Applied Equine Ethology in the Clinical Environment

PRESENTATION

BROCHURE

APPLIED

EQUINE ETHOLOGY in the Clinical Environment

Autores

Janine Elizabeth Davies

APPLIED

Applied Equine Ethology in the Clinical Environment

EQUINE ETHOLOGY in the Clinical Environment

Autores

Janine Elizabeth Davies

eBook

available

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The aim of this book is to create awareness of how to apply existing methodologies, new techniques and practices that enhance all aspects of equine behaviour and welfare.

This will subsequently reduce arousal states and diminish flight and fight responses, overall resulting in equine behaviours that are safer to work with and reduce the risk for all of those around them.

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TARGET AUDIENCE:

✱ Equine Veterinarians ✱ Equine Technicians (Veterinary nurses, farriers, coaches and trainers) ESTIMATED ✱ Veterinary students RETAIL PRICE FORMAT: 22x28 NUMBER OF PAGES: 240 NUMBER OF IMAGES: 500-900 approx.

€59

NUMBER OF VIDEOS: 10 BINDING: hardcover ESTIMATED PUBLISHING DATE: May 2022

Author JANINE ELIZABETH DAVIES Graduated from the University of Zaragoza, Spain, she is an accredited equine veterinarian, behaviourist and equestrian coach.

KEY FEATURES:

➜ ➜ ➜ ➜

Unique approach to equine ethology both in content and context.

Evaluation of behaviour in a range of aspects within the clinical environment.

Advanced practical skillset and understanding of equine behavioural issues.

Enhanced learning through behavioural modification case studies and Instructional video clips to support the text.

Presentation of the book This practical veterinary handbook has been designed to guide professionals through the behavioural assessment of the equine patient during clinical procedures and gain an understanding of how to develop a behavioural management strategy, which is the most appropriate for each individual horse and suitable for the type of procedure to be performed. The book contains information on effective evidence based on traditional and novel methodologies of restraint, analgesia and sedation, trained responses and desensitization techniques. Providing the veterinarian with a sufficient toolkit and knowledge to manage the horse’s species-specific needs and enhance the safety of the clinical environment from an ethical and ethological standpoint. The manual will be divided into three sections. The text will be accompanied by technical illustrations, images and practical video clips.

Applied Equine Ethology in the Clinical Environment

The author Janine Elizabeth Davies Janine qualified as a veterinary surgeon at University of Zaragoza and as an intermediate equestrian coach at the Federacion Hipica Aragonesa, Zaragoza (Spain) in 1995. While still in Spain, she lectured at seminars, alongside the National Police on Animal Behaviour and worked as an independent translator at Zaragoza Veterinary Faculty. She competed successfully at Advanced Medium Dressage and Show Jumping.

In September 2015 Janine returned to the UK where she enrolled in a Postgraduate Certificate in Equestrian Performance at Hartpury College, one of the world’s largest equine colleges with world-class facilities. Undertaking research in the following areas: Equine Stereotypical and Anticipatory Behaviour; the Application of Punishment in Horse Training; the Relationship between Problematic Behaviours and Horse Training strategies; and the Physical and Psychological Aptitudes of a Professional Dressage Rider. From February 2019—February 2020 Janine was Chairman of the British Horse Society in Witlshire (UK).

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She worked as an equine veterinarian in England for four years, also serving as an independent veterinarian for the RSPCA at the ancient Appleby Horse Fair 1998—2000. In 2000 Janine moved to the province of Malaga (Spain) where she initiated and ran her own equine mobile veterinary practice. In 2005, Janine moved from Spain to Vancouver Island (Canada) where she resided for 10 years. It was at this point in time when her interest in equine behaviour and welfare really came to the forefront and after a period of career transition, she started a new business in behavioural consultation and coaching practice. Her journey into the world of Equitation Science began in 2010 and in May 2014 Janine achieved an Associate Diploma in Equitation Science, through the Australian Equine Behaviour centre AEBC (now Equitation Science International) becoming the first ES graduate in North America. While in Canada she also gained her Equine Canada Competition Coach Certification which has international recognition. Through lectures and workshops, she raised awareness of how the application of Learning Theory and Equitation Science Principles in horse handling and training ultimately lead to improved equine welfare both at home and in competition.

Table of contents 1. Section 1: Managing the equine patient Introduction The equine patient Recognition of pain Physical restraint Chemical restraint and analgesia

2. Section 2: Learning Theory Introduction to how the horse learns Non-associate learning Associate learning Training and time Behavioural modification techniques

3. Section 3: Applied learning theory in equine clinical procedures Training immobility Desensitization to an oral syringe Desensitization to inoculation at various injection sites Head control and desensitization of related structures Desensitization of sensitive body areas: flanks, genitalia and rectum Training the horse to keep his/her foot on the ground Training the horse to pick his/her feet up without kicking Over-shadowing technique explained for use in horses with severe anxiety towards certain objects

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+34 976 461 480

APPLIED

EQUINE ETHOLOGY in the Clinical Environment

Autores

Janine Elizabeth Davies

PY097598_Applied_Equine_Ethology_Clinical_Environment_CUB_SERVET.indd 3

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APPLIED EQUINE ETHOLOGY IN THE CLINICAL ENVIRONMENT

can be attributed to character traits and breed predisposition, this is not always the case. Some horses may simply be naïve to a certain PC; others may have been trained inappropriately or be insufficiently desensitised to the environment. When veterinarians encounter these tricky situations, it is important that they remain objective and open-minded when it comes to their etiology.

Thoroughbred racehorses, as an example of breed predisposition, have been bred for flight, eliciting fast forward motion.

Therefore, they are not “backwards thinking”. Learning to back up can be challenging for them and even once the “back up” response has been trained and appears to be reliable, a sudden arousal can result in a significant reluctance to do so. Under these circumstances a racehorse could be labelled “stubborn” or “pushy” for not stepping back, when in reality they were bred for speed.

From an equine welfare perspective, the use of an aversive stimulus can be considered controversial under certain circumstances.

The use of too much force can inflict pain and/ or distress in the horse and a specific tool can also be too overwhelming.

An AS is an unpleasant stimulus and is required to be sufficiently displeasing to override the horse’s motivation to display any behaviour other than the target behaviour (TB). An AS triggers a state of sympathetic arousal, where the flight/fight response can potentially be engaged. Push too hard and more conflict behaviours develop than one bargained for. Furthermore, training with NR alone (without the addition of a positive reinforcer) is not an overly enjoyable experience for the horse.

Even if the literature suggests that over time, horses habituate to the pressures applied to the pressures applied and the stress response it elicits lessens.

USE OF NEGATIVE REINFORCEMENT NR is extensively used because it is highly effective and perceived to be a quicker method of training compared to positive reinforcement. Giving the horse a reward takes time as does allowing more “trial and error” behaviours during sessions.

However, recent research indicates that positive reinforcement (PR) significantly increases equine welfare compared to aversive methods (Chapter 9).

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FIGURE 4. The addition of a tactile positive reinforcer after the target behaviour (TB) is performed.

There are many different responses that can be trained with the application of NR, some of which are depicted in this Chapter. How to behaviourally shape or improve these responses is discussed.

a

08

NEGATIVE REINFORCEMENT TOOLKIT

b

c

FIGURE 5. A horse seen yielding the hind quarters from whip taps.

FIGURE 6. (a) Bridle with a coupling piece can facilitate handling; (b) a rope halter offers better control than a halter; (c) Chifney bit in conjunction with a webbing halter.

ASSOCIATE LEARNING: AVERSIVE CONDITIONING

The NR toolkit is the equipment we use to apply the pressure or AS. A suitable NR tool elicits an avoidance response and does not precipitate flight or fight behaviours. The tack is required to be well fitted and offer sufficient control. Here are some of the most widely used horse handling tools and tack (Figs. 6 and 7): ■ Head collar/halter (webbing, rope or modified), lead rope attached or not.

■ Bridle with reins. Bit or snaffle to suit level of training and control required.

■ Direct pressure from our hands or body.

■ Whip (dressage, lunge, etc).

■ Horseman’s stick.

■ Horsemanship flag.

■ Straight bar Chifney bit for horses that rear and are unruly to lead. Should be used only by a skilled handler and in conjunction with a bridle or headcollar.

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APPLIED EQUINE ETHOLOGY IN THE CLINICAL ENVIRONMENT

a

■

The handler is both confident and skilled in using the equipment.

■

Sufficient control can be achieved with the head collar or bridle.

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The horse is mildly desensitized to the tool, and it does not trigger hyperreactivity, yet sensitized enough to consider the tool aversive and motivated to move away from the pressure it exerts.

■

Compared to other tools, less pressure is required to elicit a response. This varies with individual horse sensitivity.

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It does not cause pain or discomfort.

b

a

c

b

FIGURE 7. (a) Horsemanship flag; (b) dressage whip; (c) horseman’s stick.

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Attributes of an effective tool

FIGURE 8. This horse responds calmly from an aversive stimulus (AS).

FIGURE 9. Pressure applied to the halter and with whip taps to elicit a step back, less pressure is required at each site of application.

HOW TO USE LESS PRESSURE It is essential to use the minimum amount of pressure required to achieve a TB in training.

■ Shape responses gradually. Each approximation to the TB requires only small amounts of additional pressure to be accomplished.

■ Apply two different tools simultaneously.

■ Change the tool to a more effective one.

Before applying two different tools simultaneously, train with both tools independently first.

ASSOCIATE LEARNING: AVERSIVE CONDITIONING

08

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APPLIED EQUINE ETHOLOGY IN THE CLINICAL ENVIRONMENT

THE APPLICATION OF NEGATIVE REINFORCEMENT The aim of NR in the veterinary setting is for the horse to perform the specific TBs that enable the execution of the elected clinical procedure. This necessitates the horse to be under the handler’s stimulus control (see Chapter 6).

SEQUENCE OF EVENTS Each sequence is initiated with a light pressure cue or AS to give the horse a chance to respond from a small amount of pressure.

If the horse does not respond, this light signal is followed by the lowest motivating amount of pressure. To gage this, gradually raise the amount of pressure until the horse begins to trial alternative responses. Wait for the TB to be offered and release the pressure immediately.

The escalation of pressure with the whip is best achieved by whip taps approximately two per second. The frequency must be increased before you boost the intensity.

conditioning. Inappropriate training methods can have a deleterious effect on the horse’s mental and physical health. Here are some common training scenarios where NR can be applied incorrectly.

Pressure released for the wrong behaviour A good example of this could be the development of head-shyness in horses. For instance, a handler approaches a horse to administer eye drops and the horse tosses his head violently to avoid the action. The handler takes a step backwards ceasing the eye drop application, in doing so they just reinforced the head tossing. Their step backwards is interpreted by the horse as a release of pressure.

TABLE 2. Pressure released for the wrong behaviour.

Motivator

■ ■

Application of pressure Level of pressure may be variable

Timing

■ ■

What: the release of pressure When: immediately after an untargeted behaviour (UB) is performed

TABLE 1. Sequence of events.

Motivator

■ ■

Application of initial light pressure cue Escalation of AS to lowest level of motivating pressure

Timing

■ ■

What: the release of pressure When: immediately after the TB is performed

Consequence

Enhacement

■

■

The TB becomes more likely to be performed

Consequence

Likely outcomes

Unpredictable: horse unable to associate TB with the cue ■ Uncontrollable: unsuccessful handler may act irrationally out of frustration ■

■ ■ ■

The wrong response is reinforced Confusion/hyperrreactivity Stress related health implications

Addition of positive reinforcement

Pressures released inconsistently

INCORRECT APPLICATION OF NEGATIVE REINFORCEMENT Problematic behaviours during training are often attributed to the horse. Where it may be true that some individual horses possess challenging character traits or have suffered a traumatic experience, it is equally demonstrable that conflict behaviour can arise through the incorrect application of operant

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A horse may be unsure of how to respond to a certain cue, or they may simply prefer to offer a different response. The handler, on the other hand, may not have confidence in their own ability.

This situation can result in the handler sometimes releasing the pressure for the TB (i.e. a step forwards) and other times “giving up” by ceasing the pressure signal when an UB is presented (i.e. barging into handler) and the UB is reinforced. When this happens repeatedly and/or with different targeted behavioural cues it is extremely confusing for the horse.

b

c

d

e

f

08

g

FIGURE 10. (a) Neutral stance; (b) initial light pressure; (c) escalation of pressure; (d–e) steps forward; (f) release pressure; (g) neutral stance.

ASSOCIATE LEARNING: AVERSIVE CONDITIONING

a

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APPLIED EQUINE ETHOLOGY IN THE CLINICAL ENVIRONMENT

a

b

c

d

e

f

g

h

FIGURE 11.A horse is requested to move over from shoulder pressure. (a) Initial light pressure; (b–f) escalation of pressure with whip taps; (g) first step emerges; (h) release of pressure.

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b

c

d

e

f

g

h

FIGURE 12. A reluctant horse is seen performing forward steps from bridle/bit pressure and whip taps.

08

ASSOCIATE LEARNING: AVERSIVE CONDITIONING

a

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APPLIED EQUINE ETHOLOGY IN THE CLINICAL ENVIRONMENT

TABLE 3. Pressures released inconsistently.

Motivator

■ ■

Application of pressure Level of pressure may be variable

Timing

■ ■

What: the release of pressure When: directly after the targeted or untargeted behaviour emerges

Sustained pressure

Consequence

Likely outcomes

Unpredictable: different behaviours are reinforced from the same initial cue ■ Uncontrollable: the horse cannot ascertain which behaviour will reliably release the pressure ■

■ ■

Hyperreactivity/conflict behaviours Neurosis and other stress related health implications

Severe pressures that do not target the lowest motivating level of pressure Some equestrians believe that horses need to be dominated. This belief can lead them to use excessive force when delivering pressure cues during training. The sapplication of undue pressure cues can put the horse into a state of hypervigilance which in turn precipitates TABLE 4. Severe pressures that do not target the lowest motivating level of pressure.

Motivator

Timing

Consequence

Likely outcomes

Application of initial pressure is excessive ■ Escalation of pressure is excessive

Frequently, contemporary riders use increasingly strong and sustained rein pressure to put a horse “in a frame” which in some instances is accompanied by hyperflexion of the neck for prolonged periods of time (over 10 minutes). These practices can result in physical injuries such as tongue ischemia and/or paralysis, neck injuries, impaired breathing and short- and longterm stress related illnesses.

TABLE 5. Sustained pressure.

Motivator

■

Application of sustained heavy pressure

Timing

■ ■

The pressure is not released NR does not take place

Consequence

Likely outcomes

Uncontrollable: horse unable to find a way to release the pressure ■ Unescapable: heavy pressure continues over time ■

■ ■ ■

Habituation to heavy pressure Development of conflict behaviours Pressure injuries and stress related health implications

■

■ ■

What: the release of pressure When: this may be erratic Uncontrollabe: the horse cannot choose to respond from a light pressure cue ■ Unescapable: the horse is almost always subjected to severe pressure ■

■ Habituation to heavy pressure ■ Hyperreactivity and conflict behaviours ■ Pressure injuries and stress related

health implications

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the performance of escape and avoidance behaviours such as bucking, rearing and shying. Or alternatively the horse habituates to heavy pressure and ceases to respond from a light pressure cue.

WHERE TO TRAIN AND WHY When it is appropriate to train TB in the equine patient in preparation for the clinical procedure, initially, the best choice of environment is both safe for the horse and handler, and is relatively easy to get the horse under SC. Training in the CE can elicit problematic behaviours associated to this location. The ideal approach would be to train the required TB in increasingly similar environments to the CE (see Chapter 6) until they become reliable (see Chapter 9).

If, despite our best efforts, the patient is still unable to cope and adapt to the CE, please refer to table 6 to view some common scenarios of why this may occur and probable solutions. Behavioural modification techniques are discussed in Chapter 10 of this section and their application in clinical cases in Section 3.

08

FIGURE 14. Training in the clinical environment (CE).

Initial Training Environment

Different to CE Identical or similar to CE One or more intermediate environments required Clinical Environment (CE)

TABLE 6. Loss of stimulus control in the clinical environment. PB: problematic behaviour; SC: stimulus control; NR: negative reinforcement; PR: positive reinforcement; CE: clinical environment; BMT: behavioural modification techniques.

PB linked to a person/ handler

■ ■

PB linked to CE

■

Fearful memory of the procedure

Remove or substitute the person involved Apply desensitisation techniques and/ or BMTs ■ Consider chemical/physical restraint ■ Consider using a handler with more advanced knowledge and skills

Regain SC through operant conditioning: NR and PR away from CE ■ Implement BMTs focused on different aspects of the CE that elicit PBs ■ Consider chemical/physical restraint

Regain SC through operant conditioning: NR and PR ■ Implement BMTs focused on procedural aspects that elicit PBs ■ Consider chemical/physical restraint ■ Consider performing a different procedure where possible ■

TB trained to insufficient standard

■

Required TBs incorrectly selected

■

Challenging Character traits

Re-train TBs to gain sufficient SC through operant conditioning: NR and PR ■ Consider using a handler with more advanced knowledge and skills

If time allows train TBs necessary to perform the procedure safely ■ Consider chemical/physical restraint

Evaluate if SC is possible Regain SC through operant conditioning: NR and PR and/or BMTs ■ Consider chemical/physical restraint ■ ■

ASSOCIATE LEARNING: AVERSIVE CONDITIONING

FIGURE 13. Hoof examination is performed on a mare standing quietly.

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APPLIED EQUINE ETHOLOGY IN THE CLINICAL ENVIRONMENT

a

c

b

FIGURE 15. Ideally horses need to be desensitized appropriately prior to the examination/procedure taking place.

WHEN TO USE NR IN THE CLINICAL ENVIRONMENT In this segment an outline of strategic pathways is proposed to navigate the practitioner through the evaluation of behavioural management of each individual clinical case. It is paramount that safety for all involved and the welfare of the patient take priority when choosing a specific strategy.

Limitations of the clinical environment (for example a slippery surface), inclement weather, time constraints and other factors

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that influence the successful execution of the procedure need to be considered carefully.

If the handler is not sufficiently skilled or the horse excessively aroused, then physical restraint and/or chemical restraint should be considered early on where possible. The use of analgesia (see Chapters 3 and 5) will be left to the clinician’s discretion as in some instances, such as lameness examinations it may be inappropriate.

FIGURE 16. The horse offers the target behaviour from the pressure cues. TB: target behaviour; PC: pressure cue; SC: stimulus control; BMT: behavioural modification techniques.

08

The horse readily offers the TB form PCs

Low levels of arousal

High levels of arousal

Sufficient SC to attempt procedure

NR + BMT to reduce arousal and gain SC

Challenging to perform

BMT

Physical/chemical restraint

Successful

FIGURE 17. The horse does not offer the target behaviour from the pressure cues. TB, target behaviour; PC, pressure cue; SC, stimulus control; BMT, behavioural modification techniques.

Does not offer TB from PCs

Sufficient time to attempt training prior to performing procedure

Sufficient SC to perform procedure

Insufficient time available

Insufficient SC

Apply BMT

Successful

Consider physical/chemical restraint

ASSOCIATE LEARNING: AVERSIVE CONDITIONING

Successful

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APPLIED EQUINE ETHOLOGY IN THE CLINICAL ENVIRONMENT

a

b

c

d

e

f

FIGURE 18. Teaching a horse head control can be useful when performing certain procedures. TB: target behaviour; PC: pressure cue; SC: stimulus control; BMT: behavioural modification techniques.

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