cotw handouts 2011

8/3/2019 Cotw Handouts 2011

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© THE THIRD WAY ~ Chris Bach ~ 2011 PROOFING for Reliability and Enthusiasm 1Visit our website at www.trainthethirdway.com

PROOFING

For Reliability and Enthusiasm

Why Proof? Clarifies the concept

Result is reliability Result is enthusiasm

Increases confidence For our dog

For us Intensifies commitment

Result is reliability Result is enthusiasm

Result is increased confidence

What is “Commitment”? That magic point in time when the conscious

decision is made to proceed

A conscious decision means the subject is aware

of what he is doing This point in time is called “the commitment point”

Use the “maintain” criterion to create and captureawareness

Unless a response has a “maintain” criterion itcannot be proofed

“Commitment points” are generated and controlledby their consequences

“Commitment points” are a result of operantconditioning

Let’s Talk Theory and Clarify

Classical conditioning Is a reflexive response

Has no commitment point Follows the formula: Stimuli (=emotional state) =

response Example: Blinking

Blinking Your brain senses that your eyes are in need

You blink to lubricate or protect them

Blinking is automatic (reflexive) It does not require a conscious decision It doesn’t have a commitment point

It is a reflexive response as a result of adefensive emotional state

It is not modifiable using reinforcement orpunishment

It cannot be proofed It can be affected only by changing the subject’s

emotional state The response changes from reflexive to

non-reflexive

NOTESPart One




Operant conditioning

Is a non-reflexive response

Has a commitment point

Follows the formula: Stimuli/antecedent/cue =response = consequences (= release)

Example: Closing your eyes on cue (maintain)

Closing your eyes on cue You are cued to close your eyes

You consciously choose to close them on cue

That decision moment is the “commitment point”

You commit to keeping them closed untilreleased

These commitments are generated andcontrolled by their consequences

This cued response can be modified bymanipulating its consequences

The response to this cue can be strengthenedthrough proofing

More about Commitment Point One must give a dog the chance to commit before

taking action “Automatic interference” ruins commitment

It’s OK for a dog to be in conflict! “Conflict” presents a wonderful learning

opportunity!

Not immediately stopping an inappropriateresponse at commitment point ruins progress

Once a commitment is made, TAKE ACTION:

Reinforce what you want Stop what you don’t want

Stopping Stopping vs. correcting

Stopping is an unavoidable aversive We can never remove all “aversives” from

training What can be done about this?

Minimize the punishing affect

Maximize the reinforcing affect

Stopping is different than correcting Correcting is intended to tell the dog “stop

that and don’t ever do it again”! Because correcting is more severe than

stopping it maximizes the punishing affectand minimizes the reinforcing affect

NOTES




Stopping vs. Ignoring

Stopping is more effective than ignoring Stopping doesn’t allow wrong responses to

be reinforced Stopping prevents classical conditioning of

undesirable emotional states

Stopping gives the dog accurate information Stopping prevents the formation of bad

habits Stopping maximizes the effectiveness of the

teaching process Ignoring is not the same as “waiting during

conflict” Ignoring means disregarding a commitment Waiting during conflict means waiting for

then responding to a commitment point

Why Proof THE THIRD WAY? It uses “commitment points” effectively It has proven to be very effective in assuring reliability

and enthusiasm

What is THE THIRD WAY? A Way of thinking about dogs A Way of being with dogs A Way of teaching dogs skills

A way of thinking about dogs Dogs are perfect at being dogs

They are self serving

Example: Doozi vs. Stunner Is Stunner more “willing to please?”

Doozi can be taught to be as “committed”as Stunner through proofing

Dogs do what it takes to feel safe and satisfied Dogs don’t test, they experiment Dog’s don’t try to show who’s boss, they do what works

for them Dogs cannot have abstract verbal conversations

Externally (with us) We cannot verbally explain what we want

Dogs cannot learn the meaning of

words Dogs can only learn what words or

cues mean to them

Proofing helps clarify the meaning ofcues

NOTES




We cannot explain how we want things done

Dogs cannot understand abstractcomparisons

Dogs can learn what is safe/dangerousor what is satisfying/unpleasant

Internally Dogs can’t sit and ponder over things!

Dogs can’t plan for a better future

Dogs can’t ponder over changing thingsto make their life or your life better!

Changing a dog’s behavior will be strictly upto you!

Proofing can greatly improve somebehaviors

Dogs cannot learn what NOT to doWhat not to do is not clear-cut without verbal

explanation Dogs can only learn what to do Teaching is based on:

Deciding exactly what you want yourdog to do with his body

Capturing and reinforcing that specific response

Anticipating what could go wrong andusing proper management to prevent orstop it

Proofing will be based on the same

Plan your Proofing program to clarifywhat you want your dog to do

A way of being with dogs THE THIRD WAY’S “Touchstone”:

“Be on the Dog’s Program”

The three Touchstone questions: What is my dog doing? How am I affecting my dog? How is the environment affecting my dog?

These are VERY important concerns when Proofing:

Capture commitment points:

Stop what you don’t want Reinforce what you do want

It doesn’t matter what you are thinking, it onlymatters what the dog is thinking!

You cannot put in more “want”…. but you can takeit out!

NOTES

Part Two




How am I affecting the dog?

Am I clear about what’s available and when? Am I making this clear consistently?

Am I clear and consistent aboutwhat I expect?

Are my expectations too high? Is my posture intimidating or inhibiting my dog? Be aware of “social pressure”

SMILING is the #1 way to minimizesocial pressure

Proofing can also help to minimize the affects of social pressure

Use Proofing to clarify availability and expectations

How is the environment affecting my dog?

Does my dog look intimidated by something otherthan me?

Is my dog overly stimulated? Do I need to remove my dog or remove something

in the environment? Can my dog “function” under these

circumstances? Function = Can I engage a drive?

Can my dog “perform” under these circumstances? Performance = Can the dog fixate on me,

himself or the environment on cue

A dog must be in “Performance” mode in order tobe proofed Proofing maximizes your dog’s ability to

perform and minimizes the affects of the Environment

A way of teaching dogs skills Uses Three Steps to Achieve Ultimate Performance

Step One: Teach

Step Two: Proof Step Three: Rehearse

Step One: Teaching THE THIRD WAY The three elements of teaching Get it on a voluntary basis

Put it on cue Manage all possibilities

Get it on a voluntary basis

Avoid forcing a dog to do anything while teaching,proofing or rehearsing

Get the dog to offer the behavior on his own Introduce the “maintain” criterion immediately Must have a “maintain” in order to Proof

NOTES




Put it on cue Know exactly what you want the dog to do with his

body when you give a “cue”Must have consistent “On”

switchesMust have consistent “Off”

switches Must have “Off” switch to have a “maintain” Must have a “maintain” in order to proof Must be able to proof to get reliability

Manage all possibilities

Remember that teaching is a “guessing” game! Your dog will guess wrong You will guess wrong

Good management minimizes guessing

Good management maximizes teaching

effectiveness Step Two: Proofing THE THIRD WAY

Teaching lets your dog ask you the question “Is thiswhat you want?”

Proofing lets you ask your dog the question “Canyou do it if this or that happens?”

When your dog has “asked” all his questions andyou have “asked” yours it is time for Step Three

Step Three: Rehearsing THE THIRD WAYWhen you are in rehearsal the behavior is habit The response is self-reinforcing Food (or other reinforcements) are

unnecessary Management devices are unnecessary

Dogs need: Continued rehearsing Confident handler Consistent cue system Questions (Proofing) to keep responses keen

and clear

STEP TWO: Proofing The Three C’s of Proofing

C larifies the concept resulting in reliability and

enthusiasm Increases the dog and trainer’s C onfidence

Intensifies C ommitment Commitment = Performance Performance is all about commitment and

recommitment Proofing teaches a dog how to commit and

recommit

NOTES




What the dog needs for successful proofing

Good “on” and “off” switches The ability to maintain a commitment

Information via Reinforcement for intensifiedcommitment

To be comfortable with each challenge before thedifficulty is increased,

i.e. the response is a “piece of cake”! A wide variety of challenges

A Wide Variety of Challenges The Three D ’s of Proofing

D istraction Distraction challenges are used to:

Intensify commitment

Prepare the dog for the unexpected

D uration A trainer cannot teach duration by reinforcing

duration

Duration is an abstract concept

“Recommitment” is a tangible concept Use proofing with distractions to

teach recommitment and get longduration commitment

D istance Introduce distance last A trainer cannot give a dog accurate

information about his behavior from far away There are four types of distractions:

#1 Static Used to intensify commitment Used to clarify the concept

#2 After commitment point

#3 At commitment point

#4 Before commitment point Used to prepare the dog for the unexpected

Remember that you cannot train out thestartle reflex

Used to practice recovery from a startle Used to practice recommitment

How to set up a Proofing Session The Proofing Game

1. Have something your dog really wants

Using Reinforcers to their best advantage

Building and using secondary reinforcers

NOTES

Part Three




2. Pick a response3. Decide on the ultimate goal4. Break this goal into achievable steps5. Find the step where your dog is successful6. Repeat this step until it is “Piece of cake”

(“Piece of cake” is now “rehearsed” and not longer“reinforced”)

7. Increase the challenge difficulty step-by-step8. When the goal is reached, decide on another

goal or proof another response

Let’s Proof! When working alone When working with a friend In a class situation

How to Set up a Proofing Class

The Working Triangle The Team The trainer decides what skill to test The trainer decides what types of

distractions to use and how

The Tester Tests the dog according to the trainer’s

directions The Observer/Holder/Helper Hold’s the tester’s dog if necessary Picks up food, toys, etc. as necessary Reminds the trainer to smile!

Makes sure his team is not accidentallyinterfered with by another team

Observes the dog being tested and offerssuggestions

The Double Line-Up

The Team The trainer decides the skill to test The trainer directs what the challengers

should/should not do The Testers Decide the skill they want to test their dog

on

Accommodates the working team trainer’srequests

What to do

What not to do

Proofing Ideas When working alone When working with a friend In a class situation

NOTESParts Four, Five & Six

cotw handouts 2011

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