Hi there.

From what I have seen--a majority is for using the spray bottle--use it if
you need to of course.  At night--if it is a pretty set time I wonder if you
could put him in a room away from the window?

I would certainly not let him attack your leg--even if you have to raise your
voice and such to get hi attention.

I wonder if you could get him at the window when it is dark--maybe with a
laser pointer and make a game out of it and maybe try to introduce a stuff
animal that he can wrestle?

I wish you the best with this!

Sincerely,
Jen

Eh?  I've seen the opposite. Lots of people on
rec.pets.cats.health+behav recommend the use of a spray bottle, though
I personally use a can of compressed air because my cats hate the noise
and it doesn't get water everywhere.

Why would anyone think a spritz of water is abusive?

--
Jennifer

The spray bottle is abusive? Oh good Lord! It's only water! How is it
abusive?
I haven't been reading the board long so I missed that one. We use the
spray bottle (water only) and it helps Tucker when he's going nuts.
Helps him as much as us. And he's another that does exactly as you
described, with the digging at the carpet!

beats the alternatives.

hailey

Suggestion:  use the spray bottle!

HOWEDY crystal h,

You mean he's DISTURBED, crystal h.

Good.

You can TRAIN him not to want to ESCAPE
when not supervised, if you KNOW HOWE.

PERFECT.

Kats are sociable critters despite what folks say abHOWET them.

He's SCARED.

Right. THAT'S PREDICTABLE. You can CURE THAT
by PRAISING him when he gets SCARED <{); ~ ) >

S-HOWENDS like he's EITHER AFRAID of you or he's
having "displaced aggression", a PREDICTABLE NORMAL
NATURAL INNATE INSTINCTIVE REFLEXIVE FEAR BEHAVIOR.

ANY behavior that's PREDICTABLE REPEATABLE or
CONSISTENT is EZ to EXXXTINGUISH or MODIFY to
YOUR PREFERENCE, if you KNOW HOWE <{): ~ ) >

Just HOWETA curiHOWESITY, HOWE far from you is
he when he FREAKS HOWET and ATTACKS YOU? CuriHOWES
AIN'T IT, that janet boss GOT THE SAME SAME SAME
SAME PROBLEM with her declawed kat, when she PUNISHES
HER DOGS, crystal h <{); ~ ) >

So, don't take it PERSONALLY, she's a PROFESSIONAL
animal trainer with many years EXXXPERIENCE. Her
kat's NEUROLOGIST has been treating IT with VALIUM
and other ANTI PSYCHOTIC meds, unsuccessfully.

PERHAPS THAT'S on accHOWENT of ANTI PSYCHOTIC
medication CAN'T WORK if the PSYCHOPATH is STILL
ABUSING the FEAR AGGRESSIVE critter...

Yup. That's what kats do. janet's kat prefers to
attack her arms, IF The Amazing Puppy Wizard recalls
EXXXACTLY.

ANY behavior problem that's IGNORED or REPRESSED
will INTENSIFY or CHANGE to other, often worse,
seemingly non related TRAINsfer behaviors or
anXXXIHOWESNESS RELIEF MECHANISMS <{); ~ ) >

RIGHT. It'll GET WORSE, to boot. He'll soon be
suffering from INFECTIONS, SELF MUTILATIONS and
HOWEsbreakin problems.

Barriers ONLY INTENSIFY the ANXXXIHOWESNESS FEAR behavior.

He's COMFORTABLE being AFRAID, on accHOWENT of "The
devil we know..."

INDEED?

Hmmm. CuriHOWES that. HOWE COME would you
WANT him to ATTACK a innocent dumb critter?
You know, they got LAWS against THAT.

What kinda LOGIC is THAT???

Of curse not, he's AFRAID.

Of curse, he AIN'T STUPID.

THAT could HURT BOTH INNOCENT DUMB CRITTERS.

Hey? Here's a IDEA! Have you ever tried
PRAISING HIM when he's AFRAID? THAT'LL
make him FEEL SAFE and S-HOWEND and will
EXXXTINGUISH HIS FEAR BEHAVIORS NEARLY
INSTANTLY if you KNOW HOWE.

CuriHOWE THAT, AIN'T IT?

Oh? Was there a FIRST thought?

INDEED? CuriHOWES you MISSED all HOWER abuser's posts.

Technically it's called scratching.

Yeah. THAT'S called BARRIER FRUSTRATION SYNDROME, crystal h.

UNLESS the door was OPEN then he'd BE WILLING to
STAY in that room, IF you KNOW HOWE to TRAIN him
to WANT TO DO ANY THING YOU ASK.

INDEED?

Oh? Perhaps THAT'S on accHOWENT of he's TRYING
to DIG A HOWEL UNDERNEATH THE DOOR.

SHAAAZZZAAAMMM???

You mean to SCARE and INTIMDIATE him someMOORE.

Sez who? The ANIMAL ABUSERS you're askin for HEELP.

You mean on accHOWENT of you don't know HOWE
to TRAIN him not to be ANXXXIHOWES

That's kindly of you. janet knew surgically
mutilating her kat COULD make it FEAR AGGRESSIVE.

MOST of your newfHOWEND pals are animal abusing
cowards who'll DO AND SAY ANY THING to DEFEND
their alleged RIGHT to HURT INTIMDIATE MUTILATE
BRIBE CRATE CHOKE SPRAY and MURDER innocent dumb
critters.

You'll have to FORGET EVERY THING you thought
you knew abHOWET behaviorISM and LEARN HOWE to
use EFFECTIVE NON PHYSICAL NON BRIBE NON INTIMIATON
SCIENTIFIC and PSYCHOLOGICAL behavior modification
TECHNIQUES <{); ~ ) >

READ IT:

HOWEDY loubre,

loubre@statesman.com wrote:

So you think you're gonna GET ADVICE from these
punk thug coward mental cases who punish and
intimidate their critters, loubre?

It DON'T MATTER. A kat is a kat as a dog is a dog as
a birdie is a birdie as a child is a child as a SP-HOWES
is a SP-HOWES as a Roomate is a Roomate.

You mean they fought.

Oh. O.K.

THEN they fought.

Well, she LEARNED THAT behavior from someWON WHO TAUGHT
HER to FEAR FORCE and INTIMDIATE other defenseless / less
capable critters. IT'S ALL THE SAME SAME, people...

CuriHOWES THAT, AIN'T IT???

INDEED?

HE'S AFRAID. ALL AGGRESSION IS FEAR. ALL FEAR IS
CAUSED BY MISHANDLING by TEACHERS and PARENTS.

Well, that's what you'd EXXXPECT if he's AFRAID to go HOWET.

NO PROBLEMO! You can CURE ALL THESE PROBLEMS NEARLY
INSTANTLY if you STUDY and FOLLOW PRECISELY the
INSTRUCTIONS in your own FREE COPY of The Amazing
Puppy Wizard's 100% CONSISTENTLY NEARLY INSTANTLY
SUCCESSFUL FREE WWW Wits' End Dog Training Method
Manual. For SHORE, it was written for DOGS, but
the METHODS WORK for ALL SENTINENT CRITTERS. Just
EXXXTRAPOLATE on the METHODS to SUITE the individual
SPECIES of critter you're dealin with or ASK The
Amazing Puppy Wizard HOWE to do it if you lack the
creativity or EXXXPERTEASE to FIGGER IT HOWET.

AGGRESSION IS LEARNED sez the most recent research
at Harvard and UCLA <{); ~ ) >

WHO DO YOU SUPPOSE has been TEACHING your kat to be a BULLY?

Oh? JUST LIKE HOWE THE KAT DOES TO THE OTHER KAT,
and CAUSES the FEAR FORCE and INTIMIDATION. Well
NHOWE we're MAKIN PROGRESS on YOUR KAT'S BULLYING
PROBLEMS, AIN'T WE, loubre <{); ~ ) >

INDEEDY! THAT'S JUST WON REASON AVERSION TRAINING
CONSISTENTLY NEARLY INSTANTLY FAILS, amongst OTHER
REASONS, like IT TEACHES BULLYING and FEAR BEHAVIORS
aka PHOBIAS and OCD'S (Obsessive Compulsive Disorders).

You'll have to SET THE EXXXAMPLE through DEMON-strated
SELF DISCIPLINE and APUPRIATE NON PHYSICAL NON FORCE
NON BRIBE NON INTIMIDATING SCIENTIFIC and PSYCHOLOGICAL
CONDITIONING TECHNIQUES AS TAUGHT in your own FREE COPY
of The Amazing Puppy Wizard's 100% CONSISTENTLY NEARLY
INSTANTLY SUCCESSFUL FREE WWW Wits' End Dog Training
Method Manual.

The Amazing Puppy Wizard SUGGESTS you IGNORE the
miserable lying kat abusing mental cases who taught
you to TEACH YOUR KAT FEAR FORCE and INTIMIDATION,
lubre... OtherWIZE, you'll be a CERTIFIED ANIMAL
ABUSER, JUST LIKE your newfHOWEND pals here abHOWETS.

LikeWIZE The Amazing Puppy Wizard SUGGESTS you use
a text to speech reader to STUDY the INFORMATION
YOU GOTTA LEARN to LIVE as a DECENT HUMAN BEING.

READ EVERY WORD and THEN go to The Amazing Puppy
Wizard's 100% CONSISTENTLY NEARLY INSTANTLY SUCCESSFUL
FREE WWW Wits' End Dog Training Method Manual.:

            ALL Temperament and Behavior Problems
                     And 90% Of DIS-EASE
                 Are CAUSED BY MISHANDLING.
                       THAT'S GOOD!
                THAT MEANS We can CURE ALL
              Temperament And Behavior Problems
                     And 90% Of DIS-EASE
                      NEARLY INSTANTLY
        Simply By DOING EXXXACTLY, PRECISELY, OPPOSITE
                  Of HOWE We've Been TAUGHT
             By UNIVERSITY TRAINED Behaviorists

HOWEDY People!

ALL Temperament and Behavior Problems Are CAUSED BY MISHANDLING.

"...all the highest nervous activity, as it manifests
itself in the conditional reflex, consists of a continual
change of these three fundamental processes -- excitation,
inhibition and disinhibition."  Ivan P. Pavlov

THAT'S GOOD!

"It is NO WONDER that the marked changes in
deviant behavior of children can be achieved
through brief, simple educative routines with
their mothers which modify the mother's social
behaviors shaping the child (Whaler, 1966). Some
clinics have reported ELIMINATION ofthe need for
child THERAPY through changing the clinical emphasis
from clinical to parental HANDLING of the child
(Szrynski 1965).

A large number of cases improved sufficiently after
preliminary contact with parents that NO treatment
of children was required, and almost ALL cases
SHOWE a remarkably shortened period for therapy.
Quite severe cases of anorexia nervosa have been
treated in own to five months by simply REPLACING
the parents temporarily with EFFUSIVELY LOVING
SUBSTITUTES (Groen, 1966)."

"Despite Skinner's clear denunciation of "negative
reinforcement" (1958) NEARLY EVERY LEARNING
THEORY model involves the USE OF PUNISHMENT.
Of curse, Skinner has never to my knowledge,
demonstrated HOWE we escape the phenomenon
that an expected reward not received is experienced
as a punishment and can produce extensive and
persistent aggression (Azrin et al, 1966)."

THAT MEANS we can CURE ALL Temperament And Behavior
Problems NEARLY INSTANTLY simply by DOING EXXXACTLY,
PRECISELY, OPPOSITE of HOWE we've been TAUGHT TO
MISHANDLE and ABUSE HOWER dogs by the UNIVERSITY
TRAINED behaviorists and PROFESSIONAL PET CARE
SPECIALISTS who MAKE THEIR LIVING off of PERPETUATING
their SHEER IDIOCY and IGNOING the works of Drs. Sam
Corson, Dra. Mary Cover Jones, Breland & Breland, and
other notable psychologists IGNORED and OVERLOOKED by
the ABUSERS who TEACH US to lock HOWER dogs in boxes,
bribe, choke, intimidate, and IGNORE HOWER dog's,
children's and SP-HOWESES cries of FEAR and NEED and
WITHHOLD attention, affection, so called "rewards"
and UNCONDITIONAL LOVE TRUST and RESPECT.

Pavlov Told Us So 100 Years Ago. Sam Corson, Pavlov's Last
Student Demonstrated At UofOH Oxford, That Rehabilitation
Of Hyperactive Dogs Can Easily And Readily Be Done Using TLC.
Tender Loving Care Is At The Root Of The Scientific Management
Of Doggys.  <{) ; ~ ) >

WE CANNOT CONTINUE TO BLAME THE DOG OR ITS BREED:

                ALL Critters Only Respond In
              PREDICTABLE INNATE NORMAL NATURAL
                 INSTINCTIVE REFLEXIVE Ways;
      To Situations And Circumstances Of Their Environment
                  Which We Create For Them.

               You GET The Critter You TRAINED

                       A DOG Is A Dog;
                      As A KAT Is A KAT;
                    As A BIRDY Is A BIRDY;
                    As A CHILD IS A CHILD;
                  As A SP-HOWES Is a SP-HOWES.

The Amazing Puppy Wizard has MUCH CASE HISTORY and PEER
REVIEWED SCIENTIFIC DATA to PROVE these "FAR FETCHED"
claims. HOWEver, for today's puporses, this will be all
that's necessary:

Here's your FREE copy of The Amazing Puppy
Wizard's FREE WWW Wits' End Dog Training
Method Manual:

http://makeashorterlink.com/?G34D2527A

Just ASK The Amazing Puppy Wizard if you
need any additional FREE heelp. There's NO
arbritrary INFORMATION in your FREE copy
of The Amazing Puppy Wizard's FREE WWW
Wits' End Dog Training Method Manual so
study it well and do and follow ALL the
EXXXERCISES AS INSTRUCTED... it's a
PRECISE SCIENCE or it COULDN'T GET 100%
CONSISTENT NEARLY INSTANT SUCCESS for all
handlers and all dogs in all fields or
utilities and behaviors all over the Whole
Wild World <{) ; ~ )  >

                ALL Critters Only Respond In
              PREDICTABLE INNATE NORMAL NATURAL
                 INSTINCTIVE REFLEXIVE Ways;
      To Situations And Circumstances Of Their Environment
                  Which We Create For Them.

               You GET The Critter You TRAINED

                       A DOG Is A Dog;
                      As A KAT Is A KAT;
                    As A BIRDY Is A BIRDY;
                    As A CHILD IS A CHILD;
                  As A SP-HOWES Is a SP-HOWES.

            In The Problem Animal Behavior BUSINESS
                      FAILURE MEANS DEATH.
                      SAME SAME SAME SAME,
           For The Problem Child Behavior BUSINESS.

         Damn The Descartean War of "Nature Vs Nurture."
              We Teach By HOWER Words And Actions
                 And GET BACK What We TAUGHT.

        ALL Behavior Problems Are CAUSED BY MISHANDLING

          Jer 21 And unto this people thou shalt say,
          Thus saith the LORD; Behold, I set before
          you The Way Of Life, And The Way Of Death.

          2Ki 19:6 And Isaiah said unto them, Thus
          shall ye say to your master, Thus saith
          the LORD, Be not afraid of the words which
          thou hast heard, with which the servants of
          the king of Assyria have blasphemed me.

                 The Puppy Prophet <{); ~ ) >

Date: Tue, 6 Jan 2004 09:41:01 -0500
From: "George von Hilsheimer, Ph.D."
<drv...@mindspring.com>
Subject: "time-out"

Dan, my own firm hatred of punishment has
recently been intensified by meeting The
Puppy Wizard, Jerry Howe, whose work with
dogs is marvelous.

There is a literature on harms caused by time
out, and perhaps you'd like to look at
http://www.dogydoright.com
George von Hilsheimer, Ph.D., F.R.S.H.

"As Sam Corson (Pavlov's last student) demonstrated for
nearly 50 years at Ohio University (Oxford, O.) there
is no treatment more useful for dogs than tender loving
care."

George von Hilsheimer, Ph. D., F. R. S. H., Diplomate,
Academy of Behavioral Medicine

From: "George von Hilsheimer, Ph.D." <drv...@mindspring.com
To: <d...@arcane-computing.com
Sent: Tuesday, January 04, 2005 5:38 PM
Subject: Doggy advice

Scott, Jerry Howe forwarded me the letter below.
I'm glad that you referred negatively to Jerry's
habit of CAPITALIZING and HOWEING everything.

I personally hate this habit of his. I think it is his
way of diluting his authority - IME he is a very modest
fellow. However, contrary to your sneer, he is very
competent at living with dogs.

I thought I'd list a series of actions which I found
on the list, folk asking advice on what to do about
dogs doing this and that, for example:

whining,
humping, hunching,
pacing,
self mutilation - paw licking, side sucking,
spinning,
prolonged barking, barking at shadows,
overstimulated barking,
fighting, bullying other dogs,
compulsive digging,
compulsive scratching,
compulsive chewing,
frantic behavior,
chasing light, chasing shadow,
stealing food,
digging in garbage can,
loosing house (toilet) training.
inappropriate fearfulness
aggression.

The thing that is fascinating to me, as an ethologist who
graduated from college 50 years ago and has spent all of
the intervening time working with animals (including the
human animal), is that you never see any of these behaviors
in wild dingoes, jackals, coyotes or wolves, you don't even
see these behaviors in hyenas (who aren't dog related).

You see these behaviors in human managed animals, especially
animals who live with neurotic hysterical humans.

As Sam Corson (Pavlov's last student) demonstrated for
nearly 50 years at Ohio University (Oxford, O.) there
is no treatment more useful for dogs than tender loving
care.

George von Hilsheimer, Ph. D., F. R. S. H., Diplomate,
Academy of Behavioral Medicine

"The IMBECILITY of some of the claims for operant
technique simply take the breath away. Lovas et al
(1966) report a standard contingent reward/punishment
procedure developing imitative speech in two severly
disturbed non verbal schizophrenic boys. After twenty-
six days the boys are reported to have been learning
new words with alacrity. HOWEver, when REWARDS
were moved to a delayed contingency the behavior and
learning immediately deteriorated."

From: "George von Hilsheimer, Ph.D."
<drv...@mindspring.com>

To: <pdd-aspy...@yahoogroups.com>
Sent: Friday, November 19, 2004 9:31 AM
Subject: How does diagnosis shape treatment?

How does diagnosis shape treatment?

Nearly every week I have a visit from Jerry Howe, who
publicizes himself as The Puppy Wizard. Jerry is a
master at behavioral modification of dogs.

His fundamental bedrock is the work Pavlov's last student,
the late Sam Corson, Ph.D., did at the U of Ohio (at Oxford,O).

Sam always pointed out if the dog stopped working for
you in the lab, Pavlov and he always took the dog away
from the lab, and put him in a loving home and gave him
TLC for a couple of months, and then started, very carefully,
over again.

Jerry believes that reward and constraint focused training
is immoral. I've watched him in one short session calm
impossible dogs, just about to be murdered (oops "put to
sleep") because of their "incorrigibly" violent behavior.

Sam was one of the first people to apply amphetamine to
hyperactivity (he searched the Middle West for hyperactive
dogs); but he never lost sight of the fundamental reality that
a dog is not a human, but does respond, doggily, to dog love.

You might be surprised to go to B. F. Skinner's "Cumulative
Record" and read the essay by Breland and Breland, "The
Misbehavior of Organisms".

Animals cannot be successfully trained unless the trainer
attends to the evolutionary history, the individual's
developmental history, and the environmental niche of
the animal being trained.

Yep, right there in Skinner's last and summary book.
Even with behavior mod, you must know the animal.

<snip>

       Dogs or little boys, you have to know the individual
       history, and the nature of he disorder.

       Dr. Von

       PS if you are interested in dogs, then take
       a look at Jerry's work.

         Dr. George VonHilsheimer writes in

         "Is there a SCIENCE of BEHAVIOR?":

"Valette 1966 is a complete trivialization of
scientific findings. It overstates the case for
reinforcement theory. No careful researcher
would contend that operant techniques CAN ANY
THING MORE than modify SHORT TERM BEHAVIOR in
a highly controlled and limited environment
with a large number of skillful experimenters.

Certainly the most elaborate studies have shown
that the withdrawal or temprary inefficiency of
the reward system is immediately followed by
CESSATION of the programmed behavior.

In fortunate contrast to this depressing paper
is the research reported by Whelan (1966) who
makes the simple but profHOWEND caveat that
"It is only through CORRECT, EFFICIENT APPLICATION
(of operant principles) that children's behavor can
be changed to the extent that they can subsequently
contribute to the REAL WORLD in which they live." "

  "The Methods, Principles, And Philosophy Of Behavior
                   Never Change,
   Or They'd Not Be Scientific And Could Not Obtain
     Consistent, Reliable, Fast, Effective Results
           For All Handler's And All Dogs,
           ALL OVER THE WHOLE WILD WORLD,
                NEARLY INSTANTLY,
  As Taught In Your FREE Copy Of The Puppy Wizard's
   FREE WWW Wits' End Dog Training Method Manual,"
            The Puppy Wizard. <{} ; ~ )  >

Dr. Von continues:

"Whelan illustrates the simple nature or the
learning process by referring to Ferster's
engaging study of two three year old
chimpanzees taught mathematics through
simple procedures. Whelan carries this
EVIDENCE a step futher by pointing HOWET
it's applicability to disturbed children."

      You Get The Critter You Trained

              A Dog Is A Dog
            As A Kat Is A Kat
          As A Birdie Is A Birdie
           As A Child Is A Child
        As A SP-HOWES Is a SP-HOWES.

       ALL Critters Only Respond In
  PREDICTABLE INNATE NORMAL NATURAL INSTINCTIVE
              REFLEXIVE Ways
To Situations And Circumstances Of Their Environment
         Which We Create For Them.

        Damn The Descartean War of
          "Nature Vs Nurture."
    We Teach By HOWER Words And Actions
       And GET BACK What We TAUGHT.

  In The Problem Animal Behavior BUSINESS
          FAILURE MEANS DEATH.
              SAME SAME,
 For The Problem Child Behavior BUSINESS.

Dr. Von continues:

"If chimpanzees CAN LEARN mathematics through step
by step learning AT THEIR OWN PACE, reinforced
primarily by CORRECT ANSWERS rather than with
"fruit loops and rasins", we can assume that even
developmentally RETARDED or CONfHOWENDED children
CAN LEARN as well.

Moreover, Whelan makes the EXXXTREMELY important
point that while most teachers assume that learning
takes place verbally, primarily it is a non verbal
process..

Unfortunately Whelan limits himself to the problem
that "teachers must not only modify or remove specific
deviant behaviors, but must also develop socially
acceptable behavior patterns in the classroom and
classroom conditioned goals, NOT LEARNING.

Other researchers have emphasized the importance
of adult behaviors in conditioning classroom behavior.
An EXXXCELLENT review of this research showd that
tantrum behavior, excessive crawling and dependency,
isolated play, passivity, spelling failure, and other
problem behaviors can be managed by altering habitual
adult responses to children (Harris, Wolf and Baer, 1964) .

Such RESEARCH holds GREATER PROMISE in that alteration
of the conditioning social environment seems to provide
more STABLE and LASTING CHANGES than "M and M's". Moreover,
a great deal of work has been done developing EFFECTIVE
techniques of behavior modificaton through the conditioning
social environment of peers (Hartup, 1964). These directions
would seem more PRODUCTIVE than a simple minded trainslation
of the Skinner cage to the classroom.

Skinner (1963) pointed HOWET that operant techniques
can "be utilized fully ONLY IF we REDEFINE the GOALS
of education and the CONDITIONS in the educational
environment under which those goals may be reached...
(through) a DIFFERENT KIND of educational research
which is much more closely concerned with the immediate
dimensions of the student's behavior than with gross
changes such as IMPROVED PERFORMANCES."

UNFORTUNATELY, neither Skinner nor ANY OTHER
learning theorist has provided us with a working
model of a school or research enterprise based
on systemic and thorough-going APPLICATION of
LEARNING PRINCIPLES.

Skinner (1948, 1953) approaches a definition of the
philosophical issues involved, and provides an utopian
model of a school, but generally psychologists seem
STUCK at a level of MANAGEMENT of an aggressively
disturbing child in the classroom, through peer approval,
or the aplication of accelerating CONsequences in the
classroom, or scientifically S-HOWENDING tactics like
"TIME HOWET" (which we used to know more simply
as "sendin the kid to the cloakroom").

Hobbs (op. cit.) claims that the classroom is a
natural environement for the child. Thelen (1965)
contends that "classroom practices are UNnatural,
UNreasonable, and 'against NATURE.' "This would
seem the central issue for the philosophy of education.
Mere trivial application of research findings to an
institution essentially unchanged from Sumerian academies
(Kramer, 1962) will NOT create useful teaching for
human beings.

It seems relevant to ask EXXXACTLY WHAT do we
know abHOWT the learning situation in which HOWER
children find themselves, and why, in the light of HOWER
knowledge, do we do any of the things that schools do?"

We know that there is little agreement among adults
as to what it is they are SUPPOSED to be DOING,
what something to do could be that MIGHT be
EFFECTVE, and what it IS that other people who
have authority over children ought to be doing (Mc-
Eachern and Taylor, 1967). Wherefor the child's
CONfusiHOWEN?

It is NO WONDER that the marked changes in
deviant behavior of children can be achieved
through brief, simple educative routines with
their mothers which modify the mother's social
behaviors shaping the child (Whaler, 1966). Some
clinics have reported ELIMINATION ofthe need for
child THERAPY through changing the clinical emphasis
from clinical to parental HANDLING of the child
(Szrynski 1965).

A large number of cases improved sufficiently after
preliminary contact with parents that NO treatment
of children was required, and almost ALL cases
SHOWE a remarkably shortened period for therapy.
Quite severe cases of anorexia nervosa have been
treated in own to five months by simply REPLACING
the parents temporarily with EFFUSIVELY LOVING
SUBSTITUTES (Groen, 1966).

Probably the most absurd figure in Amaerican mass
media is the TEACHER (Gerbner, 1966). HOWE can
we EXXXPECT children to LEARN responsible P-HOWER
from models of IMPOTENCE? We KNOW that LEARNING
a complex ritualized social role, is facilitated
by observation of an INTELLIGIBLE MODEL much more
effectively than by trial and error with REINFORCEMENT.

Roles which are relatively arbitrary and senseless are
the most difficult to learn (Luchins, 1966). Do we make
ANY EFFORT as teachers to CORRECT the massive impact of
media?

HOWE can the ARBITRARINESS and SENSELESSNESS
of IMPOTENT ADULT MODELS be redeemed by anything
short of RELEVANCE and COMMITMENT?

As an engaging final comment on the PROFESSION
let me mention the little study by Dittman et al (1965)
tha when 15 psychotherapists and 9 professional dancers
evaluated facial and bodily expressons for effect the
dancers were much MOORE accurate. Need we say MOORE
abHOWET the training of therapists?

THE OPERANT FALLACY

Programs utilizing the "contingencies of reinforcement
model" proposed by Skinner (1963) ar no more well
established in research than the various dynamic
therapists. Research in four areas : 1) direct evaluation
of programmed systems for elarning; 2) reinforcement;
3) cognitive dissonance; and 4) motivation, MOST SURELY
DEMOLISH the claims of operant programers.

The 190 studies annotated by Schramm (1964) when
inspected display NO SIGNIFICANT DIFFERENCES
in SUCCESS among approaches and modifications.
Programmed instruction is no worse than conventional
instruction, and takes less time, but time reductions in
conventional instruction has frequently been shown
possible without detrimental effects. If you draw your
controls cagily you can always show the superiority of
your PET technique.

Moore and Smit (1964) compared variations on
programmed materials, machines, texts, written
responses, merely reading, free response, multiple
choice, and iving or not giving the students results.
There were NO SIGNIFICANT DIFFERENCES despite
Skinner's insistence on the importance of the
CONTINGENCY of REINFORCEMENT. Carpenter
and Greenhill (1963) could find NO DIFFERENCE
in RESULTS even after eliminating the self-pacing
feature by presenting the materials by TV or Video.

Krumboltz and Kiesler (1965) reported that a two month
follow up test showed NO DIFFERENCE between students
given a variety of reinforcement schedules. Mayo and
Longo (1966) report that naval and marine trainees
saved 30% of time in learning electronics fundamentals
through a programed course witrh superior scores on one
measure but not on another, and with no follow-up reported.

The same authors reported a reductionj from 26 HOWERS
to 19 HOWERS in instruction time through the use of
program with NO DIFFERENCE in test scores, except
that as longer blocks of materiallearned through
programmed means were tesed the scores DECREASED.

When the control instruction is manipulated an entirely
DIFFERENT picture emerges Jacobs and Kulkarni (1966)
assignedstudents in three different schools to classes
with standard programmed material giving immediate
knowledge of results to classes without results and to
classes with the order of sections of the program inverted.

In two schools the groups without knowledge of results
and the groups with inverted material SCORED HIGHER.
In one school there was NO DIFFERENCE. So much for
THEORY. Reid and Taylor (1965) presented a linear
program on paper-making to 60 paid undergrads with
a 12 week follow up test. The group which merely
read learned the same material in 154 minutes to
243 minutes for the group given responses- a
REVERSAL of the usual BIASED RESULTS based
on POOR CON-TROLLS. There were no differences
on post tests.

Spagnoli (1965) reports on a study exposing the control
and programed group to the same material in a concentrated
effort over a limited period of time. There were NO
SIGNIFICANT DIFFERENCES.

Sassenrath and Garverick (1965) gave 4 matched
groups of 120 students four procedures: 1) looking
up the wrong answers, 2) having questions discussed
by the instructors, 3) checking answers from correct
ones on the board, and 4) no feedback. The discussion
method proved best.

Finally, in studying means of training men to perform
a 72 action prcedure on Nike-Hercules equipment,
Cox and Boren (1965) demonstrated that the time
required to learn the procedure to critterion was NO
DIFFERENT when the actions were organized into
seven operant spans and taught in reverse order, in
natural order, or without grouping into operant spans
at all.

IT IS CLEAR that as comparisons became more
sophisticated programed instruction and other
operant teaching techniquesreveal tehemselves
as simply another prestigiHOWES FAD--somewhat
better than conventional instruction in saving time,
but certainly not providing a better or better organized
or more independently useful GRASP of KNOWLEDGE.

The IMBECILITY of some of the claims for operant
technique simply take the breath away. Lovas et al
(1966) report a standard contingent reward/punishment
procedure developing imitative speech in two severly
disturbed non verbal schizophrenic boys. After twenty-
six days the boys are reported to have been learning
new words with alacrity. HOWEver, when REWARDS were
moved to a delayed contingency the behavoir and learning
immediately deteriorated.

Despite this, and despite the fact that there was no
evidence of cognitive association with the words, the
authors leap to the conclusion that the fact that the
boys improved in the acquisition of Norwegian words
WITHOUT REWARDS while still being given English
words WITH REWARDS suggest hat the children may
be able to acquire new behaviors on their own.

The need for this study escapes one, particularly in
view of the very well established fact that schizophrenics
condition quite readily (Mednick, 1958)

One can see the "SCIENTIFIC" PRECISION by which the
authors drop contingent reinforcements thus PROVING
that the parrot behavior was indeed caused by the
schedule and NOT by some other mystical force.

The use of Norwegian to demonstrate learning that
could not even remotely be related to previous history
is a grotesquery too bizarre to be credited. Who could
possibly doubt that this useless and probably damaging
trained seal routine depended on the psychologist's antics?

What on earth led them to believe that a schizophrenic
needs even more other-focused responsiveness?

Lovaas et al (1965) reported three programs carried
out on five year old autistic twins conditioining them
to "social behavior" and to eliminate pathologial
behaviors such as self-stimulation and tantrums.

Affectionate and other social behaviors toward
adults increaseed after adults had been associated
with shock reduction. The routine for this treatment
brings immediate relief to mind Sawrey and Wesz
(1956) routine for producing ulcers in monkeys.

I suppose it is USELESS to speculate on the source
of SO CALLED THERAPISTS willingness to experiment
on human beings with procedures for which there is
sound experimentally established WARNINGS. If the
"double blind" theory of the origin of schizophrenia
(Bateson, 1956) is at all valid, HOWE DEVASTATING
the experience must ULTIMATELY BE.

Do Lovaas et al REALLY BELIEVE the schizophrenic
has no cognitive processes and DOES NOT KNOW
WHO IS RESPONSIBLE FOR THE SHOCK? Greger
(1965) criticized this study on the basis that
trainsfer CANNOT be generalized.

That issue can be answered by experience, and,
of curse, the "social" behavior of these children
deteriorates as soon as the psychologists LOOSE INTEREST.

The IMPORTANT ISSUE for a SCIENCE OF BEHAVIOR
is why not attempt those things which are KNOWN to
WORK at least in some cases if only for control puporses.

Kanner (1954) reports that 13 classically autistic
children improved enough to go to school without
"anything that is regarded as good psychotherapy or
as psychotherapy at all..."

Autistic children have been known to become
permenantely social by deinstitutionalization,
BY REMOVAL from the parents, BY RADICAL CHANGES
in other environments, and by MASSIVE DOSAGE of
TOUCHING, HOLDING, FONDLING LOVE DESPITE THE
REJECTION OF THE CHILD.

My case, Larry, (vonHilsheimer, 1965b), demonstrates
a recovery by using the mother as an autistic boy's
teacher in an open millieu. It is curiHOWES that the
operant technicians provide as few, and as UNIMAGINITAVE
controls for thier "research" as the Freudians.

REWARD / PUNISHMENT

Despite Skinner's clear denunciation of "negative
reinforcement" (1958) NEARLY EVERY LEARNING
THEORY model involves the USE OF PUNISHMENT.
Of curse, Skinner has never to my knowledge,
demonstrated HOWE we escape the phenomenon
that an expected reward not received is experienced
as a punishment and can produce extensive and
persistent aggression (Azrin et al, 1966).

MIMICRY, PLAY, EXPLORATION AND
THE NEED FOR DATA

Complex activities are LEARNED MORE QUICKLY
through OBSERVATION (copying, if you will) than
by trial and error with reinforcemet (Luchins,).
Observers of subjects making a first trial of a multiple
choice bolt head maze made fewer errors than the
practiced subjects in the second run, while subjects
who have been shocked for error on a first trial made
more errors than either (Rosenbaum & Hewitt, 1966).
Students will modify their beliefs more when rewarded
for the way in which they carried out arguing for a
disagreeable position (role reward), than when rewarded
for the content of the argument (Wallace, 1966).

===================

           INTRO TO WITS' END DOG TRAINING MANUAL
           George von Hilsheimer, Ph.D. F.R.S.H.

Several years ago one of my old students telephoned
to me and asked me what I knew about Doggie Do
Right, a device to cause your neighbor's dog to stop
barking.

I had not heard of the device, nor its inventor, Jerry
Howe, but I telephoned, read his website, and told
my graduate that I thought the device was worth a
trial - indeed I shut up the dogs in my neighborhood
by turning on Jerry's supersonic device.

After all we all know that dogs respond to whistles
humans cannot hear, so why not respond to "attaboy"
sounds which humans cannot hear.

My student lived far from my Florida homestead, so
he tried it on the three incredibly savage, hyperactive
and noisy dogs who lived behind a tall fence just 3 feet
back of his bedroom.

Hot rats! The device worked,

Andy got his sleep and I didn't think much of the
matter again.

A few months ago I had new neighbors on each
side of my house, four of them, all with noisy
unshuttupable dogs. Argh!

So I foned Andrew in Virgina, received the intelligence
that his neighbors dogs were still quiet, and then I foned
Jerry Howe, the inventor of Doggie Do Right, who came
to visit me.

Merlin walked into my office.

Jerry is a slender fellow with a belly button lenghth grey
beard tapering down his chest. I liked him immediately,
and I applied his instrument to the neighborhood again
which again became silent.

It occured to me that if this ultrasonic field worked with
dogs that we ought at least to ask the question, what
happens to humans in range of the device???

I asked Jerry to give me a list of customers and began
inquiring among them. One thing became immediately
evident. The Doggie Do Right not only shuts up your
neighbors' dogs, it calms and modifies your husband's behavior.

Holey Moley, Captain Marvel, this device has major potential.

In the meantime Jerry gave me a copy of his Wits End
Dog Training Manual. I was delighted. He also introduced
me to the world of professional dog trainers some of whom
even have Ph.D.s in psychology.

This was not such a delight as it appeared that none
of these luminaries had actually read Skinner, Lazarus
or other fountains of wisdom in psychology. Indeed, it
seemed as though they knew very little about the laws
of behavior at all!

Punishment and confrontation seemed to be their
major stock in trade.

Well, if you go to my website, www.drbiofeedback.com
you can read of the career of Sam Corson, I.P. Pavlov's
last student.

Sam demonstrated that rehabilitation of hyperactive
dogs can easily and readily be done using TLC, tender
loving care is at the root of the scientific management
of doggies.

Pavlov told us so 100 years ago.

So what are these degreed morons doing punishing
dogs, and shouting "NO" into their doggie faces? If
you pick up B.F.Skinner's last book, CUMULATIVE
RECORD, included in it is an essay by Keller Breland
and Maryann Breland entitled THE MISBEHAVIOR OF ORGANISMS.

Skinner deliberately included his students' chapter
to emphasize that you cannot manage the behavior
of animals unless you take into consideration 1. the
animal's evolutionary niche (who is the animal?);
2. the animal's personal history (who is the animal?)
and 3, the instinctive repetoire of the animal (who is
the animal?) and 4. the personality of the animal (who
is the animal?).

The Brelands moved far from the white rat. "Thirty-eight
species, totaling over 6,000 individual animals, have been
conditioned, and we have dared to tackle such unlikely
subjects as reindeer, cockatoos, raccoons, porpoises,
and whales."

Jerry Howe spends most of his times with dogs, but
he has learned Pavlov's lesson well. Dogs are individuals,
they are individual DOGS, and they respond most directly
and immediately to love and tender loving care.

Read with pleasure, and then go love your dog.

George von Hilsheimer, Ph.D., F.R.S.H.
Who's Who Honoree since 1983

            From: TooCool (larrym...@hotmail.com)

        The Puppy Wizard's Wits End Training Method

      I have studied canine behavior and dog training for
      years. I have a huge library that covers every system
      of training.

      The Puppy Wizard's (Jerry Howe's) Wits' End Training
      Method is by far the most scientific, the most advanced,
      the kindest, the quickest and the most effective training
      method yet discovered.

      It is not an assortment of training tips and tricks; it is
      a logically consistent system. Every behavior problem
      and every obedience skill is treated in the same logically
      consistent manner.

      Please study his manual carefully. Please endeavor to
      understand the basis of his system and please follow
      his directions exactly. His manual is a masterpiece.
      It is dense with theory, with explanation, with detailed
      descriptions about why behavior problems occur and
      how their solution should be approached.

      One should not pick and choose from among his methods
      based upon what you personally like or dislike. His is
      not a bag of tricks but a complete and integrated system
      for not only training a dog but for raising a loving
      companion.

      When I once said to Jerry that his system creates for
      you the dog of your dreams, his response was that it
      produces for your dog the owner of his dreams.

      You see, Jerry has discovered that if you are gentle
    &