Fundamentals of Canine Detection Training and Problem Solving
APRIL 10-13, 2018
This class is being hosted by Detection K9 in Front Royal, VA.
Contact Tim Terry at email@example.com
This Seminar is designed as a general behavior and education foundation course to be taken by Canine Law Enforcement Handlers and Trainers and was specially developed for new and experienced canine handlers alike. As a progressive canine handler/trainer, you will appreciate the simple scientific methods utilized to identify the strengths and capabilities of a well-trained and reliable canine team. It is just as important however to be able to identify, plan and resolve areas of weakness in teams needing improvement in any areas.
The course will cover some old, new and developing canine detection and handling concepts, and will educate the course participants in the behavioral science of K9 learning and the reinforcement process. Course participants will be able to break down a “single” detection exercise or session and be better able to recognize, plan and advise on real problem solving techniques. This course will introduce training and behavioral modification techniques that truly address the real issues and don’t waste valuable training time. Segments of this course have been delivered in the US, Canada and the Middle East, however, this is the first time that in a seminar format I will present both classroom and hands-on information.
The goal of this course is to enhance the basic knowledge, skills, and capabilities for recognizing, articulating and providing training for both the strengths and weaknesses in a canine detection team’s training and field performance. Its purpose is to insure that students recognize the practical application of skills taught in the basic course: 1) Terminology, 2) the break-down of a single detection exercise, 3) clinically evaluate each step/process, 4) provide quantitative analysis, 5) provide solutions to problems and recommendations for advancing training.
Course Learning Goals
The learning goals of the course are to familiarize students with more accurate terminology and engage students in the process of breaking down detection behaviors as they occur and articulate a solution to correct deficiencies or make a training plan that elevates the current status of training and performance of the team. The six education competencies are a foundation and when mastered, future training and field performance will excel. The course serves as a basic introduction training experience where competencies may be assessed and enhanced by further instruction, as needed.
Terminology involves the ability to communicate more clearly and effectively through speech and writing. Students are expected to demonstrate the following skills:
- Demonstrate and implement the use of these words during the course.
Breaking-Down a “Single” Detection Exercise
The ability to recognize and articulate the different behavioral “phases” of a “single” detection exercise is of paramount importance when evaluating the proficiency of a detection dog. Its importance becomes even more valuable in the “problem-solving” arena where countless man-hours and valuable training time are wasted on solutions that have little to do with the root cause of the issue. Students are expected to demonstrate the following skills:
- Demonstrate an understanding of the START BEHAVIOR of a deployment whether in training or on the street.
- Demonstrate an understanding of the HUNT BEHAVIOR during deployment weather in training or on the street.
- Demonstrate an understanding of the ALERT/COB BEHAVIOR during deployment weather in training or on the street.
- Demonstrate an understanding of the INTEREST/TTS BEHAVIOR during deployment weather in training or on the street.
- Demonstrate an understanding of the RESPONSE/TFR BEHAVIOR during deployment weather in training or on the street.
- Demonstrate an understanding of the REINFORCEMENT PROCESS during deployment weather in training or on the street.
- Demonstrate an understanding of REPEATING the ENTIRE PROCESS during deployment weather in training or on the street.
Clinically Evaluate Each Behavior Step/Process
Clinically Evaluate Each Behavior Step/Process involves the ability to analyze and interpret a subject insightfully and in depth. Students are expected to demonstrate the following skills:
- Use no “anthropomorphic” or “labeling” terms
- Identify behavior patterns and possible relationships
- Identify positive and negative aspects of a behavioral issue
- Explain the significance of an behavioral issue
- Provide explanations for behavior issues in problem solving and training advancements using relevant descriptive behaviors accurately.
- Support these problem solving recommendations that are clear, precise, logical and carefully planned.
- Support the training advancement recommendations that are clear, precise, logical and carefully planned
- Identify the assumptions, reasoning and conclusions of different opinions on an issue
Provide Targeted Solutions to Problems and Recommendations for Advancing Training.
Provide targeted solutions to problem behaviors on teams needing improvement and provide recommendations for advancing training for teams that are presently performing well. Aanalyze issues and answer questions germane to the issues and environment. Students are expected to demonstrate the following skills:
•Apply a problem-solving strategy to both training and real world situations
•Recognize the reasonableness of time, capabilities and equipment
This course will include ONE FULL day of lecture/presentation, and three days of hands-on work, discussions, and problem solving.
Due to the nature of “problem solving,” all working teams WILL NOT receive the same amount of “search” work; there will be ample time for discussions and learning.