Motivating Your Learner To Use Buttons

안전 주의사항 (Safety Alert!)

• 학습자에게 다음 음식은 절대 급여하지 말 것:
• allium (알리움) 속 식물: garlic (마늘), onions (양파), chives (쪽파), leeks (부추류), scallions (대파), shallots (샬롯)
• macadamia nuts (마카다미아 너트)
• poultry bones (가금류 뼈)
• chocolate (초콜릿)
• grapes (포도) 또는 raisins (건포도)
• 성분표를 확인하여 xylitol (자일리톨), BHA (부틸히드록시아니솔), BHT (부틸히드록시톨루엔)이 포함되지 않았는지 확인할 것.
• 많은 강아지와 고양이가 lactose-intolerant (유당불내증)이 있으므로, dairy products (유제품) 급여 시 주의할 것.

학습 동기 부여 요소(Motivators) 선정 기준

• 성공적인 교육을 위해서는 Reasonably Motivating (적당히 동기부여됨)과 Super Motivating (매우 강력하게 동기부여됨) 사이의 sweet spot (적정 지점)을 찾는 것이 핵심임.
• impulse control (충동 조절)이나 self-regulation (자기 조절)에 어려움을 겪는 학습자의 경우, Too Motivating (지나치게 동기부여됨)한 보상 버튼은 피하는 것을 고려할 것.
• Super Motivating한 버튼은 학습자가 기본기를 익히고 ALL DONE (다 했어/끝났어) 및 LATER (나중에) 개념을 학습한 후에 도입할 것.

보상 강도에 따른 분류 및 특징

1. Too Motivating (지나치게 동기부여됨)

• 특징:
• 스스로 통제력을 잃고 서투르거나 거칠어 보일 수 있음.
• sit (앉아) 같은 기본적인 행동 수행에 어려움을 겪음.
• 더 많은 보상을 얻기 위해 알고 있는 행동들을 정신없이 시도함.
• 보상에 너무 집중한 나머지 사고가 마비됨: "They can’t hear you" — (그들은 당신의 말을 듣지 못하는 상태임).
• 생각하기보다는 즉각적으로 반응함 (모든 것은 출력(output)이고, 입력(input)은 없음).
• 교육 적용: 버튼 교육을 시작할 때 반드시 최선의 선택지는 아님.

2. Super Motivating (매우 강력하게 동기부여됨)

• 특징:
• 이 보상을 위해서라면 싫어하는 행동이라도 기꺼이 수행함.
• 신체 조절 능력이나 공간 인지 능력이 저하되어 주변 사물에 부딪힐 수 있음.
• 보상이 완료되거나, 사라지거나, 치워졌음에도 불구하고 멈추기를 거부함.
• overarousal (과각성) 경계에서 춤을 추듯 행동하지만, 여전히 기능하거나 사고하는 능력은 유지함.
• 보상에 극도로 집중하지만, 반드시 학습에 집중하는 것은 아님.
• 교육 적용: 버튼 교육에 강력한 동기 부여 요소가 되지만, 보호자는 respond (반응)하고 model (모델링)을 많이 해줄 준비가 되어 있어야 함.

3. Very Motivating (매우 동기부여됨)

• 특징:
• 이 보상을 위해서라면 거의 무엇이든 할 의지가 있음.
• 새로운 시도를 즐기며 집중력을 유지함.
• 이 보상이 제공될 때 주의를 기울이고 경청함.
• 교육 적용: 버튼 교육을 시작할 때 가장 좋은 동기 부여 요소인 경우가 많음.

4. Reasonably Motivating (적당히 동기부여됨)

• 특징:
• 이 보상을 위해 즐겁게 일하고 요구된 행동을 수행함.
• 새로운 것을 배우거나 보호자와 이 보상을 통해 교감하는 것을 즐김.
• 여전히 주변 상황에 의해 주의가 분산될 수 있으며, 반응 속도가 느릴 수 있음.
• 교육 적용: 버튼 교육을 위한 좋은 동기 부여 요소임.

5. Somewhat Motivating (다소 동기부여됨)

• 특징:
• 과도한 노력이 필요하지 않거나 너무 오래 걸리지 않는 한, 요구된 행동을 기꺼이 수행함.

버튼 훈련을 위한 동기부여 상태 분석

• 반려견이 훈련에 집중하지 못하고 주의력이 쉽게 흐트러지는 상태
• 반려견이 집중력이 부족하거나, 지나치게 편안하거나, 혹은 "chillin" (느긋하게 쉬고 있는) 상태일 때
• 위와 같은 상태는 버튼 훈련을 시작하기 위한 좋은 동기부여 조건이 아님

동기부여가 부족한 경우의 특징

• Not Motivating (동기부여가 되지 않는 상태):
• 반려견이 보상(motivator)을 받아들이거나 상호작용은 하지만, 그것을 얻기 위해 특정한 행동을 하려고 하지는 않음
• 보상 자체에 전혀 관심이 없을 수도 있음

'지나친 동기부여(Too Motivating)'에 대한 기준

• 모든 학습자가 "Too Motivating" (너무 자극적인 것)이 있는 것은 아님
• 반대로 모든 것에 지나치게 흥분하는 학습자도 존재함
• 특정 보상이 반려견에게 "Too Motivating"인지 확실하지 않은 경우:
• 만약 스스로 질문을 던져야 할 정도라면, 그것은 아마도 단지 "Super Motivating" (매우 동기부여가 되는 수준)일 것임
• "Because trust us, you’ll know when you see it." — (우리를 믿으세요, 실제로 보면 그것이 '너무 지나친 상태'인지 즉시 알 수 있을 것입니다.)

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• Preparing Your Learner for Buttons (버튼 훈련을 위한 학습자 준비) - 2022년 12월 15일, 작성자: Ashley Evenson
• Setting Up Your First Button (첫 번째 버튼 설정하기) - 2022년 12월 15일, 작성자: Ashley Evenson
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Learning Center Motivating Your Learner To Use Buttons Dec 15, 2022 By Ashley Evenson To encourage button use, find out what motivates your learner. Motivating your learner refers to tapping into, creating or capitalizing on their eagerness to engage in an activity. A learner who is motivated will be more likely to participate in an activity and learn. In the early stages, button presses may be requests for something, and your learner will learn that pressing the button can help them express that desire. Tips to remember: Common motivators include: physical affection, play, food, and walks/outside access What motivates your learner can change depending on factors like hunger, exercise, mental stimulation, and quality time Learners have personal preferences, moods, and can change their minds Novelty can boost motivation, maintain it by rotating motivators every few weeks Every learner is different, so be open-minded and willing to explore different motivators to see what works best Be creative and have fun! Popular motivators for learners are: Physical affection Play Food Walks or access to the outdoor Physical Affection Observe your learner's responses when you initiate physical contact to see what kind of physical affection they prefer Physical affection can include chin scratches, cuddles, belly rubs, and more Be mindful of areas that your learner might not like to be touched, such as the head, face, legs/feet, tail, and belly (especially for cats) Never force physical affection on your learner Pay attention to their mood and environment, as they might have different preferences in different situations Always respect your learner's boundaries and never engage in physical affection that they dislike Signs they like it: Leaning into you, moving closer, or bumping your hand to indicate they want more A relaxed posture and “happy face” expression (relaxed eyes, ears, and mouth). Purring or leg thumping Signs they don’t like it: Moving away immediately when experiencing this type or location of touch Avoiding your hand if you go to reach for them again Tensing up and other stress behaviors (e.g., looking away from you, yawning, beginning to pant, etc.) 2. Play Experiment with different types of toys and games to find the most engaging ones for your learner Different learners have different play preferences (fetch vs. tug, solo play with a mouse toy, etc.) Factors such as texture, shape, hardness, sounds, comfort in mouth, and more can affect your learner’s preferences Dogs tend to prefer toys with a bit of give to flex their jaws on Cats tend to enjoy toys

they can bat around or hug and kick 3. Food Watch out for Food Frenzy! Food can be one of the most powerful motivators, but it isn’t always the best place to start for some learners. For overly food-motivated learners, starting with TREAT can be counterproductive. Rather than learning that buttons are for communication, they might fixate on TREAT and believe buttons are just magical food dispensers. If food is appropriately motivating for your learner, here are some tips: Offer different types of treats to find what motivates your learner the most Remember that different learners have different food preferences and that they can change Consider serving treats in new ways (e.g. hiding in a toy) to keep things exciting and fresh Cut treats into small pieces. The smaller the pieces, the more repetitions of button presses you can do Not all food is equally motivating. Some learners will work for their regular kibble or half a baby carrot while others require bits of cooked chicken or steak. Find the sweet spot where they want to learn but don’t become frantic about getting a treat Safety Alert! Never feed your learner anything from the allium family (garlic, onions, chives, leeks, scallions, shallots), macadamia nuts, poultry bones, chocolate, grapes (or raisins), and check ingredient lists to avoid xylitol, BHA or BHT. Many dogs and cats are lactose-intolerant, so take it easy with dairy products too. How to Pick Motivators for Button Teaching Finding the "sweet spot" between "Reasonably Motivating" and "Super Motivating" buttons is key to successful teaching Consider avoiding buttons that are "Too Motivating" for learners who struggle with impulse control or self-regulation Introduce "Super Motivating" buttons after the learner has learned the basics and ALL DONE/LATER concepts have been introduced. Too Motivating : They may: lose control of themselves and appear clumsy or wild struggle to perform basic behaviors such as “sit” frantically offer known behaviors trying to get more be so focused on the motivator they can’t think straight: “They can’t hear you” be reacting more than thinking (all output, no input) Not necessarily the best motivator for starting button teaching. ** Super Motivating: They may: be willing to do anything for this motivator, even things they dislike. show reduced bodily control or spatial awareness and might bump into things. be unwilling to quit even when the motivator is done/gone/put away dance along the boundary of overarousal but still be able to function/think They’re extremely focused on the motivator but not necessarily on

learning. A powerful motivator for button teaching but be ready and willing to respond and model a lot!

• Very Motivating: They’re willing to do just about anything for this motivator They’re happy to try new things and remain focused They’re attentive and listening when this motivator is available. Often the best motivators for starting button teaching!
• Reasonably Motivating: They’re happy to work for and do as asked for this motivator They enjoy learning new things or engaging with you with it They may still be distracted by what’s happening around them and could be slower to respond. A good motivator for button teaching. Somewhat Motivating: They’re willing to do as asked for this motivator, as long as it doesn’t take too much effort or last too long. They’re likely to lose attention quickly They’re unfocused, relaxed, or “chillin” Not a great motivator for starting button teaching. Not Motivating: They’ll accept or interact with the motivator but wouldn’t necessarily do anything for it They may not even be interested in it at all Not even motivating… Some learners don’t have anything that is “Too Motivating” while others are over excited by everything. Unsure if something is “Too Motivating” for your learner? If you have to ask then it’s probably only “Super Motivating.” Because trust us, you’ll know when you see it. If you have questions or feedback regarding this content, please email us at learning@fluent.pet Share Share Reading next Preparing Your Learner for Buttons Dec 15, 2022 Ashley Evenson Setting Up Your First Button Dec 15, 2022 Ashley Evenson Leave a comment This site is protected by hCaptcha and the hCaptcha Privacy Policy and Terms of Service apply. Name Email Message Submit