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Problem Behaviors

Matt Mason, KPA CTP

Animal Trainer

Cornell Duffield Institute for Animal Behavior

mmm469@cornell.edu

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Today’s goals

  • Identify what drives problem behaviors
  • Understand the general framework for addressing problem behaviors
  • Apply the framework to classic behavior problems
  • Open Q&A

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What makes a behavior a problem?

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What drives problem behavior?

  • Unmet need
    • Insufficient enrichment and stimulation
    • Driving emotion (FAS)
  • Lack of training and/or improper training
    • Aversive methods
    • Inadvertent reinforcement of unwanted behavior
  • Self-reinforcing behaviors

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The Problem Playbook

  • Assess for underlying fear, anxiety, stress
  • Manage the environment to prevent the unwanted behavior
  • Provide adequate outlets for mental and physical enrichment
  • Educate your animal! Teach them incompatible and desirable behaviors using positive reinforcement methods
  • Don’t use punishment to solve the problem. They’re acting like animals, not enemies.

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AMPED

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Applying the playbook to classic behavior problems

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Classic behavior problems in dogs

  • Jumping on people
  • Stealing items, dumpster diving, counter surfing
  • Getting on furniture
  • Pulling on lead
  • Destructive behavior/digging

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Jumping on people

  • Assess
  • Manage
  • Provide
  • Educate
  • Don’t

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  • Greeting impolitely? Seeking support?
  • Baby gates, leashes
  • Appropriate engagement (fetch, tug, skills)
  • “Four on the Floor”, Default Stand
  • Don’t physically manipulate or yell at the dog

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Stealing items, dumpster diving, countersurfing

  • Assess
  • Manage
  • Provide
  • Educate
  • Don’t

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  • A want or a need? (it’s both)
  • Doors, drawers, locks
  • Snuffle mats, scatter feeds, hide and seek
  • Leave It and Drop
  • Don’t forcefully take objects

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Getting on furniture

  • Assess
  • Manage
  • Provide
  • Educate
  • Don’t

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  • Fun fact: Couches are comfy
  • Block access
  • Fight comfy with comfy
  • Teach Off (not Down!)
  • Don’t pull, push, or scold

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Pulling on lead

  • Assess
  • Manage
  • Provide
  • Educate
  • Don’t

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  • Exploratory vs. Hypervigilance vs. Triggers
  • Double-attach harnesses, head halters*
  • Non-leashed exercise, long line walks
  • Loose leash exercises, Look, Touch
  • Don’t use prong or choke collars

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Destructive behavior/digging

  • Assess
  • Manage
  • Provide
  • Educate
  • Don’t

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  • Natural vs. FAS
  • Baby gates, crates, construction fencing
  • Appropriate chews, dig pits, shred boxes
  • Agility, basic obedience as enrichment
  • Don’t scold after the fact

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Classic behavior problems in cats

    • Nocturnal activity
    • Excessive vocalization
    • Chewing
    • Jumping on counters and furniture
    • Scratching

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Get cats AMPED

  • Assess
  • Manage
  • Provide
  • Educate
  • Don’t

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  • Rule out medical/emotional
  • Block access to “off limits” items
  • Well-timed stimulation, vertical spaces, predatory outlets, food-dispensing toys, cat grass
  • Mat training, Target
  • Don’t use deterrents that induce stress

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Q&A

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Thank�you

Matt Mason, KPA CTP

618-318-9919

mmm469@cornell.edu