CPBC --- Really!

To become a Certified Parrot Behavior Consultant…

To apply for Certified Membership, you must provide three e-mailed letters of reference (one each from a client, colleague and veterinarian) within 60 days of starting the application.

The application will ask for:

• Three written case studies (see the example) that discuss in-person client/pet cases of multiple visits and are followed through to completion.

• Written discussion of four (4) case scenarios.

• Your number of consulting hours

• Completion of questions regarding terminology, techniques, assessment and history taking.

Submitted case studies and scenario responses must convey the applicant’s ability to communicate clearly through written work, and demonstrate knowledge (80% or greater) in all seven Core Areas of Competency.

Case studies are graded according to the Case Study Scoring Rubric and the applicant must score 80% or greater. Case studies should be thorough, reflect your knowledge and abilities as a behavior consultant, and demonstrate your skills in working a complex behavioral issue through with a client family or individual and their pet, from beginning to end. (Behavior cases with sheltered and/or your own personal or foster animals do not qualify as case studies, unless there is ongoing interaction with clients/owners involved.)

Applicants must score 80% or greater on each of (1) the entire app, (2) the case studies portion, and (3) the scenarios portion to be accepted as a Certified Member.

LIMA* and Positive Reinforcement

While the IAABC does not require pledges or promises, we are a positive reinforcement-based organization.

LIMA does not justify the use of punishment in lieu of other effective interventions and strategies. Applicants are expected to focus on the animal's environment, physical well-being, and operant and classical interventions such as differential reinforcement of an alternative behavior, desensitization, and counterconditioning.

IAABC applicants are expected at all times to focus on LIMA strategies and positive reinforcement solutions to behavior challenges. Applicants who respond with punishment-based intervention strategies are assumed to be inadequately experienced to be awarded certification. We do not accept punishment-based interventions as LIMA solutions.

*IAABC Statement on LIMA

What Is LIMA?

“LIMA” is an acronym for the phrase “least intrusive, minimally aversive.” LIMA describes a trainer or behavior consultant who uses the least intrusive, minimally aversive strategy out of a set of humane and effective tactics likely to succeed in achieving a training or behavior change objective. LIMA adherence also requires consultants to be adequately educated and skilled in order to ensure that the least intrusive and aversive procedure is used. 1

LIMA does not justify the use of punishment in lieu of other effective interventions and strategies. In the vast majority of cases, desired behavior change can be affected by focusing on the animal's environment, physical well-being, and operant and classical interventions such as differential reinforcement of an alternative behavior, desensitization, and counter-conditioning.

LIMA Is Competence-Based

LIMA requires trainers/consultants to work to increase the use of positive reinforcement and eliminate the use of punishment when working with animal and human clients.  In order to ensure best practices, consultants should pursue and maintain competence in animal behavior consulting and training through continuing education, and hands-on experience. Trainers/consultants should not advise on problems outside the recognized boundaries of their competencies and experience. 2

The International Association of Animal Behavior Consultants supports a Least Intrusive, Minimally Aversive (LIMA) approach to behavior modification and training.

Positive Reinforcement and Understanding the Learner

Positive reinforcement should be the first line of teaching, training, and behavior change program considered, and should be applied consistently. Positive reinforcement is associated with the lowest incidence of aggression, attention seeking, avoidance, and fear in learners. 3

Only the learner determines what may be reinforcing. It is crucial that the trainer/consultant understands and has the ability to appropriately apply this principle. This fact may mean that the trainer/consultant assesses any handling, petting, food,  tool, and environment each time the learner experiences them. Personal bias must not determine the learner’s experience. The measure of each stimulus is whether the learner’s target behavior is strengthening or weakening, not the trainer/consultant’s intent or preference.

Systematic Problem Solving and Strategies

The trainer/consultant is responsible for ensuring learner success through a consistent, systematic approach that identifies a specific target behavior, the purpose of that behavior, and the consequences that maintain the behavior.

A variety of learning and behavior change strategies may come into play during a case. Ethical use of this variety always depends on the trainer/consultant’s ability to adequately problem solve and to understand the impact of each action on the learner, as well as sensitivity toward the learner’s experience.

Preventing Abuse

We seek to prevent the abuses and potential repercussions of inappropriate, poorly applied, and inhumane uses of punishment and of overly-restrictive management and confinement strategies. The potential effects of punishment can include aggression or counter-aggression; suppressed behavior (preventing the trainer/consultant from adequately reading the animal); increased anxiety and fear; physical harm; a negative association with the owner or handler; increased unwanted behavior; and, new, unwanted behaviors.4

Choice and Control for the Learner

LIMA guidelines require that trainer/consultants always offer the learner as much control and choice as possible. Trainer/consultants must treat each individual of any species with respect and awareness of the learner’s individual nature, preferences, abilities, and needs. 5

What Do You Want the Animal to do?

We  focus on reinforcing desired behaviors, and always ask the question, “What do you want the animal to do?” Relying on punishment in training does not answer this question, and therefore offers no acceptable behavior for the animal to learn to replace the unwanted behavior. These LIMA guidelines do not justify the use of aversive methods and tools including, but not limited to, the use of electronic, choke or prong collars in lieu of other effective positive reinforcement interventions and strategies.

ADDENDUM

The use of shock in training and behavior is not considered a best practice by the IAABC or the Joint Standards of Practice, and is strongly discouraged.

Our goal is to eliminate the use of shock devices from training and behavior work, and to do so by modeling, educating, and providing members with effective alternatives.

In order to remain a community of learning and betterment, the IAABC is open to all practitioners interested in seeking and following best practices.

Learning is an iterative process, and we understand that change is difficult, especially in an ongoing practice of training and behavior. Therefore, we’re requiring that members agree to the following conditions of membership:

• Members will work to eliminate the use of shock completely from their practice.

• Before applying shock or using shock devices, IAABC members will consult with a Certified IAABC Consultant or Board Certified Behaviorist to review the case and ensure that all possible, less intrusive, aversive options have been worked.

  • Consultations ought to assess the current skills of the trainer/behavior consultant, strategies being implemented, body language of the dog, and other aspects of the case deemed necessary for a thorough evaluation.

  • Consultations may take place in person, via recorded video, or via live, virtual visit.

• This applies to every individual case.

These new requirements give action points to the language already outlined in our LIMA guidelines and closing paragraph.

Members found failing to follow these requirements are subject to Ethics Committee recommendations for education, suspension of membership, or revocation of certification.

When making training and behavior modification decisions, trainers/consultants should understand and follow the Humane Hierarchy of Behavior Change – Procedures for Humane and Effective Practices. 6

View Humane Hierarchy of Behavior Change

For these reasons, we, strongly support the humane and thoughtful application of LIMA protocols, and we applaud those individuals and organizations working with animals and humans within LIMA guidelines.

IAABC Core Competencies

The IAABC recommends animal behavior consultants be skilled in seven Core Areas of Competency:

1. Assessment Skills

2. General Knowledge and Application of Learning Science

3. Species-Specific Knowledge

4. Consulting Skills

5. General Knowledge of Animal Behavior

6. Biological Sciences as Related to Animal Behavior

7. Ethics

Core competency is defined as “a skill needed in order to be successful at a job or other activity.”[1] Success as an animal behavior consultant depends on the ability of the consultant to accurately assess the function of an animal’s behavior, and implement effective behavior modification strategies in agreement with a Least-Intrusive, Minimally Aversive approach. Animal behavior consultants also should maintain a working knowledge of biology as it relates to animal behavior, an understanding of consulting and behavior change program management, and ethics as it relates to both animal behavior and human learning.

I) ASSESSMENT SKILLS

A. History taking skills and history assessment

1. Eliciting accurate information

2. Interpretation of information provided

3. Assessing owner interpretation of behavioral issues

B. Behavioral observation skills

1. Accurate observation and interpretation of behaviors demonstrated by the animal

2. Ability to integrate information obtained by direct observation of the animal and
   the humans involved

C. Apply and integrate any additional behavioral, historical, medical and physiologic information.

1. Critically evaluate the quality of this information.

2. Act appropriately to remedy any areas of concern

II) GENERAL KNOWLEDGE AND APPLICATION OF LEARNING SCIENCE

A. Learning Science

1. Operant conditioning

2. Classical conditioning

3. Desensitization

4. Counterconditioning

5. Observational learning

6. Habituation

7. Sensitization

8. Latent learning

9. Flooding

10. Extinction

11. Stimulus Control

B. Application and awareness of differences, effectiveness and possible deleterious effects of behavior modification and training techniques such as:

• Lure/reward

• Shaping

• Marker training

• Compulsion

• Desensitization

• Counterconditioning

C. Evaluation of scientific information and data analysis

• Ability to apply scientific data to behavior modification plans

• Ability to collect and utilize related data to monitor progress and improve outcome

• Ability to apply fundamental concepts of applied behavior analysis in developing and implementing a behavior modification / training plans.

D. Intervention Strategies

• Management and safety interventions

• Behavior modification strategies

• Knowledge and appropriate use of training equipment

• Ability to apply scientific data and learning theory principles to treatment strategies

III) SPECIES-SPECIFIC KNOWLEDGE

• Exercise and housing requirements

• Nutrition and diet fundamentals for the species

• Common health issues

• Species- and breed-specific anatomy, behavior, nutritional requirements

• Developmental stages

• Basic neuroscience and endocrinology as they relate to behavior

• Communication behaviors

• Interpretation of body language

• Environmental enrichment

• Behavior issues:

  • Separation-related

  • Aggression

  • Social signaling problems

  • Sexual/reproductive

  • Maternal

  • Fears and phobias

  • General anxiety disorders

  • Repetitive behaviors

  • Cognitive dysfunction

  • Elimination disorders

  • Destructive behavior

  • Self-injury

  • Excessive vocalization

  • Ingestive disorders

  • Impulsivity/unruliness

IV) CONSULTING SKILLS

1. Awareness and evaluation of environment, and awareness of effect on animal and human client behavior

2. Ability to assess human interactions with, and emotional sensitivities about the animal without judgement.

3. Ability to assess how these impact the animal’s behavior

4. Ability to assess family’s goals

5. Observation and interpretation: Understanding of human behaviors

6. Awareness and ability to adapt to human learning needs and styles

7. Ability to develop solutions that function for all members of the animal’s community.

8. Ability to assist family members in resolution of conflict to arrive at a common goal"

9. Awareness of ancillary support services

   1. Veterinarian

   2. Veterinary Behaviorist

   3. Supplementary Practitioners

   4. Veterinary Nutritionist

   5. Family Therapist

1. Critically evaluate issues concerning complementary and alternative approaches or products

2. Understand important principles in cognitive psychology, including education, learning styles, perception and attention.

V) GENERAL KNOWLEDGE OF ANIMAL BEHAVIOR

1. Ethology

2. Communication behaviors

3. Genetics

4. The key ethological, psychological and physiological concepts that underpin animal welfare.

VI) BIOLOGICAL SCIENCES AS RELATED TO ANIMAL BEHAVIOR CONSULTING

1. Basic gross anatomy and organ systems

2. Basic neuroanatomy and neurobiology (as relates to behavioral assessments)

3. The functional anatomy and physiology of the vertebrate nervous and endocrine systems and their role in mediating behavior.

4. The concept of neural plasticity, and how a learner’s genetic makeup and environment can affect their brain’s ability to learn.

5. Psychopharmacology and the mode of action of the major classes of drugs used in clinical animal behavior.

VII) ETHICS

1. Understand the key ethical and legal issues and responsibilities related to working with human clients and their animals.

2. Understand and abide by the Code of Ethics laid out in the Joint Standards of Practice; keep up to date with any updates and changes to these.

3. Understand the process of filing ethics complaints and the scope of sanctions that certifying organizations can use.

[1] Dictionary.com, © Random House, Inc. 2019, https://www.dictionary.com/browse/core-competency