Cooperative Veterinary Care

Cover
Title Page
Copyright
Contents
Preface
Acknowledgments
About the Companion Website
Chapter 1 Introduction to Patient Centered Veterinary Care
	1.1 First, Do No Harm
		1.1.1 Veterinary Technician\'s Oath
		1.1.2 Veterinarian\'s Oath
	1.2 Stress, Fear, and the Veterinary Clinic
	1.3 Freedom, Wants, and Needs
	1.4 Iatrogenic Behavioral Injury
	1.5 Focusing on Welfare Rather than Animal Restraint
	References
Chapter 2 Perception and Communication
	2.1 Sensation and Perception
		2.1.1 Vision
			2.1.1.1 Canine Vision
			2.1.1.2 Cat Vision
		2.1.2 Hearing
			2.1.2.1 Dog Hearing
			2.1.2.2 Cat Hearing
		2.1.3 Olfaction and Pheromones
			2.1.3.1 Dog Olfaction and Pheromones
			2.1.3.2 Cat Olfaction and Pheromones
			2.1.3.3 Touch
			2.1.3.4 Dog and Cat Touch
		2.1.4 Taste
			2.1.4.1 Dog and Cat Taste
			2.1.4.2 Individual Variations: Nature and Nurture
	2.2 Stress and Fear
	2.3 Body Language
		2.3.1 Evaluation Tools
		2.3.2 Dog Body Language
			2.3.2.1 Relaxed or Calm, Dog (FAS 0–1)
			2.3.2.2 Mild Stress, Dog (FAS 1–2)
			2.3.2.3 Moderate Stress, Dog (FAS 3)
			2.3.2.4 Severe Stress, Dog (FAS 4–5)
		2.3.3 Cat Body Language
			2.3.3.1 Relaxed or Calm, Cat (FAS 0)
			2.3.3.2 Mild Stress, Cat (FAS 1–2)
			2.3.3.3 Moderate Stress, Cat (FAS 2–3)
			2.3.3.4 Severe Stress, Cat (FAS 4–5)
	2.4 Causes of Stress in the Veterinary Setting
		2.4.1 Overview
		2.4.2 Pain
		2.4.3 Examination and Treatments
		2.4.4 Emotional Capital and Trigger Stacking
		2.4.5 Learning History
			2.4.5.1 Normalizing Welfare for All
		2.4.6 Steps for Success
	References
Chapter 3 Learning, Conditioning, and Training
	3.1 Classical Conditioning
	3.2 Operant Conditioning
		3.2.1 Reinforcement
		3.2.2 Positive Reinforcement
			3.2.2.1 Example: Acquiring a Body Weight
			3.2.2.2 Example: Teaching a Kitten to Target
		3.2.3 Negative Reinforcement
			3.2.3.1 Example: Fastening a Safety Belt
			3.2.3.2 Example: Teaching an Animal to Stand Still When Restrained
		3.2.4 Punishment
			3.2.4.1 Negative Punishment
			3.2.4.2 Positive Punishment
		3.2.5 The Role of Marker‐based Training
			3.2.5.1 Marker‐based Training: Mechanics Matter
			3.2.5.2 Marker‐based Training: Capturing
			3.2.5.3 Marker‐based Training: Shaping
	3.3 Habituation, Sensitization, Desensitization, Counter Conditioning, and More
		3.3.1 Habituation
		3.3.2 Sensitization
			3.3.2.1 Flooding
		3.3.3 Desensitization, Classical Conditioning, Classical Counter Conditioning, and Operant Counter Conditioning
			3.3.3.1 Desensitization
			3.3.3.2 Classical Counter Conditioning
			3.3.3.3 Operant Counterconditioning
		3.3.4 Putting It All Together
			3.3.4.1 Example: Leashing for a Walk
	3.4 The ABCs of Behavior
		3.4.1 Functional Assessment
		3.4.2 Antecedents
		3.4.3 Behavior
		3.4.4 Consequences
			3.4.4.1 Example: A Cat Avoids the Carrier
	3.5 Fundamental Training Skills
		3.5.1 Training Plans
		3.5.2 Rewards and Reinforcement
			3.5.2.1 Questions About Rewards
			3.5.2.2 If You Can Use Toys, Petting, and Praise, Then Why Use Food?
			3.5.2.3 What About Secondary Reinforcers?
		3.5.3 Building Behaviors: A Good Foundation
		3.5.4 Foundations for the Trainer
			3.5.4.1 Methods
		3.5.5 Modeling
		3.5.5 Luring
		3.5.5 Capturing
		3.5.5 Shaping
		3.5.5 Modeling
		3.5.6 Cues and Cueing
		3.5.7 Foundations for the Learner
			3.5.7.1 Nose Target
			3.5.7.2 Paw Targeting – Canine and Feline
			3.5.7.3 Other Body Targets
			3.5.7.4 Go to Mat or Go to Station
			3.5.7.5 The Station as an Introduction to the Concept of Opting In
			3.5.7.6 Adding Duration
			3.5.7.7 Attention to the Handler
			3.5.7.8 Stillness
	3.6 Conclusion
	References
Chapter 4 Successful Visits: Environment and Protocols to Prevent Fear and Stress
	4.1 Setting Up for Success: Before the Visit
		4.1.1 At Home
		4.1.2 Making the Appointment
	4.2 During the Visit
		4.2.1 Patient Assessment Tools
		4.2.2 The Lobby: Setup and Equipment
		4.2.3 The Entrance: Dogs
		4.2.4 The Scale
			4.2.4.1 Video: Weighing a Large Dog
		4.2.5 The Entrance: Cats
		4.2.6 The Exam Room
		4.2.7 The Exam Room Experience: Dogs
		4.2.8 The Exam Room Experience: Cats
		4.2.9 The Trip Home: Cats
	4.3 Happy Visits and Other Preventative Planning
		4.3.1 Happy Visits
		4.3.2 Puppy and Kitten Visits
	4.4 Hospitalization, Treatments, Diagnostics, and Boarding
		4.4.1 Hospitalization
		4.4.2 Patient Movements
			4.4.2.1 For Example
		4.4.3 Dog Wards
		4.4.4 Cat Wards
		4.4.5 Treatment Rooms
		4.4.6 Radiology
		4.4.7 Anesthesia and Surgery
	References
Chapter 5 Type One Patients and Training: Distraction Techniques and FAS 0–2 Pets
	5.1 Introduction to the Types of Training
	5.2 Identifying Type One Patients (FAS 0–2)
		5.2.1 Type One Dogs (FAS 0–2)
			5.2.1.1 Food Acceptance
			5.2.1.2 Body Language
			5.2.1.3 Proximity Preference
		5.2.2 Type One Cats (FAS 0–2)
			5.2.2.1 Food Acceptance, Toy Acceptance, and Tactile Acceptance
			5.2.2.2 Body Language
			5.2.2.3 Proximity Preference
			5.2.2.4 Criteria and Fundamentals for Distraction Techniques
	5.3 Type One Training: Dog Exam Room and Examination
		5.3.1 Reception, Weight, and Moving to the Exam Room
		5.3.2 The Exam Room
		5.3.3 Physical Examination
	5.4 Type One Training: Cat Exam Room and Examination
		5.4.1 Physical Examination
	5.5 Type One Training: Injections and Sample Collection
		5.5.1 Subcutaneous and Intramuscular Injection
		5.5.2 Venipuncture
			5.5.2.1 Cephalic
			5.5.2.2 Lateral Saphenous (Dogs)
			5.5.2.3 Medial Saphenous (Cats)
			5.5.2.4 Jugular
		5.5.3 Blood Pressure Measurement
		5.5.4 Cystocentesis
	5.6 Administering Medications and Grooming
		5.6.1 Medication Stations
		5.6.2 Oral Medications
		5.6.3 Ear Examination, Medications, and Cleaning
		5.6.4 Nail Trims
		5.6.5 Anal Gland Expression
	5.7 Conclusion
	References
Chapter 6 Type Two Patients and Training: Conditioning Plans for FAS 0–3 Pets
	6.1 Type Two Training: Desensitization, Counterconditioning
	6.2 Identifying Type Two Patients (FAS 2–3)
		6.2.1 Type Two Dogs: FAS 0–3
			6.2.1.1 Food Acceptance
			6.2.1.2 Body Language
			6.2.1.3 Proximity Preference
		6.2.2 Type Two Cats: FAS 0–3
			6.2.2.1 Food Acceptance, Toy Acceptance, and Tactile Acceptance
			6.2.2.2 Body Language
			6.2.2.3 Proximity Preference
			6.2.2.4 Treats, Treatments, and Timing
	6.3 Type Two Training: Dog Exam Room and Examination
		6.3.1 Reception, Weight, and Moving to the Exam Room
		6.3.2 The Exam Room
			6.3.2.1 Table Training and Stabilization Training
		6.3.3 Physical Examination
	6.4 Type Two Training: Cat Exam Room and Examination
		6.4.1 The Exam Room
		6.4.2 Physical Examination
	6.5 Type Two Training: Injections and Sample Collection
		6.5.1 Subcutaneous and Intramuscular Injection
			6.5.1.1 Venipuncture
			6.5.1.2 Lateral Saphenous (Dogs)
			6.5.1.3 Medial Saphenous (Cats)
			6.5.1.4 Jugular
		6.5.2 Blood Pressure Measurement
			6.5.2.1 Cystocentesis
	6.6 Administering Medications and Grooming
		6.6.1 Medication Stations
		6.6.2 Oral Medications
		6.6.3 Ear Medications and Cleaning
		6.6.4 Eye Medications
		6.6.5 Nail Trims
		6.6.6 Anal Gland Expression
	6.7 Conclusion
	References
Chapter 7 Type Three Patients and Training: Incorporating Operant Techniques, FAS 0–5 Pets
	7.1 Type Three Training: Incorporating Operant Techniques
	7.2 Identifying Type Three Patients (FAS 4–5)
		7.2.1 Type Three Dogs
			7.2.1.1 Food Acceptance
			7.2.1.2 Body Language
			7.2.1.3 Proximity Preference
		7.2.2 Type Three Cats
			7.2.2.1 Food Acceptance, Toy Acceptance, and Tactile Acceptance
			7.2.2.2 Body Language
			7.2.2.3 Proximity Preference
	7.3 Preparing to Train
		7.3.1 Establishing Consent and Operant Conditioning
			7.3.1.1 Training Loops
	7.4 Making a Training Plan
	7.5 Getting Started: Reinforcement, Stillness, Approaches, Target, and Station
		7.5.1 Reinforcement Procedures
		7.5.2 Stillness as a Foundation Skill
			7.5.2.1 Calm Cookies
			7.5.2.2 Breakfast in Bed
			7.5.2.3 Chin Cookies
			7.5.2.4 Pattern Games
		7.5.3 Approaches
		7.5.4 Targeting
		7.5.5 Stationing
	7.6 Teaching Consent, Touch, and Restraint
		7.6.1 Consent at the Station
			7.6.1.1 Predictably Unpredictable: Variety in Training
		7.6.2 Teaching Touch
			7.6.2.1 Adding Equipment
		7.6.3 Training for Restraint and Sedation
			7.6.3.1 Foundation Exercises for Comfort with Stabilization
			7.6.3.2 Sedation Training
	7.7 Muzzle Training and Protected Contact
		7.7.1 Exercise: Taking Food from a Narrow Space
		7.7.2 Exercise: Eating with Snout in a Narrow Space
	7.8 Physical Examination Training
		7.8.1 Touch Training for Exam
		7.8.2 Naming the Examination
	7.9 Treatments, Sample Collection, and Imaging
		7.9.1 Subcutaneous Injections
		7.9.2 Cephalic Venipuncture
		7.9.3 Lateral Saphenous Venipuncture
			7.9.3.1 Patient Case History: Leon
			7.9.3.2 Jugular Venipuncture
		7.9.4 Ear or Eye Medications
		7.9.5 Imaging
		7.9.6 Emergency Sedation
	7.10 Grooming
		7.10.1 Nail Boards
	7.11 Additional Consent Options
		7.11.1 Target Hold
	7.12 Type Three Cats
		7.12.1 Type Three Cats with Medical Needs
		7.12.2 Emergency Sedation Planning
			7.12.2.1 Type Three Training for Cats: Skills and Stationing
	7.13 Conclusion
Chapter 8 Additional Patient Resources
	8.1 Introduction
	8.2 Nutraceuticals and Pharmaceuticals
		8.2.1 Baseline Medications
		8.2.2 Event‐based Medications
		8.2.3 Nutraceuticals
		8.2.4 Acepromazine: Don\'t ACE Fear!
	8.3 Professionals and Their Roles
	References
Chapter 9 Implementation Strategies
	9.1 Change Is Never Easy
	9.2 Proposing Change
		9.2.1 Identify Solutions
		9.2.2 Start Small
		9.2.3 Choose Measurable Changes
	9.3 Overcoming Obstacles: Common Concerns and Questions
		9.3.1 Perception: It\'s Too Costly
		9.3.2 Perception: It Takes Too Long
		9.3.3 Perception: But This Is How We\'ve Always Done It
		9.3.4 Perception: I\'m Not Sure What to Do
		9.3.5 Perception: We Might Make Clients Angry
		9.3.6 Perception: It\'s Hard to Know When to Hit Pause
		9.3.7 Perception: I Am Afraid …
	9.4 Making Change for the Right Reasons
		9.4.1 Family Presence for Veterinary Care
			9.4.1.1 Calming the Patient
			9.4.1.2 Example Scripts
	9.5 Conclusion
	References
Index
EULA