My Homemade Behavior Checklist

Owner’s name ____________________________Pet’s name ________________________ Date ______

Behavior Checklist

The list below is divided into sections according to types of behavior problems.  Please indicate below what problems your pet is experiencing by placing a check in the corresponding block.  Please then go to the sections that specify the type of behaviors you have checked and complete those sections in accordance with the rating scale indicated below.

—        Eating behaviors

—        Unruliness and attention related behaviors

—        Stereotypic and repetitive behavior

—        Stress and anxious type behaviors (including fearful types)

—        Urination and defecation

—        Vocalization

—        Sexual behaviors

—        Predatory behavior

—        Threatening, dangerous behavior

Please complete the following checklist rating the behavior problem on a scale of 0-5 as follows:

0-      No concern about behavior/behavior does not exist

1-      little to no concern about behavior/behavior rarely occurs

2-      slightly concerned about the behavior/behavior occurs occasionally

3-      moderate concern regarding behavior/behavior occurs often

4-      very concerned about behavior/behavior occurs very often

5-      extremely concerned about the behavior, behavior causes great distress, behavior causes harm to animal’s self or others)/behavior is constant

PLEASE INCLUDE IN THE COMMENTS SECTION ANY INSIGHTS YOU HAVE AS TO WHEN AND WHY THE BEHAVIOR OCCURS, as well as any other pertinent information.

Eating Behaviors	Rating	Comments
Possessive of own food	0    1    2    3    4    5
Steals food from people and/or other animals	0    1    2    3    4    5
Eats own feces and/or feces of other animals	0    1    2    3    4    5
Eats other inanimate objects or inedible substances (please specify)	0    1    2    3    4    5

Owner’s name _____________________________ Pet’s name ________________________ Date __________

Unruliness and Attention Related Behaviors	Rating	Comments
Constantly demands attention	0    1    2    3    4    5
Pushy, disobedient, hard to train, poor with commands	0    1    2    3    4    5
Possessive with toys	0    1    2    3    4    5
Poor on lead	0    1    2    3    4    5
Does not settle	0    1    2    3    4    5
Jumps on people	0    1    2    3    4    5
Nips/grabs at people or clothing	0    1    2    3    4    5
Overly rough with play	0    1    2    3    4    5

Stereotypic and Repetitive Behaviors	Rating	Comments
Licking	0    1    2    3    4    5
Chasing light or other object	0    1    2    3    4    5
Pacing	0    1    2    3    4    5
Chasing tail	0    1    2    3    4    5
Circling	0    1    2    3    4    5

Stress and Anxious Type Behaviors	Rating	Comments
Constantly follows owner or family members	0    1    2    3    4    5
Paces, pants, shakes, will not settle, vocalizes when left alone (please specify)	0    1    2    3    4    5
Destructive when left alone	0    1    2    3    4    5
Anxious behavior during other events or activities within the home/family (please specify)	0    1    2    3    4    5
Shakes, cowers, hides when near strangers	0    1    2    3    4    5
Shakes, cowers, hides when around family and familiar individuals	0    1    2    3    4    5
Shakes, cowers, hides when around other animals	0    1    2    3    4    5

Owner’s name __________________________Pet’s name ________________________ Date _______

Shakes, cowers, hides when around certain objects or situations (please specify)	0    1    2    3    4    5
Shakes, cowers, hides around thunder, loud noises, and other sources of phobias	0    1    2    3    4    5

Urination and Defecation Behaviors	Rating	Comments
Defecates outside of designated area when exhibiting fear behavior	0    1    2    3    4    5
Defecates outside of designated area when exhibiting excitement	0    1    2    3    4    5
Defecates outside of designated area for unknown reasons	0    1    2    3    4    5
Urinates outside of designated area when exhibiting fear	0    1    2    3    4    5
Urinates outside of designated area when exhibiting excitement	0    1    2    3    4    5
Urinates outside of designated area for unknown reasons	0    1    2    3    4    5

Vocalization behaviors	Rating	Comments
Excessively vocal during day when near strangers	0    1    2    3    4    5
Excessively vocal during day for unknown reason	0    1    2    3    4    5
Excessively vocal at night	0    1    2    3    4    5
Other vocalizations (please specify)	0    1    2    3    4    5

Sexual behaviors	Rating	Comments
Mounts	0    1    2    3    4    5
Roams	0    1    2    3    4    5
Masturbates	0    1    2    3    4    5

Predatory behaviors	Rating	Comments
Chases other animals	0    1    2    3    4    5
Kills or injures other animals	0    1    2    3    4    5
Trees other animals	0    1    2    3    4    5

Threatening and Dangerous behaviors	Rating	Comments PLEASE DESCRIBE CONDITIONS
Displays threatening and dangerous behavior (bites, attacks, tears out feathers or fur) to self	0    1    2    3    4    5
Displays threatening and dangerous behavior (biting and attacking) to family and familiar individuals	0    1    2    3    4    5
Displays threatening and dangerous behavior (biting and attacking) strangers	0    1    2    3    4    5
Displays threatening and dangerous behavior (biting, attacking) other animals	0    1    2    3    4    5

Extinction

The following is a short write up on the topic of extinction. As extinction is part of the intervention procedure that I used with Fusilli on my project for ANS 6002, I thought it an important topic to include in the portfolio.

             Extinction is a method by which unacceptable behaviors can eventually be extinguished.  Cooper, Heron and Heward (2007) define operant extinction as “discontinuing of a reinforcement of a previously reinforced behavior,” also noting that this procedure will produce a decrease in the frequency of the behavior to the point of pre-reinforcement rates and/or complete cessation.   Extinction is not only difficult to achieve under certain circumstances, it is also not a quick process.  In fact, the process involved in extinction will create what are called “extinction bursts” when the procedure is initiated.  This is actually an increase in the behavior.  Eventually, this behavior will peak, then decline.  But the behavior can also undergo a spontaneous recovery (Cooper, et al., 2007) at a point later in the process.  This will be short lived if the procedure remains in effect.

            Short term, as one can see, the extinction procedure would not be a timely way of dealing with an unwanted behavior.  Not only does the behavior tend to increase initially, but the behavior will continue for some time.  As such, if the behavior is one which is dangerous to the subject or to others, or if it is destructive in any way, this is not a procedure that would be recommended.  It is also not recommended for behaviors that are imitated by others.

            As extinction can force a spontaneous recovery, efforts are often frustrated.   A 2009 study by Urcelay, Wheeler, and Miller concluded that extinction procedures, when spaced further apart, will have the effect of eliminating this spontaneous recovery.  This of course, lengthens the time of the trials, as would increasing the number of trials, which Cooper, et al. (2007) suggest will make the procedure more effective.   The length of time before success can be reached may be a drawback for some, but with appropriate and consistent use, this method can be quite successful.

            Obviously, the factors of time, patience, and consistency are important in implementing extinction.  Additionally, one factor that may be of great concern is that when extinction is implemented by the abrupt removal of a reinforcer, other unreinforced and adverse behaviors can occur, most notably, aggression.  Such was the case in Azrin, Hutchinson, and Hake’s 1966 study of pigeons.  In trying to exterminate a pecking behavior via extinction, the pigeons in this experiment experienced a resulting aggression.  The pigeons in their experiment had been conditioned to provide a pecking behavior with a food reinforcer. However, once the behavior was put under an extinction procedure, the pigeons exhibited aggression.

             It is important that a practitioner be prepared for all ramifications of this procedure and make a deliberate choice as to whether this is type of behavior modification procedure is an appropriate method for eliminating aversive behavior in the subject.  Extinction should never be used when the behavior is likely to be imitated by others.  Extreme behaviors, as previously mentioned, should not be considered for this procedure, particularly when safety and property damage is involved.  And lastly, extinction is not recommended as a stand-alone procedure, but is best when used in cooperation with other procedures (Cooper, et al, 2007).

             Long term, however, extinction can be successful, but is most successful when used in combination with another type of conditioning.   A prime example of this would be found in the results of the 1953 study provided by Solomon, Kamin and Wynne.  They concluded that a combination of “reality-testing and punishment-for-responding procedures” worked best in providing extinction for the unwanted canine behavior of avoidance.                 

            If the behavior is appropriate for extinction procedures, the practitioner will need to follow certain guidelines for success.  These guidelines outlined by Cooper, et al. (2007) include withholding all reinforcers that are supporting the aversive behavior, being consistent, and providing instructions for the subject.  Additionally, including all people involved with the subject in the procedure will provide a better outcome as will increasing the number of extinction trials.  Guarding against unintentional outcomes such as aggression and extinction of other behaviors and being prepared to maintain the decreased behavior that results from extinction are also key.  Finally, and probably most significantly, the practitioner needs to know when this procedure is not appropriate (Cooper, et al., 2007).  

Resources:

Azrin, N. H., Hutchinson, R. R., & Hake, D. F. (1966). Extinction-induced aggression. Journal of the Experimental Analysis of Behavior, 9(3), 191.

Cooper, J., Heron, T., and Heward, W.  (2007). Applied Behavior Analysis, 2nd Ed., Upper Saddle River, Pearson Education, Inc.

Solomon, R. L., Kamin, L. J., & Wynne, L. C. (1953). Traumatic avoidance learning: the outcomes of several extinction procedures with dogs. The Journal of Abnormal and Social Psychology, 48(2), 291.

Urcelay, G. P., Wheeler, D. S., & Miller, R. R. (2009). Spacing extinction trials alleviates renewal and spontaneous recovery. Learning & behavior, 37(1), 60-73.

Adjusting Conditions

According to Umbreit, Ferro, Liaupsin, and Lane (2007), the behaviorist must ask two key questions when selecting an intervention method and strategy.  The first question is whether or not the individual can perform the replacement behavior. Of course, if the answer is no, it is evident that the replacement behavior must be taught.  The second question, however, is whether "the antecedent conditions represent effective practices for the environment in which behavior occurs" (Umbreit, et al.).  If the environment is not supportive of the more appropriate behavior, the behaviorist must adjust the antecedent conditions in order to bring them into alignment with the behavior goals.

          An interesting example is given in the article "Resolving Cat Litterbox Problems" (Estep and Hetts, no date). The authors give multiple suggestions for adjusting the environment in such a way that the cat will perform the desired behavior. Cat litterbox problems often stem from sensory issues which can be resolved with this method. From changing the location of the litterbox to changing the type of litter used, this method can help to eliminate the unwanted behavior of defecation outside of the box. 

References:

Estep, D. & Hetts, S. (no date). Resolving Cat Litterbox Problems, Rocky Mountain News, Denver, CO. www.AnimalBehaviorAssociates.com, Copyright ABA.

Umbreit, J. Ferro, J., Liaupsin, C.J., & Lane K.L. (2007). Functional Behavioral Assessment and Function-Based Intervention: An Effective, Practical Approach. Upper Saddle River: New Jersey. Pearson Merrill Prentice Hall.

I had no idea...

Did you know that budgies can talk? Most people call them parakeets, which is the aboriginal term for "small parrot" but the technical name for this bird is budgerigar.We have shortened that to "budgie" but the name parakeet is most appropriate because this little bird is actually a small breed of parrot.

Most people already know that parrots can talk. Some people even know that parakeets have been known to talk. I knew that already. What I didn't know is that parakeets could have a big repertoire.  Here is a video of a bird named Disco who talks a lot:  Disco the Budgie. You can find more of his videos on YouTube.com by typing "Disco the Parakeet" into the search engine.

There is a lot of great information on this site if you are interested in further researching this amazing bird: Budgie information.

I just wonder...how much of his own speech does Disco understand? Alex, the parrot, was an amazing creature that was studied by the animal psychologist, Irene Pepperberg. He was an African Gray and displayed .a great understanding of language.  When asked what "matter" something was made of, he would reply "wood" or "metal." He would pick out something by shape or color that was requested. His comprehension of the English vocabulary was remarkable. I was amazed when I saw a video of him working with Dr. Pepperberg and he commented that he was hungry and wanted lunch.  What a character he was!  For more information on this phenomenal animal, click here.

Did I reward Jake?

In my prior post I discussed the scenario that I was encountering daily with Jake. He was fascinated with my feet. I concluded the post with a question regarding whether my technique was rewarding Jake.

I suppose one might conclude that Jake was being rewarded for his behavior, and there may be a reasonable argument to make for that. However, it might also be consideed redirection to give Jake the toy in place of my slippered foot. Technically, I believe that what is actually occurring is that I am creating a replacement behavior. I am asking Jake to play with the toy rather than with my foot, while attempting to extinguish his infatuation with my foot by not giving him attention for it. Though there may be a fine line between a reward and a redirect, consider this: if I were to give Jake a treat for the behavior there would be little redirection and more reward.  However, in this case Jake is being offered a toy. This action gives him a behavior to perform which provides the same function as the foot biting for him.  It gives him positive attention to play with a toy with me.

I am pleased to inform you that Jake has successfully changed this behavior. He now brings me a toy (usually his monkey) to play with and does not try to bite my feet any longer. How long did this take? Not very long at all; probably a week or two at most. Though I did not do an official intervention with him, I employed the principles I am learning in class in order to help him with this behavior.