Self Assessment of Skills for Continuing Development

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

Using touch-prompting

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