- (Primary reinforcers – 4 Fs
- Teaching skills starting at the end working to beginning
- Start at the point of success – error free learning
- Teach each part to fluency separately and put together in reverse order
- Easier for learner
- Chain = cue each behaviour (e.g. agility), sequence = one cue multiple behaviours (tidy toys)
- Why
- builds reliable behaviours
- quicker, more efficient
- limits potential for errors
- Examples
- retrieve
- agility
- assistance taks
- search and rescue
- scent work
- obedience
- shaping
- How
- positively taught cues reinforce previous behaviour
- each cue becomes secondary R+
- equal R+ emphasis if poss
- favourite behaviour last? premack
- Mini chains within chains
- shaping
- Behaviour flowing down stream
- hardest to easiest
- least practiced to most practiced
- right behaviour is more likely than wrong behaviour
- Make a plan
- Session and long term
- timings
- enoronment
- write things down
- Reinforcement
- food
- social/tactile
- play
- cues
- Ingredients
- power of cue as reinforcer
- clean fluent behaviours
- positively taught
- cue is under stimulus control
-
- in training session
- only given when asked for
- never when not
- not in response to another cue
- no other cue elicits behaviour
- alternate known cues – more mindful
- ask for wait/reinforce brief pauses before behaviour – more mindful
- no frustration
- fluency
- precision – how it should look
- latency – response time to cue – will effect next cue R+
- speed – duration of behaviour
- distance – from handler – tethered or behind barrier
- duration – how long behaviour goes on for – vary time between reinforcers
- distractions – what we do to proof the behaviour
- timing
- build it backwards
- repeat each step 2-3 times
- last behaviour needs to be favourite
- Shaping
- Goal behaviour
- Route
- Shaping plan – teach the opposite way round
- Aim for error free/frustration free
- Cues
