Handbook of Applied Dog Behavior and Training: Etiology and Assessment of Behavior Problems, Volume 2

334 Pages·2001·1.63 MB·English

by  Steven R. Lindsay(auth.)

HANDBOOK OF APPLIED DOG BEHAVIOR AND TRAINING
Volume Two
Etiology and
Assessment of
Behavior Problems
H
ANDBOOK OF
A D B T
PPLIED OG EHAVIOR AND RAINING
Volume Two
Etiology and
Assessment of
Behavior Problems
Steven R. Lindsay
STEVEN R. LINDSAY, MA,is a dog behavior consultant and trainer who lives in Philadelphia,
Pennsylvania, where he provides a variety of behavioral training and counseling services. In addition to his
long career in working with companion dogs, he previously evaluated and trained highly skilled military
working dogs as a member of the U.S. Army Biosensor Research Team (Superdog Program). Mr. Lindsay
also conducts workshops and seminars and is the author of numerous publications on dog behavior and
training.
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Cover image: “Puppy Carrying a Pheasant Feather,” 16th century by Yi Om (Korean). Courtesy of the
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Printed on acid-free paper in the United States of America
First edition, 2001
Volume Two: Etiology and Assessment of Behavior Problems
International Standard Book Number: 0-8138-2868-6
The Library of Congress has catalogued Volume One as follows:
Lindsay, Steven R.
Handbook of applied dog behavior and training/Steven R. Lindsay;
foreword by Victoria Lea Voith.—1st ed.
p. cm
Contents: v. 1. Adaptation and learning.
ISBN 0-8138-0754-9
1. Dogs—Behavior. 2. Dogs—Training. I. Title.
SF433.L56 1999
636.7′0887—dc21
99-052013
The last digit is the print number: 9 8 7 6 5 4
Contents
Preface xi
Acknowledgments xv
1 History of Applied Dog Behavior and Training 3
Social Parallelism, Domestication, and Training 3
Dogs and the Ancient World 5
Roots of Modern Training 9
Organized Competitive Obedience 13
Dogs and Defense 14
The Monks of New Skete 16
New York and the North American Society of Dog Trainers 16
Science and Behavior 16
Applied Dog Behavior 18
Contemporary Trends in Dog Training 21
References 22
2 Behavioral Assessment 25
Part 1: Descriptive and Functional Assessment 26
Behavioral Fact-finding 26
Defining Behavior as a Problem 29
Functional Analysis and Working Hypotheses 31
Dead-dog Rule 31
Training Plan 33
Describing and Classifying Behavior Problems 39
Common Etiological Factors Underlying Behavior Problems 44
Control and Management of Behavior Problems versus Cure 50
Part 2: Evaluation Forms 52
Client Worksheet 52
Dog Behavior Questionnaire 53
Puppy Behavior Profile 60
Puppy Temperament Testing and Evaluation 64
References 68
3 Fears and Phobias 69
Incidence of Fear-related Behavior Problems 69
Assessment and Evaluation of Fear-related Problems 70
Contributions of Learning 71
vi CONTENTS
What Is Fear? 73
Innate and Acquired Fear 73
Fear and Conditioning 75
Anxiety 79
Phobia 80
Expectancy Bias 83
Prediction and Control 85
Efficacy Expectancies 86
Primal Sensory Modalities Mediating Attraction and Aversion 89
Play and Fear 90
References 91
4 Attachment, Separation, and Related Problems 93
Part 1: Attachment and Separation 93
Attachment and Separation Distress 93
Bowlby’s Social Bond Theory 94
Psychobiological Attunement: The Bioregulatory Hypothesis 96
Opponent-process Theory and Separation Distress 96
Supernormal Attachment Hypothesis 99
Neoteny and Dependency 100
Biological Stress and Separation Distress 101
Separation Distress and Coactive Influences 102
Part 2: Ontogenesis of Separation Distress 107
Development of Attachments and Separation-related Distress 107
Attachment and Learning 111
Comparison Between Dog and Wolf Exposure to Social Separation 115
Part 3: Separation-related Problems 116
Worry and Guilt: The Human Dimension of Separation Distress 117
Behavioral Expressions of Separation Distress 117
Assessing Separation-related Problems 119
Etiologies, Ethology, and Risk Factors 122
Separation Distress and Retroactive Punishment 124
Aging and Separation-related Problems 125
References 126
5 Excessive Behavior 131
Part 1: Compulsive Behavior 131
Definitions 131
Etiology 133
Displacement Activity 135
Adjunctive Behavior and Compulsions 137
Conflict and Coactive Factors 140
Compulsive Behavior Problems 143
Assessment and Evaluation 146
Prevention 147
CONTENTS vii
Part 2: Hyperactivity 147
Hyperactivity versus Hyperkinesis 147
Signs and Incidence 148
Etiology 149
CNS-stimulant-response Test 153
Dietary Factors and Hyperactivity 153
Two Case Histories 154
Cognitive Interpretations and Speculation 155
Behavioral Side Effects of Hyperactivity 156
References 157
6 Aggressive Behavior: Basic Concepts and Principles 161
Part 1: Introduction 161
Characteristics of Dogs That Bite: Age and Sex 161
Incidence and Targets of Aggression 162
Emotional Trauma of Dog Attacks on Children 164
Dogs That Kill 164
Dog Attacks versus Human Fatal Assaults on Children 165
Basic Categories 166
Classifying Aggression: Motivational Considerations 168
A Nomenclature of Aggressive Behavior 175
Predatory Behavior 179
Genetics and Aggression 180
Hormones and Aggressive Behavior 181
Nutrition and Aggression 188
Role of Integrated Compliance and Obedience Training 189
Part 2: Children, Dogs, and Aggression 191
Preventing Problems 191
Dog and Baby 194
Evaluating the Risk 194
Preventing Bites 196
References 197
7 Intraspecific and Territorial Aggression 203
Part 1: Intraspecific Aggression 203
Etiology and Assessment 204
Owner Characteristics of Aggressorsand Victims 204
Domestication and Developmental Factors 205
Hormonal Influences 206
Socialization and Aggression 207
ViragoSyndrome 209
Aggression Between Dogs Sharing the Same Household 211
Prevention 212
Part 2: Territorial Defense 212
Control-vector Analysis of Territory 213
How Territory Is Established and Defended 217
viii CONTENTS
Free-floating Territory 221
Territorial Aggression versus Group Protection 221
Variables Influencing Territorial Aggression 222
Part 3: Fear-related Aggression 225
Fear and Aggression 225
References 226
8 Social Competition and Aggression 229
Assessment and Identification 229
Concept of Social Dominance 234
Defining Dominance 234
Structure of Dominance Relations 235
Social Dominance and Aggression 236
Dominance and Social Harmony 238
Interspecies Social Dominance 242
Social Distance and Polarity 244
Affiliation and Social Dominance 246
Play and Aggression 250
Cognition and Aggression 253
Anxiety, Frustration, and Aggression 254
Behavioral Thresholds and Aggression 256
Aversive Trauma, Social Loss, and Aggression 259
Learning and Dominance 260
Social Competition, Development, and Aggression 264
Temperament Tests and Aggression 266
Prevention 269
References 269
9 Appetitive and Elimination Problems 273
Part 1: Appetitive Problems 273
Excessive Eating and Obesity 273
Inappetence and Anorexia 277
Pica and Destructive Behavior 277
Pica and Scavenging 279
Coprophagy 280
Putative Causes of Coprophagy 281
Evolutionary Rationale 283
Part 2: Elimination Problems 285
Physiology, Neural Control, and Learning 285
Elimination Behavior 287
Common Elimination Problems 289
Defecation Problems 295
Flatulence 296
Grass Burn and Urine 296
References 297
CONTENTS ix
10 Cynopraxis 301
Cynopraxic Counseling 301
Behavior Problems and the Family 303
Psychological Factors 306
Attributional Styles 308
Psychodynamic Factors 311
Social Placebos 312
The Cynopraxic Trainer’s Attitude 313
References 314
Index 317
Preface
IN VOLUME 1, Adaptation and Learning,it selection by learning is possible. Learning is
was argued that the functional epigenesis of primarily concerned with obtaining predictive
behavior takes place under the influence of information about the environment and refin-
various environmental and biological con- ing phenotypic routines and strategies for con-
straints, including species-typical tendencies, trolling and exploiting significant events. In
genetic predispositions, and the alteration of the present volume, Etiology and Assessment of
various behavioral thresholds brought about Behavior Problems,these general theoretical
by domestication and selective breeding. assumptions and principles are applied toward
Clearly, although extraordinarily flexible and better understanding how adjustment prob-
adaptive, dog behavior expresses itself in rela- lems develop in dogs. Certainly, whether adap-
tively uniform and consistent ways. The causes tive or maladaptive, a dog’s behavioral adjust-
of this behavioral regularity are found in both ment is ever under the dynamic influence of
phylogenic and ontogenic influences that con- experience and learning operating within the
tinuously act on dogs from their conception to context of biological and environmental con-
their senescence and death. As the result of straints. Both learning and biology contribute
selection pressures exerted upon the canine to a dog’s adaptive success or failure.
genotype during its evolution or phylogenesis, Borrowing from Tinbergen’s terminology,
the dog’s behavior has been biologically the canine Merkweltor perceptual world sig-
shaped and prepared to express itself in a lim- nificantly differs from the human Merkwelt.
ited set of ways. During the dog’s develop- As species, we inhabit very different sensory,
ment or ontogeny, the environment continues cognitive, emotional, motivational, and social
to exert selection pressures on the behavioral worlds but still succeed generation upon gen-
phenotype through learning. The dog’s behav- eration to reach across millions of years of evo-
ioral phenotype is the composite of evolution- lutionary divergence to form a profoundly
ary mutation and selection (organized in the enriching and affectionate bond with one
canine genotype) together with selected refine- another and to share the same living space
ments and modifications as the result of inter- cooperatively. Although domestication has
action with the environment and learning. In helped to bridge the gap, much phylogenic
other words, the dog’s behavior is conjointly room remains for mutual misunderstanding
influenced by both phylogenic and environ- and interactive tension. Further, as people and
mental determinants via experience and learn- dogs live together in closer social arrangements
ing. In addition, the behavioral phenotype at and progressively artificial environments, the
each stage of ontogeny affects subsequent likelihood of behavioral tensions and problems
development (prepared and regulated by genes is simply bound to increase. In fact, it is noth-
operating on a physiological level) and under- ing short of a biological wonder that we get
goes further modification by maturational along together as well as we do. However, not
demands and environmental pressures. Finally, only are we apt to misunderstand one another,
it was shown in Volume 1 that successful dogs are also often exposed to neglect, abuse,
adaptation and learning depend on the pres- detrimental rearing practices, and various
ence of an orderly environment composed of other adversarial and environmental pressures,
highly predictable and controllable events. many of which appear capable of disrupting or
Without the presence of a stable and orderly disorganizing a dog’s ability to learn and adjust
environment, neither natural selection nor effectively. Naturally, problems are bound to
xi
xii PREFACE
occur and do. Every year, thousands of dis- of behavior problems. Without accurately
traught dog owners haul their wayward dogs identifying and properly assessing the various
off to obedience classes or to private animal contributory causes underlying a behavioral
behavior consultants, seeking advice or train- adjustment problem, it is not possible to
ing for some puppy or dog behavior problem. intervene with a truly rational plan of behav-
Estimates vary, but the vast majority of dogs ior modification and therapy. Despite signifi-
appear to exhibit at least one undesirable habit cant advances in our understanding and treat-
that its owner would like to change. Most of ment of dog behavior problems over the past
these behavior problems are an outcome of 20 years, much yet remains to be accom-
inadequate training or socialization and are plished in this and related fields of profes-
usually responsive to remedial training and sional activity. Unfortunately, many theories
brief counseling. Besides social sources of cau- and assumptions in wide public circulation
sation, behavior problems may also develop as are either dated or unproven. For example,
the result of chronic mismanagement or neg- perusing any random selection of dog-care
lect of the dog’s basic biological needs and and dog-training books that address dog
requirements for stimulation. Some problems, behavior problems reveals a perplexing and
however, are the result of a more complex eti- sometimes irritating array of opinions, beliefs,
ology, involving cognitive deficiencies, distress- and methods about how such problems ought
ing emotional activity, and pervasive behav- to be modified or managed. These various
ioral disorganization. Volume 2 is especially texts often espouse conflicting or contradic-
concerned with exploring the collective epige- tory information, some encouraging very
netic causes underlying the development of intrusive or forceful techniques as the neces-
these more disruptive adjustment problems. sary prerequisites for controlling undesirable
Many behavior problems appear to be dog behavior, while others admonish the
strongly influenced by classical and instrumen- reader to never raise an impatient voice to the
tal learning, especially learning strained or dis- errant dog. Much of the contemporary popu-
turbed under the adverse influences of stressful lar literature is confounded by moralistic and
anxiety and frustration. Disruptive anxiety and ideological agendas that deflect from an hon-
frustration result when a dog’s social and phys- est and rational search for an objective under-
ical environment lacks sufficient order and sta- standing of dog behavior and its effective con-
bility in terms of overall predictability and trol and management. Unfortunately, the
controllability. Social interaction consisting of acceptance of a training system is often based
unpredictable and uncontrollable aversive or more on an author’s personal charisma and
attractive exchanges between the owner and fame than on its actual efficacy or scientific
the dog is prone to disrupt effective lines of merit. The overall result of these influences
communication, promote stress and distrust, has been the accumulation of widely diver-
and result in behavioral maladjustment. Other gent and sometimes baffling opinions, theo-
problems appear to stem from trauma and ries, and practices performed in the name of
deprivation occurring early in life, resulting in companion-dog training and counseling.
phenotypic disturbances that persist and dis- An important focus of Volume 2 is to col-
rupt the subsequent course of the dog’s behav- lect and evaluate the relevant applied and sci-
ioral development. Finally, some severe behav- entific literature, with the goal of clarifying
ior problems are under the exacerbating what is known about the etiology of dog
influence of species-typical tendencies and behavior problems and to highlight what yet
appetites, genetically altered behavioral thresh- remains to be done by way of additional
olds, and various physiological and neurobio- analysis and behavioral research. Although the
logical sources of causation that may require applied literature is somewhat more consistent
adjunctive veterinary differential diagnosis and and uniform, it also suffers from many of the
treatment. same maladies found in the popular literature.
A goal of Volume 2 is to examine these In spite of an ostensible dedication to the sci-
and other causes underlying the development entific method, many common diagnostic