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      • Aquatic Animal Life Support Operators (AALSO) >
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      • International Aquarium Congress (IAC) >
        • IAC 2016 >
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      • International Seadragon Husbandry Symposium (ISHS) >
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      • National Wildlife Rehabilitators Association (NWRA) >
        • NWRA 2018 >
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        • NWRA 2019 >
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        • NWRA 2020 >
          • NWRA 2020 Plenary Session Abstracts
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        • NWRA 2021 >
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      • Sea Otter Conservation Workshop >
        • Sea Otter Conservation Workshop 2019 Abstracts >
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    • The Animal Behavior Management Alliance (ABMA) >
      • ABMA 2011 >
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      • ABMA 2015 >
        • ABMA 2015 Keynote >
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      • ABMA 2016 >
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      • ABMA 2017 >
        • ABMA 2017 Keynote >
          • ABMA 2017 Keynote Megan Parker
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          • ABMA 2017 Enrichment Workshop
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      • ABMA 2018 >
        • ABMA 2018 Keynotes >
          • ABMA 2018 Keynotes Gary Wilson and Thad Lacinak
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      • ABMA 2019 >
        • ABMA 2019 Keynote >
          • ABMA 2019 Keynote Kate Webb
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          • ABMA 2019 Panel Discussion - Hot Topics
      • ABMA 2021 >
        • ABMA 2021 Thursday
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      • ABMA 2022 >
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      • IMATA ABMA 2023 >
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    • International Conference on Environmental Enrichment (ICEE) >
      • ICEE 2011 >
        • ICEE 2011 Keynote >
          • ICEE 2011 Keynote Dr. Joy Mench
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          • ICEE 2011 Invited Workshop Dr. Cheryl Meehan
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        • ICEE 2011 Symposia >
          • ICEE 2011 Symposia Personality and Behavioral Husbandry
          • ICEE 2011 Symposia Building enriched environments through design collaboration
    • Regional Aquatics Workshop (RAW) >
      • RAW 2012 >
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          • RAW 2012 Training
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      • RAW 2013 >
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          • RAW 2013 Conservation
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      • RAW 2014 >
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      • RAW 2016 >
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      • RAW 2017 >
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      • RAW 2018 >
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      • RAW 2019 >
        • RAW 2019 Presentations >
          • RAW 2019 Opening Presentations
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          • RAW 2019 Advances in Invertebrate Husbandry
          • RAW 2019 Advances in Marine Fish Husbandry
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          • RAW 2019 Animal Welfare
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        • RAW 2019 Discussions >
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          • RAW 2019 Taxon Advisory Groups (TAG)
      • RAW 2022 >
        • RAW 2022 Health Management
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        • RAW 2022 Sustainable Collections
    • International Elasmobranch Husbandry Symposium (IEHS) >
      • IEHS 2013 >
        • IEHS 2013 Sustainability
        • IEHS 2013 Health
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        • IEHS 2013 Husbandry II
    • Aquality >
      • Aquality II 2014 >
        • Aquality II 2014 Presentations >
          • Aquality II 2014 Supply and Pre-Treatment
          • Aquality II 2014 Chemical and Ultraviolet
          • Aquality II 2014 Ozone and Fractionation
          • Aquality II 2014 Mechanical Filtration
          • Aquality II 2014 Biological Filtration
          • Aquality II 2014 Marine Mammals and Friends
          • Aquality II 2014 Nutrient Control
          • Aquality II 2014 Denitrification
          • Aquality II 2014 Corals and Jellies LSS
          • Aquality II 2014 Microbiology in LSS
          • Aquality II 2014 Quantification
          • Aquality II 2014 Troubleshooting
    • Aquatic Animal Life Support Operators (AALSO) >
      • AALSO 2015 >
        • AALSO 2015 Host Facility Spotlights
        • AALSO 2015 Short Facility Updates
        • AALSO 2015 Water Quality & Chemistry
        • AALSO 2015 Sponsored Facility Updates
        • AALSO 2015 Symposium Theme
        • AALSO 2015 Dirty Laundry
      • AALSO 2016 >
        • AALSO 2016 Dirty Laundry
        • AALSO 2016 Water Quality/Chemistry
        • AALSO 2016 Symposium Theme - Species Specific
        • AALSO 2016 Dive Operations & Green Initiatives
      • AALSO 2017 >
        • AALSO 2017 Monday
        • AALSO 2017 Tuesday
        • AALSO 2017 Wednesday
      • AALSO 2018 >
        • AALSO 2018 Papers Monday
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      • AALSO 2019 >
        • AALSO 2019 Dirty Laundry
        • AALSO 2019 Water Quality & Chemistry
        • AALSO 2019 Program Management Series
        • AALSO 2019 New Innovations Series
        • AALSO 2019 Making It Work Series
      • AALSO 2021 >
        • AALSO 2021 New Innovations Series
        • AALSO 2021 Water Quality & Chemistry
        • AALSO 2021 Dirty Laundry
        • AALSO 2021 Program Management Series
        • AALSO 2021 Greening Up LSS
      • AALSO 2022 >
        • AALSO 2022 New Innovations Series
        • AALSO 2022 Making It Work
        • AALSO 2022 Water Quality & Chemistry
        • AALSO 2022 Program Management Series
    • International Aquarium Congress (IAC) >
      • IAC 2016 >
        • IAC 2016 Keynotes
        • IAC 2016 Fish Husbandry
        • IAC 2016 TAXA Champions
        • IAC 2016 Elasmonbranch Conservation
        • IAC 2016 Mammal and Turtle Conservation
        • IAC 2016 Aquatic Diseases
        • IAC 2016 Coral Conservation
        • IAC 2016 Life Support Operations
        • IAC 2016 Field Conservation
        • IAC 2016 Fish Conservation and Propagation
        • IAC 2016 New Aquariums and Exhibits
        • IAC 2016 Sustainable Seafood Movement
        • IAC 2016 Conservation Education
        • IAC 2016 Traveling and Temporary Exhibits
        • IAC 2016 Business Operations
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        • IAC 2016 Public Outreach
        • IAC 2016 Conservation Outreach
    • International Seadragon Husbandry Symposium (ISHS) >
      • ISHS 2016 >
        • ISHS 2016 Tuesday
        • ISHS 2016 Wednesday
      • ISHS 2018 >
        • ISHS 2018 Tuesday Presentations
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    • National Wildlife Rehabilitators Association (NWRA) >
      • NWRA Education Tracks >
        • Avian Basics Track
        • Basics of Wildlife Rehabilitation 1 Track
        • Mammal Basics Track
      • NWRA 2018 >
        • NWRA 2018 Keynote
        • NWRA 2018 Workshop Lecture
        • NWRA 2018 Administration
        • NWRA 2018 Urban Wildlife Conflict
        • NWRA 2018 Education
        • NWRA 2018 Assorted Topics
        • NWRA 2018 Release & Survival
      • NWRA 2019 >
        • NWRA 2019 Keynote
        • NWRA 2019 Setting Limits
        • NWRA 2019 Animal Welfare Plenary
        • NWRA 2019 Working Together
        • NWRA 2019 Avian Veterinary Topics
        • NWRA 2019 Workshop Lectures
        • NWRA 2019 Volunteers
        • NWRA 2019 Reptiles
        • NWRA 2019 Disease
        • NWRA 2019 Reuniting
        • NWRA 2019 Post-release
        • NWRA 2019 Avian
        • NWRA 2019 Education
        • NWRA 2019 Training Ambassadors
        • NWRA 2019 Mammals I
        • NWRA 2019 Diets & Nutrition
        • NWRA 2019 Avian Radiographs 101
      • NWRA 2020 >
        • NWRA 2020 Plenary Session
        • NWRA 2020 Avain 1
        • NWRA 2020 Mammals 1
        • NWRA 2020 Data
        • NWRA 2020 Rehabilitators and Zoos Roundtable
        • NWRA 2020 Herptiles
        • NWRA 2020 General
        • NWRA 2020 Veterinary
        • NWRA 2020 Waterbird
        • NWRA 2020 Medications
        • NWRA 2020 Oiled Wildlife & Disaster Response I
        • NWRA 2020 Toxicity
        • NWRA 2020 Education & Outreach
      • NWRA 2021 >
        • NWRA 2021 Avian
        • NWRA 2021 Herptiles
        • NWRA 2021 Mammals
        • NWRA 2021 Biosecurity
        • NWRA 2021 General Rehabilitation
        • NWRA 2021 Outreach
        • NWRA 2021 Wildlife Medicine
        • NWRA 2021 Veterinary
        • NWRA 2021 Standards Panel
      • NWRA 2022 >
        • NWRA 2022 Avian Care & Husbandry
        • NWRA 2022 Mammal Care & Husbandry
        • NWRA 2022 Parasite & Pathogens
        • NWRA 2022 General Rehabilitation Concepts
        • NWRA 2022 Compassion Fatigue
        • NWRA 2022 Avian Medicine
        • NWRA 2022 Mammal Medicine
        • NWRA 2022 Wildlife Medicine
        • NWRA 2022 Pharmacology
        • NWRA 2022 Triage & Trauma
        • NWRA 2022 Everyday Rehabilitation
        • NWRA 2022 Loons
      • NWRA 2023 >
        • NWRA 2023 Plenary
        • NWRA 2023 Administration, Fundraising, & Collaboration
        • NWRA 2023 Avian Medicine
        • NWRA 2023 Avian Rehabilitation
        • NWRA 2023 Diagnostics
        • NWRA 2023 Education Ambassadors
        • NWRA 2023 First Response
        • NWRA 2023 Herptile Care
        • NWRA 2023 Highly Pathogenic Avian Influenza
        • NWRA 2023 Home-based & Micro-center Rehabilitation
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ABMA 2014

Thursday Papers


Manding, a Case Study of Giraffe Exhibiting Novel Learned Behavior

Lisa Clifton-Bumpass,
A Step Beyond




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Giraffe living in captivity are undergoing extensive training to better their lives, reduce the stress and the intrusion of daily husbandry care, and increase their long-term welfare through mental stimulation and enrichment.  As giraffe live longer, caring for the normal age-related health issues, chronic health problems, and specific geriatric needs require husbandry staff to develop strategies creating responsive cooperative care protocols.  
Exotic and domestic animals are being taught many new kinds of behaviors via Applied Behavior Analysis (ABA), the arm of psychology focused on the observable relationship between behavior and the environment. In 1957, B.F. Skinner classified a group of behavioral signals from non-verbal individuals who used signals to communicate a specific need for remedy of an internal aversive state that they could not change without the help of another. This is referred to as a mand.  The mand is the result of operant conditioning whereby the learner uses what it has learned to signal the need for relief.  
We will examine the training of two giraffes living in different holding facilities that independently developed a signal expressing a need for specific husbandry protocols to alleviate their physical discomfort. Both individuals learned to use an aspect of their training as a signal for specific treatments that are designed to bring relief. “Tiki”, a 25 year old female giraffe at the Oakland Zoo, and “Rosie”, a 4 year old female giraffe at Six Flags Discovery Kingdom, developed these operant class signal behaviors which are directly related to their training history.

Ante Up! The Influence of
​Antecedents in Training


Andy Hall,
AvianWise




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T​he specific environmental situation in which a behavior occurs is often overlooked as an integral part of training and behavior modification. These antecedents are often given a back seat to the influence of the consequences following the behavior, but they are advised as the first place to begin in effective and ethically grounded training strategies. Often antecedent arrangement can lead to a less coercive training strategy and allow positive reinforcement to replace punishment. This paper will explore the influence antecedents have on desirable and undesirable behaviors, their impact on the value and success of the resulting consequences, and how identification, description, and rearrangement of antecedents can be used to successfully change behavior.
Exploring Reptile Training at the Smithsonian National Zoological Park

Genevieve Warner and Lauren Augustine,
Department of Herpetology, Center for Animal Care Sciences, Smithsonian’s National Zoological Park


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The animal keepers at the Smithsonian’s National Zoo’s Reptile Discovery Center (RDC) employ all types of training techniques with every order of reptile. In the past decade, veteran keepers have been slowly conditioning animals to perform specific behaviors to facilitate captive husbandry. Although these keepers are inadvertently or unintentionally training their animals, typically they are not employing by-the-book techniques. Standardized training protocols often discourage cognitive training efforts by keepers who feel that these protocols are too focused on procedure rather than an animal’s natural history and behavioral response. Although these training techniques differ from the methods of operant conditioning typically taught to animal care professionals, the results are just as amazing and beneficial. Recently, RDC staff have been utilizing all types of training to further explore reptile cognition. For example, the social hierarchy of three false water cobras ( Hydrodynastes gigas ) and reverse learning in green tree monitors ( Varanus prasinus ). Additionally, a recent publication on skilled forelimb movements in black tree monitors, Varanus beccarii (Mendyk and Horn, 2011) led RDC keepers to exploring this type of cognitive behavior in green tree monitors ( Varanus prasinus ), Merten’s water monitors ( Varanus mertensi ) and Komodo Dragons ( Varanus komodoensis). Furthermore, amazing behaviors such as Merten’s water monitors ( Varanus. mertensi ) corralling fish with their bodies have been observed just by experimenting with water levels and live prey. Presenting our experiences with reptile training and cognition will hopefully inspire others to train their reptiles, as reptiles have the capacity to be trained for routine husbandry and veterinary care.

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Managing Training and Enrichment Programs; Bridging Gaps All Around the Zoo


Julie Grove,
The Maryland Zoo in Baltimore



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I would like the opportunity to share with other zoo professionals the many benefits to both animal training and enrichment programs since the creation of my position at The Maryland Zoo.  My position is part time and encompasses the management of all training and enrichment programs throughout the zoo.  During my zoo career I have worked as a keeper and a manager in multiple animal areas.  This experience has helped substantially in my current role.  Communication, planning and organization are keys to successfully managing training and enrichment programs.  My role involves mentoring keepers while assisting them with training zoo wide.  I am also responsible for working to maintain and improve enrichment programs.  I am the liaison between keepers, area managers, collection managers and veterinary staff concerning animal training and enrichment.  During my tenure, many training goals have been met including voluntary injections, blood collection, and ultrasound procedures to name a few.  Communication, planning and organization have played a critical role in shaping and maintaining these complex behaviors.  I would also like the opportunity to discuss the benefits of working with volunteers and interns to further enhance these programs. With the help of many contributors I created an enrichment committee and an enrichment documenting and cataloging system.  My long term goal is to ensure that we continue to make progress in both programs while bridging gaps along the way that help all individuals involved become a part of future successes.
Extended Presentation
Getting to the Heart of Fear – Counterconditioning for Future,
Unknown Stimuli


Gary Fortier and Avery Corondi,
Animal Behavior Institute;
Delaware Valley College


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We know that we can desensitize our animals to known fearful stimuli. But can we desensitize our animals to unknown, future stimuli? Stimulus generalization occurs in a variety of learning situations, in both behavioral acquisition and systematic desensitization. For example, many species may be desensitized to their caretakers; they then extend that reduction in fear to other human staff members. Can we extend this generalization to other objects and situations? 
Our goal in this study was to determine whether counterconditioning could partially insulate animals from the adverse effects of future frightening stimuli. We exposed chickens to a commercial dog toy and then used counterconditioning to eliminate their anxious response. We then exposed the birds to a new frightening stimulus, a stuffed red-tailed hawk ( Buteo jamaicensis ), to determine whether there was any decrease in their fear response. Both the training and testing were done in the same room, under the same conditions, to take full advantage of any contextual cues that might foster stimulus generalization.  
The results of our study have direct implications for animal management. Animals that are kept in outdoor enclosures may be exposed to a broad array of potentially adverse triggers, from boisterous visitors to natural predators that are seen, heard or smelled from afar. Regularly scheduled training session can be easily modified to include counterconditioning to novel stimuli. While we can’t expect to fireproof our animals from fear, we can better equip them to deal with the unknown.


Say “Baaaah”!

Micaela Muniz,
Fort Worth Zoo​





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Hunting for Fun -
Training with the Goal to
Enrich Birds of Prey


Molly Gezella,
University of Minnesota


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At the University of Minnesota Raptor Center, our education birds work with a wide variety of staff and volunteers.  Due to the sheer number of handlers (approximately 45) who run the 1000 annual programs, it’s not uncommon to see previously solid behaviors break down. In the case of our female Barn Owl, we have seen breakdowns in her glove behavior, increased aggression, difficulty stepping her out of a crate, and decreased confidence in programs. In order to accomplish the task of a having her be a successful education bird, a new training and enrichment regimen was set up. This paper will cover how we trained her to fly to the glove, respond to an audio cue, and simulate sound based hunting as an enrichment opportunity. These behaviors rebuilt her confidence with new situations, new handlers, and allowed her to be more comfortable in her environment. For me, the “heart” of behavior management is creating an environment where the animal is both physically and mentally fit. With these new training strategies, we were able to provide that for this Barn Owl.  We have already seen a general increase in confidence, a decrease in nervous behavior in new environments, and calm behavior in large groups of people in familiar program rooms. Additionally, her crate behavior has improved and all handlers report less aggression from her stepping to the glove.

​Using Collaboration and Creativity
​to Increase Exhibit Use


Matthew Lenyo,
Denver Zoological Foundation


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In June 2012, Denver Zoo opened Toyota Elephant Passage, an innovative 10-acre exhibit featuring animals from Southeast Asia. 1.1 White-cheeked gibbons ( Nomascus leucogenys) are one of the species housed in the new exhibit. Their habitat was designed to provide a unique and interactive experience for both the animals and guests. However, with the innovative design came several challenges. This paper will discuss one such challenge and the use of behavior management to help overcome it. The gibbon habitat consists of three islands, each connected by high vines. To reach the third island, the gibbons must cross a 55 foot vine that spans 20 feet above a visitor area. While the female gibbon crossed the vine herself, the male was extremely reluctant. Thus, staff developed a training plan to help increase his exhibit use. The experience provides a unique perspective on the entire training process. The paper discusses the importance of collaboration and brainstorming to develop innovative solutions to complex problems. The behavior involved several logistical challenges and required a great deal of flexibility and novel thinking to select the best possible approach. While the behavior is still a work in progress, continuous evaluation has proven to be an important tool for moving forward. The paper concludes with a discussion of unexpected outcomes and touches on the difficult task of recognizing when a behavior is beyond the abilities of an individual animal. It explores how other tools might be paired with the training itself to ultimately achieve the desired objective.

​Behavioral Training and
Enrichment of Monitor Lizards


Nathan Haislip, M.S.
Fort Worth Zoo


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Historically, reptilian learning capabilities have been poorly understood. However, within the past 30 years, more research has been devoted to determining the extent of their intelligence. Specifically, monitor lizards have been referred to as the primate equivalent of the reptile world with problem-solving abilities.  Because these large reptilian predators can be aggressive and dangerous in a captive setting, behavioral training is an important part of maintaining these specimens in a safe and enriching environment.  Utilizing their mental strengths, they can easily be trained to complete tasks that can benefit keepers and enrich the lives of the animals.  At the Fort Worth Zoo in Fort Worth, Texas, we have an extensive behavioral training program that focuses on promoting interactions that are positive for both keepers and animals.  An integral part of this training program includes operant conditioning using some form of target and bridge system.  Through this system, we can easily shift animals, obtain regular weights, assess body condition or conduct physical exams, as well as enrich the individual animal through positive reinforcement.  Other enrichment techniques are utilized including varying prey items, providing the animals with puzzles, and providing novel chemosensory items.

"Face or Foot?" - Team Training a
​Canada Moose for Farrier Hoof Work


Rebecca L. Zwicker,
Cheyenne Mountain Zoo


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In May of 2012 our 1.0 Canada moose, “Tahoma” developed a crack on his back left hoof that needed to be addressed and treated. We were asked to train Tahoma for veterinary and farrier work while he is fully alert (no sedation), on exhibit, and in a protected contact setting. To accomplish this behavior, it required innovation and true teamwork as, to our knowledge and research, no other zoo facility has trained a moose for voluntary back foot farrier work. We developed the “Face or Foot” training approach, which involves two primary keepers for body placement, stationing and mechanic work. We had to not only learn the nuances of our moose, but also each other. Whether one is working the face or the foot, there are small details that when recognized and addressed can make all the difference in a training session.

Exploring the Training of a Blue-Breasted Kingfisher for Use as a Program Animal

Aimee Owen and Rickey Kinley,
Cincinnati Zoo and Botanical Garden


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The breeding pair of Blue-breasted Kingfishers ( Halcyon malimbica ) at the Cincinnati Zoo abandoned nesting for a reason that was unknown to the keeper staff. Additionally this pair of birds also chose to remove the clutch of eggs from their nest cavity and toss them onto the floor of their enclosure. All of the eggs were found broken except for one. Because it was unbroken this egg was able to be artificially incubated and fortunately it eventually hatched. The resulting bird was named “BB” and she was hand-reared from day one and eventually was trained to became an outreach program animal. This paper will describe the various steps of positive reinforcement training which were used to stick train her, crate train her, and to train her for use as a program animal. Also, this paper will explain what role she is currently filling as an animal ambassador.
Learning the Power of Positive Reinforcement from a Fossa: Changing Panic to Cooperative Injection Training

Jennifer Ziegelmeyer Archibeque, Lisa Clifton-Bumpass;
Happy Hollow Park and Zoo


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Female fossas ( Cryptoprocta ferox ) are known to partially molt their coat as a part of the estrus cycle leaving exposed skin. ”Roni”, the 0.1 fossa residing at Happy Hollow Zoo in San Jose California, exhibits signs of excessive molting in addition to extreme seasonal allergies affecting her on and off exhibit behavior, appearance and welfare. After many unsatisfactory oral medication trials and a complete allergy skin test, it was determined the best long-term treatment for seasonal atopic dermatitis would be weekly subcutaneous immunotherapy injections to begin immediately and continue through her lifetime.   
A cooperative injection behavior was trained while simultaneously using behaviors under stimulus control in order to start the treatment. The complete injection behavior was a result of chaining operant behaviors while creating a strong positive conditioned response to medical staff and the squeeze chute via classical conditioning. We will discuss the challenges of training a complex behavior with novice learners, overcoming Roni’s fear of the squeeze chute as a result of her aversive events history associated with the chute, the changes in animal behavior measured by reduced anxiety, Roni’s preference for various reinforcers, and the considerations of training a behavior while it is being used for a medically requisite aversive procedure. Using positive reinforcement, we have seen a dramatic increase in animal welfare through the immunotherapy treatment and positive changes in overall animal behavior, particularly during training sessions over the course of eighteen months.
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