the
No-pull
dog's shoulders to one side when it pulls, or by constricting across the shoulders and back.
harness
Like the head collar, the no-pull harness does not teach the dog not to pull, it only makes it
more physically difficult for the dog to continue
pulling.

A bite training tug is a tool usually used for prey drive and retrieve developing skills. Bite
Bite tugs training tug is frequently used in to teach a directed bite as in police, military and Schutzhund
or tug dog training. Tug "toys" made of any combination of fleece, fur, and rubber are often used as
toys motivators when training in dog sports such as dog agility
and flyball.

Training Training treats may be used as rewards for completing the desired behavior by
treats trainers who practice behaviorism.

A clicker is a small instrument, usually made of plastic and containing a small strip of bent
metal that makes a "click" noise when depressed. The metal may be pressed directly with the
Dog
thumb or by an external button. Clickers are often used in reinforcement-based training (or
Clicker
"Clicker training") to indicate to the dog when it has
completed the desired behavior.