Canine and Feline Behavior for Veterinary Technicians and Nurses E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 1394

Veröffentlichungsjahr: 2023

Beschreibung

Canine and Feline Behavior for Veterinary Technicians and Nurses A complete and modern guide to the veterinary technician's role in behavioral preventive services This fully revised second edition of Canine and Feline Behavior for Veterinary Technicians and Nurses presents a comprehensive, up-to-date guide for veterinary technicians and nurses seeking to understand their patients on a deeper level, implement preventive behavior medicine, and assist veterinarians with behavioral interventions. The book provides a grounding in the behavioral, mental, and emotional needs of dogs and cats, and offers an invaluable daily reference for daily interactions with patients and clients. Along with brand-new coverage of Fear Free® veterinary visits, the authors have included discussions of animal behavior and development, communication, behavior modification, problem prevention, and behavior solutions. A companion website offers more than 50 video tutorials, multiple choice questions, PowerPoint slides, and appendices. This Second Edition also provides: * A thorough introduction to the role of veterinary technicians in animal behavior * Comprehensive explorations of canine and feline behavior and development * Discussion of the complexities and richness of the human-animal bond * Details on implementing emotionally protective practices into the veterinary and husbandry care * Practical strategies for learning and behavior modification, problem prevention, behavior solutions, and communication and connection amongst the animal behavior team Canine and Feline Behavior for Veterinary Technicians and Nurses is an essential reference for veterinary technicians and nurses, and will also benefit veterinary technology and nursing students seeking comprehensive information about an increasingly relevant topic.

Leseprobe

Table of Contents

Cover

Title Page

Copyright Page

Dedication Page

Contributors

Preface

Acknowledgments

About the companion website

1 The role of the veterinarytechnician in animal behavior

Veterinarian's roles and responsibilities

Medical differentials to behavior disorders

Behavior disorder versus training problem

Qualified professionals to treat animal behavior disorders

Trainer's and consultant's roles and responsibilities

The role of the veterinary technician in the veterinary behavior consultation

Prior to the consultation

During the consultation

After the consultation: follow‐up care

Summary of the roles of the veterinarian, veterinary technician, and animal trainer in veterinary behavior

Home versus clinic behavior consultations

Veterinary‐technician‐driven behavior services

Financial benefits

Conclusion

References

2 Canine behaviorand development

Canine sensory capacities

Canine communication

Canine social structure

Exploratory behavior

Ingestive behavior

Eliminative behavior

Sexual behavior

Maternal behavior

Play behavior

Canine behavioral development

Conclusion

References

Further reading

3 Feline behavior and development

Feline sensory capacities

Feline communication

Feline domestication, social structure, and behavior

Feline behavioral development

Conclusion

References

4 The human–animal bond – a brief look at its richness and complexities

The HAB past, present, and future

Conclusion

References

5 Communication and connecting the animal behavior team

A comparison between marriage and family therapist and the role of the animal behavior technician

Communication

Connective communication techniques

Teaching

The communication cycle

Grief counseling

Conclusion

References

6 Learning and behavior modification

Genetics and learning

Effect of domestication on learning

Effects of nutrition on learning

Early environment and learning

Habituation and sensitization

Operant conditioning

Classical conditioning

Social learning

Conclusion

Additional resources

References

7 Problem prevention

Introduction

Ideal characteristics for pet owners

Canine management and prevention techniques

Canine environmental enrichment

Canine prevention: effects of neutering

Canine prevention: socialization

Canine prevention: crate training

Canine prevention: elimination training

Canine prevention: independence training

Canine prevention: handling and restraint

Canine prevention: safety around the food bowl and relinquishing objects

Feline management and prevention techniques

Feline prevention: effects of neutering

Feline prevention: socialization

Feline prevention: litter‐box training

Feline prevention: crate training

Feline prevention: handling and restraint

Prevention (canine and feline): introducing a new pet

Prevention (canine and feline): children and pets

Behavior solutions for normal species‐specific behavior

Behavior solutions for typical feline behaviors

Prevention services

Puppy socialization classes

Integrating behavior wellness into the veterinary hospital

Conclusion

Additional resources

Acknowledgement

References

8 Husbandry and veterinary care

Introduction

General core concepts

Creating pleasant experiences throughout the veterinary visit

Creating a plan for veterinary care

Prioritizing veterinary procedures

The medical treatment of FAS

Conclusion

Additional resources

References

9 Specific behavior modification techniques and practical applications for behavior disorders

Common veterinary behavior disorder diagnosis and descriptions

Common veterinarian‐prescribed behavioral treatments

Training techniques

Training tools

Waist leashes, tethers, draglines, long lines

Interactive toys or puzzles

Marker training techniques and skills

Foundation trainer skills

Behavior modification

Drug desensitization

Other

The practical applications of behavior modification

Staying safe

Conclusion

Acknowledgement

References

10 Introductory neurophysiology and psychopharmacology

Introduction

Basic neurophysiology

Blood–brain barrier

Neurotransmitters

Pharmacokinetics

Drug categories

Nutraceuticals and supplements

Mainstay, adjunct, situational event medication and/or nutraceutical

Conclusion

Acknowledgement

References

Further reading

Appendix Section 1: Forms and Questionnaires

Appendix 1: Canine behavior history form part 1

Appendix 2: Canine behavior history form part 2

Appendix 3: Feline behavior history form part 1

Appendix 4: Feline behavior history form part 2

Appendix 5: Links for examples of online behavioral history forms

Appendix 6: Trainer assessment form

Appendix 7: Determining pet owner strain

Appendix 8: Canine behavior plan of care

Appendix 9: Behavior problem list

Appendix 10: Technician observation

Appendix 11: Follow‐up communication form

Appendix 12: Behavior diary

Appendix 13: New kitten (less than 3 months) questionnaire

Appendix 14: New puppy (less than 4 months) questionnaire

Appendix 15: Juvenile, adolescent, or adult cat (3 months to ~12 years) questionnaire

Appendix 16: Juvenile, adolescent, or adult dog (4 months to ~7 years) questionnaire

Appendix 17: Senior or geriatric cat (11+years) questionnaire

Appendix 18: Senior or geriatric dog (~7+years) questionnaire

Appendix 19: Pet selection counseling

Appendix 20: Canine breeder interview questions

Appendix 21: Veterinary hospital scavenger hunt CANINE

Appendix 22: Veterinary hospital scavenger hunt FELINE

Appendix Section 2: Training Exercises

Appendix 23: Acclimatizing a pet to a crate

Appendix 24: Elimination training log

Appendix 25: Shaping plan for teaching a dog to ring a bell to go outside to eliminate

Appendix 26: Preventive handling and restraint exercises

Appendix 27: Preventive food bowl exercises

Appendix 28: Teaching tug

Appendix Section 3: Samples and Letters

Appendix 29: Canine behavior plan of care sample

Appendix 30: Sample field assessment

Owner concerns

Signalment and history: Roo (patient)

History: Misty (housemate)

History: Cocoa (housemate)

Medical information

Assessment – Meeting observations

Assessment of responses to another dog when on leash

***Specific concerns

Appendix 31: Sample of a pet selection report

Appendix 32: Dr. Andrew Luescher's letter regarding puppy socialization

Appendix 33: Dr. R.K. Anderson's letter regarding puppy socialization

Appendix 34: Sample puppy socialization class curriculum

Appendix 35: Sample kitten class curriculum

Index

End User License Agreement

List of Tables

Chapter 1

Table 1.1 The roles and responsibilities of the veterinary behavior team.

Table 1.2 Triage.

Table 1.3 Home behavior consultations.

Table 1.4 Clinic behavior consultations.

Chapter 2

Table 2.1 Body language signals, possible meanings, and observer action.

Table 2.2 Signs of fear, anxiety, stress, and conflict.

Table 2.3 Comparison of domestic dog and wolf behaviors.

Table 2.4 Developmental periods and life stages of dogs.

Chapter 3

Table 3.1 Comparison of domestic cat and human vision.

Table 3.2 Common auditory communication.

Table 3.3 Feline eye positions and possible meanings.

Table 3.4 Feline brow positions and possible meanings.

Table 3.5 Feline ear positions and possible meanings.

Table 3.6 Feline mouth positions and possible meanings.

Table 3.7 Feline whiskers positions and possible meanings.

Table 3.8 Feline tail positions and possible meanings.

Table 3.9 Feline body postures and hair coat and possible meanings.

Table 3.10 Developmental periods and life stages of cats.

Chapter 4

Table 4.1 Pet owner strain related to a pet's behavioral disorder and possib...

Chapter 5

Table 5.1 Modified four‐habits model for client communication between the en...

Table 5.2 Reframing anthropomorphic interpretations.

Table 5.3 Form utilization.

Table 5.4 Behavior problem list.

Table 5.5 A field assessment should include the following.

Table 5.6 Veterinary technician's observations during a behavior consultatio...

Table 5.7 Examples of open‐ and closed‐ended questions.

Table 5.8 Common grief models.

Table 5.9 Common guilt‐ridden statements made by pet owners with responses....

Table 5.10 Managing grief after the decision to euthanize.

Chapter 6

Table 6.1 Reinforcement and punishment.

Table 6.2 Reinforcement schedules and their effect on behavior.

Table 6.3 Criteria for successful punishment.

Table 6.4 Various reinforcement options for operant counter conditioning.

Table 6.5 Classical conditioning schematic.

Table 6.6 Classical counter conditioning schematic.

Table 6.7 Social learning labels and relationships with transfer learning an...

Chapter 7

Table 7.1 Five steps to successful elimination training.

Table 7.2 Steps to help prevent the development of canine separation anxiety...

Table 7.3 Behavior solutions model.

Table 7.4 Canine mouthing and play biting.

Table 7.5 Canine chewing.

Table 7.6 Stealing objects.

Table 7.7 Jumping on people.

Table 7.8 Digging.

Table 7.9 Barking.

Table 7.10 Feline play biting and scratching.

Table 7.11 Feline destructive scratching.

Table 7.12 Feline climbing on surfaces.

Table 7.13 Comparison of fun versus victory visits.

Table 7.14 High‐risk factors for puppies to develop conflict‐related aggress...

Chapter 8

Table 8.1 DS‐CC plan car travel.

Table 8.2 Techniques to prevent negative experiences in the veterinary hospi...

Table 8.3 Pros and cons of distraction techniques.

Table 8.4 Pros and cons of touch then reinforce techniques.

Table 8.5 Wants versus needs.

Chapter 9

Table 9.1 Common behavioral diagnoses.

Table 9.2 Cue→response→reward possible responses.

Table 9.3 A comparison between NILIF and cue→response→reward interactions.

Table 9.4 General guidelines for marker training.

Table 9.5 Species considerations.

Table 9.6 Qualities of an appropriate event marker.

Table 9.7 Functions of the event marker.

Table 9.8 Shaping guidelines.

Table 9.9 Four conditions to test for stimulus control of a trained behavior...

Table 9.10 “Spot's” anxiety hierarchy for fear of men.

Chapter 10

Table 10.1 Neurotransmitters, functions and primary locations.

Table 10.2 Common veterinary behavior medications.

Table 10.3 Possible indications for drug therapy.

List of Illustrations

Chapter 1

Figure 1.1 Veterinarian performing a physical examination of the patient at ...

Figure 1.2 Boxer presenting for excoriation of the muzzle due to separation ...

Figure 1.3 Therapy dog who suffers from thunderstorm phobia.

Figure 1.4 The technician's role as the “case manager” in veterinary behavio...

Figure 1.5 First puppy visit to the veterinary hospital. This puppy is exhib...

Figure 1.6 A veterinary technician conducting puppy socialization classes at...

Figure 1.7 Dog interacting with feline companion in the home environment. Wh...

Figure 1.8 Large consultation room with direct entrance from outside and cou...

Figure 1.9 Tether system embedded in a stud in the consultation room.

Figure 1.10 Desensitization and conditioning to a basket muzzle, using canne...

Figure 1.11 Technician coaching a client on behavior modification exercises ...

Figure 1.12 Patient evaluated in the home setting for aggression toward fami...

Figure 1.13 Dual leash method, with one leash attached to the head collar an...

Figure 1.14 Coupler attaching head collar to flat buckle collar. This adds s...

Figure 1.15 Exploration and desensitization to the veterinary hospital and s...

Chapter 2

Figure 2.1 Canine stress ladder.

Figure 2.2 The tail is held high, the dog is leaning forward with a direct s...

Figure 2.3 Piloerection shown over the shoulders, rump, and tail, indicating...

Figure 2.4 A puppy offering a play bow to an adult dog. The puppy is signali...

Figure 2.5 The dog turns away, licks her lips, while refusing a treat from t...

Figure 2.6 The puppy is pulling her ears back, most likely due to fear, in r...

Figure 2.7 A dog displaying a stiff posture, normal pupil dilation, ears bac...

Figure 2.8 Teeth exposed can indicate aggression or play.

Figure 2.9 The Dalmatian has found an interesting scent to roll in.

Figure 2.10 Digging is a common exploratory behavior of dogs.

Figure 2.11 Rye, a Border Collie puppy, at four days of age.

Figure 2.12 Rye, a Border Collie puppy, at two weeks of age.

Figure 2.13 Rye, a Border Collie puppy, at nine weeks of age.

Figure 2.14 Physically challenged child socializing with puppies in a puppy ...

Figure 2.16 A puppy exploring a tunnel at puppy class.

Chapter 3

Figure 3.1 The cat is capable of quickly constricting the pupils into narrow...

Figure 3.2 Facial vibrissae: superciliary, mandibular, genal, and mystacial ...

Figure 3.3 A cat yawning in contentment or to defuse tension. More informati...

Figure 3.4 This cat displays a variety of body language. Notice the inverted...

Figure 3.5 A cat rolling on its back as a possible invitation for an amicabl...

Figure 3.6 Relaxed state: resting on side, ears up but neutral, eyes half op...

Figure 3.7 Home range versus core territory.

Figure 3.8 Shelves with perches for cats allow for increased vertical living...

Figure 3.9 Floor‐to‐ceiling cat perches.

Figure 3.10 Providing exploration and enrichment: two cats exploring ways to...

Figure 3.11 Developmental changes in the first three months of life.

Figure 3.12 (a) and (b) Examples of behaviors a young cat has been trained t...

Chapter 4

Figure 4.1 Evidence of the human–animal bond; celebrating the dog's birthday...

Figure 4.2 Further evidence of the human–animal bond; memorial wall of decea...

Figure 4.3 AAA/AAT benefits the handler, the animal, the facility staff, and...

Figure 4.4 Dylan Shaw (aged three years) with his first service dog “Faith” ...

Figure 4.5 Dylan Shaw (aged 19 years) with his second service dog “Hero” (ag...

Chapter 5

Figure 5.1 STOP when responding to an upset client.

Figure 5.2 Toltec principles for empathetic communication and interactions....

Figure 5.3 Smart learning goals.

Figure 5.4 The Focus Funnel is used to channel and reduce information.

Figure 5.5 1. Client makes the first contact with the veterinary technician....

Chapter 6

Figure 6.1 An example of alleles.

Figure 6.2 An example of persistence, as the dog maintains duration of the p...

Figure 6.3 A Greyhound, Sancho, showing signs of learned helplessness by not...

Figure 6.4 A mixed‐breed dog, Trixie, showing attention toward one of the ke...

Figure 6.5 Hierarchy of behavior‐change procedures most positive, least intr...

Figure 6.6 A Greyhound, Buck, is showing superstitious behavior by choosing ...

Figure 6.7 A Greyhound, Buck, showing signs of learning through classical co...

Figure 6.8 A Greyhound, Buck, showing signs of stress because of flooding. H...

Figure 6.9 Trixie looking where Jeanne Rowe is pointing. This shows dogs loo...

Chapter 7

Figure 7.1 Two adolescent Belgian Malinois left unsupervised chewed a therap...

Figure 7.2 Variety of food‐dispensing toys.

Figure 7.3 Teaching a dog to chase after a toy can provide an appropriate ou...

Figure 7.4 A young puppy taking a break in her crate.

Figure 7.5 An exercise pen, elimination area, crate, and toys provide a safe...

Figure 7.6 Handler touches the ear and clicks with a clicker to mark the eve...

Figure 7.7 The hand is removed and a treat is delivered.

Figure 7.8 A young puppy learning that human hands near the food bowl mean a...

Figure 7.9 An example of perching stations for cats that can easily be clean...

Figure 7.10 A homemade “puzzle feeder” for cats. The round hole is made larg...

Figure 7.11 The outside of a homemade interactive cat toy. Numerous openings...

Figure 7.12 The inside of the same homemade toy. Toys dangling from sisal ro...

Figure 7.13 Cat cage with multiple levels. A litter box is provided in the l...

Figure 7.14 Doggone Crazy!™ board game.

Figure 7.15 Person playing with a puppy with a long tug toy to encourage mou...

Figure 7.16 Dog settling on a mat just outside the kitchen while the owner p...

Figure 7.17 A puppy being rewarded with treats and attention for a calm gree...

Figure 7.18 Example of providing a digging box for the dog to provide an app...

Figure 7.19 Secure area that is able to be divided for puppy socialization c...

Figure 7.20 Weekly puppy class orientation.

Figure 7.21 Exploration stations set up for a puppy socialization class.

Figure 7.22 A puppy receiving treats from its owner while the instructor dem...

Figure 7.23 Separate training station and barriers to help minimize distract...

Figure 7.24 High‐risk puppy paradigm.

Chapter 8

Figure 8.1 Fear, Anxiety, and Stress Scale.

Figure 8.2 Dog waiting outside of the clinic until an exam room is ready. Th...

Figure 8.3 Puppy on the scale with a non‐slip surface while receiving severa...

Figure 8.4 Flow chart: food use during physical examination.

Figure 8.5 An adult dog licking canned cheese from a 12‐cc syringe case.

Figure 8.6 Basic distraction technique.

Figure 8.7 Modified distraction technique.

Figure 8.8 Touch then reinforce techniques.

Figure 8.9 Predictor cues.

Figure 8.10 Determining which technique to use during veterinary/husbandry p...

Chapter 9

Figure 9.1 The development of conflict‐induced aggression.

Figure 9.2 Adult marking desired behavior while a child delivers the reinfor...

Figure 9.3 Agility training is beneficial for both aerobic exercise and ment...

Figure 9.4 “Luna” discriminating between objects.

Figure 9.5 “Siren” alerts while doing Nose Work

®

.

Figure 9.6 Dog receiving canned cheese through the basket muzzle.

Figure 9.7 An empty 12‐cc syringe case can be recycled as a treat dispenser....

Figure 9.8 Station treats for easy and quick access. Treats in a bag at the ...

Figure 9.9 Various target sticks.

Figure 9.10 Teaching “Iris” to walk by the person's side using a target stic...

Figure 9.11 A calming cap could be used as a “visual filter” during behavior...

Figure 9.12 A second handsfree waist leash attached to the dog's harness or ...

Figure 9.13 Decoys can be used for assessing behavior and during desensitiza...

Figure 9.14 A clicker taped to the handle of a spoon for quick reinforcement...

Figure 9.15 Placing tabbed tape pieces on the dimple of the clicker and syst...

Figure 9.16 A treat delivered by the hand closest to the dog's head to encou...

Figure 9.17 Basic shaping plan example for “back up”; in a “perfect” trainin...

Figure 9.18 In reality, shaping is a raising and lowering of criteria to kee...

Figure 9.19 Fluency criterion: precision, latency, speed, distractions, dura...

Figure 9.20 Chains of behaviors can be taught to create complex behaviors bu...

Figure 9.21 (a) A long positive learning history with the clicker (or other ...

Figure 9.22 These dogs are cued to “sit” while the dishwasher is being loade...

Figure 9.23 ACES: the components of behavior modification for reactivity to ...

Figure 9.24 Stimulus stationary: With the stimulus present but stationary, u...

Figure 9.25 Walking patterns for Stimulus approach. (a) Stimulus approaches ...

Figure 9.26 “Iris” in her safe place during a storm.

Figure 9.27 An adapted food bowl to begin the desensitization process for fo...

Figure 9.28 Wall tethers can be utilized when working with an animal with a ...

Figure 9.29 Threshold for reactivity: Dog A has a high threshold. Dog B more...

Figure 9.30 Veterinary technician tossing treats to a patient.

Figure 9.31 Pet owner walking to opposite side of the examination room with ...

Figure 9.32 Technician sitting sideways and where the pet owner and patient ...

Figure 9.33 Hand offering treat with palm up and avoiding reaching into the ...

Figure 9.34 Dog beginning to relax as the technician scratches chest, still ...

Chapter 10

Figure 10.1 Neuron. Illustration by Carol Bain, DVM.

Figure 10.2 Neurotransmission. Illustration by Carol Bain, DVM.

Figure 10.3 Color‐coded brain structures (forebrain, midbrain, hindbrain, an...

Figure 10.4 Brain anatomy (color, but not necessarily color coded).

Figure 10.5 Color‐coded brain lobes (somatosensory association cortex, front...

Figure 10.6 Amygdala and hippocampus.

Figure 10.7 Synthesis of acetylcholine.

Figure 10.8 Synthesis of dopamine.

Figure 10.9 Synthesis of norepinephrine.

Figure 10.10 Synthesis of serotonin.

Guide

Cover Page

Title Page

Copyright Page

Dedication

Contributors

Preface

Acknowledgments

About the companion website

Table of Contents

Begin Reading

Appendix 1 Canine behavior history form part 1

Appendix 2 Canine behavior history form part 2

Appendix 3 Feline behavior history form part 1

Appendix 4 Feline behavior history form part 2

Appendix 5 Links for examples of online behavioral history forms

Appendix 6 Trainer assessment form

Appendix 7 Determining pet owner strain

Appendix 8 Canine behavior plan of care

Appendix 9 Behavior problem list

Appendix 10 Technician observation

Appendix 11 Follow‐up communication form

Appendix 12 Behavior diary

Appendix 13 New kitten (less than 3 months) questionnaire

Appendix 14 New puppy (less than 4 months) questionnaire

Appendix 15 Juvenile, adolescent, or adult cat (3 months to ~12 years) questionnaire

Appendix 16 Juvenile, adolescent, or adult dog (4 months to ~7 years) questionnaire

Appendix 17 Senior or geriatric cat (11+years) questionnaire

Appendix 18 Senior or geriatric dog (~7+years) questionnaire

Appendix 19 Pet selection counseling

Appendix 20 Canine breeder interview questions

Appendix 21 Veterinary hospital scavenger hunt CANINE

Appendix 22  Veterinary hospital scavenger hunt FELINE

Appendix 23 Acclimatizing a pet to a crate

Appendix 24 Elimination training log

Appendix 25 Shaping plan for teaching a dog to ring a bell to go outside to eliminate

Appendix 26 Preventive handling and restraint exercises

Appendix 27 Preventive food bowl exercises

Appendix 28 Teaching tug

Appendix 29 Canine behavior plan of care sample

Appendix 30 Sample field assessment

Appendix 31 Sample of a pet selection report

Appendix 32 Dr. Andrew Luescher's letter regarding puppy socialization

Appendix 33 Dr. R.K. Anderson's letter regarding puppy socialization

Appendix 34 Sample puppy socialization class curriculum

Appendix 35 Sample kitten class curriculum

Index

WILEY END USER LICENSE AGREEMENT

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Canine and Feline Behavior for Veterinary Technicians and Nurses

SECOND EDITION

EDITED BY

Debbie Martin

LVT, CPDT‐KA, KPA CTP, VTS (Behavior)

TEAM Education in Animal Behavior, LLC

Veterinary Behavior Consultations, LLC

Texas, USA.

Julie K. Shaw

RVT, KPA CTP, VTS (Behavior)

Julie Shaw Consulting

Indiana, USA.

Copyright © 2023 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging‐in‐Publication DataNames: Martin, Debbie, 1970– editor. | Shaw, Julie K., 1963– editor.Title: Canine and feline behavior for veterinary technicians and nurses / edited by Deborah Ann Martin, Julie Kay Shaw.Description: Second edition. | Hoboken, NJ : Wiley‐Blackwell, 2023. | Includes bibliographical references and index.Identifiers: LCCN 2023004393 (print) | LCCN 2023004394 (ebook) | ISBN 9781119765400 (paperback) | ISBN 9781119765578 (adobe pdf) | ISBN 9781119765592 (epub) | ISBN 9781119765585 (obook)Subjects: MESH: Dogs–psychology | Behavior, Animal | Cats–psychology | Veterinary Medicine–methods | Animal TechniciansClassification: LCC SF433 (print) | LCC SF433 (ebook) | NLM SF 433 | DDC 636.7/0887–dc23/eng/20230215LC record available at https://lccn.loc.gov/2023004393LC ebook record available at https://lccn.loc.gov/2023004394

Cover Design: WileyCover Image(s): Courtesy of Debbie Martin

Dedication

This text is dedicated to Dr. Andrew Luescher, DVM, Ph.D, DACVB. Dr. Luescher envisioned the role of a veterinary technician in animal behavior in 1998 and then developed and defined that role over the years. He believed pet owners were best served with a team approach to the treatment of behavior issues and he saw the importance of veterinary technicians on that team. He is our mentor, teacher, and friend and without him, it is unlikely this text would have ever come to fruition. Thank you Dr. Luescher for all you have done to promote, protect, and support the human–animal bond and veterinary technicians over the years. We hope we have made your proud.Julie and Debbie

Contributors

Lindsey M. Fourez, BS, RVTPurdue Comparative Oncology Program, Purdue University, West Lafayette, IN, USA

Lindsey grew up in a small rural town in Illinois. After high school she attended Purdue University where she studied animal science and veterinary technology. In 2004 she graduated with her Associate in Science degree in veterinary technology, and then in 2005 with a BS in veterinary technology. Currently Lindsey works in the Purdue Comparative Oncology Program.

Sarah Lahrman, RVTPurdue Comparative Oncology Program, Purdue University, West Lafayette, IN, USA

Sarah Lahrman is a graduate of Purdue University and obtained her Associate degree in veterinary technology in 1998. Following graduation she began work at a small animal practice in Fort Wayne, Indiana and later moved to another small animal practice in Columbia City, IN. In 2007, her family relocated to Lafayette, IN and Sarah was inspired to work at Purdue University's Small Animal Teaching Hospital. She currently works in the Purdue Comparative Oncology Program.

Rachel M. Lees, LVMT, KPA CTP, Elite FFCP(Veterinary), LSHC – Silver, VTS (Behavior)The University of Tennessee College of Veterinary Medicine, Knoxville, TN, USA

Rachel Lees is proud to be a veterinary nurse and member of the Academy of Veterinary Behavior Technicians. She is also delighted to be a Certified Training Partner through the Karen Pryor Academy Dog Trainer Professional program.

Rachel graduated from Cuyahoga Community College in May 2009 with her Associate degree in veterinary technology. Immediately after graduation, Rachel was employed at a multi‐doctor practice in a suburb near Cleveland, Ohio. She became the behavior advocate of her veterinary hospital introducing the need for happy visits and performing behavior modification with behavior cases in the practice. In June 2013, Rachel left her position in general practice to accept a position at The Behavior Clinic in Olmsted Falls, OH. In April 2014, she graduated and became a Certified Training Partner with the Karen Pryor Academy. After an eight‐year adventure with The Behavior Clinic, in May 2021 Rachel uprooted herself and took a position at The University of Tennessee College of Veterinary Medicine with Dr. Julia Albright, DACVB.

Rachel has a special interest in teaching cooperative care techniques for veterinary protocols to small animals and has even worked with some exotic species. Rachel is an Elite Fear Free Certified Professional, is on the Fear Free Speakers Bureau, and an active member of the Fear Free Advisory Panel. Rachel is the current CVTS liaison for the Academy of Veterinary Behavior Technicians and is an active instructor and member of VIN/VSPN, NAVTA (National Association of Veterinary Technicians of America), and TVTA (Tennessee Veterinary Technician Association).

Debbie Martin, LVT, Elite FFCP (Veterinary),CPDT‐KA, KPA CTP, FFCP (Trainer), VTS (Behavior)TEAM Education in Animal Behavior, LLC, Spicewood, TX, USAVeterinary Behavior Consultations, LLC, Spicewood, TX, USA

Debbie is a licensed veterinary technician and a Veterinary Technician Specialist (VTS) in Behavior (2010). She is a Certified Professional Dog Trainer (Knowledge Assessed) and Karen Pryor Academy Certified Training Partner and Faculty Emeritus. She has a Bachelor of Science degree from The Ohio State University in human ecology, and an Associate of Applied Science degree in veterinary technology from Columbus State Community College. She has been working as a registered/licensed veterinary technician since graduation in 1996 and has been actively involved in the field of animal behavior. Debbie was president of the Academy of Veterinary Behavior Technicians (AVBT) from 2012 to 2014 and is the treasurer. She is an active member and the previous recording secretary for the Society of Veterinary Behavior Technicians (SVBT). She is co‐author of the book Puppy Start Right: Foundation Training for the Companion Dog and the Puppy Start Right for Instructors Course. Debbie is an Elite Fear Free Certified Professional‐Veterinary and Fear Free Certified Professional‐Trainer and is a subject matter expert for Fear Free Pets and Fear Free Happy Homes. She presents seminars and presentations internationally regarding animal behavior and training.

Kenneth M. Martin, DVM, Elite FFCP(Veterinary), DACVBTEAM Education in Animal Behavior, LLC, Spicewood, TX, USAVeterinary Behavior Consultations, LLC, Spicewood, TX, USA

Dr. Martin completed a clinical behavioral medicine residency at Purdue University's Animal Behavior Clinic in 2004. He graduated from Louisiana State University – School of Veterinary Medicine in 1999. He is a licensed veterinarian in Texas. He practiced companion animal and exotic animal medicine and surgery, and emergency medicine and critical care prior to completing his behavioral medicine residency. His professional interests include conflict‐induced (owner‐directed) aggression, compulsive disorders, behavioral development, psychopharmacology, and alternative medicine. Dr. Martin is co‐author of the book Puppy Start Right: Foundation Training for the Companion Dog and Puppy Start Right for Instructors Course. He is a member of the American Veterinary Medical Association, the American Veterinary Society of Animal Behavior and the previous recording secretary. Dr. Martin is an Elite Fear Free Certified Professional‐Veterinary and is a subject matter expert for Fear Free Pets and Fear Free Happy Homes. Veterinary Behavior Consultations in Spicewood, TX was the first behavior‐only veterinary speciality hospital to earn Fear Free Hospital certification (2019).

Virginia L. Price, MS, CVT, VTS (Behavior)St. Petersburg College, St. Petersburg, FL, USA

Ginny Price is a professor at St. Petersburg College where she teaches small animal behavior (in the AS and BAS programs) and lectures in animal nursing. Between 2009 and 2011 she was the Critical Thinking Champion for the AS College of Veterinary Technology. From 2012 to 2013, Ginny served as the Center of Excellence for Teaching and Learning representative for the SPC College of Veterinary Technology. From 2009 through 2011 she was privileged to serve on the board of directors for the Western Veterinary Conference as their Technician Director. She graduated from St. Petersburg College Veterinary Technology in 1981. She is certified in the state of Florida with the Florida Veterinary Technician Association. She has a Master's degree in psychology earned in 2007 from Walden University. She is a founding member of the Society of Veterinary Behavior Technicians and the Academy of Veterinary Behavior Technicians. At this time, 2022, Ginny serves at the pleasure of the AVBT President as the Parliamentarian. She also serves on the Clinical Animal Behavior Conference Speaker Committee. She earned her Veterinary Technician Specialist in Behavior in 2010. She earned her Fear Free level 3 in 2021.

Lisa Radosta DVM, DACVBFlorida Veterinary Behavior Service, West Palm Beach, FL, USA

Dr. Radosta is a board‐certified veterinary behaviorist and owner of Florida Veterinary Behavior Service. She has spoken from Miami to Moscow, penned books, including Behavior Problems of the Dog and Cat, 4th edition and From Fearful to Fear Free. She has served on the Fear Free Executive Council and the AAHA Behavior Management Task Force. She is frequently interviewed for print, radio, podcast, and television media. She strives to help veterinary team members understand that behavior is medicine and help pet parents understand their companion's behavior.

Julie K. Shaw, KPA CTP, RVT, VTS (Behavior)Julie Shaw Consulting, Lafayette, IN, USA

Julie Shaw became a registered veterinary technician in 1983. After working in general veterinary practice for 17 years and starting her own successful dog training business. She became the Senior Animal Behavior Technologist at the Purdue Animal Behavior Clinic working with veterinary animal behaviorist, Dr. Andrew Luescher, PhD, DVM, DACVB. While at Purdue, Julie saw referral behavior cases with Dr. Luescher, organized and co‐taught the acclaimed five‐day DOGS! Behavior Modification course, taught many classes to veterinary and veterinary technician students, and instructed continuing education seminars for veterinary technicians, veterinarians, and trainers.

Julie is a charter member of the Society of Veterinary Behavior Technicians and the Academy of Veterinary Behavior Technicians. She is also a faculty emeritus for the Dog Trainer Professional Program through the Karen Pryor Academy for Animal Training and Behavior.

Julie has received many awards including the North American Veterinary Conference Veterinary Technician Speaker of the Year Award and the Western Veterinary Conference speaker of the year, and was named the 2007 NAVC Mara Memorial Lecturer of the year for her accomplishments and leadership in the veterinary technician profession.

Julie currently sees referral behavior cases and is active in animal‐assisted interventions.

Thank you to the following contributors of content for the first edition of the book. Although they were not involved in the revisions of the chapters noted for the second edition, much of their organization and content remain in the updated chapters. Their original contributions were invaluable.

Chapter 2: Andrew U. Luescher, DVM, PhD, DACVB, ECAWBM (BM)

Chapter 7: Linda M. Campbell, RVT, CPDT‐KA, VTS (Behavior), Marcia R. Ritchie, LVT, CPDT‐KA, VTS (Behavior)

Chapter 9 (1e chapter 8): Julie K. Shaw, KPA CTP, RVT, VTS (Behavior)

Chapter 10 (1e chapter 9): Carissa D. Sparks, BS, RVT, VTS (Neurology), Sara L. Bennett, DVM, MS, DACVB

Preface

The human–animal bond is a powerful and fragile union. Pets, dogs specifically, have evolved from being primarily for utilitarian purposes to taking on the role of a human companion and family member. Consequently, pet owners' expectations have changed and are continuing to change. As the stigma of human mental and emotional health begins to be shattered, so is the stigma of treating animals with behavioral issues. Pet owners are beginning to recognize their pet's emotional and mental needs and are reaching out to veterinary professionals for assistance.

We believe it takes a mental healthcare team that includes a veterinarian, veterinary technician, and a qualified trainer to most successfully prevent and treat behavior issues in companion animals.

The veterinary technician is in a unique position to be a pivotal and key component in that mental healthcare team. Technicians interact and educate pet owners on a daily basis about preventive and intervention medical treatments. Through behavioral preventive services and assisting the veterinarian with behavioral intervention, communicating and working closely with the qualified trainer, veterinary technicians can become the “case manager” of the team, in turn saving lives and enhancing the human–animal bond.

Many books have been published geared toward the role of the veterinarian in behavioral medicine. The purpose of this text is to provide the veterinary technician with a solid foundation in feline and canine behavioral medicine. All veterinary technicians must have a basic understanding of their patient's behavioral, mental, and emotional needs. Companion animal behavior in this regard is not a specialty but the foundation for better understanding and treatment of our patients. General companion animal behavior healthcare should no longer be an “elective” in veterinary and veterinary technician curriculums but rather a core part of our education. How can we best administer quality healthcare if we do not understand our patient's psychological needs?

The reader will learn about the roles of animal behavior professionals, normal development of dogs and cats, and be provided with an in‐depth and dynamic look at the human–animal bond with a new perspective that includes correlations from human mental healthcare. Learning theory, preventive behavioral services, husbandry and veterinary care, standardized behavior modification terms and techniques, and veterinary behavior pharmacology are also included.

There is vibrant change occurring in the world of animal behavior professionals. It is as though a snowball that took some work to get started has begun rolling and growing on its own. People like you are propelling that snowball forward and improving the lives of animals and the people who love them.

After the first moment you open this book we hope it becomes outdated – because you will continue to push the snowball forward with new ideas and techniques.

Thank you for improving the lives of animals.

Julie K. Shaw and Debbie Martin

Acknowledgments

Debbie Martin

I would like to thank Julie Shaw, a wonderful teacher, mentor, and friend. It was her passion for educating others and initiative that brought this book to fruition. I was honored to have been invited to co‐edit the book with her for the first edition and equally honored she trusted me to be the primary editor for the second edition.

I would also like to acknowledge my husband, Kenneth Martin, DVM, DACVB, for his patience, guidance, and understanding as I spent countless hours, days, weeks, and months on this project. His insights and feedback provided much needed support and assistance throughout the process.

Julie K. Shaw

Thank you to Ginny Price, MS, CVT, VTS (Behavior), Danielle Bolm, RVT, LVT, KPA CTP, VTS (Behavior), and Dr. Liam Clay, Ph.D, B. App. Sc. (Vet tech) VTS (Behavior) B. App. Sc.(Hons) for their research assistance.

I would like to thank my friend Debbie Martin for making my life better and making this book possible.

About the companion website

This book is accompanied by a companion website:

    www.wiley.com/go/martin/behavior

The website includes:

Powerpoints of all figures from the book for downloading

Appendices from the book for downloading

Self‐assessment quizzes

Videos cited in the chapters

1The role of the veterinarytechnician in animal behavior

Kenneth M. Martin1,2 and Debbie Martin1,2

1TEAM Education in Animal Behavior, LLC, Spicewood, TX, USA

2Veterinary Behavior Consultations, LLC, Spicewood, TX, USA

CHAPTER MENU

Veterinarian’s roles and responsibilities

Medical differentials to behavior disorders

Behavioral dermatology

Aggression

Elimination disorders

Chronic pain conditions

Behavior disorder versus training problem

Qualified professionals to treat animal behavior disorders

Trainer’s and consultant’s roles and responsibilities

The role of the veterinary technician in the veterinary behavior consultation

Triaging the issues

Medical and/or behavioral disorder (veterinary diagnosis required)

Prevention and training (no veterinary diagnosis required)

Prevention

Lack of training or conditioned unwanted behaviors

Prior to the consultation

During the consultation

After the consultation: follow‐up care

Summary of the roles of the veterinarian, veterinary technician, and animal trainer in veterinary behavior

Home versus clinic behavior consultations

Pros and cons of the home behavior consultation versus the clinic behavior consultation

Veterinary‐technician‐driven behavior services

Behavior modification appointments

Puppy socialization classes

Kitten classes

Pet selection counseling

New puppy/kitten appointments

Life skills and basic manners training classes

Head collar and harness fitting

Behavior wellness visits

Avian classes

Staff and client seminars

Fear Free®/Low Stress Handling® hospital advocate

Financial benefits

Conclusion

References

The veterinary staff plays a significant role in preventing, identifying, and treating behavioral disorders of pets. Inquiring about behavior at each veterinary visit, as well as creating client awareness about behavior disorders and training problems, strengthens the client–hospital bond, the human–animal bond, and prevents pet relinquishment. The veterinary technician can excel and be fully utilized in the behavior technician role. The responsibilities of the veterinary technician in animal behavior begin with educating and building awareness regarding the normal behavior of animals. The veterinarian–veterinary technician partnership allows for prevention and treatment of behavioral disorders and training problems. Distinguishing and identifying behavior disorders, medical disorders, lack of training issues, and being able to provide prevention and early intervention allows for the maintenance and enhancement of the human–animal bond. Clearly defining the roles and responsibilities of the veterinary behavior team facilitates harmony within the team without misrepresentation. The veterinary technician's role as part of the behavior team is often that of “case manager”; the technician triages and guides the client to the appropriate resources for assistance. Before delving into the extensive role of the veterinary technician in the behavior team, the roles of the veterinarian and the animal trainer will be explored. By understanding these roles first, the pivotal role of the technician will become evident.

The veterinary technician's role as part of the behavior team is often that of “case manager”; the technician triages and guides the client to the appropriate resources for assistance.

Veterinarian's roles and responsibilities

The veterinarian is responsible for the clinical assessment of all patients presented to the veterinary hospital. The veterinarian's role in behavior includes

setting the hospital's policy and procedures,

determining which behavioral services are offered,

developing the format of the behavior consultation history form for medical documentation,

establishing a behavioral diagnosis and list of differentials, as well as medical differentials,

providing the prognosis,

developing a treatment plan and making any changes to the plan,

prescribing medication and changing medication type or dosage, and

outlining the procedure and protocols for follow‐up care.

The veterinarian is responsible for the clinical assessment of all patients presented to the veterinary hospital.

Only a licensed veterinarian can practice veterinary medicine. The practice of veterinary medicine means to diagnose, treat, correct, change, relieve, or prevent any animal disease, deformity, defect, injury, or other physical or mental conditions, including the prescribing of any drug or medicine (Modified from: Title 37 Professions and occupations Chapter 18. Veterinarians Louisiana Practice Act [La. R.S. 37: 1511–1558]). The mental welfare of animals and the treatment of mental illness are included in many states' veterinary practice acts. Only by evaluating the patient's physical and neurological health and obtaining and reviewing the medical and behavioral history, can the veterinarian establish a diagnosis and prescribe appropriate treatment. When dealing with the behavior of animals, it must be determined whether the behavior is normal, abnormal, the manifestation of a medical condition, an inappropriately conditioned behavior, or simply related to a lack of training.

The veterinarian, by establishing a diagnosis and prescribing behavioral treatment, is practicing veterinary behavioral medicine comparable to a medical doctor practicing human psychiatry, this medical specialty deals with the prevention, assessment, diagnosis, treatment, and rehabilitation of mental illness in humans. The goal of human psychiatry is the relief of mental suffering associated with behavioral disorder and the improvement of mental well‐being. The focus of veterinary behavior is to improve the welfare of pets and consequently enhance the well‐being of clients. This strengthens the human–animal bond. When addressing the behavior of animals, the mental well‐being of the patient should be evaluated in direct relation to the patient's medical health. In this manner, the veterinarian is using a complete or holistic approach and treating the entire patient. This may be accomplished only by a visit to the veterinarian (Figure 1.1).

The veterinarian or veterinary technician should obtain behavioral information during every hospital visit. Many behavioral issues are overlooked in general veterinary practice without direct solicitation. Current pet management information regarding feeding, housing, exercising, training, and training aids should be documented in the medical record. Behavioral topics for puppy visits should include socialization, body language, house training, play biting, husbandry care, and methodology for basic training and problem solving. Behavioral topics for kitten visits should include play biting and scratching, litter‐box training and management, husbandry care, and carrier training. All senior patients should be screened annually for cognitive dysfunction syndrome. Only through questioning clients regarding their pet's behavior will potential behavioral disorders or training problems be identified. The veterinary staff may then recommend suitable behavior services to address the specific issues. This may prompt scheduling an appointment with the appropriate staff member: the veterinarian, veterinary behavior technician, or a qualified professional trainer.

Figure 1.1 Veterinarian performing a physical examination of the patient at home.

Many behavioral issues are overlooked in general veterinary practice without direct solicitation.

When a behavioral disorder is suspected, interviewing the client and obtaining a thorough behavioral history is essential for the veterinarian to make a behavioral diagnosis. The behavioral history should include the signalment, the patient's early history, management, household dynamics and human interaction schedule, previous training, and a temperament profile. The temperament profile determines the pet's individual response to specific social and environmental stimuli. Triggers of the undesirable behaviors should be identified. Pet owners should describe the typical behavioral response of the pet. In addition, the chronological development of the behavior, including the age of onset, the historical progression, and whether the behavior has worsened, improved, or remained the same, must be documented. Discussing a minimum of three specific incidents detailing the pet's body language before, during, and after the behavior, as well as the human response, is necessary. The medical record should document previous treatments including training, medical intervention, and drug therapy. Changes in the household or management should be questioned. Inducing the behavioral response or observing the behavior on previously recorded video may be necessary. However, caution should be used in regard to observing the behavior. Often the behavioral history provides sufficient information for a diagnosis. If the description of the behavior does not provide sufficient information, then observation of the patient's first response to a controlled exposure to the stimulus may be required. Safety factors should be in place to prevent injury to the patient or others. This should only be used as a last resort as it allows the patient to practice the undesirable behavior and carries risk. (For an example of behavior history forms, see Appendices 1–5.)

The veterinarian and veterinary staff are instrumental in recognizing behavior issues when a pet is presented for an underlying medical problem. All medical diseases result in behavior changes and most behavioral disorders have medical differentials. A behavior disorder may lead to the clinical presentation of a surgical or medical disease. Surgical repair of wounds inflicted by a dog bite may prompt the veterinarian to recommend behavior treatment for inter‐dog aggression. A cat or dog presenting with self‐inflicted wounds may indicate a panic disorder or compulsive behavior (Figure 1.2). Dental disease including fractured teeth may prompt the veterinarian to inquire about anxiety‐related conditions such as separation anxiety. Frequent enterotomies may indicate pica or some other anxiety‐related condition. The astute veterinarian must use a multimodal approach with the integration of behavioral questionnaires and medical testing to determine specific and nonspecific links to behavioral disorders. Medical disease may cause the development of a behavior disorder. Feline lower urinary tract disease may lead to the continuation of inappropriate elimination even after the inciting cause has been treated. Many behavior disorders require and benefit from concurrent medical and pharmacological treatment.

Figure 1.2 Boxer presenting for excoriation of the muzzle due to separation anxiety (barrier frustration) with frequent attempts to escape the crate.

All medical diseases result in behavior changes and most behavioral disorders have medical differentials.

The astute veterinarian must use a multimodal approach with the integration of behavioral questionnaires and medical testing to determine specific and nonspecific links to behavioral disorders.

Medical differentials to behavior disorders

When faced with a behavior problem, the veterinarian must determine if the cause is medical and/or behavioral. The rationale that the problem is only either medical or behavioral is a flawed approach. Neurophysiologically, any medical condition that affects the normal function of the central nervous system can alter behavior. The nonspecific complaint of lethargy or depression may be caused by a multitude of factors including pyrexia, pain, anemia, hypoglycemia, a congenital abnormality such as lissencephaly or hydrocephalus, a central nervous system disorder involving neoplasia, infection, trauma, or lead toxicity, endocrine disorders such as hypothyroidism or hyperadrenocorticism, metabolic disorders such as hepatic or uremic encephalopathy, and cognitive dysfunction or sensory deficits. Behavioral signs are the first presenting signs of any illness.

Behavioral signs are the first presenting signs of any illness.

As a general rule, veterinarians should do a physical and neurological examination and basic blood analysis for all pets presenting for behavioral changes. The practitioner may decide to perform more specific diagnostic tests based on exam findings. Additional diagnostics will vary on a case‐by‐case basis.

The existence of a medical condition can be determined only after a thorough physical and neurological examination. Completing a neurological examination is difficult in patients displaying fear and/or aggression with handling. The neurological examination may be basic and limited to the cranial nerves, muscle symmetry and tone, central proprioception, ambulation, and anal tone. Other minimum diagnostic testing should include a complete laboratory analysis (complete blood count [CBC], serum chemistry profile, and urinalysis) and fecal screening. A further look into sensory perception may include an electroretinogram (ERG) or brainstem auditory evoked response (BAER). Thyroid testing (total thyroxine, free thyroxine, triiodothyronine, thyrotropin, and/or antithyroid antibodies) may be indicated based on clinical signs, suspicion, and the class of medication considered for behavioral treatment. Imaging techniques, such as radiographs, ultrasound, magnetic resonance imaging (MRI) or computed axial tomography (CT) may provide invaluable information. The workup for medical conditions and behavioral conditions is not mutually exclusive. However, exhausting every medical rule out may pose financial limitations for the client. After all, diagnosis is inferential behaviorally and medically, and the purpose of establishing a diagnosis is not to categorize but to prescribe treatment.

After all, diagnosis is inferential behaviorally and medically, and the purpose of establishing a diagnosis is not to categorize but to prescribe treatment.

Behavioral dermatology

A relationship between dermatologic conditions and anxiety‐related conditions exists in humans and pets. Environmental and social stress has been shown to increase epidermal permeability and increase the susceptibility to allergens (Garg et al. 2001). A dermatological lesion can be caused behaviorally by a compulsive disorder, a conditioned behavior, separation anxiety, or any conflict behavior. Behavioral dermatologic signs in companion animals may include alopecia, feet or limb biting, licking or chewing, tail chasing, flank sucking, hind end checking, anal licking, nonspecific scratching, hyperesthesia, and self‐directed aggression. Medical reasons for tail chasing may include lumbosacral stenosis or cauda equina syndrome, a tail dock neuroma or a paresthesia. Anal licking may be associated with anal sac disease, parasites, or food hypersensitivity. Dermatological conditions may be related to staphylococcal infection, mange, dermatophytosis, allergies, hypothyroidism, trauma, foreign body, neoplasia, osteoarthritis, or neuropathic pain. Diagnostic testing may include screening for ectoparasites, skin scraping, epidermal cytology, dermatophyte test medium (DTM), woods lamp, an insecticide application every three weeks, a food allergy elimination diet (FAED), skin biopsy, intradermal skin testing or enzyme linked immunosorbent assay (ELISA), and a corticosteroid trial. It is important to realize that corticosteroids have psychotropic effects in addition to antipruritic properties. A favorable response to steroids does not rule out behavioral factors. Steroid‐treated dogs with pruritus may show increased reactivity to thunderstorms and noises (Klink et al. 2008).

Conversely, behavioral disorders may be maintained even after the dermatological condition has resolved. Dermatological lesions may be linked to behavioral disorders and lesions can facilitate and intensify other behavior problems including aggression. Dogs with dermatological lesions are not necessarily more likely to be aggressive, but dogs with aggression disorders may be more irritable when they have concurrent dermatological lesions. In a study of dogs with atopic dermatitis, pruritus severity was associated with increased frequency of problematic behaviors, such as mounting, chewing, hyperactivity, coprophagia, begging for and stealing food, attention‐seeking, excitability, excessive grooming, and reduced trainability (Harvey et al. 2019).

Aggression

The relationship between the viral disease of rabies and aggression is very clear. All cases of aggression should be verified for current rabies vaccination status and/or clients should be advised to maintain current rabies vaccination for their pet to protect from liability. Iatrogenic aggression in canine and feline patients has been induced by the administration of certain drugs such as benzodiazepines, acepromazine, and ketamine.

All cases of aggression should be verified for current rabies vaccination status and/or clients should be advised to maintain current rabies vaccination for their pet to protect from liability.

The relationship between hyperthyroidism in cats and irritable aggression is very likely present, although not definitively established. The relationship between hypothyroidism and aggression in dogs is inconclusive. Hypothyroidism may lead to structural and functional changes in the brain that can potentially lead to changes in behavior such as aggression, apathy, lethargy or mental dullness, cold intolerance, exercise intolerance, and decreased libido (Camps et al. 2019). Numerous case reports suggesting a link between aggression in dogs and thyroid deficiency have been published in the veterinary literature. The effect of thyroid supplementation on behavior without the benefit of a control group in these case studies offers limited evidence of a causative relationship. In a controlled study of nonaggressive and aggressive dogs no significant differences in thyroid levels were found (Radosta‐Huntley et al. 2006). Thyroid hormone supplementation in rats results in elevation of serotonin in the frontal cortex (Gur et al. 1999). Serotonin is a neurotransmitter associated with mood stabilization (see Chapter 10). The possible elevation of serotonin due to thyroid supplementation may result in beneficial behavioral changes in dogs that display aggression. In a small study of dogs with spontaneous hypothyroidism, thyroid supplementation produced no significant difference in circulating serum concentrations of serotonin at six weeks and six months when compared to baseline (Hrovat et al. 2018