CPDT-KA key terms

Learning in which the consequences of a behavior change how often that behavior occurs in the future. Reinforcers increase a behavior; punishers decrease it; extinction removes the maintaining consequence.

Learning in which a neutral stimulus paired repeatedly with a biologically meaningful stimulus comes to trigger a similar reflexive response. Explains fear, arousal, and emotional associations that are not under voluntary control.

Adding a stimulus after a behavior that increases the likelihood of that behavior recurring. In training, the added event is something the dog will work for, such as food, play, or access to a smell.

Removing or avoiding an aversive stimulus contingent on a behavior, which increases that behavior. Escape and avoidance learning fall here; the aversive must be present or signaled for removal to reinforce.

Adding an aversive stimulus after a behavior to reduce its future frequency. Effective only if the added event actually suppresses behavior; it also risks fear, aggression, and suppression of unrelated behavior.

Removing a desirable stimulus contingent on a behavior to decrease that behavior. Time-outs from play and loss of access to a toy are examples; the removal must follow the behavior closely to be effective.

Any consequence that, when delivered contingently, increases the frequency of the behavior it follows. Whether something is a reinforcer is defined by its effect on behavior, not by the trainer's intent.

Any consequence that, when delivered contingently, decreases the frequency of the behavior it follows. Effectiveness depends on timing, intensity, and consistency, and is judged by observed behavior change.

Withholding the reinforcer that previously maintained a behavior, causing the behavior to decline over time. Behavior often worsens briefly before improving, and other reinforcers can accidentally maintain it.

A temporary increase in the frequency, intensity, or variability of a behavior at the start of extinction. Trainers warn clients about it so they do not resume reinforcement and accidentally strengthen the stronger behavior.

Reappearance of an extinguished behavior after a rest period, usually weaker than before. It does not mean extinction failed; it signals that the behavior may need continued non-reinforcement or a different plan.

A rule specifying how often or under what conditions a behavior is reinforced. Continuous schedules speed acquisition; intermittent schedules, especially variable ones, produce behavior that resists extinction.

A reinforcement schedule in which a behavior is reinforced after an unpredictable number of responses. It produces high, steady response rates and strong resistance to extinction, as seen in slot-machine behavior.

Using a higher-probability behavior as a reinforcer for a lower-probability behavior. A dog that loves sniffing can earn sniffing time by first performing a sit or a recall.

Building a new behavior by reinforcing successive approximations toward a final goal. Each small step is reinforced, then reinforcement is withheld until a closer approximation appears.

A behavior that is closer to the target than the previous one and is reinforced during shaping. Criteria should be small enough that the dog succeeds often and does not stall.

Using a food or toy moved in front of the dog's nose to guide it into a position or action. Effective for quick teaching but should be faded early so the dog does not depend on the lure.

Reinforcing a behavior when the dog offers it naturally, without prompting. Useful for behaviors that are hard to lure or shape, such as a stretch, a shake-off, or settling on a mat.

Gradually removing a prompt, lure, or training aid so the behavior comes under control of the cue or environment. Fading too fast causes errors; too slow causes dependence on the prompt.

A state in which a behavior occurs reliably when its cue is present and not when the cue is absent. It requires consistent reinforcement for cued responses and non-reinforcement for uncued ones.

A cue or environmental condition that signals reinforcement is available for a particular response. The dog learns the cue predicts the consequence, not the behavior itself, so cue clarity matters.

Pairing a feared or disliked stimulus with something the animal values so the emotional response changes. It works best when the feared stimulus stays below the threshold that triggers a reaction.

Exposing an animal to a feared stimulus at a low enough intensity that no fear response occurs, then gradually increasing intensity. It is usually paired with counterconditioning to build a positive association.

Prolonged exposure to a full-intensity feared stimulus without escape until the fear response subsides. It is high-risk, can sensitize rather than habituate, and is not recommended in humane training practice.

A decrease in response to a repeated, harmless stimulus after repeated exposure. It is non-associative learning and differs from desensitization, which is a planned gradual exposure procedure.

An increase in responsiveness to a stimulus after repeated or intense exposure. It can explain why a dog becomes more reactive over time when repeatedly pushed past its comfort level.

An emotional reaction, such as fear or anticipation, learned through classical conditioning to a previously neutral stimulus. It can form in one trial and is often resistant to change.

The intensity of a stimulus at which an animal begins to show a response, such as fear or arousal. Training below threshold keeps the animal able to learn; working above it often worsens the problem.

A graded sequence of increasingly intense signals an animal may use when stressed, from subtle appeasement or avoidance up to snapping or biting. Recognizing early rungs allows intervention before escalation.

Observable behaviors indicating an animal is uncomfortable, such as lip licking, yawning, whale eye, tucked tail, or freezing. Noticing them early lets a trainer reduce pressure before behavior escalates.

A dog's learned ability to control the force of its mouth when biting, normally acquired through play with littermates. It does not mean a dog will never bite, only that pressure is moderated.

Undesirable consequences that can accompany aversive-based training, including fear, aggression, suppression of warning signals, damaged human-animal relationship, and failure to teach an acceptable alternative behavior.

Something an animal will work to avoid, escape, or terminate, such as pain, fear, or startling sound. Its intensity is defined by the animal's response, not by the trainer's intention.

The principle of choosing the least restrictive, least aversive intervention likely to resolve a behavior problem, starting with positive, antecedent-focused strategies before considering more intrusive options.

Least Intrusive, Minimally Aversive: a hierarchical framework that starts with humane, positive strategies and permits more restrictive methods only when justified, documented, and monitored.

Systematic gathering of information about antecedents, behavior, and consequences to identify what maintains a behavior. It guides intervention toward the function rather than the surface form of the behavior.

Records of Antecedent, Behavior, and Consequence collected around a problem behavior. Patterns in these observations reveal triggers and maintaining consequences that inform a behavior plan.

A more controlled procedure that manipulates antecedents and consequences to test hypotheses about what maintains a behavior. It is typically conducted by qualified behavior professionals with appropriate safeguards.

A written, individualized plan that specifies target behaviors, prevention strategies, replacement behaviors to teach, reinforcement procedures, and data collection for monitoring progress and adjusting the plan.

Obtaining a client's voluntary agreement to a training or behavior plan after explaining methods, risks, alternatives, and expected outcomes in understandable terms, with the freedom to decline.

The boundary of a practitioner's education, training, and supervised experience. Professionals refer cases outside that boundary rather than practicing beyond their qualifications.

Directing a client to a more qualified professional, such as a veterinarian, veterinary behaviorist, or specialist trainer, when a case exceeds one's competence or requires medical evaluation.

The consistency of a test's scores across items, occasions, or raters. A reliable exam yields similar results under similar conditions, which is necessary but not sufficient for validity.

The degree to which a test measures what it claims to measure and supports the intended inferences. Evidence can come from content, criterion, and construct studies of the exam.

An assessment that compares a candidate's performance to a defined standard of competence rather than to other candidates. Certification exams typically use this model with a passing score set by subject-matter experts.

Statistical review of individual test questions, examining difficulty and discrimination, to identify flawed items. It supports exam quality and fairness and is part of standard test-development practice.