When we work from a functional perspective, taking a constructional approach, stopping behaviour is not the goal, and not really part of our teaching journey. Even when we don’t like that behaviour.
Instead we build behaviours (constructional) that provide our learner with access to the same outlets they seek with ‘unwanted’ behaviours. These new behaviours become more efficiently reinforcing so those other behaviours are less attractive.
Behaviour works!
Animals do behaviours that work for them, that lead to them accessing reinforcers; outlets satisfying their behavioural needs. Our animal learners tell us about these needs through their responses.
We tend to categorise behaviour via our human-lens, as good or bad, as being acceptable or unacceptable in human society.
But behaviour is just behaviour. And your dog has already chosen preferred outlets for their behaviours; what they’re doing works for them.
Try as we might, humans coming along and telling dogs that they need to change their ways and do behaviours for these tantalising treats instead may not be good teaching or even good welfare.
Our dogs are already telling us about their needs…we just need to listen.
Don’t stop!
Our cultural approach to unwanted behaviour is to stop it; we live in a punishment based society, after all.
But behaviour works! And that’s why I emphasise that behaviour is information. Our dogs’ behaviour is telling us what they need so it’s not really up to me to decide that this individual doesn’t get outlets for those needs.
There are still behaviours that we can’t allow our dogs to engage in exactly as they may like, however. Behaviours that are unsafe, unacceptable or inappropriate will require redirection.
(Indeed, there is an argument for not getting dogs who are likely to show behaviours relating to needs for which outlets we are not able or willing to provide.)
Don’t chase that. Chase this.
Think about the situations that get your dog all riled up… What is your dog anticipating that gets them excited? What are they preparing for?
That means we must also ask, what they getting out of that interaction?
Getting all wound up helps the body and brain prepare for the challenges ahead. These are stress responses that get the body ready for social interactions, ready for physical exertion, ready for behavioural challenges.
Instead of allowing the dog engage in behaviour that may be inappropriate and unsafe to hit those highs, I want them to get their jollies through engagement with their human.
In this clip, I’m using a herd of deer as an example.
Working through these stages allows you to teach your dog that the stress-cue (e.g., deer) are a cue or signal to engage. Initially engagement cues their human to provide an outlet for movement, for release, for fun, for crazy.
Instead of inhibiting the crazy, harness it and become the source.
Working through these stages at different distances and under different conditions can lead to engagement cue by these so-called triggers, but also allows your dog to engage in behaviours they choose.
You can build these stages into any part of the sequence of behaviours. For example, how far into the sequence of approaching other dogs or chasing deer will you work through before that cues engagement with you. All the time bearing in mind how your dog’s behaviour may impact others…
Improving engagement, particularly cued by environmental goings on, is most often part of our goal, but we can continue to build real neutrality (as opposed to the effects of intimidation, restriction/restraint and/or fear) in response to these triggers.
Here’s Decker pottering through these deer during another outing:
Note the lack of tension on the line, his ability to potter about, and loose, pretty relaxed body movements. This is built through a foundation in engagement and making sure that his needs are so abundantly met.
Focus on Flourishing
Decker has always been a chaser. He has also killed numerous small rodents, including rats, mice and squirrels in the wild. He doesn’t consume and doesn’t do a lot of stalking of real prey animals.
The first time he encountered deer in this same park, when he was just over one year of age, he was pretty excited, interested and weirded-out…all at the same time!
Not only do we work tirelessly on engagement, but also making sure that he has so many other outlets for predatory behaviours, social behaviours and ways in which he can control what happens to him. Across many contexts.
I don’t work with stopping his behaviour in mind. I provide outlets for his behavioural needs and he chooses the fun!
AniEd Ireland 