Clicker Training Research Articles

Clicker Training in Minipigs to Reduce Stress during Blood Collection-An Example of Applied Refinement.

Pigs (and minipigs) are often restrained with a maxillary sling for blood collection. They mainly produce strong vocalisations and show resistance to the procedure, which subjectively appears to be stressful for the animals. The present study investigated whether minipigs can be trained to tolerate aversive stimuli and whether training can reduce stress during blood collection. Blood was taken from 12 Ellegaard minipigs with fixation; thereafter, the animals were trained for 3 weeks using clicker training. Then, blood was taken again, but without fixation. Before and after each blood sample, saliva samples were taken. The cortisol concentration was determined using ELISAs. Serum cortisol was not significantly different before and after training (paired-sample t-test, t (9) = 2.052, p = 0.07). However, salivary cortisol was significantly lower after training (ANOVA (analysis of variance), p-value < 0.001, F-value 6.181). In addition, trained minipigs showed a significantly lower heart rate after blood sampling (paired-sample t-test, t (11) = 4.678, p = 0.001) as well as significantly lower heart rate variability (t (11) = 3.704, p = 0.003) compared to before training. The minipigs could be trained to tolerate aversive stimuli. This contributed to stress reduction when taking blood samples.

A Positive Start: Backing a Horse Using Positive Reinforcement

Abstract This case study delves into the transformative approach of starting a horse under saddle using a positive reinforcement technique (clicker training). Grounded in the ethos of respect, trust, and cooperation, this methodology emphasises fostering a strong bond and effective communication between horse and handler. The presented case study aims to showcase practical demonstrations highlighting the theory and application of positive reinforcement in initiating the riding training of a young pony. Throughout this case study, we will explore the foundational principles of positive reinforcement in horse training, emphasising empathy and a holistic understanding of the horse’s perspective. It will detail the step-by-step process of introducing the saddle, bridle, and mounting, employing clicker training and shaping techniques. Practical demonstrations will illustrate the gradual introduction of equipment, the use of clicker training for reinforcing desired behaviours, and the shaping of responses to riding cues. Through these demonstrations, the case study seeks to exemplify how positive reinforcement techniques can establish a willing and confident young horse, laying the groundwork for a harmonious and trusting relationship between horse and rider. Information © The Author 2024

Training Laboratory Rabbits to Refine Routine Husbandry Procedures.

Non-aversive handling and training techniques for laboratory animals are required to facilitate experimental and routine husbandry procedures, improving both animal welfare and scientific quality. Clicker training was utilized to develop training protocols for rabbits to refine stressful routine husbandry procedures usually associated with lifting (i.e., being picked up from the floor)/restraining (i.e., being held in the arms of a human) them. Thirteen female New Zealand White rabbits were trained over three weeks. All rabbits learned the predefined goal behaviors: they followed the target stick, jumped onto the weighing scale, entered a transport box, and reared while placing their front paws onto the trainer's hand. In addition, ten animals jumped from the floor onto the sitting trainer's lap and allowed the trainer to lift their paws off the surface while sitting on the trainer's lap. For some individuals, the protocols had to be adapted by additional interim steps. At the end of the training, the rabbits reliably showed the expected goal behaviors, even after short and long training breaks. With few exceptions, a familiar person other than the trainer could elicit the goal behaviors from the rabbits (generalization), though further sessions were required for generalization. In the voluntary approach test, the rabbits preferred interacting with the trainer in the 1st trial but spent as much time with an unfamiliar person as with the trainer in the 2nd trial. The behavioral observations suggested that picking the rabbits up with the transport box, as described in the protocol, instead of restraining them with the scruff of their neck and lifting them on the arm, was less aversive. All in all, the training protocols were feasible and can serve as a refinement strategy in laboratory animal facilities. In the interest of animal welfare, the training protocols should be applied wherever possible.

Clicker Training as an Applied Refinement Measure in Chickens.

When using chickens in animal studies, the handling of these animals for sample collection or general examinations is considered stressful due to their prey nature. For the study presented here, plasma and salivary corticosterone as well as New Area Test behavior and fecal output were used to evaluate whether it is possible to influence this stress perception using a three-week clicker training program. The results indicate that clicker training seems to be a suitable refinement measure in the sense of cognitive enrichment for the husbandry of this species. However, since it was also shown that three-week training was not sufficient to sustainably reduce the stress perception with regard to prolonged stressor exposure, and since it was also evident that manipulations such as routine blood sampling are perceived as less stressful than assumed, further studies with prolonged training intervals and situations with higher stressor potential are warranted. Also, further parameters for training assessment must be considered. For the general use of training as a supportive measure in animal experiments, its proportionality must be considered, particularly considering the expected stress and adequate training time.

Partial reinforcement increases resistance to extinction of operant task in mice trained with a clicker

Learning skills are very important in terms of animal chance of survival in nature. Results of training of kept animals and studies on their learning can enlarge our understanding of their skills. The clicker training is a popular form of training of many animal species, consisting of associating a neutral stimulus (a click) with a reward. In our paper we examined if the used reinforcement scheme has an influence on the extinction of learned behaviour. Forty female house mice Mus musculus were divided into 2 groups of 20 subjects towards which two separate rewarding schemes were used. For completing a learned activity, the mice from the A group received a reward after each click (continuous reinforcement), and the mice from the B group only after the second or the third click (partial reinforcement). Afterwards, at the extinction phase the mice were receiving none reinforcement. Our results showed that the mice which were given only partial reinforcement were more resistant to the extinction of learned behaviour, i. e. performed significantly more attempts to obtain a reward.

When 'Click' Means "I Love You": Clicker Training My Cat Zathras Through His End-of-life

The story I had wanted to share on my Facebook page and website was about how clicker training and desensitization/counter-conditioning led Zathras to overcome his behavior challenges at vet appointments. I had wanted to share the joys of progress, to encourage others to consider using these methods for similar behavior challenges with their own cats (or to hire me to help). Instead, clicker training Zathras became about something different: It became about love and connection, joy and discovery, and — at times — about a way to encourage him to eat.

Clicker Training Mice for Improved Compliance in the Catwalk Test.

The CatWalk test relies on the run of mice across the platform to measure a constant speed with low variation. Mice usually require a stimulus to walk to the end of the catwalk. However, such stimuli are usually aversive and can impair welfare. Positive reinforcement training of laboratory animals is a thriving tool for refinement and contributes to meeting the demands instituted by Directive 2010/63/EU. We have already demonstrated the positive effects of clicker training. In this study, we trained male and female mice to complete the CatWalk protocol while assessing the effects of training on their well-being (Open Filed and Elevated Plus Maze). In the CatWalk test, we observed that clicker training improved the running speed of the mice. In addition, clicker training reduced the number of runs required by mice, which was more pronounced in males. Clicker training lowered anxiety-like behaviors in our mice, especially in females, where a significant difference was observed between trained and untrained ones. Based on our findings, we hypothesize that clicker training is an effective tool to motivate mice and increase performance on the CatWalk test without potentially impairing their welfare (e.g., by puffing them).

Does clicker training reduce stress in shelter cats?

PICO question&#x0D; In domestic cats in a shelter setting, does clicker training decrease proxy measures of a stressed emotional state (behavioural or physiological) compared to no clicker training?&#x0D; &#x0D; Clinical bottom line&#x0D; Category of research question&#x0D; Treatment&#x0D; The number and type of study designs reviewed&#x0D; Two papers were critically reviewed. One was a prospective quasi-randomised clinical trial, the other was a quasi-experimental before-and-after study with each cat being its own control&#x0D; Strength of evidence&#x0D; Weak&#x0D; Outcomes reported&#x0D; Both papers reported a decrease in behavioural stress indicators in shelter cats following a clicker training programme. Not all of these decreases were statistically significant and there are large issues with confounding factors in both papers&#x0D; Conclusion&#x0D; Preliminary evidence suggests that clicker training can be implemented as one form of enrichment to reduce stress in shelter cats alongside other means. Further evidence is required to demonstrate superiority to other forms of enrichment to reduce stress in shelter cats, especially given the practical limitations of implementing such a programme in most shelters&#x0D; &#x0D; How to apply this evidence in practice&#x0D; The application of evidence into practice should take into account multiple factors, not limited to: individual clinical expertise, patient’s circumstances and owners’ values, country, location or clinic where you work, the individual case in front of you, the availability of therapies and resources.&#x0D; Knowledge Summaries are a resource to help reinforce or inform decision making. They do not override the responsibility or judgement of the practitioner to do what is best for the animal in their care.

The Efficacy of Clicker Method During Desensitising Horse

Encouraging horses to do tasks willingly during training relating to their welfare is important. Horses are trained for desensitization using de-spooking tracks. In this study, the efficacy of using the clicker method during desensitization to obstacles and novel objects is investigated. Fourteen Arabian horses participated in the study. Their success in completing the tasks, as well as their heart rate and behaviour were examined. The average achievement for the hanging pool noodle door task was significantly higher (P<0.05) in the clicker group (100%) than in the control group (43%). Average heart rate is highly significant (P<0.01) in the clicker group (139.28 pcs/minute) than the control group (109.42 pcs/minute). In the scope of frightening behaviours, "trot" was determined highly significant (P<0.01) in the control group than the clicker group. Clicker training appears to provide an advantage due to its ease of application, low cost, and fast learning by horses. The findings suggest that this method is advisable because of its efficacy during desensitising of horses using the de-spooking track. Fulfilling tasks willingly during training is also important for the horse’s welfare and trainer’s safety.

Transition of Farm Pigs to Research Pigs using a Designated Checklist followed by Initiation of Clicker Training - a Refinement Initiative.

Implementation of 3R initiatives is important. To refine the life of laboratory pigs, we focused on the time period prior to inclusion of animals in experiments. We improved the checklist during the development. By using the checklist each individual pig's progress was documented. This aids the caretakers so they remain focused on the actions necessary to socialize the animals and limit the animal's stress and anxiety level. During this phase, the pigs become calm and ready to commence additional clicker training to further limit stress during the experimental period. The pigs will readily allow basic outcome measures to be collected without sedation or fixation. The protocol is divided in two. First the transition phase that begins as the pigs arrive at the research facility. Introducing treats and gradually closer contact to the caretakers are the first steps. Then, the caretaker introduces actions to be able to touch the head and hind, to mimic e.g. manipulating the ear to take a blood sample or the hind to obtain a rectal temperature. A strong foundation is established in the animal-caretaker relationship and this swiftly minimizes the stress the pigs express after arrival. Secondly, the positive reinforcement training commences to teach the animal how to carry out more complex tasks without becoming stressed. A clicker is introduced as a secondary reinforcer. Time, structure, education and thorough communication seem to be the most important criteria to succeed in the application of this protocol. In addition to having calm and compliant pigs, the caretakers report that they enjoy the focus they are allowed to give each individual pig, adding to their overall job satisfaction. Having caretakers with a strong commitment, and a focus on the transition progress and welfare of each pig, additionally strengthens the department's Culture of Care.

Transition of Farm Pigs to Research Pigs using a Designated Checklist followed by Initiation of Clicker Training - a Refinement Initiative

Transition of Farm Pigs to Research Pigs using a Designated Checklist followed by Initiation of Clicker Training - a Refinement Initiative

A Case Study on the Behavioural Effect of Positive Reinforcement Training in a Novel Task Participation Test in Göttingen Mini Pigs

Simple SummaryIn laboratory animal research, many procedures and tests will be stressful for the animals, as they are forced to participate. Training animals to voluntarily participate using reward-based training such as clicker training or luring may reduce levels of stress, and thereby increase animal welfare. Clicker training is traditionally used in zoos, aquariums, and with pets to train the animals to cooperate during medical procedures, whereas in experimental research, luring seems to be the preferred training method. This descriptive case study aims to present the behaviour of clicker trained and lured pigs when they are subjected to a potentially fear- and stress-evoking behavioural test—the novel task participation test—in which the pigs must walk a short runway with a novel walking surface. All eight trained pigs voluntarily participated and only one of the lured pigs showed a behaviour indicating decreased welfare. Hence, training pigs to cooperate during experimental procedures resulted in a smooth completion of the task with no signs of fear or anxiety in seven out of eight animals, and we thus suggest that training laboratory pigs prior to experimental procedures or tests should always be done to ensure low stress levels.In laboratory animal research, many procedures will be stressful for the animals, as they are forced to participate. Training animals to cooperate using clicker training (CT) or luring (LU) may reduce stress levels, and thereby increase animal welfare. In zoo animals, aquarium animals, and pets, CT is used to train animals to cooperate during medical procedures, whereas in experimental research, LU seem to be the preferred training method. This descriptive case study aims to present the behaviour of CT and LU pigs in a potentially fear-evoking behavioural test—the novel task participation test—in which the pigs walked a short runway on a novel walking surface. All eight pigs voluntarily participated, and only one LU pig showed body stretching combined with lack of tail wagging indicating reduced welfare. All CT pigs and one LU pig displayed tail wagging during the test, indicating a positive mental state. Hence, training pigs to cooperate during experimental procedures resulted in a smooth completion of the task with no signs of fear or anxiety in seven out of eight animals. We suggest that training laboratory pigs prior to experimental procedures or tests should be done to ensure low stress levels.

A Preliminary Analysis of the Effects of Clicker Training and Verbal Instructions on the Acquisition of Relationship-Building Skills in Two Applied Behavior Analysis Practitioners.

Recent research has emphasized the need for training and competency beyond the standard technical skills acquired by applied behavior analysis (ABA) practitioners, including essential relationship-building and compassionate care skills (Taylor et al., 2019). Clicker training is a well-established behavior-analytic method for improving performance via immediate feedback in the form of an audible "click." The effectiveness of clicker training has not yet been evaluated as a technique for shaping complex clinical repertoires. This study evaluated the effects of verbal instructions, clicker training, and role-play on the acquisition of therapeutic relationship skills in ABA practitioners. Data were obtained as part of a training program conducted within an ABA agency, and the acquisition of target skills was evaluated using a multiple-baseline design across behaviors for two participants. During baseline, participants rarely demonstrated target skills. During training, the procedure resulted in increased engagement in all three target skills for both participants. Skill generalization with respect to untrained and novel scenarios was observed but at levels below mastery. Findings have potential implications for trainers and supervisors seeking efficient, nonintrusive, socially acceptable methods of improving practitioner performance.

Welfare and management of decreased visual capacities and pain in a pony suffering from equine recurrent uveitis: A clinical case

SummaryThis clinical case describes a 14‐year‐old Gypsy Cob gelding presented for suspected impaired vision. Given the apparently insidious presentation, bilateral equine recurrent uveitis (ERU) was strongly suspected. ERU management was addressed both clinically and from a welfare point of view. Treatment using ointment was preferred to eye drops to reduce the frequency of administration. Clicker training was used to facilitate treatment administration by eliciting positive emotions. In response to the progressive bilateral blindness, social and physical environments and new relational practices were adapted to reduce stress on the pony by increasing predictability and controllability of his situation. This case is to our knowledge the first to include detailed welfare management strategies as a part of a more comprehensive medical approach to ERU.

Operant learning is disrupted when opioid reward pathways are blocked in the domesticated hen

There is limited research into mesolimbic function specific to birds and, specifically, how neurobiological reward mechanisms affect learning in domestic laying hens (Gallus gallus domesticus). A more thorough understanding of these mechanisms has implications for the improvement of welfare. Reward is proposed to involve two separate processes of ‘wanting’ regulated by dopamine and ‘liking’ regulated by opioids. This study examined the effect the opioid antagonist, nalmefene, on learning in domesticated hens.Eighteen Isa Brown hens were randomly assigned into either a saline or nalmefene treatment group. Hens in the saline group (N = 9) received 0.9 % saline (0.5 mL/kg pectoral muscle injection). Hens in the nalmefene treatment group (N = 9) were administered an opioid antagonist (0.4 mg/kg nalmefene in 0.9 % saline pectoral muscle injection) to disrupt the reward pathway. Prior to administration of treatments, hens were habituated to the training table, cup and trainer. Training occurred over three consecutive days on a series of three tasks using operant conditioning. Hens were dosed with either saline or nalmefene thirty minutes prior training. Hens were trained for one five minute session each day. Learning tasks included (1) pecking a target, (2) colour stimulus discrimination, and (3) pecking a target on cue presentation. All tasks were trained by the same trainer who was blind to treatment, using clicker training to shape responses. By the final day of training (Day 3), more saline hens had completed Task 1 and Task 2 than hens that received nalmefene (P < 0.0001). No hens in the nalmefene treatment group completed any training task. This study demonstrates that hens treated with an opioid antagonist failed to learn any tasks during operant training sessions, using a food reinforcer, over three days. We show that hens did not learn when the ability to experience reward is blocked, providing evidence that performing operant tasks is rewarding to hens.

Partial rewarding during clicker training does not improve na\xefve dogs\u2019 learning speed and induces a pessimistic-like affective state

Clicker training is considered a welfare-friendly way of teaching novel behaviors to animals because it is mostly based on the positive reinforcement. However, trainers largely vary in their way of applying this training technique. According to the most, a reward (e.g., food) should follow every click, while others claim that dogs learn faster when the reward is sometimes omitted. One argument against the use of partial rewarding is that it induces frustration in the animal, raising concerns over its welfare consequences. Here, we investigated the effect of partial rewarding not only on training efficacy (learning speed), but also on dogs’ affective state. We clicker-trained two groups of dogs: one group received food after every click while the other group received food only 60% of the time. Considering previous evidence of the influencing role of personality on reactions to frustrated expectations, we included measurements of dogs’ emotional reactivity. We compared the number of trials needed to reach a learning criterion and their pessimistic bias in a cognitive bias test. No difference between the two groups emerged in terms of learning speed; however, dogs that were partially rewarded during clicker training showed a more pessimistic bias than dogs that were continuously rewarded. Generally, emotional reactivity was positively associated with a more pessimistic bias. Partial rewarding does not improve training efficacy, but it is associated with a negatively valenced affective state, bringing support to the hypothesis that partial rewarding might negatively affect dogs’ welfare.

Clicker training does not enhance learning in mixed-breed shelter puppies (Canis familiaris)

Clicker training has been a popular form of training for decades and is used in zoos, aquariums, and shelters. Only a handful of studies have investigated the efficacy of the clicker-training method itself despite its widespread popularity. In the first study, we used 30 shelter puppies, naïve to training, that were split into three different groups: clicker + primary reinforcement, vocal praise + primary reinforcement, and primary reinforcement alone. Each puppy was then trained to perform a “stay” command using seven shaping approximation steps. Puppies had 50 trials to get as far as they could in the shaping plan. We found that puppies in the primary reinforcement–alone group significantly outperformed puppies in the clicker + primary reinforcement group (P = 0.004). A second experiment was conducted to see if the type of behavior trained would influence the efficacy of the clicker use. For the second experiment, we trained a wave, a behavior that required multiple topographical steps. We used 60 shelter puppies, naïve to training, and split them into the same three groups (clicker + primary reinforcement, vocal praise + primary reinforcement, and primary reinforcement alone). No significant differences were found between conditions (P > 0.05) when training the wave behavior. These results suggest that different reinforcement strategies may be more or less effective depending on the type of behavior trained; however, we did not find evidence that the addition of a clicker or verbal cue enhanced training performance in either condition compared with using primary reinforcement alone. More research is needed to determine if clickers may have other benefits beyond basic training progression.

Clicker Training Accelerates Learning of Complex Behaviors but Reduces Discriminative Abilities of Yucatan Miniature Pigs

Animal training is meant to teach specific behavioral responses to specific cues. Clicker training (CT) is a popular training method based on the use of a device that emits a sound of double-click to be associated as a first-order conditioned stimulus in contingency with positive reinforcements. After some repetitions, the clicker sound gains some incentive value and can be paired with the desired behavior. Animal trainers believed that CT can decrease training time compared to other types of training. Herein, we used two-month old miniature piglets to evaluate whether CT decreased the number of repetitions required to learn complex behaviors as compared with animals trained with voice instead of the clicker. In addition, we compared the number of correct choices of animals from both groups when exposed to object discriminative tests. Results indicated that CT decreased the number of repetitions required for pigs to learn to fetch an object but reduced the ability of animals to make correct choices during the discriminate trials. This suggests that CT is more efficient than voice to teach complex behaviors but reduces the ability of animals to use cognitive processes required to discriminate and select objects associated with reward.

Two-step investigation of lung cancer detection by sniffer dogs

Early detection of lung cancer (LC) is a priority since LC is characterized by symptoms mimicking other respiratory conditions, but it remains the leading cause of oncological disease death. Properly trained dogs can perceive the volatile organic compounds (VOCs) related to cancer thanks to their acute sense of smell. The use of dogs for LC detection could be advantageous: reliably trained dogs would represent a valuable, cost-effective, non-invasive method of screening, which gives a clear-cut yes/no response. However, whether sniffer dogs are able to maintain their discriminative capacity under long-term control, and in different types of environments, needs further investigation. In this study, we sought to test two hypotheses: firstly, if dogs can be trained to perceive LC-related VOCs in human urine, a substrate which is not influenced by the carrier materials and may thus be a good candidate for large-number screening; and secondly, whether trained dogs retain their performance stability over time, even if the environment in which the tests are carried out varies. We have selected three family dogs that underwent a one-year training period (two weekly training sessions) by the clicker training method. At the end of the training, the dogs underwent two separate test phases, in two different locations, one year apart. All the other procedures had been maintained unchanged. The donors of the samples submitted to the dogs were recruited by the European Institute of Oncology (IEO), Milan, Italy. The results show that the dogs had different sensitivity (range: 45%–73%) and specificity rates (range: 89%–91%), and were deceived neither by lung conditions (that the dogs did not consider) nor by the existence of tumors in the beginning stage, that were correctly reported by the dogs. The one-year interruption of the research work and the changes in the test environment did not induce statistically significant differences in the dogs’ perceptive capacity. To our knowledge, so far, these issues have never been highlighted.

Improving the Recognition of Equine Affective States.

Simple SummaryPeople commonly fail to recognise the behavioural signs that horses display when they experience pain and fear. Consequently, the distress remains unresolved, reducing the horse’s welfare and having potential safety implications for the handler. In order to investigate the public’s ability to recognise such signs of equine distress, members of equestrian Facebook groups were asked to view and comment on six videos; these videos were selected by the authors on account of their portrayal of horses behaving in a manner suggestive of negative affect. For comparison, responses were also obtained from six equine behaviourists, who identified behaviours suggestive of varying degrees of distress. While respondents successfully recognised behaviour consistent with negative affect in some instances, videos featuring natural horsemanship and bridle-less riding were often wrongly interpreted to be positive experiences for the horses. Despite recognising behaviours indicative of distress in some videos, a minority of respondents nevertheless said they would have been happy for their own horse to be treated similarly. Participant age and experience had little effect on the results; however, responses by people who had selected “clicker training” as their preferred equestrian activity were more closely aligned with those of the equine behaviourists, suggesting that clicker trainers might be more accurate in their recognition of equine distress than other members of the equestrian community. This study can be used to inform the outreach activity of education and welfare organisations, through improved recognition, and subsequent reduction, of equine distress.A key welfare problem for horses is that people commonly fail to recognise, and consequently neglect to resolve, equine behavioural signs of distress, worsening the welfare of the horse and potentially putting the safety of the handler at risk as a result. Members of equestrian Facebook groups were asked to view six videos and assess the horse’s behaviour in each; the authors selected the videos and considered each video to demonstrate behaviour associated with negative affective states. An additional six equine behaviourists also completed the survey as an “expert comparison group” from whom we could define “correct” answers; their responses were consistent with each other and the views of the authors. Although the majority of respondents successfully recognised behaviour indicative of distress in some instances, behaviour associated with negative affective states was commonly missed; videos featuring natural horsemanship and bridle-less riding were particularly interpreted incorrectly to be positive experiences for the horses. Binary logistic regression analysis (72.1% success rate) confirmed that the different video types (ridden dressage, natural horsemanship, in-hand dressage, bridle-less riding, Western reining and behavioural rehabilitation) were strong predictors for obtaining a correct answer (p < 0.01) but that experience of equine-ownership was not. Of the equestrian activities preferred by participants, only proponents of clicker training showed an increased likelihood of obtaining the correct answer (p = 0.05). Even when behavioural signs suggestive of negative affective states were recognised, a minority of respondents stated that they would be happy for their horse to be treated similarly. In conclusion, behavioural signs of equine distress are poorly recognised; they therefore warrant an increased prominence in education and the outreach activity of welfare organisations, in order to reduce equine suffering.