scholarly journals Predictive Models of Assistance Dog Training Outcomes Using the Canine Behavioral Assessment and Research Questionnaire and a Standardized Temperament Evaluation

2019 ◽  
Vol 6 ◽  
Author(s):  
Emily E. Bray ◽  
Kerinne M. Levy ◽  
Brenda S. Kennedy ◽  
Deborah L. Duffy ◽  
James A. Serpell ◽  
...  
Keyword(s):  
Predictive Models ◽  
Behavioral Assessment ◽  
Training Outcomes ◽  
Dog Training ◽  
Assistance Dog

scholarly journals Homozygosity for Mobile Element Insertions Associated with WBSCR17 Could Predict Success in Assistance Dog Training Programs

Genes ◽  
2019 ◽  
Vol 10 (6) ◽  
pp. 439
Author(s):  
Dhriti Tandon ◽  
Kyra Ressler ◽  
Daniel Petticord ◽  
Andrea Papa ◽  
Juliana Jiranek ◽  
...  
Keyword(s):  
Training Programs ◽  
Behavioral Assessment ◽  
Social Contact ◽  
Mobile Element ◽  
Gray Wolves ◽  
Dog Training ◽  
Assistance Dogs ◽  
Separation Distress ◽  
Assistance Dog ◽  
Behavioral Assays

Assistance dog training programs can see as many as 60% of their trainees dismissed. Many training programs utilize behavioral assays prior to admittance to identify likely successful candidates, yet such assays can be insconsistent. Recently, four canine retrotransposon mobile element insertions (MEIs) in or near genes WBSCR17 (Cfa6.6 and Cfa6.7), GTF2I (Cfa6.66) and POM121 (Cfa6.83) were identified in domestic dogs and gray wolves. Variations in these MEIs were significantly associated with a heightened propensity to initiate prolonged social contact or hypersociability. Using our dataset of 837 dogs, 228 of which had paired survey-based behavioral data, we discovered that one of the insertions in WBSCR17 is the most important predictor of dog sociable behaviors related to human proximity, measured by the Canine Behavioral Assessment Research Questionnaire (C-BARQ©). We found a positive correlation between insertions at Cfa6.6 and dog separation distress in the form of restlessness when about to be left alone by the owner. Lastly, assistance dogs showed significant heterozygosity deficiency at locus Cfa6.6 and higher frequency of insertions at Cfa6.6 and Cfa6.7. We suggest that training programs could utilize this genetic survey to screen for MEIs at WBSCR17 to identify dogs with sociable traits compatible with successful assistance dog performance.

The Implementation and Effectiveness of an Assistance Dog Training Intervention for PTSD

2009 ◽  
Author(s):  
Jennifer Alvarez ◽  
Rick Yount ◽  
Melissa Puckett ◽  
Caroline Wyman ◽  
Caitlin McLean ◽  
...  
Keyword(s):  
Training Intervention ◽  
Dog Training ◽  
Assistance Dog

scholarly journals Effects of Environmental Enrichment on Dog Behaviour: Pilot Study

Animals ◽  
2022 ◽  
Vol 12 (2) ◽  
pp. 141
Author(s):  
Rebecca L. Hunt ◽  
Helen Whiteside ◽  
Susanne Prankel
Keyword(s):  
Pilot Study ◽  
Behaviour Change ◽  
Environmental Enrichment ◽  
Training Programme ◽  
Office Environment ◽  
Dog Training ◽  
Pet Owners ◽  
Animal Rescue ◽  
Assistance Dog ◽  
Interactive Toy

Environmental enrichment (EE) can be used to enhance the environment of various animals. The aim of this pilot study was to determine the effects of seven EE activities (Bonding, Bubble machine, Conspecific play, Interactive toy, Playhouse, Stuffed food toy and Tug play) on dog behaviour, pre- and post-EE for dogs housed in an office environment during training as part of an assistance dog training programme. EE activities resulted in a significant increase in the frequency of relaxation behaviours (p < 0.01) and a significant reduction in alert (p < 0.01) and stress behaviours (p = 0.02). Results suggest various benefits of the different activities with Conspecific Play and Playhouse activities having the greatest overall positive behaviour change when compared to the other activities. The food-based EE activities (Interactive toy and Stuffed food toy) had the least behaviour change of all the activities provided. Findings will be of interest to pet owners, animal rescue centres, dog trainers and working dog organisations.

Observations on Assistance Dog Training and Use

1998 ◽  
Vol 1 (2) ◽  
pp. 133-144 ◽  
Author(s):  
Raymond Coppinger ◽  
Lorna Coppinger ◽  
Ellen Skillings
Keyword(s):  
Dog Training ◽  
Assistance Dog

scholarly journals Concurrent and Predictive Criterion Validity of a Puppy Behaviour Questionnaire for Predicting Training Outcome in Juvenile Guide Dogs

Animals ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. 2382
Author(s):  
Rebecca L. Hunt ◽  
Gary C. W. England ◽  
Lucy Asher ◽  
Helen Whiteside ◽  
Naomi D. Harvey
Keyword(s):  
Predictive Validity ◽  
Internal Consistency ◽  
Concurrent Validity ◽  
Behavioral Assessment ◽  
Criterion Validity ◽  
Pet Dogs ◽  
Training Outcome ◽  
Dog Training ◽  
Guide Dogs ◽  
Predicting Success

Working dog organisations regularly assess the behaviour of puppies to monitor progression. Here, we tested the predictive validity (for predicting success in guide dog training) of a shortened version of a previously developed juvenile dog behaviour questionnaire (the refined puppy walker questionnaire, r-PWQ) and compared it with the Canine Behavioral Assessment and Research Questionnaire (C-BARQ). The r-PWQ is used by Guide Dogs UK, whereas the C-BARQ was designed for pet dogs and is used by some other guide dog schools internationally. A cohort of dogs aged eight months (n = 359) were scored concurrently on the r-PWQ and C-BARQ. Analogous traits between the questionnaires were evaluated for internal consistency and association with training outcome and compared for concurrent validity. The r-PWQ was associated with training outcome for five scales (r-Excitability, Trainability, Animal Chase, r-Attachment and attention seeking and Distractibility) and the C-BARQ for two scales (Excitability and Separation-related behaviour). There were significant correlations between analogous C-BARQ and r-PWQ trait scores (p < 0.001) except for Separation-related behaviour and questionnaire scales had similar internal consistencies. The r-PWQ may be more suitable to use with guide dog schools. However, due to the correlation between analogous scales (except for “Distractibility”) some scales could be substituted for one another when reviewing the behaviour of dogs between guide dog schools using different questionnaires.

Objective Assessment of Hearing in Children: Update on Procedures and Protocols

2011 ◽  
Vol 21 (2) ◽  
pp. 50-58
Author(s):  
James W. Hall ◽  
Anuradha R. Bantwal
Keyword(s):  
Psychosocial Development ◽  
Otoacoustic Emissions ◽  
Objective Assessment ◽  
Behavioral Assessment ◽  
Auditory Brainstem ◽  
Test Battery ◽  
Auditory Evoked Responses ◽  
Brainstem Response ◽  
Assessment Techniques ◽  
Pediatric Populations

Early identification and diagnosis of hearing loss in infants and young children is the first step toward appropriate and effective intervention and is critical for optimal communicative and psychosocial development. Limitations of behavioral assessment techniques in pediatric populations necessitate the use of an objective test battery to enable complete and accurate assessment of auditory function. Since the introduction of the cross-check principle 35 years ago, the pediatric diagnostic test battery has expanded to include, in addition to behavioral audiometry, acoustic immittance measures, otoacoustic emissions, and multiple auditory evoked responses (auditory brainstem response, auditory steady state response, and electrocochleography). We offer a concise description of a modern evidence-based audiological test battery that permits early and accurate diagnosis of auditory dysfunction.

Behavioral Assessment of Social Interactions in Natural Settings

1996 ◽  
Vol 12 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Carlos Santoyo
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Interactions ◽  
Behavioral Assessment ◽  
Behavioral Observation ◽  
Social Responsiveness ◽  
Social Agents ◽  
Social Effectiveness ◽  
Natural Settings

The present paper deals with behavioral assessment of social interaction in natural settings. The design of observational systems that allow the identification of the direction, contents, quality and social agents involved in a social interchange is an aim of social interaction assessment and research. In the first part a description of a system of behavioral observation of social interaction is presented. This system permits the identification of the above mentioned aspects. Secondly a strategy for the behavioral assessment of social skills is described. This strategy is based on the consequences and effects of social interaction, and it is supported by three basic processes: social effectiveness, social responsiveness and reciprocity.

A Few Pieces Away From Working the Puzzle of Behavioral Assessment

2002 ◽  
Vol 47 (2) ◽  
pp. 167-169
Author(s):  
Alyssa M. Walters ◽  
James C. Kaufman
Keyword(s):  
Behavioral Assessment
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