Do not take ANY notice of the points at the end of the quiz.
There are 37 points to assess your current level of skills. You can complete at a later date, and alter your responses.
a) – BEGINNER: this is a new area for me, I would like to develop my skills
b) – NOVICE: I have a basic idea but need to develop more
c) – HAPPY: the skills I have meet my current needs and expectations
d) – PASSIONATE: this is my super power and I would love to share my skills and teach others.
e) – I have NO IDEA what this is about.
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You must first complete the following:
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Research, evaluate, integrate and learn
Critical thinking: analysis of outcomes, ethical considerations
Keep records, store video files, data of progress
Viewing and assessing the environment and the potential effect on the learning
Noting opportunities and opening of the learning. Recognising a “learning” situation.
Analysing the development and changes in the learning
Noting the body language and signs of fatigue or uncertainty
A clear understanding of the behaviour, functions and potential rewards
Planned pathway of development: of benefit to the individual, for the future tasks and lifestyle
A journal of progress: reviews, reflection, outlines of sessions
Preparation of the resources and learning environment: sufficient rewards, equipment, targets, no phones, no interruptions, distractions.
Planning the learning that enables a clear view of the learning and the learner set up for success
Self-observation and awareness
Using hands, cup on a stick, reward stations, to elicit approach and reward (follow).
Arranging the environment to shape the approach-learning, fading out the guidance
Choice of cues, signals, reward predicting stimulus, a plan to rehearse and practice.
Recognise, develop and reinforce cue seeking
Awareness of pre-cues, use of learning support, and guidance as cues
Environmental variation to reduce selection of irrelevant cues
Minimising cues and progression to final or performance cue
Changing the cue for an existing behaviour
Building a default response
Choice and use of different rewards, and delivery, to compliment the learning
Placement of the reward reserves, collection of reward without losing connection to the dog and delivery skills
Adding rewards (value) and cues to natural existing behaviours
Evaluating when the learner needs support, and the timing of learning support. Fading out support and guidance
Build repetition to add strength and fluency before progress.
Building a target: how is the behaviour, association or action learned.
Transferring from a targets and prompts to enable new learning, fading the target or prompt
Anticipate the desired response and give feedback (mark), different forms of feedback.
Communicate clearly the opening and finishing of a learning session
Feedback to the unexpected response from the dog, evaluation of the information available for the dog from the environment
Health and safety considerations for people and dogs: in play, learning, when the dog is in mixed environments or left alone. Risk assessment: injury, learning unwanted skills.
Using toy movement and actions: balls, discs, faux critters to elicit prey behaviours: search, stalk, grab, chase, bite.
Manage the level of engagement and arousal when in play
Using play activity and response to shape the learning, adapting interaction to build confidence, rewards and boundaries. Association of cues, signals, RPS during activities