The Great Divide: Is it Operant or Classical? Lindsay Wood

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1 The Great Divide: Is it Operant r Classical? Lindsay Wd Behavir cnsultants navigate multiple pathways in the curse f planning treatments. At the tp f ur list f cnsideratins is paradigm apprach: the chice between an perant r classical cnditining treatment methd. A thughtful apprach and clear behavir mdificatin plan are essential fr effective treatment. Hwever, we ften becme fixed n ur learning paradigm f chice, hindering ur perspective and ability t harness bth types f learning ccurring simultaneusly. This Sessin will explre bth classical and perant treatment ptins when initiating a behavir mdificatin plan. It will cnsider the rle f emtins in changing behavir, the benefits and weaknesses f classical and perant cnditining, and hw we can mst effectively harness bth types f learning fr greatest success fr ur learners. Instructr s Nte This is a new curse and the utline belw may g thrugh changes and adaptatins befre yu see it presented live in a pwerpint frmat. As the seminar is prepared and the included cases evlve, adjustments will be made and the curse will be regularly tweaked and imprved. Because f this, the utline belw may nt exactly match the rder and infrmatin presented in the actual sessin. Yur understanding is greatly appreciated. Intrductin My interest in this tpic / perspective as a teacher Current cnversatins: scial media, clleagues, students Benefit: questins encurage evlved practices, explre wn biases Cncern: tw camps emerge, threatens ur ability t explre rbust plans Hw did we get here? Functin f experience, teacher Every students learns the OC:CC dichtmy 2 separate types f learning described >70 years ag Clear prcedural differences Where we fall dwn: psychlgical prcesses are nt s easily separated Miscnceptins t tackle: Rigid dichtmy: CC vs. OC CC affects nly invluntary behavir OC affects nly vluntary behavir Behavir treatment: must chse between OC / CC strategy CC is flawed and ften fails OC is ineffective strategy t change emtinal behavir Set the Stage: Assciative Learning What is Operant Cnditining? Histry

2 Applicatin Classic examples Set the Stage: Assciative Learning What is Classical Cnditining? Histry Applicatin Classic examples What is a CER? Histry Significance What des a CER lk like? CER Examples Vide Examples Hw t create a CER? Order f events 1:1 Cntingency Intertrial interval Assciative Learning and the Brain Rle f amygdala Rle f brain in assciative learning / memry frmatin Relevance t OC / CC relatinship? Can this shed light n the prpsed dichtmy? Emtins, Learning, and the Brain What are emtins? Internal changes in bdy lead t external behavir What drives emtins? Bdy chemistry External events Functin f emtins? Keep brain and bdy in tuch Drive behavir Emtins and Training Our understanding f emtins imprves ur training What are primary prcess emtins? Within brain f all mammals 7 identified circuits FEAR

3 SEEKING RAGE JOY PANIC PLAY Let s Tackle Miscnceptins Miscnceptin: OC / CC Dichtmy Can we separate which prcesses actually ccur during learning in applied setting? False dichtmy Hw CC and OC are related Often ccur simultaneusly Unpack Cmmn CC Example Classic CC example with a CC perspective: Leash (CS) predicts walk (UCS) dg runs dr (CR) This emtinal respnse Classical Cnditining Unpack Cmmn CC Example Hw might a trainer with an perant perspective view this? Behavir is perantly cnditined Running t dr is reinfrced by the walk Behaviral respnse Operant Cnditining Bth are imprtant emtin and behaviral respnse Take away: Classically cnditined respnses (CR) can be reinfrced by the UCS Unpack Cmmn OC Example Hw might a trainer with an perant perspective view this? Behavir is perantly cnditined (A) Visitr enters (B) dg sits (C) Sit reinfrced with treat Unpack Cmmn OC Example Hw might a trainer with a classical perspective view this? CER develps t guest (CS) as predictr f treat (UCS) What d yu see this as an example f? OC trainer lks at as ABC, CC trainer lks at S R. If yu purely apprach OC r CC, get similar utcme, each trainer just lks at it in different way. Take away: Operant utcmes may result in an emtinal state (CC) CC / OC Interplay in Training If simultaneus Prcesses what is the interplay? and impact? Teach new behavir: typically OC fcus Is there a CC rle? D we need t pay attentin t it?

4 CC / OC Interplay in Training Husbandry Behavir Vluntary bld draw trained perant behavir +R statinary fr behavir during needle tuch CC rle? CER t cue, behavir, and equipment develps OC trainer learns t incrprate DS as part f perant prcess maintain + CER emtinal respnse. If mve t quickly in perant prcedure, evident CER Reflexive respnse t cue due t CER Awareness f CER wuld give yu heads up t emtinal state Beluga Vide CC / OC Interplay in Training Agility Behavir Behavir began as a classically cnditined respnse (anticipatin) CS (being at start line) predicts UCS (pprtunity t run) CS (start line) CR (frward sct) Shifts t OC: Cue (handler turning t dg) Sct +R Emtinal state is s high / paired with pprtunity t run Reslutin CERs In OC CERs latch n t behavir, cue, and equipment CERS and fluency If OC perspective, plan fr CC as part f fluency Demnstrated emtinal valence in respnse t cue is essential CERS in OC N fluency cncerns training is setup s well Fluency cncerns may be result f CER Yu can attach +CERs thrugh yur OC skills N need t change yur perspective, just braden it! CERS in OC Vide examples OC / CC in Behavir Mdificatin Dichtmy within behavir mdificatin Where cnversatin becmes the mst dicey Many behavir cnditins linked t negative valenced emtins Gal is t change bth emtin and behavir

5 Miscnceptin: Must chse between CC / OC Literature supprts DSCC t shift emtinal assciatin What des this mean fr perant strategies? Can yu harness bth? DSCC: There s Mre t It! Desensitizatin CC: Can be classical r perant CCC: Address the emtin t change behavir OCC: Change behavir, emtinal change as side effect Desensitizatin Graded expsure Where des learning ccur? At threshld level Hierarchy Cnstructin Cuntercnditining facilitates learning prcess Classical CunterCnditining Fcus n changing underlying emtin Pair stressr with pwerful stimulus t achieve emtinal change CER is vital as indicatin f emtinal shift Presence / absence f CER determines prgressin thrugh prtcl Operant CunterCnditining Fcus n replacing behavir Cnditin a vluntary behavir that is incmpatible with the undesirable distress respnse. Successful, cmplete OCC results in the stressr becming the cue fr the new respnse Apprach head li, rient Visitr / reach sit, target A Lk at Behavir Cases (stimulus is a stressr) Behavir Cnditin: DSCC Apprach CCC perspective Persn (CS) predicts Fd (UCS) CER anticipatry head lift, rientatin, apprach OCC perspective Cue (Persn) Behavir (head lift) Cnsequence (fd) Bth perspectives are accurate Behavir Cnditin: OCC Apprach

6 OCC perspective Cue (persn) Behavir (apprach, target) Cnsequence (fd) CCC perspective CS (persn) predicts fd CER apprach, tail wag, interactin Significant change in CER even with OC apprach Paradigm Benefits and Limitatins Benefits f CCC Cnditining strnger in 1:1 cntingency 1:1 crrelatin with CC May be <1:1 in OC In distress cnditins, fcus n changing emtin can facilitate behaviral change (prblem behavir typically driven by emtin) Limitatins f CCC Executin details may nt be easily implemented Behavir change is susceptible t relapse Time Cntext dependency Assciatin renews after frightening event Benefits f OCC Fr trainers, executin details may be mre easily implemented Behavir change less susceptible t relapse Limitatins f OCC Fr clients, executin details may nt be easily implemented If strng emtinal basis, emtin can interfere with ability t perfrm behavir Even if behavir perfrmed, emtinal assciatin ges unchanged Awareness f bth paradigms essential t reduce this limitatin Miscnceptin: Flawed prcesses Learning prcesses are nt flawed Applicatin may be flawed Lack f awareness is the truble zne Understanding f bth imprves training Hw t Handle Limitatins Yu can prceed with OC r CC paradigm with yur enhanced awareness f bth Bth at wrk Bth equally imprtant Play t yur strengths

7 Many trainers have strnger grunding in OC OC skillset that incrprates DS / CCC even withut realizing it If yu run int challenges explre rle f the ther paradigm Hw t Handle Limitatins Yu can plan t cmbine CC and OC Strng supprt in literature fr CCC t start, OCC t cmplete May be mst effective fr high distress disrders A Cmbined Apprach Begin with CC, then shift t OC Shift back and frth as yu mve alng hierarchy Example: Bdy Handling DS/ CCC with shift t OCC Establish CER t sight / prximity f hand Shift t click / treat fr perant behavir f tuching hand Vide Example: Fd Guarding DS/ CCC with shift t OCC (vide) 1. New CR (head lift r rientatin t trainer) after successful DSCC prcedure (generates frm expectatin f fd). 2. Switch t OC: require dg t perfrm headlift t earn treats. This further strengthens the cnditined respnse which cntinues t supersede the riginal aggressive / fearful behavir even as desensitizatin hierarchy mves up a rung. 3. Shift back t CC if perant respnse deterirates Practical details f case may influence OC r CC fcus Client interest and skillset Trainer preference Behaviral repertire f animal Cnclusin Play t yur strengths! Yur perspective and yur skills are accurate and beneficial A brad understanding f paradigm interplay will enhance yur skillset If yu run int a challenge, lk t the rle f the ther paradigm fr supprt

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