Food in training: A dog on the field doesn't appear to be all that food-motivated, even with high-value treats. We advise the owner to:

Give the reward in a playful way, so the dog has to chase, find, catch it rather than getting a freebie.

Give larger quantities of the food. Sometimes the dog is so distracted by the environment that he won't smell / notice smaller quantities.

How do we prevent dogs from blackmailing their handlers and always checking whether the handler has food before deciding to cooperate?

We use the clicker word to mark the dog's success and only 1 second after we've said the word, does the food appear.

We abruptly stop rewarding the behaviour with food, as soon as the dog masters it.

We use the clicker word to mark the dog's success and only 1 second after we've said the word, does the food appear.

Food in training: Behaviour economics is:

The science of incentives. Central question: How much work is a reward worth? i.e. The dog gave you million dollar effort, you have to pay a million dollar treat.

The financial economics of dog training: best practices on how to manage a profitable dog training school or behaviour practice

The science defining the limits to the amount of behaviour or training practice you can conduct in a time period.

The science of incentives. Central question: How much work is a reward worth? i.e. The dog gave you million dollar effort, you have to pay a million dollar treat.

Food in training: Which of the following is NOT an example of behaviour economics?

During the 'princess exercise', we wait until the dog shows insight (i.e. he does a half-hop instead of jumping) before we reward.

During the resource guarding exercise, we reward trusting us approaching a food dish by surprising the dog with even more delicious food than what they had in their dish.

In the 'leave it' exercise, we start with practising asking the dog to ignore a boring temptation and we reward him with a high-value reward. Only as the dog gets better at it - as it costs him less effort to ignore temptation - do we reduce the value of the reward.

During the 'princess exercise', we wait until the dog shows insight (i.e. he does a half-hop instead of jumping) before we reward.

We reward even approximations of the desired behaviour, and gradually increase our criteria as the dog gets better at the exercise.

Best Practices: About discipline and saying 'no'.

It is fine to say no, as long as it is effective. If you have to repeat, then it's time to look at more strategic methods.

We frown upon the use of the word 'no' and it has no place in raising and training a dog.

When all else fails, it is perfectly OK

It is fine to say no, as long as it is effective. If you have to repeat, then it's time to look at more strategic methods.

Best Practices: LIMA is not only ethically more defendible, but research also indicates that it is always more effective than more invasive methods.

False: Many situations exist where harsher punishment methods help you reach your training goals faster.

True: pretty much all research papers looking into this back it up

False: Many situations exist where harsher punishment methods help you reach your training goals faster.

Best Practices: What are the advantages of Capturing ('Vangen') over Luring ('Lokken')? Several answers are possible. Pick them all.

With Capturing, the dog participates in insightful learning, not rote training.

With Capturing, the dog retains the information more profoundly, thus more durably.

With Capturing, the dog participates in insightful learning, not rote training.

With Capturing, the dog retains the information more profoundly, thus more durably.

With Capturing, the dog isn't kept guessing - as guessing can be quite frustrating to dogs, this is an advantage.

Capturing helps even shy or inhibited dogs feel comfortable with training.

Capturing is great for beginner owners, or owners who are impatient for immediate results.

Best Practices: At OhMyDog, we ignore bad behaviour and reward good behaviour.

True: That is what we stand for and tell our students.

Best Practices: At OhMyDog, we promise our students "Value-Added Training" (VAT). This does NOT mean (pick the one false option with regards to VAT)

We have carefully designed our curriculum and ask our students to work equally hard on all exercises in it.

Pick your battles: Students are free to set their own priorities and to practice at home only exercises that add value to their lives.

We have carefully designed our curriculum and ask our students to work equally hard on all exercises in it.

Working dog level: For exercises that matter to students, we encourage them to proof the exercise through practice, so that they also work in real-life, and not just with low-distraction environment.

Priorities: We always illustrate the everyday use of an exercise. If it can be life-saving (e.g. recall, leave it), we make sure the students understand this using real-life anecdotes.

Best Practices: What is Behavioural First Aid?

Quick tips based on Best Practices, to 'stop the bleeding', to stop the behaviour, the safety and/or the animal welfare problem from getting worse. If more than a few minutes are needed, we advise the owner to send the school an e-mail.

A short behaviour therapy consultation on the field, to help owners who can't afford behaviour therapy. We might not be able to help completely (or responsibly) in such a short period of time, but at least they are getting some kimd of help.

A mini-behaviour therapy consultation on the field, because most owners sign up to obedience training hoping to get help with behaviour problems. As it is good customer service, we do it eventhough we know it won't cover the problem responsibly in such a short time.

Quick tips based on Best Practices, to 'stop the bleeding', to stop the behaviour, the safety and/or the animal welfare problem from getting worse. If more than a few minutes are needed, we advise the owner to send the school an e-mail.

Training Stages: When do we use the expression "Would you bet 50 euros the dog can do it?"

When the owner gives the dog a command and the dog is incapable of complying (generally because he hasn't been taught the command fluently enough)

When the owner 'keeps the dog in kindergarden', asking the dog to perform far below his/her capabilities.

When the owner gives the dog a command and the dog is incapable of complying (generally because he hasn't been taught the command fluently enough)

Training Stages: What is the sweet zone, when it comes a level of difficulty that keeps the dog improving?

Challenging, but not impossible

Really easy, to keep the dog in his comfort zone.

Really hard, to keep the dog improving.

Challenging, but not impossible

Training Stages: The 3 D's of proofing are:

Distance (at which distance from you will the dog keep complying?)

Duration (how long can the dog keep, say, sitting, when asked?)

Distraction (how intense of a distraction can the dog handle whilst still performing well?)

Distance (at which distance from you will the dog keep complying?)

Difficulty (how hard of a situation can the dog handle whilst still performing? - without getting more specific about the various elements of difficulty)

Duration (how long can the dog keep, say, sitting, when asked?)

Durability (how long will dog remember the behaviour, over the years)

Distraction (how intense of a distraction can the dog handle whilst still performing well?)

Food in training: What is a million-dollar reward?

When your toes are curling as you were not sure the dog can do it and still he did.

A high-value reward you give when you were certain the dog couldn't do it, and he didn't do it. To keep him encouraged.

A high-value reward you give when you were certain the dog would do it, and he did. When the dog performed effortlessly.

When your toes are curling as you were not sure the dog can do it and still he did.

Food in training: 'Combat treats' are dogs' favorite food treats (instead of their usual diet). We use them when:

The distraction situation is particularly challenging

The dog is performing effortlessly in the current situation.

The dog gets really excited about food treats.

Food in training: The owner tells you their dog has a medicated diet that isn't highly motivating as a reward for the dog. What do you advise?

Turn the medicated diet into Combat treats (e.g. make it into a paste, add salmon oil). Get them to ask their vet first.

Give the dog Combat treats (e.g. cheese) only on training night.

Turn the medicated diet into Combat treats (e.g. make it into a paste, add salmon oil). Get them to ask their vet first.

Keep working with the medicated diet, even at the field and even if it means dog and owner are getting frustrated

Food in training: How do we decrease the risk of overweight when using food in training? What do we advise the owners? Pick the FALSE answer.

We don't intervene on matters of nutrition, even if they concern dog training.

Use Combat treats only in highly distracting situations

Decrease the dog's calorie intake according to how much Combat food he got each day.

Weigh the dog's daily ration of his normal food, and mark it in a measuring jar. Fill the jar up to the mark every morning. Take the dog's meals AND the dog's training rewards out of that ration.

We don't intervene on matters of nutrition, even if they concern dog training.

Best Practice: What do we mean with "Time for training, time for management"?

We mean the owners should ask themselves, before asking the dog to perform in a given situation (training), whether they have the time/patience/desire/head-space to make this a learning moment?

We mean that the owners should altogether avoid situations that need improvement.

We mean that the owners should seek difficult situations to train the dog in, so that he gets used to it. Situations that the dog can't handle at all are better as they lead to more rapid progress.

Best Practice: We say our mantra about "Time for training, time for management" to avoid what? (pick ALL the right answers). So, pushing the dog in at the deep end, in a situation where you know the dog will fail...

will only serve to frustrate dog and handler.

will make future performance worse (through sensitisation, among other things).

will only serve to frustrate dog and handler.

will improve the dog's performance in these difficult situations, but worsen it in easier situations.

will make future performance worse (through sensitisation, among other things).

Theory: Dog Training Best Practices

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| Written by Oh_my_dog

Oh_my_dog

Community Contributor

Quizzes Created: 6 | Total Attempts: 2,476

Questions: 49 | Attempts: 130 | Updated: Mar 21, 2023

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Theory: Dog Training Best Practices - Quiz

Questions and Answers

1.

Food in training: Preference tests reveal that dogs' favorite food rewards (Combat Treats) are, in general, stinky and
- A.
  
  Soft and soggy
- B.
  
  Hard and crunchy
Correct Answer
A. Soft and soggy

Explanation
Dogs prefer soft and soggy food rewards because it is more palatable and easier to chew. The texture of soft and soggy food is more appealing to dogs compared to hard and crunchy food. Additionally, the smell of stinky food rewards may also be a factor in their preference. Dogs have a strong sense of smell, and the strong odor of stinky food rewards may be enticing to them. Therefore, soft and soggy food rewards are the preferred choice for dogs during training.

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2.

Food in training: A dog on the field doesn't appear to be all that food-motivated, even with high-value treats. We advise the owner to:
- A.
  
  Give the reward in a playful way, so the dog has to chase, find, catch it rather than getting a freebie.
- B.
  
  Give larger quantities of the food. Sometimes the dog is so distracted by the environment that he won't smell / notice smaller quantities.
Correct Answer
A. Give the reward in a playful way, so the dog has to chase, find, catch it rather than getting a freebie.

Explanation
The dog on the field does not seem to be motivated by food, even with high-value treats. By giving the reward in a playful way, such as making the dog chase, find, and catch it, it adds an element of excitement and engagement for the dog. This can help increase the dog's motivation and focus during training sessions.

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3.

How do we prevent dogs from blackmailing their handlers and always checking whether the handler has food before deciding to cooperate?
- A.
  
  We abruptly stop rewarding the behaviour with food, as soon as the dog masters it.
- B.
  
  We use the clicker word to mark the dog's success and only 1 second after we've said the word, does the food appear.
Correct Answer
B. We use the clicker word to mark the dog's success and only 1 second after we've said the word, does the food appear.

Explanation
a. Is a terrible idea. It will result in a dog no longer performing the behaviour you want.

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4.

Food in training: Behaviour economics is:
- A.
  
  The financial economics of dog training: best practices on how to manage a profitable dog training school or behaviour practice
- B.
  
  The science defining the limits to the amount of behaviour or training practice you can conduct in a time period.
- C.
  
  The science of incentives. Central question: How much work is a reward worth? i.e. The dog gave you million dollar effort, you have to pay a million dollar treat.
Correct Answer
C. The science of incentives. Central question: How much work is a reward worth? i.e. The dog gave you million dollar effort, you have to pay a million dollar treat.

Explanation
The correct answer is "The science of incentives. Central question: How much work is a reward worth? i.e. The dog gave you million dollar effort, you have to pay a million dollar treat." This answer accurately describes behavior economics as the study of incentives and how they influence behavior. It highlights the central question of determining the value of a reward in relation to the effort put in, using the analogy of a dog giving a million dollar effort deserving a million dollar treat.

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5.

Food in training: Which of the following is NOT an example of behaviour economics?
- A.
  
  During the resource guarding exercise, we reward trusting us approaching a food dish by surprising the dog with even more delicious food than what they had in their dish.
- B.
  
  In the 'leave it' exercise, we start with practising asking the dog to ignore a boring temptation and we reward him with a high-value reward. Only as the dog gets better at it - as it costs him less effort to ignore temptation - do we reduce the value of the reward.
- C.
  
  During the 'princess exercise', we wait until the dog shows insight (i.e. he does a half-hop instead of jumping) before we reward.
- D.
  
  We reward even approximations of the desired behaviour, and gradually increase our criteria as the dog gets better at the exercise.
Correct Answer
C. During the 'princess exercise', we wait until the dog shows insight (i.e. he does a half-hop instead of jumping) before we reward.

Explanation
In the given scenario, the behavior economics principles are applied in all the examples except for the 'princess exercise'. In the other examples, the trainers use the concept of positive reinforcement by rewarding the dog with more delicious food, high-value rewards, and gradually increasing criteria for desired behavior. However, in the 'princess exercise', the trainers wait for the dog to show insight or a specific behavior (half-hop instead of jumping) before providing a reward. This approach does not align with the principles of behavior economics, which emphasize the use of immediate and consistent reinforcement to shape behavior.

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6.

Best Practices: About discipline and saying 'no'.
- A.
  
  We frown upon the use of the word 'no' and it has no place in raising and training a dog.
- B.
  
  When all else fails, it is perfectly OK
- C.
  
  It is fine to say no, as long as it is effective. If you have to repeat, then it's time to look at more strategic methods.
Correct Answer
C. It is fine to say no, as long as it is effective. If you have to repeat, then it's time to look at more strategic methods.

Explanation
The explanation for the given answer is that while it is generally discouraged to use the word "no" in raising and training a dog, it is acceptable as long as it is effective. If the dog understands and responds to the command or correction after hearing "no" once, then it can be considered successful. However, if the dog continues the undesired behavior despite repeated use of "no," it indicates that the command is not effective, and alternative training methods should be explored to achieve the desired results.

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7.

Best Practices: LIMA is not only ethically more defendible, but research also indicates that it is always more effective than more invasive methods.
- A.
  
  True: pretty much all research papers looking into this back it up
- B.
  
  False: Many situations exist where harsher punishment methods help you reach your training goals faster.
Correct Answer
B. False: Many situations exist where harsher punishment methods help you reach your training goals faster.

Explanation
LIMA is an ethical position, not necessarily a scientific one.

When it comes to dog training, the end does not justify the means. Even if something does take longer (or even is impossible) without using pain/intimidation, we would still not implement a pain/intimdation-based method at the school.

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8.

Best Practices: What are the advantages of Capturing ('Vangen') over Luring ('Lokken')? Several answers are possible. Pick them all.
- A.
  
  With Capturing, the dog participates in insightful learning, not rote training.
- B.
  
  With Capturing, the dog retains the information more profoundly, thus more durably.
- C.
  
  With Capturing, the dog isn't kept guessing - as guessing can be quite frustrating to dogs, this is an advantage.
- D.
  
  Capturing helps even shy or inhibited dogs feel comfortable with training.
- E.
  
  Capturing is great for beginner owners, or owners who are impatient for immediate results.
Correct Answer(s)
A. With Capturing, the dog participates in insightful learning, not rote training.
B. With Capturing, the dog retains the information more profoundly, thus more durably.

Explanation
Answers 3-5 are false. The exact opposite is true.

3. Kept guessing: Capturing relies on guessing. Luring is better for dogs who get easily frustrated.
4. Shy/inhibited dogs: Shy dogs tend to fall apart with Capturing. They are nervous of making mistakes. Luring is better for them.
5. Beginner/impatient owners: They won't have the patience for capturing. Luring is better for them.

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9.

Best Practices: At OhMyDog, we ignore bad behaviour and reward good behaviour.
- A.
  
  True: That is what we stand for and tell our students.
- B.
  
  False: This is oversimplistic.
Correct Answer
B. False: This is oversimplistic.

Explanation
False:

We do not ignore all unwanted behaviour. It is better not to ignore aggression, for example; or behaviour that is driven by frustration.

We do advise to ignore ATTENTION-SEEKING behaviour.

And not ignoring still does not mean punishing the dog harshly.

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10.

Best Practices: At OhMyDog, we promise our students "Value-Added Training" (VAT). This does NOT mean (pick the one false option with regards to VAT)
- A.
  
  Pick your battles: Students are free to set their own priorities and to practice at home only exercises that add value to their lives.
- B.
  
  We have carefully designed our curriculum and ask our students to work equally hard on all exercises in it.
- C.
  
  Working dog level: For exercises that matter to students, we encourage them to proof the exercise through practice, so that they also work in real-life, and not just with low-distraction environment.
- D.
  
  Priorities: We always illustrate the everyday use of an exercise. If it can be life-saving (e.g. recall, leave it), we make sure the students understand this using real-life anecdotes.
Correct Answer
B. We have carefully designed our curriculum and ask our students to work equally hard on all exercises in it.

Explanation
The explanation for the given correct answer is that at OhMyDog, they promise "Value-Added Training" (VAT), which means that all exercises in their curriculum are equally important and valuable for the students. They have carefully designed the curriculum to ensure that all exercises are beneficial and ask their students to put equal effort into practicing all of them. This approach ensures that the students receive a well-rounded training experience and are able to benefit from all aspects of the curriculum.

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11.

There is always a clear difference between behaviour requiring Behaviour Therapy (Gedragstherapie) and behaviour requiring Obedience Training (Gehoorzaamheid en opvoeding)
- A.
  
  True
- B.
  
  False
Correct Answer
B. False

Explanation
False: It can be a gray area. With time, you will get better at distinguishing which behaviour belongs to which intervention (b-mod vs. group training). Some behaviour are, by their nature or intensity, borderline cases.

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12.

Best Practices: Dog obedience training (gehoorzaamheidstraining) and dog education (opvoeding) are one and the same
- A.
  
  True
- B.
  
  False
Correct Answer
B. False

Explanation
False:

Dog obedience training = specific exercises that the dog gets better at through practice.

Education = daily interventions that help the dog be a well-adjusted member of the family and citizen.

Sometimes, you use particular obedience training exercises for education purposes.

Our 'Obedience' training courses actually focus a lot on Education too.

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13.

Best Practices: What is Behavioural First Aid?
- A.
  
  A short behaviour therapy consultation on the field, to help owners who can't afford behaviour therapy. We might not be able to help completely (or responsibly) in such a short period of time, but at least they are getting some kimd of help.
- B.
  
  A mini-behaviour therapy consultation on the field, because most owners sign up to obedience training hoping to get help with behaviour problems. As it is good customer service, we do it eventhough we know it won't cover the problem responsibly in such a short time.
- C.
  
  Quick tips based on Best Practices, to 'stop the bleeding', to stop the behaviour, the safety and/or the animal welfare problem from getting worse. If more than a few minutes are needed, we advise the owner to send the school an e-mail.
Correct Answer
C. Quick tips based on Best Practices, to 'stop the bleeding', to stop the behaviour, the safety and/or the animal welfare problem from getting worse. If more than a few minutes are needed, we advise the owner to send the school an e-mail.

Explanation
The correct answer explains that Behavioural First Aid involves providing quick tips based on Best Practices to address the immediate issue and prevent it from escalating further. It aims to stop the behavior, ensure safety, and address any animal welfare concerns. If more time is required to fully address the problem, the owner is advised to contact the school via email for further assistance. This approach acknowledges the limitations of providing a complete solution in a short period of time but still offers some form of help to the owner.

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14.

Training Stages: When do we use the expression "Would you bet 50 euros the dog can do it?"
- A.
  
  When the owner 'keeps the dog in kindergarden', asking the dog to perform far below his/her capabilities.
- B.
  
  When the owner gives the dog a command and the dog is incapable of complying (generally because he hasn't been taught the command fluently enough)
Correct Answer
B. When the owner gives the dog a command and the dog is incapable of complying (generally because he hasn't been taught the command fluently enough)

Explanation
The expression "Would you bet 50 euros the dog can do it?" is used when the owner gives the dog a command and the dog is incapable of complying because it hasn't been taught the command fluently enough. This implies that the owner is doubtful of the dog's ability to perform the command successfully and is willing to make a bet to express their lack of confidence in the dog's capabilities.

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15.

Training Stages: What is the sweet zone, when it comes a level of difficulty that keeps the dog improving?
- A.
  
  Really easy, to keep the dog in his comfort zone.
- B.
  
  Really hard, to keep the dog improving.
- C.
  
  Challenging, but not impossible
Correct Answer
C. Challenging, but not impossible

Explanation
The sweet zone refers to a level of difficulty that is challenging for the dog but not impossible. This means that the tasks or exercises given to the dog should push them to improve and learn new skills, but not overwhelm or frustrate them to the point of giving up. By maintaining this balance, the dog is motivated to continue learning and progressing in their training.

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16.

Training Stages: The 3 D's of proofing are:
- A.
  
  Distance (at which distance from you will the dog keep complying?)
- B.
  
  Difficulty (how hard of a situation can the dog handle whilst still performing? - without getting more specific about the various elements of difficulty)
- C.
  
  Duration (how long can the dog keep, say, sitting, when asked?)
- D.
  
  Durability (how long will dog remember the behaviour, over the years)
- E.
  
  Distraction (how intense of a distraction can the dog handle whilst still performing well?)
Correct Answer(s)
A. Distance (at which distance from you will the dog keep complying?)
C. Duration (how long can the dog keep, say, sitting, when asked?)
E. Distraction (how intense of a distraction can the dog handle whilst still performing well?)

Explanation
The 3 D's of proofing refer to the factors that determine the dog's ability to comply with commands in different situations. Distance refers to the distance at which the dog will continue to obey commands. Distraction refers to the level of distraction that the dog can handle while still performing well. Duration refers to how long the dog can maintain a behavior, such as sitting, when asked. These factors are important in training because they help assess the dog's reliability and ability to perform in various circumstances.

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17.

Food in training: What is a million-dollar reward?
- A.
  
  A high-value reward you give when you were certain the dog couldn't do it, and he didn't do it. To keep him encouraged.
- B.
  
  A high-value reward you give when you were certain the dog would do it, and he did. When the dog performed effortlessly.
- C.
  
  When your toes are curling as you were not sure the dog can do it and still he did.
Correct Answer
C. When your toes are curling as you were not sure the dog can do it and still he did.
18.

The easier a task is for the dog, the less you reward for it
- A.
  
  True
- B.
  
  False
Correct Answer
A. True

Explanation
When a task is easier for a dog, it requires less effort or skill to accomplish. In such cases, the dog may not require as much motivation or reinforcement to complete the task successfully. Therefore, it is true that the easier a task is for the dog, the less you need to reward it.

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19.

Food in training: 'Combat treats' are dogs' favorite food treats (instead of their usual diet). We use them when:
- A.
  
  The distraction situation is particularly challenging
- B.
  
  The dog is performing effortlessly in the current situation.
- C.
  
  The dog gets really excited about food treats.
Correct Answer
A. The distraction situation is particularly challenging

Explanation
'The dog gets really excited'... is incorrect, as these dogs would actually benefit from the very opposite of Combat treats. They need crumbles of boring, dry food.

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20.

Food in training: The owner tells you their dog has a medicated diet that isn't highly motivating as a reward for the dog. What do you advise?
- A.
  
  Give the dog Combat treats (e.g. cheese) only on training night.
- B.
  
  Turn the medicated diet into Combat treats (e.g. make it into a paste, add salmon oil). Get them to ask their vet first.
- C.
  
  Keep working with the medicated diet, even at the field and even if it means dog and owner are getting frustrated
Correct Answer
B. Turn the medicated diet into Combat treats (e.g. make it into a paste, add salmon oil). Get them to ask their vet first.

Explanation
The owner's dog has a medicated diet that is not highly motivating as a reward during training. The suggested advice is to turn the medicated diet into Combat treats by making it into a paste and adding salmon oil. However, it is important for the owner to consult their vet first before making any changes to the dog's diet.

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21.

Food in training: How do we decrease the risk of overweight when using food in training? What do we advise the owners? Pick the FALSE answer.
- A.
  
  Use Combat treats only in highly distracting situations
- B.
  
  Decrease the dog's calorie intake according to how much Combat food he got each day.
- C.
  
  Weigh the dog's daily ration of his normal food, and mark it in a measuring jar. Fill the jar up to the mark every morning. Take the dog's meals AND the dog's training rewards out of that ration.
- D.
  
  We don't intervene on matters of nutrition, even if they concern dog training.
Correct Answer
D. We don't intervene on matters of nutrition, even if they concern dog training.
22.

Best Practice: What do we mean with "Time for training, time for management"?
- A.
  
  We mean the owners should ask themselves, before asking the dog to perform in a given situation (training), whether they have the time/patience/desire/head-space to make this a learning moment?
- B.
  
  We mean that the owners should altogether avoid situations that need improvement.
- C.
  
  We mean that the owners should seek difficult situations to train the dog in, so that he gets used to it. Situations that the dog can't handle at all are better as they lead to more rapid progress.
Correct Answer
A. We mean the owners should ask themselves, before asking the dog to perform in a given situation (training), whether they have the time/patience/desire/head-space to make this a learning moment?

Explanation
The correct answer explains that "Time for training, time for management" means that the owners should consider if they have the necessary time, patience, desire, and head-space to make a training session a learning moment for the dog. This implies that owners should prioritize the dog's training and be fully present and committed during these sessions.

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23.

Best Practice: We say our mantra about "Time for training, time for management" to avoid what? (pick ALL the right answers). So, pushing the dog in at the deep end, in a situation where you know the dog will fail...
- A.
  
  Will only serve to frustrate dog and handler.
- B.
  
  Will improve the dog's performance in these difficult situations, but worsen it in easier situations.
- C.
  
  Will make future performance worse (through sensitisation, among other things).
Correct Answer(s)
A. Will only serve to frustrate dog and handler.
C. Will make future performance worse (through sensitisation, among other things).

Explanation
Pushing the dog in at the deep end, where you know the dog will fail, will have negative consequences on future performance. This is because the dog may become sensitized to the difficult situations and develop negative associations, leading to worse performance in the future. Additionally, this approach will only serve to frustrate both the dog and the handler, making the training process ineffective.

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24.

Best Practices: Management is:
- A.
  
  Reactive
- B.
  
  Proactive
Correct Answer
B. Proactive

Explanation
It is proactive: We want the owners not to act surprised when the dog, for the millionth time, jumps up against guests. We want the owners to have a well-practiced routine (possibly baby gates, etc.) in place BEFORE the problem situation arises.

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25.

Best Practice: A situation where you can't control the trigger (e.g. other dogs) to the unwanted behaviour (e.g. your own dog barking) is:
- A.
  
  Time for training
- B.
  
  Time for management
Correct Answer
B. Time for management

Explanation
Time for management refers to a situation where you cannot control the trigger of an unwanted behavior, such as your own dog barking in response to other dogs. In this case, instead of focusing on training the dog to stop barking, it is more effective to manage the situation by avoiding or minimizing the trigger. This may involve keeping your dog away from other dogs or using tools like a muzzle or a leash to prevent barking. By managing the environment and the triggers, you can effectively address the unwanted behavior without relying solely on training.

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26.

Best Practice: A situation where you can't focus on your dog (e.g. you have important guests) is:
- A.
  
  Time for training
- B.
  
  Time for management
Correct Answer
B. Time for management

Explanation
"Time for management" refers to a situation where you are unable to give your full attention to your dog due to other important tasks or responsibilities, such as having important guests over. This implies that during such times, it may not be feasible to engage in training activities with your dog, but instead, it is important to focus on managing the situation and ensuring that your dog behaves appropriately in the given circumstances.

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27.

Best Practice during lessons: What words do we as instructors/coaches avoid saying ourselves on the field, to avoid triggering the dogs? Pick the WRONG answer
- A.
  
  The command
- B.
  
  The (human) student's name
- C.
  
  The dog's name
- D.
  
  The clicker word
- E.
  
  'No', 'Foei', etc.
Correct Answer
B. The (human) student's name

Explanation
During lessons, instructors/coaches should avoid saying the (human) student's name to avoid triggering the dogs. This is because dogs may associate their name being called with a command or action, causing confusion or distraction during training. It is important to use consistent and clear cues to communicate with the dogs, and using the student's name can create unnecessary confusion in the training process.

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28.

Best practice during lessons: What are the conditions that make it OK to take over the dog to demonstrate during class? Pick ALL the right answers
- A.
  
  You always pick the same dog
- B.
  
  The dog doesn't mind
- C.
  
  The student doesn't mind
- D.
  
  You don't do it regularly
- E.
  
  You do it systematically, every week, but switching dogs
Correct Answer(s)
B. The dog doesn't mind
C. The student doesn't mind
D. You don't do it regularly

Explanation
The conditions that make it okay to take over the dog to demonstrate during class are: the dog doesn't mind, the student doesn't mind, and you don't do it regularly.

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29.

Clicker: When do we advise our students to use the clicker/clicker word? Pick as many correct options you think necessary.
- A.
  
  Every time you reward the dog for something. It is important to be consistent and rewarding the dog with 'goedzo' for certain behaviour and 'click' for others will confuse the dog.
- B.
  
  When the dog doesn't quite get something. When something is still challenging. When something hasn't yet been completely mastered by the dog.
- C.
  
  When you are engaged in a formal training session (e.g. at the dog training school, practicing at home).
Correct Answer(s)
B. When the dog doesn't quite get something. When something is still challenging. When something hasn't yet been completely mastered by the dog.
C. When you are engaged in a formal training session (e.g. at the dog training school, practicing at home).

Explanation
- 'Every time you reward the dog...' The reasoning here is incorrect. The dog is perfectly capable to understanding many different reward words. - 'When the dog doesn't quite..." The clicker word does give the dog that little extra help for not completely mastered behaviours, though. - "When you are engaged in a formal..." The clicker/clicker word also help give structure to focused training sessions.

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30.

Clicker: Why do we use the clicker/clicker word? Pick ALL true answers
- A.
  
  Because it helps the owners be clearer to their dogs about the precise moment/behaviour they are rewarding.
- B.
  
  Because it is well-established in research that it improves training performance.
- C.
  
  Because it focuses the dog's efforts, keen as they are to get to hear the sound again.
- D.
  
  Because it is less frustrating for the dog than just giving food, or varying the reward words (e.g. goedzo, well done, good boy)
- E.
  
  Because it makes it clear to the dog that you are addressing him, and not another human. This helps with clarity.
Correct Answer(s)
A. Because it helps the owners be clearer to their dogs about the precise moment/behaviour they are rewarding.
C. Because it focuses the dog's efforts, keen as they are to get to hear the sound again.
E. Because it makes it clear to the dog that you are addressing him, and not another human. This helps with clarity.

Explanation
- 'well-established in research' is not true. The research results are all over the place on the efficacy of the clicker. - 'because it is less frustrating' is not true. Working with the clicker can be more frustrating, as it is often coupled with free-shaping/capturing

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31.

Clicker: What is a good analogy to help students understand when to click on the clicker/say the clicker word?
- A.
  
  The clicker is like fertiliser for your training efforts. The more you use it, the more the dog wants to perform for you.
- B.
  
  The clicker is like a box of chocolate. You never know what behaviour you're going to get out of it
- C.
  
  The clicker is like the shutter of your camera. The moment you click is like the moment you click on a camera. Imagine you are taking a picture of the behaviour you want.
Correct Answer
C. The clicker is like the shutter of your camera. The moment you click is like the moment you click on a camera. Imagine you are taking a picture of the behaviour you want.

Explanation
The analogy of the clicker being like the shutter of a camera is the best explanation for when to use the clicker. Just like how you click on a camera to capture a specific moment, you should click the clicker at the exact moment you want to reinforce a desired behavior in the dog. This analogy helps students understand the importance of timing and precision when using the clicker as a training tool.

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32.

Clicker: Why aren't we using an actual clicker during the lessons, systematically? Pick the INCORRECT answer.
- A.
  
  Because some students are intimidated by the technology, by the fact that it is an unfamiliar piece of equipment.
- B.
  
  Because it takes an extra hand. One hand to give treats, one hand to hold the leash, one hand to hold the clicker. It can be held together with the leash, but clumsy students struggle
- C.
  
  Because other dogs might think they are being clicked, so it doesn't work well in a group setting.
Correct Answer
C. Because other dogs might think they are being clicked, so it doesn't work well in a group setting.

Explanation
'Because other dogs...' is actually not the case, surprisingly. This isn't a problem in reality.

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33.

Clicker: The owner was just too late in saying his clicker word, and the dog had started barking. Should he still give him a treat?
- A.
  
  Yes: Once you've clicked, the dog could be robbing your grandmother and stealing your credit card to buy stuff on-line, you need to give the treat. Be more careful about your timing next time.
- B.
  
  No: You could be reinforcing the barking otherwise.
Correct Answer
A. Yes: Once you've clicked, the dog could be robbing your grandmother and stealing your credit card to buy stuff on-line, you need to give the treat. Be more careful about your timing next time.

Explanation
The explanation for the given correct answer is that once the clicker is used, it signals to the dog that they have done the desired behavior and will be rewarded. Even if the owner was late in saying the clicker word and the dog had already started barking, it is important to still give the treat to reinforce the desired behavior. This ensures that the dog understands that barking is not the desired behavior and encourages them to repeat the correct behavior in the future. The owner is advised to be more careful with their timing in order to avoid confusion for the dog.

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34.

Lesson structure: What is the ideal group configuration?
- A.
  
  All students in one line
- B.
  
  Students in a full circle
- C.
  
  Students in a semi-circle
- D.
  
  There is no ideal group configuration
Correct Answer
D. There is no ideal group configuration

Explanation
The correct answer is that there is no ideal group configuration. This means that there is no one-size-fits-all approach to structuring a lesson with groups. The ideal configuration may vary depending on factors such as the nature of the lesson, the number of students, the learning objectives, and the teaching style. It is important for educators to consider these factors and adapt the group configuration accordingly to create an effective and engaging learning environment.

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35.

Lesson structure: What are the factors determining your group's configuration (semi-circle, circle, or line). Pick the INCORRECT answer.
- A.
  
  Distance between dogs - minimum 2 meters
- B.
  
  Dogs not staring at each other
- C.
  
  All students can hear you
- D.
  
  You don't have to turn your back on students when explaining something centrally
- E.
  
  How many staff members are there to assist you
Correct Answer
E. How many staff members are there to assist you

Explanation
The number of staff members available to assist does not determine the configuration of the group (semi-circle, circle, or line). The factors that determine the group's configuration are the distance between dogs, dogs not staring at each other, all students being able to hear the teacher, and the teacher not having to turn their back on students when explaining something centrally.

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36.

Lesson structure: What is the ideal number of NEW exercises per lesson?
- A.
  
  Minimum 1 (or students will get bored) and maximum 2-3 (or students will get overwhelmed)
- B.
  
  Minimum 2 (or students will get bored) and maximum 3-4 (or students will get overwhelmed)
- C.
  
  It doesn't really matter, as long as your curriculum is completed by the end of the lesson cycle.
Correct Answer
A. Minimum 1 (or students will get bored) and maximum 2-3 (or students will get overwhelmed)

Explanation
The ideal number of new exercises per lesson should be minimum 1 and maximum 2-3. If there is only 1 exercise, students may get bored and not feel challenged enough. On the other hand, if there are too many exercises (3-4), students may feel overwhelmed and find it difficult to complete all the tasks within the lesson. Therefore, striking a balance between providing enough new exercises to keep students engaged and challenged, but not overwhelming them, is important for effective learning.

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37.

Lesson structure: How do we avoid puppy clients getting a repeat exercise getting frustrated/bored? Which is INCORRECT answer.
- A.
  
  We emphasize on the new aspects/next steps during 1-on-1 guidance, giving the student homework that is at the right level for them (challenging, not impossible)
- B.
  
  We keep the central explanation to a minimum.
- C.
  
  We don't adapt and repeat the full-length central explanation for the newbies. Repetition will help anchor the concepts deeper for the more experienced students anyway.
Correct Answer
C. We don't adapt and repeat the full-length central explanation for the newbies. Repetition will help anchor the concepts deeper for the more experienced students anyway.

Explanation
The correct answer is "We don't adapt and repeat the full-length central explanation for the newbies. Repetition will help anchor the concepts deeper for the more experienced students anyway." This answer is incorrect because it suggests that repetition is not necessary or beneficial for newbies. However, repetition is important for all students, regardless of their experience level, as it helps reinforce and solidify the concepts being taught. It is important to adapt and repeat the central explanation for newbies to ensure they fully understand and retain the information.

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38.

Lesson structure: 1-on-1 guided practice consists in: (pick ALL correct answers)
- A.
  
  Answer questions about the dog's behaviour, even if they are not related to the exercise.
- B.
  
  Give the client GPS-type pointers ('live' pointers whilst the student executes the exercise).
- C.
  
  Maximum 2-3 minutes per client
- D.
  
  Each client gets 1nd practice round -> your feedback; 2nd practice round -> your pointers on what to practice
- E.
  
  Keep working with the client until they get it
Correct Answer(s)
B. Give the client GPS-type pointers ('live' pointers whilst the student executes the exercise).
C. Maximum 2-3 minutes per client
D. Each client gets 1nd practice round -> your feedback; 2nd practice round -> your pointers on what to practice

Explanation
'Keep working with the client' ... You might think you are engaged in sound customer service, but you are actually introducing chaos to the lessons, as all the other students are waiting. If this student isn't getting it after 2-3 explanations, give them a feasible piece of homework for them to strive to ahead of next week, and move on.

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39.

Lesson structure: The central explanation of an exercise should contain the following elements. Pick ALL correct answers.
- A.
  
  'Doel' as in: How will the desired behaviour look once we've practiced it enough?
- B.
  
  'Nut' as in: Why is it useful to the students?
- C.
  
  'Hoe' as in: How we will be teaching it. A VERY short overview of the entry-level steps.
- D.
  
  Pitfalls: A complete review of the common pitfalls and now to avoid them.
Correct Answer(s)
A. 'Doel' as in: How will the desired behaviour look once we've practiced it enough?
B. 'Nut' as in: Why is it useful to the students?
C. 'Hoe' as in: How we will be teaching it. A VERY short overview of the entry-level steps.

Explanation
The correct answer includes the elements of the lesson structure. "Doel" explains how the desired behavior will look once it has been practiced enough. "Nut" explains why the lesson is useful to the students. "Hoe" provides a very short overview of the entry-level steps and explains how the lesson will be taught.

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40.

Lesson structure: Ideally, how many exercises will be conduct during one lesson?
- A.
  
  1-2
- B.
  
  2-3
- C.
  
  3-4
- D.
  
  4-5
Correct Answer
C. 3-4

Explanation
Too few exercises and students don't feel they are getting value for money. Too many exercises and students can't keep up with practice.

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41.

Lesson structure: Ideally, how long should the central explanation take for one exercise?
- A.
  
  1-2 minutes
- B.
  
  3-5 minutes
- C.
  
  6-10 minutes
Correct Answer
B. 3-5 minutes

Explanation
The central explanation for one exercise should ideally take 3-5 minutes. This duration allows for a sufficient amount of time to provide a clear and concise explanation of the exercise, ensuring that students understand the key concepts and objectives. It strikes a balance between being too brief and not providing enough information, and being too lengthy and potentially losing the students' attention. This timeframe also allows for any necessary demonstrations or examples to be included, enhancing the understanding of the exercise.

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42.

Lesson structure: For each exercise, we need to cover a number of elements. Pick all correct elements:
- A.
  
  Praatje: central explanation about the 'nut' (use) and 'doel' (target behaviour) of the exercise.
- B.
  
  Plaatje: Demonstrate all the steps at the current, relevant, training stage. You could use a plush dog. (e.g. say 'sit' - place treat in front of dog's nose like a magnet - lift it upwards gently - dog sits - say 'yes' - wait one second - give treat)
- C.
  
  Praktijk: 1-on-1 coaching, guided practice
Correct Answer(s)
A. Praatje: central explanation about the 'nut' (use) and 'doel' (target behaviour) of the exercise.
B. Plaatje: Demonstrate all the steps at the current, relevant, training stage. You could use a plush dog. (e.g. say 'sit' - place treat in front of dog's nose like a magnet - lift it upwards gently - dog sits - say 'yes' - wait one second - give treat)
C. Praktijk: 1-on-1 coaching, guided practice

Explanation
The correct answer includes all the elements that need to be covered in the lesson structure. The "Praatje" element involves providing a central explanation about the purpose and target behavior of the exercise. The "Plaatje" element involves demonstrating all the steps at the current training stage, which can be done using a plush dog. The "Praktijk" element involves 1-on-1 coaching and guided practice. Including all these elements ensures a comprehensive and effective lesson structure for the exercise.

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43.

Lesson structure: When planning our lessons, we try to alternate between active (e.g. loose leash walking) and passive (e.g. sit) exercises.
- A.
  
  True: This gives a pleasant sense of variety to the students and prevents the dogs from getting too wound up and/or bored.
- B.
  
  False: This gives a perception of chaos to the students, who prefer the predictability of separating active and passive exercises from each other.
Correct Answer
A. True: This gives a pleasant sense of variety to the students and prevents the dogs from getting too wound up and/or bored.

Explanation
The explanation for the given correct answer is that alternating between active and passive exercises in lesson structure provides a pleasant sense of variety to the students and prevents the dogs from becoming too wound up or bored. This variety keeps the students engaged and interested in the lessons, while also helping to maintain the dogs' focus and attention. It also allows for a balanced approach to training, incorporating both physical and mental stimulation for the dogs.

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44.

What does LIMA stand for?
- A.
  
  Least Impossible Method Available
- B.
  
  Least Insane Method Available
- C.
  
  Least Interesting Method Available
- D.
  
  Least Invasive Method Available
Correct Answer
D. Least Invasive Method Available

Explanation
LIMA stands for Least Invasive Method Available. This term is often used in medical contexts to refer to a technique or procedure that causes the least amount of harm or disruption to the patient's body. The term "least invasive" implies that there are other methods or procedures available, but LIMA is the one that is chosen because it is the least harmful or disruptive. This approach is typically preferred when considering treatments or interventions in order to minimize risks and promote faster recovery.

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Theory: Dog Training Best Practices

Food in training: Preference tests reveal that dogs' favorite food rewards (Combat Treats) are, in general, stinky and

Food in training: A dog on the field doesn't appear to be all that food-motivated, even with high-value treats. We advise the owner to:

How do we prevent dogs from blackmailing their handlers and always checking whether the handler has food before deciding to cooperate?

Food in training: Behaviour economics is:

Food in training: Which of the following is NOT an example of behaviour economics?

Best Practices: About discipline and saying 'no'.

Best Practices: LIMA is not only ethically more defendible, but research also indicates that it is always more effective than more invasive methods.

Best Practices: What are the advantages of Capturing ('Vangen') over Luring ('Lokken')? Several answers are possible. Pick them all.

Best Practices: At OhMyDog, we ignore bad behaviour and reward good behaviour.

Best Practices: At OhMyDog, we promise our students "Value-Added Training" (VAT). This does NOT mean (pick the one false option with regards to VAT)

There is always a clear difference between behaviour requiring Behaviour Therapy (Gedragstherapie) and behaviour requiring Obedience Training (Gehoorzaamheid en opvoeding)

Best Practices: Dog obedience training (gehoorzaamheidstraining) and dog education (opvoeding) are one and the same

Best Practices: What is Behavioural First Aid?

Training Stages: When do we use the expression "Would you bet 50 euros the dog can do it?"

Training Stages: What is the sweet zone, when it comes a level of difficulty that keeps the dog improving?

Training Stages: The 3 D's of proofing are:

Food in training: What is a million-dollar reward?

The easier a task is for the dog, the less you reward for it

Food in training: 'Combat treats' are dogs' favorite food treats (instead of their usual diet). We use them when:

Food in training: The owner tells you their dog has a medicated diet that isn't highly motivating as a reward for the dog. What do you advise?

Food in training: How do we decrease the risk of overweight when using food in training? What do we advise the owners? Pick the FALSE answer.

Best Practice: What do we mean with "Time for training, time for management"?

Best Practice: We say our mantra about "Time for training, time for management" to avoid what? (pick ALL the right answers). So, pushing the dog in at the deep end, in a situation where you know the dog will fail...

Best Practices: Management is:

Best Practice: A situation where you can't control the trigger (e.g. other dogs) to the unwanted behaviour (e.g. your own dog barking) is:

Best Practice: A situation where you can't focus on your dog (e.g. you have important guests) is:

Best Practice during lessons: What words do we as instructors/coaches avoid saying ourselves on the field, to avoid triggering the dogs? Pick the WRONG answer

Best practice during lessons: What are the conditions that make it OK to take over the dog to demonstrate during class? Pick ALL the right answers

Clicker: When do we advise our students to use the clicker/clicker word? Pick as many correct options you think necessary.

Clicker: Why do we use the clicker/clicker word? Pick ALL true answers

Clicker: What is a good analogy to help students understand when to click on the clicker/say the clicker word?

Clicker: Why aren't we using an actual clicker during the lessons, systematically? Pick the INCORRECT answer.

Clicker: The owner was just too late in saying his clicker word, and the dog had started barking. Should he still give him a treat?

Lesson structure: What is the ideal group configuration?

Lesson structure: What are the factors determining your group's configuration (semi-circle, circle, or line). Pick the INCORRECT answer.

Lesson structure: What is the ideal number of NEW exercises per lesson?

Lesson structure: How do we avoid puppy clients getting a repeat exercise getting frustrated/bored? Which is INCORRECT answer.

Lesson structure: 1-on-1 guided practice consists in: (pick ALL correct answers)

Lesson structure: The central explanation of an exercise should contain the following elements. Pick ALL correct answers.

Lesson structure: Ideally, how many exercises will be conduct during one lesson?

Lesson structure: Ideally, how long should the central explanation take for one exercise?

Lesson structure: For each exercise, we need to cover a number of elements. Pick all correct elements:

Lesson structure: When planning our lessons, we try to alternate between active (e.g. loose leash walking) and passive (e.g. sit) exercises.

What does LIMA stand for?