14th Annual IAATE Conference- February 15 - 18, 2006
Hosted by Nashville Zoo at Grassmere
Nashville, Tennessee
Conference Proceedings
International Association of Avian Trainers and Educators
Annual Conference Proceedings
History:
The International Association of Avian Trainers and Educators (IAATE) began in the
spring of 1993. The organization was founded to foster communication, professionalism
and cooperation among those individuals who serve Avian Science through training, public
display, research, husbandry, conservation and education. Specifically, IAATE recognizes
its role in and responsibilities to the continued existence of zoological parks, public and
private institutions housing birds. Trainers and other personnel involved in the husbandry
and research of birds must have a clear understanding of their individual roles as the
interplay between themselves, the animals in their care, the animals’ wild counterparts, and
the communities in which they live and work. IAATE will provide opportunities through
which bird trainers can exchange and disseminate current knowledge, research and other
information among themselves in professional and social settings. In addition, IAATE
seeks to maintain a positive public image by preparing its members to act as ambassadors
for the avian community. IAATE's mission statement is "Increasing awareness of the
Natural World".
Each year IAATE hosts a conference in an effort to facilitate communication and sharing
of information. The following is a list of conference locations visited over the years:
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
Minneapolis, MN
San Diego, CA
Orlando, FL
St. Louis, MO
Concord, CA
Minneapolis, MN
Sitka, AK
Memphis, TN
Orlando, FL
Denver, CO
Portland, OR
Toronto, Canada
Atlanta, Georgia
Nashville, Tennessee
This document represents a collection of papers presented at the 2005 conference held in
Atlanta, Georgia. Please note the opinions represented are those of the individual authors
and do not necessarily reflect the views of The International Association of Avian Trainers
and Educators as an organization.
For more information on IAATE, please visit the website at www.IAATE.org
Table of Contents
In order of appearance
Title
1.
Page
“Ivory-billed Woodpeckers and the Roles of Education in Conservation”
Keynote: Jerome A. Jackson, Florida Gulf Coast University, Ft. Myers,
Florida
4
2.
“From Inspiration to Action: Reaching New Heights with New Ideas”
Maureen O’Keefe, Karen Povey, & Sara Mattison Point Defiance Zoo,
Tacoma, Washington
9
3.
“Failure and Success! Experience of a Fledgling Bird Trainer”
Helen Dishaw, Seneca Park Zoo, Rochester, New York
14
4.
“Coping, Trimming and Restraining”
Jeffrey Meshach, World Bird Sanctuary, St. Louis, Missouri
19
5.
“Latent Performance of Behavior- How to Train Quick Response to a
Cue”
Barbara Heidenreich, Good Bird Inc., Austin, Texas
23
6.
“Reducing Aggression through Positive Reinforcement”
Catherine Vine, The Philadelphia Zoo, Philadelphia, Pennsylvania
28
7.
“SeaWorld Orlando Guest Interaction Program: You want us to do
what!?”
Karen Swann & Laura Dray, SeaWorld Orlando, Orlando, Florida
35
8.
“Evolution of a Behavior: Alligators and Birds?”
Gary Denzler, Cincinnati Zoo & Botanical Garden, Cincinnati, Ohio
40
9.
“Strong Foundations and Adjustments- Keys to Training Success”
Sid Price, Avian Ambassadors, Tijeras, New Mexico
46
10.
“It’s All About Choices”
Melissa Horton, Wildlife Experiences, Rapid City, South Dakota
50
11.
“Getting the Most out of your Outreach Program”
Kevin Kellner & Eddie Annal, Cincinnati Zoo & Botanical Garden,
Cincinnati, Ohio
58
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12.
“Youth volunteers…why not?”
Sharon Dale and Rhonda Wuensch, Tracy Aviary, Salt Lake City, Utah
63
13.
“Contributing Factors on Burrow Activity in Fratercula Arctica (Atlantic
Puffin) in the Vestmannaeyjar Islands, Iceland”
Jessica Klassen, Raptor Center at the University of Minnesota, St. Paul,
Minnesota
67
14.
“In the Field and In the Bedroom- Parrot Conservation”
Joanna Eckles, World Parrot Trust USA, Stillwater, Minnesota
73
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Ivory-billed Woodpeckers and the Roles of Education in Conservation
Jerome A. Jackson
Whitaker Center, Florida Gulf Coast University
10501 FGCU Blvd. South
Ft. Myers, Florida 33965
The 2005 report of the discovery of Ivory-billed Woodpeckers (Campephilus
principalis) along Bayou DeView in eastern Arkansas (Fitzpatrick et al. 2005) captured
the imagination of the world. It brought a much needed spark of hope, while diverting
attention from the traumatic news of natural disasters and war. It made us believe that we
have been doing something right. For days the news media were positively bubbling with
words and concepts like “ecosystem,” “endangered species,” “habitat” and “habitat
corridors,” discussions of “adaptation” to our changed world, the “resilience of life,” and
back from “extinction.”
This news has given us the feeling that conservation has paid off. It has generated
hope, and energized the public to support conservation efforts. Let us catch this wave!
As conservation educators, we have an unparalleled opportunity to reach new audiences
and to raise understanding of the natural world. Conservation education must play a
major role in efforts to restore the habitats of the Ivory-bill, and at the same time, the
Ivory-bill, in its role as an icon for all that is wild, can help us to infuse understanding
into other conservation efforts.
The Ivory-billed Woodpecker has, at some level, been an icon for conservation
for nearly a century. Elizabeth Gordon, in her 1912 book “Bird Children,” included a
caricature of a different species of bird on each page. Each portrait appeared to be a bird
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with a child’s face and below each was a short poem that told something of the bird. For
the Ivory-bill she wrote:
Ivory-billed Woodpecker said:
“Dear me!
They’re cutting down my family tree;
Where can I live, I’d like to know,
If men will spoil the forest so?”
There are two things of significance in this simple poem. First, it shows a clear
early recognition of the plight of this species and the primary cause of its endangerment.
Second, it shows that in spite of this message having been distributed to children across
America -- and presumably to parents who read it to their children -- it seems to have
made little difference in the species’ fate. In 1924, the State of Florida issued a permit to
a taxidermist to shoot two Ivory-bills there (Bird 1932). In 1932, the State of Louisiana
issued a permit to a state legislator to shoot an Ivory-bill to provide proof of its existence
(Lowery 1974, Jackson 2004), and by the late 1930s, the habitat of the last known
population of Ivory-billed Woodpeckers was being cut for commercial purposes (Tanner
1942).
What was missing? Why did we fail to protect this species and its habitat. Some
might argue that we had no meaningful laws to protect endangered species. That of
course is true. Although endangered species legislation was passed at the federal level in
1966 and 1969, it wasn’t until the passage of the Endangered Species Act of 1973, that
we had a law with sufficient “teeth” to gain a real measure of legal protection. I would
argue, however, that what was missing was public understanding -- not merely of the
bird, but of the nature of ecosystems and the interactions and interdependencies among
species -- including ourselves. What was missing was education that was (1) effective,
and (2) that reached the masses.
Since the early 1970s we have all witnessed legal challenges to habitat
destruction, harm to endangered species, and other environmental problems. Such legal
battles are expensive, time-consuming, and they tend to polarize us. In addition, legal
battles often have to be fought repeatedly. To paraphrase a sign at the entrance to
Corkscrew Swamp Sanctuary in southwest Florida, “You have to save a swamp a
hundred times, but you can lose it only once.” There is little doubt that some potential
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Ivory-billed Woodpecker habitats that exist today are with us as a result of this legal
protection. But witnessing the fervor of public response to the announced rediscovery of
Ivory-billed Woodpeckers reaffirms my opinion that a positive message that focuses on
gaining understanding of the values and complexity of healthy ecosystems and
endangered species and on changing public attitudes could in the long term be more
effective in protecting our natural heritage.
The year 1958 produced a phonograph record with a lasting impact on my life in
that it led to a philosophy that I have followed in my teaching and conservation activities.
The song "To Know Him is to Love Him" was sung by a group called The Teddy Bears.
Sometime in the early 1970s, in the course of teaching and being involved in
conservation activities, I came to realize that there were folks out there who really had no
appreciation for wild things – they knew nothing about them and cared nothing for them.
Their typical questions were: "What good is it anyway?" Or "Will it bite?" An insect was
just a "bug." "Step on it!" was a typical response to seeing one. A snake is evil. "Kill it!"
they'd say. Jokes led to anger when creatures with names like the "snail darter" or the
"freckle-bellied madtom" or the "furbish lousewort" stopped a dam or other public works
project. They just didn't understand.
The Endangered Species Act of 1973 provided protection for some species, but
legal protection alone rarely wins environmental battles. Even with a few environmental
victories, the war can be lost when conservation efforts polarize public opinion. The only
way to make permanent environmental gains is to change attitudes – to give people an
appreciation of the unique adaptations of plants and animals – the sort of things that
might make them say "Gee whiz!" or "I didn't know that!" Rather than giving nothing but
negative messages: "don't do this" or "don't do that," I felt that a positive message needed
to be given. I borrowed the Teddy Bears' song and my version of it became my
philosophy of environmental education: "To know it is to love it."
In 1988 I took my idea to a local CBS station in Mississippi and convinced the
News Director that I could do some positive environmental education and reach a whole
new audience with it, if he would just give me two minutes on the evening news. Thus
began a 13-year run of a weekly segment that became known as "The Southern
Outdoors." Each segment focused on one plant, animal, mushroom, or event in nature,
providing factual information in a "gee whiz" fashion, always keeping it positive and
occasionally inserting a bit of humor. It worked – and ultimately drew more response
from the viewing audience than any other programming on the station. When I moved to
southwest Florida, I continued these efforts in positive public environmental education
through a daily radio segment that airs locally during the news program “Morning
Edition” on public radio.
I believe that the keys to positively influencing public attitudes towards the
environment and hence to conservation are (1) a positive approach, and (2) reaching a
broad audience -- one that is much more inclusive than those who would already tune in
to environmental programming. The broad media coverage of the Ivory-billed
Woodpecker story has accomplished both of these goals, providing a positive message
and reaching a global audience. But it has also introduced concepts and environmental
issues that are not broadly understood by the public. The intense public interest in this
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story provides an opportunity to pick up the baton of environmental education and run
with it.
I will focus on three concepts that have been mentioned in media reports about the
Ivory-billed Woodpecker and which are essential to any hope of recovery for the Ivorybill, and that are of global significance to conservation in general. These must be
understood to build a firm foundation for future conservation efforts. These concepts
include understanding of (1) the nature of the ecosystems; (2) the niches, or roles that
creatures play, within ecosystems; and (3) the interconnectedness and interdependencies
of species with one another and with their physical environment.
In discussions of the Ivory-billed Woodpecker much has been said about its need
for the old-growth bottomland forest ecosystems of the Southeast. To many, the concept
of an ecosystem is rather nebulous. One recent response I got when I asked a student to
define an ecosystem was “Well, it’s just nature, isn’t it?” In 1994 I was asked by the U.S.
Agency for International Development (USAID) to teach biodiversity concepts to
teachers on the islands of Java and Sumatra in Indonesia. The concept of an ecosystem
was of prime importance to that effort, yet it was difficult for them to grasp. I needed an
analogy they could understand. On my second day in Sumatra I found that analogy: the
traditional Sumatran home.
As an island in the Indian Ocean, Sumatra is subject to periodic typhoons and the
Sumatran people are intimately linked to the sea. The traditional Sumatran home has
somewhat the appearance of a boat and is placed on stilts as protection from flooding.
These homes are often enormous structures, serving extended families, and they often
have dozens of pilings supporting them. I told my Sumatran teachers that an ecosystem is
a home to the creatures who live there, and that it might be compared with a traditional
Sumatran home. The stilts of a Sumatran home, I suggested, are like the species within an
ecosystem -- they support the ecosystem. The floor of the house is like the physical
environment of the ecosystem -- it links each species with every other species.
Within a Sumatran house, each piling plays a specific role. One may support a
corner of the steps leading to the entrance. Another may support the cooking hearth,
others may support the corners of various living spaces. Together they support the house.
Similarly, within an ecosystem, each species plays specific roles. The Ivory-billed
Woodpecker feeds on large beetle larvae and in the course of its feeding, it exposes
insects that other creatures feed on and aids in the facilitating the decay process that
ultimately recycles and renews the forest. It also excavates nest and roost cavities that
may later be used by Wood Ducks, gray squirrels, and many other species. Together with
the trees it uses, the insects it consumes, other creatures, the soil, water, and climate, it
contributes to making the bottomland forest ecosystem what it is.
As I told my Sumatran friends, a single piling could perhaps be lost from beneath
their house -- perhaps two, or more -- and the house would still stand. But which piling?
Not all play the same role. And if one is removed, it is likely to influence the burden on
those that remain nearby. And what happens when the typhoon comes and the house is
put under stress? Thus it is with species within an ecosystem. Extinction is a natural
process and loss of a species does not necessarily mean loss of an ecosystem. But each
species plays a different role and we do not yet know the breadth and depth of those
roles. The niches of species are interwoven and the fabric of diversity strong, but pulling
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a single thread can create unexpected consequences. Indeed, we may not even know of
the existence of some of those living “threads,” those “pilings” that support ecosystems.
Let’s assume that the Ivory-billed Woodpecker is, indeed, in the swamps of
eastern Arkansas. Because of its presence efforts are being made to restore the old growth
forest ecosystem and to link isolated patches of forest in a long green corridor of hope
from Bayou DeView to the Mississippi and beyond. Such a corridor would not only
provide opportunity for the Ivory-bill to disperse and its populations to grow, but it would
serve the needs of migrant songbirds that pass through the region each year to and from
Latin American wintering and North American nesting areas. It would provide corridors
for another wide-ranging animal, the black bear (Ursus americana). In this way, the
Ivory-bill fits the role of what ecologists call a “flagship species” -- a charismatic species
that the public champions. Because of the extent of old growth forest it requires, the
Ivory-bill is also an “umbrella species” -- one which when protected, also results in
protection of less charismatic species -- they sort of “slip in” under the “umbrella”
(Hunter 1999, Fleisman et al. 2000).
Although the magic of the Ivory-bill has given a boost to conservation, the
evidence of the presence of Ivory-bills in Arkansas is not conclusive (Jackson 2006).
Furthermore, even if all of the sightings have been valid, there is evidence for no more
than a single bird. One bird does not a population make; the magic of this conservation
movement will wear off if greater evidence is not found. The corridors of hope being
created through re-creation and linking of old-growth forests are of major conservation
significance -- whether we have Ivory-bills out there -- or only the perception of Ivorybills. As conservation educators we should seize this moment to fan the flames of hope
for all the majesty that this ecosystem can be.
Literature Cited
Bird, A. R. 1932. Ivory-bill is still King! American Forests 38:634-635, 637.
Fitzpatrick, J. W., M. Lammertink. M. D. Luneau, Jr., T. W. Gallagher, B. R. Harrison,
G. M. Sparling, K. V. Rosenberg, R. W. Rohrbaugh, E. C. H. Swarthout, P. H.
Wrege, S. B. Swarthout, M. S. Dantzker, R. A. Charif, T. R. Barksdale, J. V. Remsen,
Jr., S. D. Simon, and D. Zollner. 2005a. Ivory-billed woodpecker (Campephilus
principalis) persists in continental North America. Science 308:1460-1462.
Fleisman, E., D. D. Murphy, and P. F. Brussard. 2000. A new method for selection of
umbrella species for conservation planning. Ecological Applications 10:569–579.
Gordon, E. 1912. Bird children. P. F. Volland, Chicago, Illinois.
Hunter, M. 1999. Biological diversity. Pp. 1-21, in Maintaining Biodiversity in Forest
Ecosystems (M. L. Hunter, Jr., ed.). Cambridge University Press, New York.
Jackson, J. A. 2004. In search of the Ivory-billed Woodpecker. Smithsonian Books,
Washington, D.C.
Jackson, J. A. 2006. Ivory-billed Woodpeckers: Hope at the intersections of science,
conservation, and politics. Auk 123:1-15.
Lowery, G. H., Jr. 1974. Louisiana birds. Louisiana State University Press, Baton Rouge,
Louisiana.
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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From Inspiration to Action: Reaching New Heights with New Ideas
Maureen O’Keefe
Karen Povey
Sara Mattison
Staff Biologists, Wild Wonders Outdoor Theater
Point Defiance Zoo & Aquarium
Abstract: At its heart, IAATE is about sharing: sharing resources, sharing experiences,
and sharing ideas. Each year IAATE members come together to share at the annual
conference. As members return home with these ideas, many are inspired to put them into
action. This was the case for staff members from Point Defiance Zoo & Aquarium’s Wild
Wonders Outdoor Theater attending the 2004 conference in Toronto. This paper will
highlight the process by which the Wild Wonders staff incorporated and expanded upon
some of the medical husbandry behavior ideas that they brought home from the
conference to improve the care and well being of program birds at the Zoo.
Introduction
At its heart, the International Association of Avian Trainers and Educators (IAATE) is
about sharing: sharing resources, sharing experiences, and sharing ideas. Each year,
IAATE members come together to share at the annual conference. A great deal of
insightful information can be gained from the diverse offerings of conference papers and
poster presentations. Whether it be suggestions for proper bird housing, discussion of
conservation issues, or how to deal with bird fly-offs, everyone can gain more knowledge
to help us in the work we do. As we return home with these ideas, many of us are
inspired to put them into action. This was the case for Karen Povey, my co-worker, and I
after we attended the 2004 conference in Toronto. One of the many papers that motivated
us to expand the medical and husbandry training of the birds that we work with was given
by Barbara Heidenreich. Her presentation outlined a variety of training techniques that
could be used to reduce stress in birds caused by manual restraint for physical exams or
treatments. This paper will discuss the process by which we incorporated and expanded
upon some of the husbandry and medical behavior ideas gained from that paper. We will
also share some of the challenges and achievements we experienced in training these
behaviors with the birds at Point Defiance Zoo & Aquarium’s Wild Wonders Outdoor
Theater.
Staff Background
Twenty years of experience has given both Karen and me strong backgrounds in handling
and training a wide variety of animals including birds, mammals, and reptiles. Most of
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our previous experience with birds, however, was limited to birds of prey. Sara, a recent
college graduate at the time she joined us, was new to the field of working with birds. In
2002 the three of us were charged with the development of a new show at Point Defiance
Zoo & Aquarium, featuring both mammals and free-flying birds. To gain more
knowledge on the latter subject, Karen and I both joined IAATE and started attending the
annual conferences. We were very appreciative at how willing all of the members were to
share their experiences and explain their training “secrets”. IAATE was also a great
resource for helping us determine what species would be appropriate for the upcoming
new show. After doing much research and talking with fellow IAATE members, we
decided to acquire green-wing macaws as our first non-raptor candidates to free-fly in the
show.
A Need for a Plan
In the fall of 2003 the Zoo acquired two five-month old macaws. These birds were the
first psitticines the Wild Wonders Outdoor Theater staff had ever worked with in a
professional setting. As you might expect, when the birds arrived they were very shy and
cautious so we spent as much time as we could trying to develop a positive relationship
with each one. This was hindered by the fact that we had to relocate them several times
before they ultimately moved into their permanent housing in the Outdoor Theater. Each
time the birds had to be moved they were manually caught by the veterinary staff with
use of a towel and net. During these moves we were careful not to be present. Once
settled in their new home, our main focus was to get them flying for the show début the
following spring so even the idea of training new husbandry behaviors was not on our
minds. However, the macaws, like all of the birds in the Outdoor Theater, had been
trained to do basic husbandry behaviors such as stand on a scale, go to a station, go into a
crate, and shift in/out of their enclosure.
Toward the end of that first summer the birds’ nails were extremely long and badly in
need of a trim. To achieve this, they had to again be manually caught by the vet staff
toweled, and held. This was of course very stressful for the birds as well as for the staff
that was out of sight listening to the whole event. After this first nail trim experience we
decided that we wanted to train the birds to allow trims to be a more positive experience.
It was about this time that we attended the conference and heard the paper on training
birds for husbandry and medical procedures. That paper got us excited about how we
could apply some of the techniques mentioned to the macaws we work with to gain the
birds’ cooperation in their care.
The Plan
Soon after we returned from the conference we implemented a training plan for the
macaws. Knowing that the birds’ first physicals were scheduled just a couple months
away we decided that catching them with the towel method was something we didn’t
want to repeat. So, the Outdoor Theater staff drew up a list of behaviors we thought
would be beneficial for the birds to learn. These included: desensitize all body parts to be
touched or examined, present foot for nail trim, open beak, beak hold for filing, voluntary
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towel wrap, allow cloacal temperature reading, lay on back for radiograph, spread wing
for blood withdrawal, and accept a mask for anesthesia.
PDZA’s veterinary staff assisted us in the development of the list of behavioral training
goals. It was very helpful to discuss our plan with them because they gave us guidance on
how certain medical procedures are performed which helped us to decide how to train the
behaviors. (Ex. They showed us the best places from which to take blood or the best body
position for a radiograph.) Each behavior had a detailed training plan that was revised as
needed if challenges were encountered.
Taking Action: Initial Setbacks and Solutions
Being new to training psitticines, we originally wanted to include all staff members (fulltime as well as long term temp staff) in implementing the plans. For the first few months,
we tried having multiple trainers work with each bird. Although most trainers were able
to desensitize the birds to touching, the other training behaviors never really went
anywhere. There were inconsistencies between trainers using different cues, bridges and
reward criteria resulting in mixed messages given to the birds. Realizing the flaws of our
approach, we backed up and assigned one trainer per bird. This worked out extremely
well and the training process progressed quickly. Training sessions were kept short, about
5-10 minutes, and were done three to four times a day, five days a week using their
normal diet as reinforcement. The birds were trained in locations other than their
enclosure and each one was worked with separately. Once the macaws were solid on
specific behaviors, other trainers could work with the birds to maintain them.
Taking Action: Achieving the Basics
The birds quickly accepted their entire bodies being touched and examined while they sat
on a perch. They were trained to present each foot for exam, allow us to open their wings
for inspection, look in their ears, and look in their mouths.
The next goal we wanted to accomplish was wrapping the bird in a towel. This behavior
would help in future physical exams by the vet staff. First we had to make the towel a
positive tool instead of a negative one associated with their last experience a year
previous. One idea we had learned from Barbara’s paper was to lay the towel in our lap
and use it as a toy and encourage the macaw to play with it. Probably due to their past
experience with a towel or the older age of the birds, this method did not work for us.
Instead, we decided to lay the towel on a nearby desk while a regular “touch” session was
going on. After a couple of sessions we moved the towel to our laps, then in slow
increments we raised the towel off of the lap, held it in front of the bird, then held it
behind the bird, slowly bringing it around the macaw to where the towel was actually
touching the bird. Once the bird was comfortable with this we placed our hands on the
sides of the bird, then we slowly applied pressure barely lifting it off of the perch,
continuing in slow increments until we could lift the macaw all the way off the perch.
This whole process took about one week to train.
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Once the macaw was at ease with being toweled, we practiced holding the bird against
our body and conditioned it to allow its feet to be touched as well as its nails filed.
Although one trainer could do this by herself, we found it easier to work in a second
trainer. One person would towel and hold the bird and the other would file or trim the
nails. This process only took a matter of a few days to train.
Beyond the Basics
Once we established our training regime with the birds they seemed to pick up new
behaviors very quickly. Working with the birds while they sat on their perches or were
wrapped in a towel led us to training more complex behaviors.
One such behavior was training the birds to accept a face mask for anesthesia. This was
achieved by first using a funnel and plastic bag in place of a mask. Each bird was trained
to voluntarily place and hold its face inside the bag and funnel. The initial behavior only
took about a week to train but the length of time it held its face in the mask was increased
over the course of a few weeks, just in time for the macaw’s first annual exam.
Although both birds would allow us to file their nails while wrapped in a towel it was
difficult for one person to do it alone. So we decided to expand the behavior of standing
on a perch and presenting their feet for exam. We trained each of them to lift each of their
feet so they could be held and the nails filed or clipped. With the use of positive
reinforcement, this training went smoothly and quickly. This method was so successful
for us that we decided to train the macaws to allow us to file their beaks the same way.
Once they were solid on voluntary nail trims with the file or nail clippers we decided to
take this behavior even further by incorporating an electric manicure nail filer. Through
training, both birds readily accepted the new device to have both their nails and beaks
filed using this tool.
The voluntary towel wrap also led into another behavior we wanted to train - laying the
bird on its back on a table top. This body position would be useful for wing and body
exams, radiographs, and blood withdrawals. For this latter behavior we practiced with
two trainers. One trainer laid the bird down on its back and the other pretended to take
blood from the inside of the wing. At first we used a modified plastic fork to represent a
needle. Once the bird was accustomed to the pressure of the fork we replaced it with a
dull needle and syringe. Knowing that we ultimately wanted to take blood from the bird
and that we don’t have the expertise to get it on the first try, we included the vet
technician in this training. Once we were ready to make the leap to the real needle, we
invited the vet technician to join us. To make sure that she was a familiar person to the
birds, anytime the vet tech was in our area, we had her feed the birds treats. She was also
present for many of the initial training sessions with the dull needle. Again, through
positive reinforcement and small approximations we achieved our goal.
As a result of all the experiences we gained with training our green-wing macaws and the
successes we had, we wanted to apply it to other birds with which we work.
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Nashville, Tennessee February 2006
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Who’s Next?
The next bird candidate that we decided to develop a medical husbandry training plan for
was a female Abyssinian ground hornbill. She arrived at the Zoo when she was five
months old and had been flying in the show for two seasons. Although there was really
no need to train her for beak and nail trims, there were other behaviors that we could train
that might prove beneficial in the future.
Through positive reinforcement training the hornbill was desensitized to having her
whole body touched, her wings spread for examination, her ears and nares checked, her
beak held open for inspection, her feet examined and body wrapped in a towel.
Currently we are training her to lay on her back with the hopes that we can get her into a
position for a radiograph. Two trainers are working with her – one trainer gives the cues
and/or hand signals, bridges and rewards while the other manipulates the bird’s body. We
are also working with the vet technician to establish a relationship with the hornbill for a
voluntary blood withdrawal from the neck or leg.
Conclusion
IAATE is about sharing resources, experiences, and ideas. Many of these ideas inspire
members to improve the health and well being of birds under their care. Hopefully by
sharing our experiences in the training of the green-wing macaws and hornbill others will
be motivated, if they are not already doing so, to create medical training plans for their
program birds. We learned that even a lack of experience in this realm of bird training
wasn’t a hindrance to achieving our goals. Although this project entailed a fair amount of
staff time initially, as the birds began to grasp the training process we achieved rapid
progress, requiring minimal time to attain our advancing goals. We believe the time spent
with training these behaviors will pay huge dividends in increasing the quality and care of
the Wild Wonders Outdoor Theater program birds.
Acknowledgments
We would like to thank Mike Simmons, the newest member to our team, with his help in
training the hornbill and Julie Lemon, veterinary technician, for taking the time to assist
us with the training of the medical procedures.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
13
"Failure and Success: Experience of a Fledgling Bird Trainer"
Helen Dishaw
Seneca Park Zoo
Abstract: This paper will discuss my progress in the training of three birds, a hawk, an
owl, and an African grey parrot. The goal of this paper is that my experience with
failure, and ultimate success, as a fledgling bird trainer, will offer some help and
inspiration to other new trainers in similar situations.
Previously a “mammal snob”, all my training experience was with mammals,
specifically primates and cats, and as such birds were new and intimidating to me. Not
helping my confidence were the facts that my birds were previous Education animals with
“histories”, and I was the only trainer at our small zoo – with nobody to mentor me.
Failure: In the first year of struggling alone with these birds, little success was
achieved in attaining desired behaviors. Frustration brought me to the point of almost
giving up with birds in general, as something I would never be “good enough” to train.
Fortunately for me, and our birds, I decided to give it one more try and persuaded my
zoo to hire a consultant in Spring 2005.
Success: After getting the help and candid advice that I need to get started with
these birds, and getting over my fear and hesitation with something I previously didn’t
understand, I put all three of the birds in a carefully monitored weight management
program and achieved results beyond my expectations. Utilizing the jump start of a few
carefully calculated changes in the birds diets, all of the techniques I had been trying
previously, with no success, began to “take flight” and actually started to work.
After 18-months of struggling with failure, in a short 3-month window with my
new tools, all three birds are crate and scale trained, the BOP’s are free flying in indoor
and outdoor shows and programs, and the parrot has quadrupled his cued behaviors.
My history as an animal trainer mainly involves work with mammals – horses, small
mammals including primates, exotic cats, and my personal favorite trainee, a male
orangutan, named Lowell. My zoo is small and we don’t have an experienced animal
trainer on staff from whom I can learn, so I am completely self-taught in the theory of
training, and most of my practice has been gained in “playing” with education and exhibit
animals. Because nobody else had time, or inclination, my zoo was willing to let me
train the animals for the benefit of their enrichment, if nothing else. When we decided to
have a multi-species stage show, I got my new job – Animal Trainer – for which my
major qualifications were my proven enthusiasm and willingness to give it a try. “Multispecies” however entailed new animals, since the only ones that could be taken out of
their enclosures that I was currently training were a bushbaby, a kinkajou and a serval.
And so came the birds, or in my mind… the feather-covered aliens from another planet.
As I have said, my zoo is small, so we didn’t have a budget to purchase new birds…
therefore my feathered line-up consisted of:
 Oliver, an eight-year old imprint tawny owl with some flight experience on
creance.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
14
 Lady, a five-year old ex-falconry bird, who was donated to the zoo by her
falconer owner because he couldn’t get her to work for him.
 Minnow, a 10-year old, previously mostly not handleable, unused, and totally
neophobic African grey parrot.
I was to train the birds under the following conditions:
The tawny owl weighed 480-500g and was to be fed approximately 80g/day, and the
Harris hawk weighed 1220-1240g and was to be fed approximately 120g/day. With both
of these birds, their whole daily diet could be used for training purposes but was to be fed
out at the end of the day regardless of performance.
The African grey weighed approximately 480g and was to be fed 50g (½ cup) pellet diet
plus 1 tbspn seed mix plus 90g (¾ cup) produce/day in his enclosure, but I could restrict
grapes (his personal favorite) from his diet to be used for training.
I had unlimited time each day with the birds, was their only handler and keeper, and as
such had full control of the feeding of their diets, (the amounts were determined by the
zoo vet). I had to maintain their current weights, and had approximately six-months to
get some behaviors trained.
When I attended my first IAATE conference in 2004, I knew almost nothing about
training birds, but I brought back with me lots of exciting tips on how to get started. I
learned all about the benefits of crate/scale training, repetition, building confidence with
short flights before working up to long flights, the possibility of flying the birds at their
fed-up weights (something I had no choice but to do), and was excited to get started. I
truly understood all the theory, but when it came to the practice, I couldn’t get off the
ground. Repetitions are definitely the key to perfecting a behavior and building
confidence, in the trainer and in the animal. I already understood this concept from my
work with mammals, but I couldn’t get either of the BOP’s to even try what I was asking
of them once – let alone repeat times. This made repetition extremely difficult, if not
impossible. Consequently the hawk never made it into the show in the first season. I
spent the entire 6-months just trying to get her to trust my intentions enough to hop to the
glove, (something she came to our zoo already deathly afraid of), which was hit and miss
depending on the day. The tawny owl did do an extremely short flight, on a creance, on
days when he felt like it. The African grey was slightly more of a success, most likely
because his attitude was closer to the mammals I worked with in that at least he was
interested in my attention and company as a reinforcer, an impression I never got with the
hawk and owl, (in fact quite the opposite). After many, many hours, over days, weeks,
months, I did build up a relationship with him such that he got over the worst of his
nerves about being out in public and I could take him outside and use him in programs,
(this was in fact huge progress for this particular bird)… but as far as getting behaviors
on cue, since he never had any interest in the treats I was offering, (most days he
wouldn’t even take the offered treat, on days when he took it, I think it was just so he
could see how far he could throw it!), – no success. By the end of the summer I was so
frustrated… I literally hated working with the birds and dreaded the training sessions. I
started to feel that either I was completely useless as a bird-trainer, or the birds were
completely stupid… and since there were three of them and one of me… I ended up
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
15
erring on the side of it most likely being me. I was definitely just about ready to admit
defeat.
But I knew I wasn’t useless. I may have been inexperienced and confused, but not
completely useless. I knew the birds had potential, so I decided to give it one more try. I
realized that I needed more help than a book or the Internet could provide. So I described
the behaviors I would like to see from the birds, and believed they could do, admitted to
my Director that I was too inexperienced to achieve these goals alone, and persuaded my
facility to hire a consultant to help me. Getting the help of someone with many
successful years training birds was definitely the best decision I ever made, and was
definitely the turning point for the birds and me.
The first thing that we determined was that all of my birds were over-weight. On feeling
their keel we realized that both the owl and the hawk had a breast to rival Dolly Parton!
The birds had absolutely no motivation to work for food, and since they were even less
motivated to work out of a great love for me, the first step in starting to train behaviors
was to lower their weights and have more control over their diets. I have never really had
to use weight management with the mammals I personally worked with. (I have history
and relationships with the mammals. Secondary reinforcers of praise and attention as
well as special treats have always seemed to work as sufficient motivation). For
example, I don’t know how many of you have worked with primates, but like us, it
doesn’t matter how overweight they may be, or when they last ate, you can have a
successful experience if you offer them the right treat! (in my case it would be chocolate,
in the case of the orangutan banana would do the trick). I have to admit that dropping
weights was something I was a little intimidated to try since I heard so much at
conferences I attended about flying birds at their maximum fed-up weight, it almost
seemed like something bad, and something that only inexperienced trainers, who didn’t
know any better ways, resorted to. I was also intimidated because the original owner of
the Harris hawk rejected her from his program because when he dropped her weight to
fly her, she would self-mutilate out of stress! So I was double afraid of messing with her.
Anyway, my impression of weight management was that it was only to be used as a last
resort. But then again we were pretty much at last resort point… and because I had the
help and guidance of someone I trusted, I tried it. Fortunately for me, I work with a very
flexible and understanding vet, and a curator whose wife was an accomplished bird
trainer. After hearing our explanation and reasons for managing the birds’ weights, they
were open to giving me more flexibility with the birds’ diets, I just had to strictly monitor
their weight and behavior, and keep very detailed logs and records.
The tawny owl and Harris hawk went into similar programs that involved dropping their
weights quickly, thereby using psychological hunger and perceived food shortage to
achieve motivation at the highest weight we could (dropping weights too slowly may
result in the birds metabolisms adjusting and compensating for lower caloric intake
meaning their actual weights would have to be dropped much lower to achieve results),
and get to a point where they began to show enthusiasm, in the comfort and security of
their mews, to at least consider what I was asking of them. I’ll use the tawny owl to
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
16
illustrate the steps I went through with both the birds of prey. (At this point I would like
to offer that I wouldn’t recommend an inexperienced trainer, such as myself, blindly
playing with weights and diets without the help of someone experienced. I was
extremely lucky to find an external mentor with unlimited patience and willingness to
help at every step of the way – I wouldn’t have done it otherwise.)
So back to Oliver’s training program. First of all we lowered his food intake and began
to drop his weight. At around 450g he started to show interest in working for the food so
my first step was to train him to willingly step to a perch scale so that I could monitor his
weight every day. Next I trained him to willingly go into and out of a crate, so that I
could transport him around to various places, other than his mew, for flight training.
After this I began working in a private indoor room with him doing many short flights
from one station to another – he wasn’t comfortable flying to a glove, so we worked to
his strength and did station-to-station. Gradually I increased the distance of his flights
until we reached a distance where he was no longer enthusiastic about making the effort.
Here I had to drop his weight a little more until his enthusiasm returned in order to
continue increasing distance. This was the pattern through all stages of the training for
both the owl and the hawk. Once I was getting consistent flights in one familiar room, I
began moving his stations to other, unfamiliar, indoor locations. In each new space I
would start with a request for a short flight, then build up to longer flights. Once we were
getting consistent flights with no hesitation, at any distance, in any indoor location, we
took the training outside. Outside, we went back to using a creance and repeating stationstation until I was confident enough to remove the creance, attach telemetry and try freeflight. Slowly we worked our way to training the final behavior I dreamed of for the
show. At the beginning stages of the owl’s first free-flights outside, (i.e. no line), his
weight was down to 390 – 400g. The Harris hawks initial free-flight weight ended up
being 960g. Her progress was much faster than the owls, as would be expected, but once
we got started, she basically went through the same steps.
The weights of both birds, at their successful outdoor flying weight, were way lower than
I would ever have expected. These were weights that I would not have been comfortable
going down to without the help and advice from the consultant. But, I personally believe
that with my particular birds, given their histories, I would never have had any success in
their training either. All of the techniques that followed the weight drop were all of the
things I had been previously trying for a year with no success. The only thing that
changed in our progress from failure to success were the weights and diets.
The African grey’s story is a little different in that I never really dropped his weight, just
changed his free-food a little to increase his interest in training rewards. My first step in
altering his diet was to carefully weigh what he was being offered each day, and then
carefully weigh the amount he didn’t eat. I did this over a weeklong period to determine
approximately the amount he was actually eating – this then became the amount he was
offered. All of his produce and seed-mix were reserved for training rewards only, and
only given as reward for behaviors. His weight didn’t really alter much, but his attitude
certainly did. He became eager to “earn” grapes, as well as other treats – he would
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
17
enthusiastically accept the treats I offered and more incredibly actually eat them! As
soon as he understood how he could manipulate me into giving them to him, (i.e. talk),
his training began to progress at lightning speed.
My first attempts with training the birds were over an approximate 12-month period with
little or no success to speak of. At the end of our second season, in just a short 3-month
period the changes have been, to me, remarkable… and we are still working and
improving daily.
So how are we all doing now? First the birds… At the time of writing this paper, Oliver,
the tawny owl, no longer flies on a creance. Now that his confidence is up, his weight is
up too, to 450g, and climbing. This summer he did three shows a day flying out over the
audience to a tree and back to his release crate, untouched by me – every day with no
hesitation and/or problems. In addition to this he has been out with our traveling show to
different locations where he will fly numerous station-station patterns in a program.
Lady, the Harris hawk, similarly performed three times a day in our summer show, her
flight is a long one, out over the audience up to the roof of our zoo’s main building and
back to her crate. Her consistent, no hesitation flight weight is up to 1100g. And
Minnow, the African grey, is the biggest success of all – his on-cue mimicking behaviors
have increased hand over fist – at the time of writing this paper we were getting a new
word, or phrase, on cue every week, sometimes two a week.
And me? Well, I can honestly say that, to begin with, my confidence level with birds has
increased 100%. I went from hating, or at best dreading training birds to loving it! My
favorite thing to train now… well, I cannot tell a lie, it’s still the orangutan – training an
orangutan is in my opinion the most fun a person can have with their clothes on – but a
close second is definitely BIRDS!
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
18
COPING, TRIMMING AND RESTRAINING
By Jeffrey Meshach
Director of Animal Management
World Bird Sanctuary
The definition of coping is the process of removing a bird’s excess beak growth.
Trimming is removing a bird’s excess claw growth. As with many bird maintenance
processes that require restraint, coping and trimming as infrequently as possible
throughout any bird’s life is the best.
Claws are basically protection for the end of each toe, but of course are used by birds
for many activities. Each claw possesses a central, basal mass of multiplying epidermal
cells that gradually become keratinized and push outward and forward. Talons, the claws
of birds of prey are curved because the upper surface grows more rapidly than the lower.
Beaks are an outward and inward layer of epidermal cells molded around the bony core
of each mandible. The inward layer of cells produces keratin that is concentrated in the
outward layer to produce the beak, or rhamphotheca (Welty, 1982).
Beaks and claws grow continuously throughout a bird’s life. Because birds are “busy”
with natural processes in the wild (acquiring food, feeding, perching on a variety of
items, walking), their beaks and claws are worn down continuously, with wear being
about as rapid as growth. In many captive situations bird business can become
minimized, and beaks and claws could grow to lengths that may be detrimental to their
health. Therefore, coping and trimming must be performed. However, there are many
things you can do to keep excess beak and claw growth in check.
Getting your bird outdoors not only is good for its feathers and its enrichment, it is
good for their beaks and claws, too. Outdoors a bird is exposed to rain and humidity,
which help to keep beaks and claws soft. Providing a bird with a water container big
enough for the bird to bathe in also helps soften beaks and claws. Softer beaks and claws
will wear more naturally. Feeding a bird whole food items (mice, rats, quail) instead of
only the processed diets (Bird of Prey diet, Lion diet) makes them use their beaks and
claws naturally, and helps keep them from becoming overgrown.
Knowing when a beak or claws are overgrown comes from observation and
experience. If you or the organization you work for does not rehabilitate raptors, then
volunteering at a bird rehabilitation facility will help “sharpen” your knowledge of
correct beak and claw shape and length. Also volunteering with bird banders that trap
wild raptors will allow you to see what beaks and claws are supposed to look like.
There are several ways to cut or grind off excess beak and claw growth. To save time
in instances of extreme overgrowth, the World Bird Sanctuary utilizes sharp nippers or
side cutters. It is very important to remember that beaks and claws do have a blood
supply, and cutting off too much will result in bleeding. Caution must be taken in using
any cutting tools. In almost all cases we use a hand held, grinding instrument to grind off
overgrowth and reshape beaks and talons to their natural forms and lengths. I personally
like the Dremel brand Moto-tool, model 395, type 4 with variable speed. Most hardware
stores sell Dremel brand. Ryobi also makes a nice grinding tool for coping and trimming.
Dremel makes a wide variety of grinding bits. The ¾ inch long, 3/8 inch wide coneshaped, aluminum oxide grinding stone (model number 952, with 1/8 inch shank) is best
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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for all medium to large raptors. For smaller raptors (kestrels, screech owls) I use model
number 945. I have tried the Dremel brand silicon carbide, cone-shaped grinding stones
for kestrels and screech owls, but their grit is too fine and it takes longer to grind off
excess beak and talon.
Before restraining the bird, make sure you have your grinding instrument, it is plugged
in and working, you have enough cord to easily reach the bird, you have your cutting tool
if needed and bloodstop just in case. It is also important to have a third person to help
hand you things and to help open a foot if your bird clinches during the process. If the
bird squirms (birds do attain “super bird strength” when they are restrained) and is not
still anymore, get the tool away from the bird until the squirming stops.
(For the following coping description, assume the bird’s head position is beak tip
pointing perpendicular to the ground and eyes looking forward) Starting with the beak, I
immediately take off excess length from the point of the upper mandible. If the upper
and lower mandibles close upon each other correctly, the lower beak wears naturally on
the upper beak and should never have to be touched. Next, I open the beak and keep it
opened by placing my index finger near the gape (where upper and lower mandible meet
at the back of the mouth). Even raptors with a lot of beak strength cannot injure your
finger if you keep it near the gape. Using the Dremel I start re-sharpening the point from
behind it. It is important to not take too much from the spot where the perpendicular
beak edge meets the parallel beak edge, or the curve of the upper beak. Taking off too
much at this spot will produce an opening when the beak is closed. Rechecking the beak
several times during the process by allowing it to close will help avoid this.
The beak edge parallel to the ground, or tomia, may also grow downward to the point
where the lower beak becomes mostly hidden. With the beak opened, take off equal
amounts from of the tomia from each side so the lower beak is easily seen. Again, letting
the beak close several times during the process will help avoid taking off too much from
the tomia.
Now you can let the beak close and bring the end of the upper beak to a point.
Pointing the head so the bird’s eyes are looking directly at your eyes, you can grind from
each side and also from the front of the point to re-sharpen it.
Moving to the claws, immediately grind off excess growth from the end of the claw.
One fairly consistent way to know you are getting close to the claw’s blood supply is
looking for a white spot at the center of the tip you are grinding from. Once you can
clearly see this white spot, you should stop grinding from the tip.
To re-sharpen the tip and reform the claw to natural proportions, grind equal amounts
of claw from the top, sides and especially the underside of the claw. Claws that have not
been wearing correctly will have excess material, especially on the top and sides.
Usually this excess material gives the claw a cloudy appearance, instead of black.
Usually this excess material readily flakes off as you grind. It is important to not let the
grinding tool rest in one spot. Moving the tool in a steady motion up and down the top,
sides and underside of the claw is best.
I conservatively estimate that I have coped 400 beaks in my career (multiply that
number by 8 for the claws), and I have never witnessed any problems with heat build-up
from the grinding. It seems keratin absorbs little, if any heat from the grinding process.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
20
At any time you can take the tool away and quickly place your finger where you were
grinding, and you feel no heat.
THE RESTRAINING PROCESS
Coping and trimming, and most maintenance, medical and imping procedures would
be difficult, if not impossible to accomplish if you didn’t have a good bird restrainer.
They are even more important to the process than the process itself. Below is a list of
things you will need so the restraining process goes smoothly and is safe for the bird and
all humans involved.
1.
2.
3.
4.
5.
6.
You need gloves appropriate in thickness for the bird you will work on, yet thin
enough so you can “feel” the bird you are restraining. Most welding gloves I
have used work well. Make sure the gloves don’t have holes in them and are a
different color and texture than your everyday handling glove.
You will need a towel and/or hood for covering the bird’s head while you work
on anything but the beak.
Since some birds, especially Great Horned Owls, will bite what their back is
against, the restrainer will need to wear safe clothing (ie. not just a t-shirt) with
no big buttons that could damage feathers. Having a towel between your
clothing and the bird’s back helps, too.
Having a third person, or nurse is invaluable to the whole process.
Whatever you must do to the bird must be all ready to go BEFORE YOU
RESTRAIN THE BIRD (ie. all imping feathers and materials, medications, etc.
within easy reach). Remember that restraining is something all birds dislike, so
being quick and efficient with whatever procedure you must perform is best for
your bird.
You must restrain in a cool room, since the squirming bird will produce extra
body heat!!
I like to start by transferring the raptor that is standing on a trainer’s normal handling
glove onto my right restraining glove. If the bird you will be working on readily accepts
a hood while standing on your glove, put the hood on. Even if the bird bates because it
“knows” what the restraining glove means, it is still no problem to restrain the bird. After
the transfer pull all the jess length below your thumb and forefinger, so the bird has no
jess to move its feet, and then remove the leash. If the bird bates, remove the leash
immediately. Have the nurse help you put on the opposite restraining glove.
Grab the bird by its upper legs, since grabbing the bird around the tarsuses allows an
extra joint for the bird to make the process more difficult. As you grab, place your index
finger between the legs to help keep the feet separated. Then place the bird’s back
against your stomach (remember the safe clothing and/or towel between you and the
bird). With larger birds and birds knowledgeable of the restraining process, you may
need the nurse to help fold the wings at the bird’s sides. You also may need the nurse to
help you reposition the legs in your gloves so your left glove is holding the left leg and
right glove is holding the right leg. Use your forearms and upper arms to keep the wings
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
21
folded at the bird’s sides. Unless you will be working on the beak or head, place a hood
on the bird or a towel over its head. Having the bird’s back against your stomach is
usually the best position for the bird, and most comfortable for you. As the restrainer,
now you are ready for the work to be performed.
There must be good communication between restrainer and worker. Anything that
needs to be changed during the restraining process or work being performed must be
communicated to one another. If the bird squirms during the process any work being
performed must immediately stop until the bird is still again. Even the best restrainers
will have a hard time keeping even a barn owl still if the owl wants to squirm.
Restrainers remember that even if a raptor is hooded or its head is covered, it still may
try footing into space. It is your job to keep the feet under control at all times.
Remember that even with a hood on, a bird may try biting into space. It is best to keep a
towel over the head, even if the bird is hooded. Workers remember it is your job to
perform the work quickly and efficiently. The less time the bird is restrained, the better it
will be for the bird. BE PREPARED!!
REFERENCES
Welty, Joel C. The Life of Birds, 1982. Saunders College Publishing, Philadelphia, PA.
754 pp.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
22
Latent Performance of Behavior
How to Train Quick Response to a Cue
By
Barbara Heidenreich
Good Bird Inc (www.goodbirdinc.com)
Animal Training and Consulting Services (www.ATandCS.com)
Phone: 512-423-7734
Email: BarbHeidenreich@aol.com
Abstract: Latent performance of behavior is something that is often inadvertently
created by the trainer. Trainers can reduce latency and create quick response to a cue
with a variety of strategies that do not rely on aversive punishment or other detrimental
means of creating behavior. Common practices that lead to latent performance of
behavior will be explored as well as methods to create quick response to a cue while
focusing on positive reinforcement training strategies.
Introduction
Latency. What is that? It sounds like a disease I might have when it is time to pay the
bills. Latency is a term used to describe slow or late presentation of a behavior after an
animal has been given a cue. Knowing how I feel about paying bills, it is no surprise that
bill paying is sometimes associated with a little latency on my part. Of course, if I exhibit
latency in paying my bills I am usually punished with an extra fee. Ouch. However when
we are working with our birds an extra fee or other aversive punishing tactic is not
necessary. We can reduce latency and create quick response to a cue with a variety of
strategies that do not rely on aversive punishment.
Causes of Latency
Believe it or not, latent performance of behavior is something that is often inadvertently
created by the trainer. Unfortunately our anthropomorphic interpretation of latency is that
the bird “knows the behavior and he is just being lazy” or “my bird is messing with me”
or some other erroneous interpretation. In reality your bird is just doing what it has been
taught to do. If trainers do not include quick response to the cue as part of the criteria
when training a behavior it should be no surprise that a bird learns to be latent with its
behavior.
There are other mistakes trainers make that contribute to slow response. One common
example is continuous presentation of a cue. For example if a bird has flown and landed
in a tree, often trainers will present their hand and call to the bird relentlessly. Even if the
bird shows no interest in flying to the hand, the trainers may continue to call. This
teaches the bird that the opportunity to fly to the hand and receive the positive
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
23
reinforcement is always there. Therefore there is no need to hurry up and respond. There
will be plenty of opportunities.
Another common mistake is if a bird is slow to respond, trainers often start resorting to
bribery to create behavior. While bribery or luring can be useful to clearly communicate
what is desired in the initial stages of training, it is something that should be phased out
early in the process. By the time the behavior is well understood by the bird, bribery
should no longer be used. When trainers find themselves unable to get the desired
response it is not uncommon to see all the bird’s favorite foods come out of the bag.
Eventually the bird can learn to hold out for bigger and better reinforcement, thus
creating a slow response to the cue.
In this fast paced world humans often want what they want right away. But as trainers it
is important to learn to be sensitive to what our birds are telling us with their body
language. This is especially important when we are about to present a cue for a behavior
to a bird. Often trainers present a cue without regard to what the bird is doing in that
moment. The bird may be preening, interacting with enrichment, or distracted by other
activity nearby. By presenting a cue in those moments the animal is very likely to be slow
to respond. It may take a few extra seconds for the bird to redirect its attention towards
the trainer. When the bird does perform the behavior, the bird will be reinforced. But at
the same time the latent performance of the behavior is paired with the desired behavior
and is also being reinforced.
Normal activities such as preening, stretching, playing etc. can cause a bird to be slow to
consider responding to a cue. However other factors can also influence the likelihood a
bird will respond quickly. For example the wind direction can influence a bird’s response
to a cue. Most birds do not enjoy landing or flying with a tail wind. Flighted birds will
usually be slow to respond if the trainer is positioned poorly for the effects of the wind.
Introducing new environments or new people will usually cause a bird to be slow to
respond. If any component of the behavior is too physically challenging or confusing to a
bird, a trainer can expect a slow response. There are many external factors that can
influence how quickly a bird is likely to perform a behavior. As good trainers our job is
to reduce or eliminate those factors or spend time training a bird to present the behavior
under many different circumstances.
Trainers also often make the mistake of trying to punish poor response to a cue by not
reinforcing the behavior. To some this may be known as “ripping off” the bird. For
example if a bird is slow to fly or step to the hand the trainer may offer the bird no
reinforcement as a means to punish the slow response. Unfortunately the behavior that
occurred just prior to the “punishment” was not the slow response part of the behavior.
Instead it was the desired behavior of coming to the hand. Therefore what begins to occur
is extinction of the desired behavior of coming to the hand. This leads to a bird that is less
likely or slow to come to the hand the next time it is cued. The bird is learning the
behavior no longer earns the positive reinforcement it desires.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
24
Finally, asking for behavior when a bird has no motivation to participate can also teach
latent performance of a behavior. Because the reinforcer has no value to a bird in those
situations, the bird may have no reason to participate. Slow response again may be likely
and therefore reinforced inadvertently. In addition, typically trainers resort to poor
training strategies such as bribery in those situations. It is better to consider a training
session when the bird is more receptive.
Strategies that create latent performance of behavior:
 Not including quick response as part of your training criteria
 Cueing continuously
 Inappropriate use of bribery
 Cueing when the bird is not ready
 Cueing when conditions are not good
 Poor application of punishing strategies
 Trying to train when the bird is not interested in participating.
How to create quick response to the cue
Now that we can see how latency is created, it is easy to see ways to avoid contributing to
the problem. However this then goes back to the question of how does one create quick
response to a cue? In many cases we apply the opposite strategies we used to create the
problem. However in addition there are proactive means to train the desired behavior of
quick response.
The first and most important strategy is to teach your bird that quick response to the cue
is part of the criteria for the behavior. This begins early on in the training of a behavior.
In order for it even to be possible to reinforce quick response in a training session trainers
need to create the situation in which it is likely the bird can respond quickly. This means
first doing your best to eliminate any environmental distractions that may cause your bird
not to be focused on the task at hand.
In addition it is important to work with your bird when it is receptive to a training
session. Usually food is a great reinforcer. Work with your bird when it is receptive to
eating food reinforcements. During the training session there will be moments when your
bird may be eating or doing other activities that require its attention to be elsewhere. Wait
until the moment your bird gives its attention to you to cue the behavior. This means do
not cue your bird while it is still eating or other wise engaged. You are more likely to get
quick response when it is done eating and its focus is on you. This will allow you the
opportunity to reinforce the desired outcome of quick response to the cue. With positive
reinforcement training you often create a bird that is very anxious to participate in the
training session. Look for the moments when your bird is giving body language that
seems to beg “what’s next?” or “what do you want me to do?” Usually they are leaning
forward towards you, looking at you, trying to figure out what they can do to get the next
reinforcement. This is the perfect time to cue the behavior to allow you to reinforce quick
response.
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What if your bird is not paying attention to you? What then? This can happen when a bird
is still learning or perhaps not motivated to participate in the session at that time. If your
bird is still learning and is not responding to the cue, this is a great time to use a time out
from positive reinforcement. Simply stop presenting the cue and wait a few seconds. For
a step up behavior this may mean just placing your hands at your side. After just a few
seconds (usually less than 10) present the cue again, if your bird steps up right away,
offer a good reinforcement. You may even want to jackpot this behavior with bigger and
better reinforcement. In that moment you have just taught your bird that quick response is
part of the criteria for the behavior or he will lose the opportunity to earn the
reinforcement. If you present your hand and your bird does not respond to the cue, again
offer a time out. If after several repetitions of presenting the cue and no response you
may either need to go back to an easier approximation in the behavior or consider
continuing your training session when your bird is more motivated to participate.
Some trainers like to teach a cue that means “pay attention to the trainer”. For some this
can be simple targeting or stationing. Others use the animals name as a cue for this
behavior, however for this behavior to occur the trainer needs to train it. The bird would
need to learn that hearing its name and giving its attention to the trainer results in positive
reinforcement. Don’t assume your bird understands that hearing its name is a cue for the
bird to pay attention to you.
If your bird already knows the behavior you are cueing but simply sees slow response as
part of the behavior, you can go back in your approximations and essentially retrain the
behavior with quick response to the cue as part of the criteria. For example with a
flighted bird, rather than trying to train quick response with big long flights, go back to
short hops. Present the cue when your bird is very attentive and ready to fly. Use a time
out if your bird is slow to respond. As quick response becomes consistent, gradually
increase the distance and difficulty of the flights. In the beginning you focus only on the
element of the behavior you are trying to influence, quick response. Once that part of the
behavior is solid, then other factors are introduced. This is how one trains what is called a
“strong recall.”
Because the concept of quick response may be new to your bird, and if a latent response
has been reinforced, you may need to consider using approximations to shorten the
response time. In other words, in the beginning you may accept a 10 second response
time. This can then gradually be reduced to 8, 6, 4, 2 second response time. Pay attention
to your bird’s response and be careful not to push for too much to fast. This may take a
few training sessions to accomplish.
Once a bird understands quick response to the cue is part of the criteria for one behavior
it is actually possible to begin generalizing the concept to other simple behaviors. You
may need to go through the training process again with a second behavior, but more than
likely your bird will pick up the concept of quick response as part of the criteria rather
quickly. Do this with a few other simple behaviors and soon your bird will understand the
concept and generalize it to cued behavior in general. Quick response is then part of the
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Nashville, Tennessee February 2006
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criteria anytime you ask for behavior, whether it is in a training session or any
interaction. Of course, as the trainer, you need to be consistent in avoiding using the
strategies that create latency and continue with your strategies that support quick
response.
Strategies that create quick response to a cue
 Include quick response as part of the criteria for the behavior-Train it!
 Eliminate all potential distractions
 Wait to present the cue until the animal is attentive to you
 Train when the animal is receptive
 Jackpot quick response in initial stages of training
 Use time out from positive reinforcement when response is slow
 Focus on an easy behavior first to train the concept, then generalize it
Just like many of the undesired behaviors we see birds exhibit, latency is another
behavior that is often the result of training choices we as trainers make. Rather than
blame the bird, we can focus on training strategies to create quick response to a cue and
avoid the frustration we experience when birds learn, through no fault of their own, to
take their own sweet time.
Copyright 2005. Good Bird, Inc. First appeared in Good Bird magazine Vol1 Issue II.
Summer 2005. www.goodbirdinc.com Reprinted with the permission of Good Bird Inc.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
27
Reducing Aggression through Positive Reinforcement
Catherine Vine, Bird Keeper
The Philadelphia Zoo
Philadelphia, PA
Abstract: As the profession of zookeeping evolves, keepers are increasingly
incorporating operant conditioning into their daily routine. Training is used as a tool for
manipulating a variety of behaviors, often to improve animal husbandry. Aggression is
one of the most challenging behavioral problems which keepers must deal with on a daily
basis. In the Philadelphia Zoo Bird Department, we have successfully used positive
reinforcement training to reduce, and in some cases eliminate, aggression. This
technique has been effective for both inter-specific and intra-specific aggression, as well
as aggression directed towards keepers. Using examples from a variety of species, this
paper summarizes the methods we have used to reduce aggression, and provides
strategies for keepers of any.
Around the world, zoos are beginning to utilize positive reinforcement training
techniques to improve their management of captive animals. From basic husbandry
behaviors such as scale training and voluntary vaccinations, to show behaviors including
parrots vocalizing on cue, many keepers utilize operant conditioning daily. With the
overwhelming success of using these positive reinforcement techniques to improve
animal husbandry, some keepers are taking it one step further. In addition to using these
techniques to train desired behaviors, they can also be the key to eliminating problem
behaviors. One of the most common behaviors keepers encounter in their daily routine is
aggression. Aggression can be an incredibly difficult behavior to address; while easy to
define in the abstract, aggression can be quite challenging to read and evaluate in
animals.
Perhaps what makes aggression so difficult to identify is the innate desire to label animal
behavior according to human emotions. Keepers frequently refer to their charges as
“bratty”, “hormonal”, “territorial”, or simply “aggressive.” And while it may appear that
these titles communicate a great deal about the animals in question, in reality they
provide little to no information about the actual behaviors observed in these animals. If
asked to define any of these labels, each participant would respond differently. What one
keeper labels “aggression” another may call “curiosity.” So how can keepers reduce this
broad concept of “aggression” without being able to clearly define it?
The key to addressing behavioral issues that fall under the umbrella of aggression is to
resist the temptation to label the emotions behind the behaviors, and stick to
communicating the actual behaviors themselves. For example, rather than calling a
parrot a “brat”, keepers can tell co-workers that the bird attempts to bite any hand placed
within five inches of it. Determining the ulterior motive of the animal in question is an
impossible task. By focusing on overt, distinct behaviors, keepers can be clear in their
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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communications to others. In addition, by identifying individual behaviors, keepers can
easily begin to address them using the familiar positive reinforcement techniques.
In the past, many keepers reduced aggression in their charges through the use of negative
reinforcement and punishment. These methods often persist today. Hoses, rakes,
shovels, and nets may be used to keep aggressive animals away from keepers. Recent
articles in bird magazines still encourage parrot owners to shake their hands when a
perching bird bites, or in some cases to drop the bird off their hand. Other keepers may
grab small aggressive animals and hold on to them until they desist or move them
elsewhere. While all of these methods successfully reduce or eliminate aggression in
many species, they create a variety of additional issues. Negative reinforcement
techniques including the use of hoses, rakes, etc. may only be effective temporarily. As
the animals desensitize to them, keepers may have to continually increase the level of
negativity to prevent the aggression. While initially simply holding a hose may have
been effective in preventing an attack, keepers may eventually need to spray the animal
with a direct blast of water to keep the animal back. These techniques also develop fear
and phobic behaviors in many animals, and may prevent keepers from encouraging any
cooperation from these animals in the future.
While negative reinforcement is a common tool for reducing aggression, it is clear that it
is far from an ideal method. With a small amount of effort and patience, keepers can
convert from negative to positive reinforcement techniques, and consequently enjoy the
benefits. In order to reduce undesired behaviors such as biting and charging, keepers
need to become familiar with the body language unique to each species and each
individual. By carefully watching individuals, keepers can learn which signs occur
directly prior to the onset of aggressive behaviors. For example, a parrot may pin its eyes
and flatten its feathers, while a crane may repetitively preen a single spot or rouse. By
being aware of these subtle signs, keepers can frequently prevent aggression from
occurring at all.
At the Philadelphia Zoo, keepers in the Bird Department have successfully reduced, and
in a few cases, eliminated, aggression in a variety of species using positive reinforcement
techniques. While the strategies have varied for individual animals, the overall process
remains the same. This methodology has worked to reduce several types of common
aggression, including aggression directed towards a keeper, intra-specific aggression, and
inter-specific aggression.
Perhaps one of the most difficult behaviors to address, aggression directed towards
keepers and other zoo staff is a common and frequently dangerous occurrence in captive
animals. Ranging from postures to full-on attacks, animals express aggression towards
humans for a variety of reasons. Whether induced by fear, competition, or past history
with a specific individual, aggression towards keepers can be extremely dangerous and
prevent adequate husbandry. Keepers may be unable to provide care for aggressive
animals, and may be more likely to miss small changes in behavior that may indicate the
onset of health problems due to their inability to get close to the animal.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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In the Bird Department, we have seen aggression towards keepers manifest in a variety of
ways. From parrots lunging off a perch to bite, to ground hornbills charging keepers
when they enter the exhibit, keepers have encountered a wide range of aggressive
behaviors. The first step to reducing aggression in collection birds is to clearly identify
the individual behaviors and the body language associated with each behavior. Keepers
can then discuss the observed behaviors and brainstorm possible causes. While it is
impossible to know for sure what triggers aggressive behavior, keepers can guess at
possible causes and eliminate them. If, as a consequence, the behavior is reduced, it is
likely that the cause has been addressed. Although searching for the trigger for the
behavior can be quite helpful, it is often impossible for keepers to correctly identify it. In
addition, even if the cause is clear, it may be impossible for the keeper to eliminate it.
For example, if the entrance of a keeper into an enclosure cues aggressive behavior from
an animal, it may not be an option for the keeper to remove the stimulus. In these cases,
reduction of the behavior using positive reinforcement can be the answer.
Regardless of the initial cause of keeper-directed aggression, it is critical that the
behavior be reduced or eliminated for the safety of both the keeper and the animal.
Unfortunately, the innate reaction of many keepers to incidents of aggression is to ignore
or challenge the behavior. While it may seem necessary to stand up to the aggressive
animal in order to keep it from “winning,” this response typically increases instances of
aggression from this animal in the future. Ignoring the behavior simply teaches the
aggressive animal that in order to accomplish a desired result, generally the removal of a
keeper from its enclosure, it must increase its level of aggression. An eagle may initially
raise the feathers on its hackle as a way of communicating to a keeper, but if that subtle
sign is ignored, the bird may increase its aggression. This can result in a full attack if
early efforts at signaling are disregarded. In addition to requiring animals to increase the
level of aggression they show towards a keeper, ignoring and challenging aggression has
another undesirable result. As with any behavior, repetition increases confidence. The
more frequently a given behavior is performed, the more practiced it becomes. By setting
up situations where aggression is likely to occur, keepers provide animals with the
opportunity to practice these behaviors. They begin to skip the more subtle methods of
communication, and go directly to overt aggression. They may become more adept at
getting behind a keeper, or may learn where to position themselves to increase their odds
of success.
Because practice makes perfect, keepers must find ways to ensure that their charges do
not have the opportunity to display aggression; hence, the need for a program that trains
alternative behaviors in a positive way. The idea behind the use of operant conditioning
to reduce aggression is to teach animals behaviors that are incompatible with aggression,
and which are more reinforcing for the animal than the aggression itself. Both of these
concepts are critical; it is important not only to decrease the unwanted behavior, but to
teach an acceptable alternative. In addition, aggression can be extremely self-reinforcing.
It is the keeper’s challenge to ensure that the desired behavior is more reinforcing than
the aggression, or it will never replace it. There are several strategies keepers can use:
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
30
minimizing time spent in an enclosure, stationing aggressive animals, changing the
animal’s attitude towards its keepers, and reinforcing behaviors that are not directed at
the keeper. The following are several examples of how these techniques were put to use
in the Bird Department.
The Philadelphia Zoo recently acquired 1.1 southern ground hornbills (Bucorvus
leadbeateri). The majority of the bird keepers had no prior experience working with this
species, and consequently found it difficult to correctly read their body language and
predict aggression. The female quickly developed the habit of coming immediately to the
door when a keeper entered the enclosure, and would frequently attempt to pound her
beak on the keeper’s shoes. This behavior was seen primarily in the presence of new
keepers who tended to be more uncomfortable around the birds. In order to prevent the
occurrence of this undesired behavior, the primary keeper taught both birds to station to
stumps on a hand cue. When relief keepers needed to care for the birds, they remained
outside the enclosure. They gave the cue for the birds to station to a stump some distance
from the enclosure door. If the birds responded, they were tossed a portion of their diet.
When the female chose to leave her station and approach the door, the keeper left the
area, removing the possibility of reinforcement. Although this clearly reduced the level
of basic husbandry keepers were able to perform in the exhibit, it very quickly reduced all
signs of aggression in the female. Because the primary keeper had no difficulty working
in the exhibit, the enclosure remained sufficiently clean. After only a few scattered days
of working with the birds in this way, relief keepers were able to enter the enclosure and
clean, while both birds remained stationed and out of the way. The female became
focused on the keeper as a source of food, rather than as an intrusion into her space.
A similar set of strategies was used with the zoo’s 1.2 hyacinth macaws (Anodorhynchus
hyacinthinus). Prior to the introduction of a positive reinforcement training program,
keepers were unable to enter the enclosure with these birds. The females would readily
attack keepers if given access to them. Keepers cleaned outdoor enclosures prior to
shifting the birds on exhibit every day. If the outdoor cages needed to be accessed for
any reason during the day, the birds were shifted back inside first. In order to make it
possible for keepers to enter the exhibit throughout the day to provide enrichment, the
birds were trained to go to distinct colored perches. This behavior was trained entirely
from the outside of the enclosure, with reinforcement given through the bars. In this way,
the birds had no opportunity to practice aggression towards the keepers. If any of the
birds indicated aggression through their posture, keepers ended the session. Once the
birds were stationing reliably, one keeper remained on the outside of the enclosure and
continued to reinforce the birds for stationing. A second keeper entered the enclosure. If
at any point the birds showed signs of leaving the stations and moving towards the
keeper, the session ended. The birds quickly learned that it was more reinforcing to stay
on their stations then to leave. Currently, a single keeper can station the birds, then safely
enter the enclosure to add enrichment while the birds remain perched. They have also
learned to hand-feed from the keeper while inside the enclosure. Rather than lunging or
attempting to bite, the birds typically beg for a treat when the keeper is inside. This
change in behavior has been invaluable in reducing the danger for keepers working with
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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these birds, and has created a much more positive environment for both the keepers and
the birds.
Keepers experienced a slightly different problem with the zoo’s 1.0 eclectus parrot
(Eclectus roratus). Housed alone in a fairly large, free-flight aviary, this bird would not
attack keepers while they worked in the exhibit. However, he would attempt to bite
whenever keepers tried to hand-feed him. Since keepers wanted to scale and crate train
this bird to improve his husbandry, it quickly became apparent that the tendency to bite
would need to be eliminated prior to training any additional behaviors. Keepers began by
removing the food pan from his enclosure. All diet items, including pellets, were handfed by keepers throughout the day. If he displayed any aggressive behaviors or attempted
to bite, the keeper left the area and waited at lease five minutes before returning. It very
quickly became more reinforcing for him to take offered food items gently than to try to
bite keepers, since by doing so he lost his opportunity to gain access to food. Once the
aggression had decreased, keepers were able to scale and crate train him safely. In
addition, keepers were able to return to free-feeding pellets, using the remainder of his
diet for training.
While aggression directed towards keepers is typically the most important to eliminate or
reduce due to its dangerous consequences, animals frequently display aggression toward
others of the same species. This can create undesirable housing situations, and may also
lead to the injury or death of collection animals. This type of aggression may occur for a
variety of reasons, including competition for resources and inadvertent reinforcement by
keepers in the past. While intra-specific aggression differs from keeper-directed
aggression, it can be reduced or eliminated in a very similar way. Through careful
observations, keepers can determine which animals are the primary aggressors, what
tends to trigger the behavior, and what body language the animals reveal prior to
aggression. Once this information is collected, keepers can work carefully with more
aggressive animals. Stationing is an extremely valuable tool for reducing aggression.
More dominant animals can be taught to station away from less dominant animals in
order to receive reinforcement. The key is to ensure that the reinforcement is contingent
upon remaining stationed and allowing less dominant conspecifics to receive
reinforcement as well.
When we introduced a male hammerkop (Scopus umbretta) to our single female
hammerkop, we quickly ran into problems feeding both birds due to minor but persistent
aggression from the male. Our female was already trained to a station and accustomed to
hand-feeding. However, the male spent the majority of the day displacing her from
perches, which extended to her station. In order to feed both birds by hand, it became
clear that we would need to eliminate his aggression towards her. We added a second
station two feet away from hers. The male was quickly taught to station, but would leave
to displace the female whenever she came too close. Because she was more comfortable
near keepers, we stood close to the female, essentially blocking the male’s access to her.
We then fed him only when he allowed the female to be fed first on her station. We were
careful to reinforce the male only when his attention was on the keeper and in no way
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
32
focused on the female. Gradually, we stepped further and further away from both birds,
until the male consistently remained on his station while we fed the female. This training
greatly reduced the aggression the male expressed towards the female, but did not
eliminate it. We eventually switched the female’s station to a rock across the exhibit.
Within a short time of this change in training, we observed no further aggression from the
male. In fact, one month after the change, both birds were seen participating in courtship
displays. Soon both birds were actively nest-building, and since then the pair has laid
multiple fertile clutches of eggs and incubated false eggs, all the while continuing to
participate in the training program daily.
Keepers employed a similar technique with 1.1 Andean condors (Vultur gryphus), 1.1
keas (Nestor notabilis), 3.0 Inca terns (Larosterna Inca), and 1.2 hyacinth macaws. In
each of these cases, one or more of the birds in each social group expressed aggression
towards a conspecific. All of these birds were taught to station, and received
reinforcement only when they remained stationed and allowed others to be reinforced.
As a result, the aggressive behavior was replaced with a much more desirable behavior.
In addition to reducing intra-specific aggression, keepers benefited from the newly
learned behaviors. As mentioned before, stationing made it much safer for keepers to
enter the enclosure with the hyacinth macaws. The stationing behavior was eventually
used when scale-training all of the above species.
Aggression across species is also fairly common in zoo environments, where a variety of
species may be mixed into a single enclosure. This type of aggression can occur for the
same reasons that trigger intra-specific aggression, and may be addressed in a similar
way. The pair of hammerkops and the 0.3 Inca terns share a single exhibit at the
Philadelphia Zoo. Because both species readily eat the diet items intended for the other
species, keepers began to observe minor aggression between the two types of birds as
they competed for food. The stationing behaviors already described, which were trained
for different reasons, became quite useful in reducing this new aggression. All five birds
were expected to station at the same time, and keepers reduced the likelihood of birds
stealing food from others by carefully timing and aiming food delivery. By reinforcing
the birds for remaining stationed and minimizing accidental reinforcement through
thievery, keepers were able to reduce inter-specific aggression.
Bird keepers also encountered aggression across species inside the waterfowl enclosures.
Because these exhibits are not enclosed in mesh, wild waterfowl appeared in abundance
during feedings. Wild mallards (Anas platyrhynchos) often displaced collection birds
during feeding, and consequently keepers consistently needed to increase the amount of
food provided at each feeding. Because station training upwards of fifty wild birds
within each enclosure was clearly not an option, keepers set up crates within the exhibits.
They crate trained the collection waterfowl. Once the birds were comfortable in the
crates, they were closed in twice a day, and given ample time to eat without intrusion
from wild birds. Once the wild mallards no longer received reinforcement during feeding
times, they eventually left the enclosures, which provided collection birds with more
space and less competition.
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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While working with the birds at the Philadelphia Zoo, keepers have discovered a variety
of benefits to reducing various types of aggression in a positive way. Although the
training does require an initial time investment, keepers often found that over time, it
made their daily routines much more efficient. Keepers could clean exhibits much more
quickly when they no longer needed to concentrate on defending themselves against
aggressive animals. Feeding birds often became easier as keepers no longer needed to
spend time ensuring that each individual received enough food. In addition, reducing
aggression created a much safer working environment for keepers and a less hostile
living situation for collection birds. Because many of the training sessions occurred in
exhibits in front of the public, keepers were able to interpret the behaviors and describe
the reasons for using positive reinforcement techniques in place of older, more negative
methods. Training to reduce intra-specific aggression may increase the likelihood of
breeding, which can be critical in severely endangered species.
While keepers may be able to achieve similar results with more invasive, less positive
techniques, these behaviors are prone to disintegrate quickly and can create a variety of
other undesirable behaviors. Through the use of positive reinforcement, keepers can not
only reduce aggression, they can enhance their relationship with the animals in their
collection. Unfortunately, the majority of information designed to teach pet owners to
reduce aggression is still based on negative reinforcement techniques. Many people
claim to be able to eliminate aggression in a matter of minutes. Their methods often
involve restraining the animal against its will until it recognizes the futility of the struggle
and ceases to fight, or presenting negative stimuli (such as a hand) repeatedly until the
animal abandons its attempts to escape from the unpleasant object. While these methods
are initially effective, they drastically reduce the likelihood that the animal will respond
to humans in a positive way in the future. With the predominance of outdated
information in the mainstream, keepers have an obligation to encourage visitors to try
more positive methods of reducing aggression in their pets. By utilizing these methods in
a zoological setting, keepers can develop simple and reliable ways to reduce aggression
that can benefit captive animals worldwide.
Acknowledgements:
 The Philadelphia Zoo Bird Department: Curator Dr. Aliza Baltz and keepers
Kristi Blundetto, Toni Flowers, Andrea Hirsh, Amy Ivins, Paul Kalka, Wendy
Lenhart, Ellie Mark, and Debra Round.
 Senior Vice-President of Animal Affairs, Dr. Andy Baker
 Director of Animal Nutrition, Barbara Toddes
 The staff of Natural Encounters, Inc.
 John Ffinch and Phung Luu, for their continued support of the training program
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
34
Sea World Orlando Guest Interaction Program
You want us to do what?
By
Laura Dray Aviculturist 1 and
Karen Swann Senior 1 Aviculturist
Sea World Orlando
Abstract: The Aviculture department was challenged this year to create more personal
guest experiences using the birds in our current collection. The guest interaction
program that sprung from this request includes walking a group of hand-raised
Caribbean flamingos (Phoenicopterus ruber) through the park daily, conditioning a Nene
goose (Branta sandvicensis) for public relations events, and developing a one on one
experience with a Toco toucan (Ramphastos toco) and Lady Ross turaco
(Musophaga rossae) for our summer campers. We have found that these interactions are
not only stimulating for our guests but enriching for our birds and staff as well.
Most good ideas usually start with the management team announcing to the staff
their newest idea and in response the staff answering in unison…you want us to do
WHAT!? It was with this process that our Guest Interaction Program was hatched. It
began with the idea to walk a flock of flamingos down the pathway in the park for our
guests to get an up-close and sometimes very personal view of these colorful creatures.
As our summer camp season approached, we added other birds, to not only educate our
campers, but to also educate our staff on training techniques. As aviculturists, the care
and propagation of our collection was our central focus. Adding training techniques to a
well-seasoned staff and collection was a challenge on both fronts. Our birds consisted of
a retired breeder Toco toucan (Ramphastos toco), a Lady Ross’ turaco (Musophaga
rossae) that had been banished from just about every aviary we have, and a juvenile
Hawaiian Nene goose (Branta sandvicensis) that was just hungry. The focal point of this
menagerie was seven Caribbean flamingos (Phoenicopterus ruber) that had already been
introduced to the breeding flock of seventy adults. The staff’s experience level was
either as old as the toucan or as young as the Nene. With creative techniques and very
forgiving birds, our Guest Interaction Program took flight.
When our management team came to us and suggested we walk flamingos
through the park, they were met with mostly blank stares and visions of broken legs. Our
sister park, Busch Gardens Tampa, was already doing it, so we visited there for a firsthand look at how “cool” it was. So, we did, and it was! They have a flock of twenty
birds that are offered the chance to walk the park. To our surprise, there were birds
pacing the gate, eager to go. On the day we were there, eight birds came out the gate and
proceeded to walk down the path. They walked through a fairly crowded part of the park,
past strollers, wheelchairs and vendors. The guest reaction was great and the birds
seemed to like it, so we decided O.K. let’s do it!
When Busch Gardens began the walk they used juveniles that were in their
nursery area. The idea started with one bird that would pace the gate while the keepers
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were cleaning. They decided to let him out one day and he stayed with them as they
cleaned. He would walk short distances with them and after a few days of him doing
this, several other birds ventured out as well. Thus began their flamingo walk. All of
their birds were hand reared and housed in this nursery area.
The birds we began the project with were hand reared, but had been with the flock
for close to two months. We pulled them from the flock mid- February, at the ripe old age
of seven months and placed them in a 6 m x 6 m grassy area with a 4 m x 1.2 m x 25.4
cm pool. We began our project with relationship sessions. We needed to learn
personalities and possible motivation. Through observation, we learned that two of the
birds, Carmen and Pollack, were more people friendly than the others. They would
eagerly approach us and allow us to touch them. We concentrated all our efforts on the
two who were responding. Naturally, flamingos use vocalizations for much of their
social behaviors. They use vocalizations as they return from feeding and are trying to
locate their chick in the rookery. As their surrogate moms, we tried to use these same
vocalizations to encourage them to eat and to follow us for exercise when we were hand
rearing them. Our relationship sessions began with us communicating with the birds. We
got them accustomed to coming out of their area with our vocalizations and by leaving
the door open so that they could come and go as they pleased. We placed a pan of food
outside their open door to encourage exploration. This also desensitized them to us
working in the area (hosing, doors slamming, etc.). Soon all four flamingos were
responding to these sessions. Unfortunately, this area had four additional doors that we
had to walk through to get out of the area. So, as they were accustomed to one area, we
then had to desensitize them to each of the other areas. Once they were moving freely
through these enclosures we started taking them for short walks around the outside of the
building and to our behind the scenes tours to get them use to small groups of guests.
The walking group consists of two aviculturists following the four flamingos as they
walk. Occasionally the birds would “take off” attempting flight as they run, but once they
got too far ahead they would stop and wait for us to catch up. Once they became
desensitized to the back area tours, we began walking them in the park shortly after it
opened so they would learn the route without encountering large groups of guests. We
eventually adopted the 9:30 am slot to escape the afternoon heat in Florida.
Walking the flamingos for guest interaction put other ideas into the heads of some
of our open minded keepers. We were holding two birds in the back area that we
determined might be good candidates for interaction.
One of the species was a thirteen year-old Toco toucan (Ramphastos toco), who
as a breeder bird was housed in an aviary in the park and had little close contact with
humans. After retirement from breeding due to some aging factors, “Grace” was moved
to a 3 m x 3.7 m area which is located next to our tour staging area. Half of the enclosure
is covered and the other half is exposed to the elements. It is all enclosed with wire.
Like the flamingos, we started out doing relationship sessions with her to learn her
behaviors and quirks. She is a very reserved, yet confident bird and her reservations for
certain tasks were easily read through her expressions. As she progressed, we escalated
the relationship sessions by doing A to B’s and vocalizations on cue. Once she was
feeling confident with those behaviors, we started touching her feet in preparation for
perching on our arm. This step took several weeks. As we were working with touching
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Nashville, Tennessee February 2006
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her feet, she would get a bit uncomfortable and lift her foot closest to our finger then put
it down on our finger. Our goal of having her feel comfortable enough with us to perch
on our arm was met with much hesitation. After weeks of us holding out one arm for her
to perch and cueing her, all she would do was lean as far forward as possible, and then
back off, not wanting to do it. This was a great learning experience for us as to how
much we needed to still build her confidence in us, as well as our confidence in her. After
reevaluating our methods we began asking for behaviors from a single “working” perch.
The consistency of using this “working” perch, built her confidence until she eventually
took the giant leap and perched on our arm. It was now possible for us to walk around
the aviary with her on our arm.
Taking into consideration the steps we achieved with a one-on-one basis, we
decided to work her in the tour staging area to prepare for tours. We prepared this aviary
with two large tree perches, a swing, a long rope and several perches attached to the
walls. First on our agenda was to be able to get her into the area. There is one door in
between her aviary and the tour area, which she did not like to travel through on your
arm. Due to the time restraint of camp beginning sooner than we had time to work on
this, we decided to place her T perch, which she was very confident with, in successive
steps up to the door, then eventually through the door. Within two days she was a pro at
flying into the tour area to the T perch, then flying to a perch in the middle of the area
and then returning to her aviary. Our next step was to work her behaviors in this area and
allow her to feel comfortable with others watching her sessions. The following day we
allowed her to stay in the tour area to explore for several hours. Once comfortable, we
asked a number of people to be present during training sessions. Different “guests”
would toss her grapes, while they in turn had to try and catch a grape with chopsticks to
illustrate the toucan’s dexterity. During these sessions the aviculturists profiled the
toucan family and their unique adaptations. It was a great enrichment for our employees
and the bird, as well. Grace soon became the spotlight of weekly Camp SeaWorld
classes, sometimes doing up to four interactions each day. Our quick shift from working
in her space to the tour area with a large crowd was a great example to the new trainers of
how important it is to build those relationships and modify training methods, as needed.
The next training experiment was with a Lady Ross’ turaco (Musophaga rossae)
named Gilmore. This bird got along very well with humans and not very well with other
birds. She was exiled from every aviary we had due to aggression. Thus, she became
another ambassador for Camp SeaWorld classes and guest tours. Gilmore’s situation was
a lot different than Grace’s. Since Gilmore was hand reared and very used to people, it
didn’t take much to build a relationship and have her want to approach us. She would
perform A to B’s and perch on our arm with ease. What we had to keep in mind with her
was to keep sessions short and do things very quickly because of her short attention span.
One of the first behaviors taught was vocalizing on cue. We reinforced every
vocalization she made, from the low guttural grunts to her high pitched warning call. The
word “sing” was paired with her vocalization and eventually Gilmore would sing for us.
In anticipation, she will now sing every time a familiar keeper enters her aviary. Training
has also helped us maintain her nails and kennel her for transport to the tour area.
Kenneling has been a great advantage. The first step to training the kennel behavior was
placing a kennel on the outside of her wire aviary. We left the kennel there for three or
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Nashville, Tennessee February 2006
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four days, then moved it to the ground inside her aviary. Next the kennel was moved to a
shelf at perch height and the door was removed for easy exploration. Food cups were
placed in front of the kennel and then inside it to encourage exploration. With much
patience, the normally uneasy instincts of the turaco were overcome and the bird
willingly entered the kennel. She now will perch on our hand and enter the kennel on
cue. This allows movement to other aviaries, especially the tour area. Gilmore’s camp
activities includes vocalizing, flying A to B’s, perching on a keeper’s arm, as well as a
guest’s arm and running the length of a thick rope to demonstrate a turaco’s movement in
the tree tops. Guests loved the fast-paced session and their ability to get hands-on
interaction with the bird. Our interactive sessions were a big hit with campers and
keepers alike.
Alani, a Hawaiian Nene goose (Branta sandvicensis), is our youngest participant
in the interaction program. Like the flamingos, we just wanted to walk her out to the
park for the guests to see this endangered species and learn about conservation efforts.
But, this is a goose. Building a relationship with her proved difficult at first. As a chick,
all she was concerned with was what time was the food coming. Since she was a
growing gosling, that meant that dinner time was pretty much 24/7. As she grew out of
this though, she became more interested in our sessions and we found she would work for
worms and not the greens all geese love. We basically started working her in a heel
position and, much like training a dog, encouraged her forward with those worms. She
stopped when we did and started forward as soon as we moved, too. We confidently
began walking her in the park and she mastered distraction with ease, even on the day we
encountered a guide dog in training. She and the chocolate Labrador passed each other
without hesitation. Our most common comment by guests was “that goose heels better
than my dog”. But with confidence comes independence. While on our walks we would
stop and let the guests feed her and we would talk about their status in their natural
environment. She would wander around our immediate vicinity at first, but began to
venture a little further each time. The key to keeping her attention was to keep moving.
We also learned about flock behavior from our walks. Several aviculturists who walked
her had difficulties because often times she would get in your blind spot during the walk.
This would cause the keeper to turn to find her, which caused her to immediately turn and
head the direction the person had just turned, which would again cause the keeper to turn
and then they would both be walking in circles. This again illustrates the importance of
building the relationship and in this case the confidence of the aviculturist to just keep
walking and have faith that the goose will follow. Alani amazed us with her touring
abilities and we decided that maybe she would be able to tackle PR duties. We began
kennel training, which consisted of putting the worms in the kennel until she walked in,
which took all of three seconds. So we then began taking her for short trips to our
education classrooms and kenneling her out to the exhibit area in the park. After figuring
out she was going someplace enriching, she soon learned that if you don’t go back in the
kennel, you don’t have to go back to your holding area. So back to kennel training we
went. She is now in a walk through aviary where she has periodic contact with guests so
going “home” is as enriching as being out.
This has been a learning experience for all our aviculturists. For those of us who
have worked with the flighty, fragile flamingo for many years, we learned more about the
International Association of Avian Trainers and Educators
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Nashville, Tennessee February 2006
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inquisitive, vivacious bird who learned to work the crowd like veterans. As aviculturists,
it improved our observation skills and for those with little training experience, it allowed
the opportunity to see how shaping a behavior might help them in their day-to-day duties.
Seeing a former breeder bird voluntarily land on a perch for weighing or nail trim,
encouraged similar training for our aviary collections.
Our goal for this program has been fully met. Our aviculturists have had an
education in training techniques and have been able to apply these techniques to other
areas. Our main goal of enabling our guest to experience our birds up close has been
enriching to not only the guests, but to us the aviculturist, as well as the birds. By
developing this program we have given our guests yet another way to encounter wildlife,
not only through exhibits and shows, but through up-close and personal interactions with
these magnificent birds.
Evolution of a Behavior:
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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Alligators and Birds?
By: Gary Denzler
Contributors: Ed Annal, and Kevin Kellner
Abstract: Most of us would agree bird training is a very rewarding, enjoyable and
challenging profession. We all get into the business for different reasons, our love for
raptors, or parrots, or educating the public about animals. Once in a while, we like to
challenge ourselves and dabble in training other animals. This year at the Cincinnati
Zoo we looked for an animal with a pre-historic connection. Scientists are uncovering
fossil records that suggest dinosaurs were much more bird-like than reptilian. Nesting
behavior, caring for the young and bone structures all suggest birds and dinosaurs have
an ancestral link. One group of reptiles is out there, however, that physically and whose
behavior resembles birds--the Crocodilians. So we got together and tried to figure out
how to get an alligator routine into the show. This paper will discuss the evolution of
this routine including the challenges, procedures and success of training an American
Alligator for the Cincinnati Zoo Bird Show and how we survived to tell the story.
The Evolution of the Routine Concept
In the business of animal shows, you want to try to come up with the most unique
show possible. Ideas for our shows come to us in many different ways. Watching nature
shows, you see natural behaviors that animals display in the wild and would like to
incorporate them into your show. Watching your own animals’ behaviors can inspire you
to turn that behavior into a routine in the show. Sometimes an idea hits you at the oddest
times: while driving to work, in the shower, while eating dinner, while at a ball game. Of
course one of the biggest ways of coming up with ideas is simply listening to what other
people are doing in their shows which is a big reason IAATE and other animal trainer
organizations were formed. For our show at the Cincinnati Zoo & Botanical Garden, we
try to accomplish the goal of being unique by putting together routines that are both
humorous and have an educational message along with them.
Sometimes these routines are easy to conceptualize, train and fit into your show.
Others evolve over years. To understand how the idea of an alligator routine in a bird
show came to pass, we have to travel back to my childhood. As with many children then
and now, I was fascinated by dinosaurs. It’s probably the idea of creatures as big as
houses that could eat a person in one gulp which captures the imaginations of children.
As time passes, however, this fascination usually fades and other interest take its place in
a growing mind. Not for me though. On into my adulthood, my interest in dinosaurs
continued to grow. I worked closely with curators and the Cincinnati Museum Center
doing art work for their new Ice Age Exhibit. Later, I would recreate a life size pteredon
that actually flew with the aid of radio controlled rudders and a small engine.
Then, a little over a year ago, I got to spend some time with a paleontologist by
the name of Jack Horner. I was a huge fan of Jack’s and we got to spend time talking
about his theories of how dinosaurs were much more like pre-historic birds than reptiles.
Their bone structures, nesting behavior, brains and skull structures, feet and legs were
very similar to those of birds you see today like the hornbills, Ratites and Seriama. Jack
was especially excited when I showed him the raised hiened toenail on our Red-legged
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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Seriama. Later that day we discussed the relationship between dinosaurs, birds, lizards
and other reptiles and he told me something that really got my mental wheels turning. He
said that the only group of reptiles that have some bird like characteristics are the
crocodilians. Their heart, hips and brain are all very much like a bird along with their
nesting behavior. After hearing this I knew we had to try to get an alligator into the
show. Now the next step was turning all my ideas into reality.
Making the Routine Concept a Reality
The first thing we needed to make this alligator routine work is the animal itself.
Luckily the zoo had an extra American Alligator off exhibit. We wanted an alligator
rather than a crocodile because crocodiles have a reputation for being more aggressive
than an alligator. This particular alligator had a long history of being handled and
worked with by people. When she was smaller she was used as an outreach animal.
When she became bigger she took up residence in our Manatee house. After not getting
along with some other bigger alligators on exhibit, she was placed off exhibit and was
worked with only occasionally.
The next biggest thing was getting the three bird trainers on board for this idea of
trying to train an alligator. Dealing with an animal this dangerous requires clear
communication, careful planning and execution of a well thought out plan. If you make a
mistake with a parrot, it might bite and break the skin. If a Harris’s Hawk is having a bad
day, you might get footed. If you slip up with an alligator, we’re looking at limbs being
ripped off. It was very important to have good communication with each other and the
reptile staff when dealing with such a dangerous animal.
After talking it over with the bird trainer staff, we came up with the possible
routine. We wanted to have the alligator target trained to a broom and have the alligator
chase our comedian around the stage during the show. This would fit in great in the show
after the comedian’s little fake rubber alligator “Lucky” gets slammed on the stage by our
Red-legged Seriama. We would then tell the audience about how alligators protect their
young and next would be the comedian running around from behind the stage appearing
to be warding off the six foot alligator with a broom as it chased him around the stage.
In theory it sounded pretty good. But we had to have some questions answered
before we got the animal and started training. First question, were alligators even
trainable like this? We talked to Winston Card, head of Reptiles and Aquatics at the
Cincinnati Zoo. He was very supportive of the idea. Having worked with alligators since
college, Winston was very helpful in answering all our questions about an animal we
knew little about. He was confident it could be clicker trained to a broom. Next
question, did we have adequate housing? We had a small cage with a pool which was
originally indented for an otter or pelican. Winston assured us the area was big enough
for her. He also informed us of some special UV light and heat lamps the animal would
need. Final question, what to feed it? Winston suggested a variety of fish, rats, mice and
chicks. Just like with birds, varying the reward schedule helps keep the animal interested
and healthy.
A final issue before we started with the training process is what to do if something
did go wrong. What was the animal capable of? Winston instructed us that if she did
grab a hold of someone, get as many people to lie on her as possible. When an alligator
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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grabs something, they try the tear it apart either by spinning (the death roll) or by shaking
back and forth. Lying on top of her would prevent this behavior and hopefully further
damage. Next we were worried about the audience. Winston inspected the stage and
figured that even if she did start to go towards the audience, we could pull her back by
her tail and she was unlikely to climb over the 4 foot wall separating the audience from
the stage.
Now that we had checked with the reptile guys and gotten our goals for the show
in order, it was time to start training.
Training
The idea behind the training was very simple, get the alligator to target to a broom
using a clicker as a bridge. In the beginning we would simply ask her to come out of the
water and touch the broom with her nose and she would be rewarded. Eventually we
would stretch out the behavior until she would follow the broom into a crate and, in the
show, follow the broom for one pass around the stage.
Before we even started training, however, the issue of safety came up again. To
transport the alligator from its holding area to behind the stage, we needed a sturdy crate
that would be easy for us to load and unload the alligator, easy to move around back stage
and be secure. Kevin Kellner, the Norm Abrems of the bird show, designed, built and
modified the crate to meet all our needs. Next we needed “alligator boards” (simple
small sheets of plywood with handles) to restrict the possible bath options she had and,
most importantly, to protect our feet and shield us should something go wrong. Steel
tongs were needed to try to reward the alligator with the food. And finally the broom
with a tapped on clicker were needed to be the target and most important training tool.
You simply don’t have enough hands to be holding the broom, food and clicking at the
same time.
Now that the training set up was safe for trainer and alligator, the training could
commence. As we had planned out in our training outline, first we wanted her to get the
idea that all she had to do is come towards the broom and she would be rewarded. This
first step could be done with only one person reaching into her holding area. She would
come out of the water towards the broom, we would click and reward. The first step was
simple; get her to associate the clicker with food, and associate coming to the broom with
food. She picked up this step very fast.
The next step was increase the distance to the target or broom. She started doing
this great, every day she was going farther and farther. Eventually she would follow the
broom about 15’ and then follow it back to her cage for a food reward. On paper,
targeting is simple; the animal comes to the target and gets a reward. Targeting with the
alligator wasn’t targeting in the strictest sense. We came across two problems when
trying to target train her. One was when she came to the broom; she had a very hard time
getting the food reward when it was thrown on the floor next to her. There were times
when we could sense the learning moment was lost. As mentioned earlier, we remedied
this problem by using tongs to put the food right near her mouth. Second, as we increased
the distance to the broom, it seemed as if she had a very hard time seeing the broom.
Alligator trainers mentioned that they use luring to get their alligators to move. So using a
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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combination of luring with food and rewarding with tongs for short distance, we got the
desired result of her following the broom.
Now we started working her into the crate. She picked this up very easily, and
didn’t seem to mind being in the crate. Initially she would follow the broom, while
clicking, into the crate from her cage and got a food reward. We would roll the crate
around to get her use to the movement, and leave her in it for a couple hours to simulate a
show scenario. So far things were going very well, but then we ran into a problem. We
noticed she was moving slower and slower each training session. Having no experience
with the metabolism of a reptile, we assumed that we had given her too much food over
the past couple weeks of training. So we decided to fast her for a week to get her
motivation level increased. To give you some perspective on the speed of the digestive
system, one day in early August she accidentally swallowed a small 1” in diameter piece
of rubber. We were told alligators swallow things all the time, and something that small
should pass through her system. It did pass through her system in early November we
noticed it in her stool. Did the rubber piece take that long to pass through because it was
non-digestible or is that how long it takes to digest food? It is hard to say, but the point is
that their metabolism is much slower than that of a bird.
To get her motivation back we gave her some very light meals for ten days, and
didn’t do any training sessions. This seemed to work and we had her going into the crate
quickly. Now that her motivation was up, we started to work her around the backdrop.
Our initial training plan for going around the stage was to have her go from one crate to
another, and slowly bend the crates around the backdrop till we only needed one crate.
Using sanctuary training had worked great for other animals in our show. However, we
didn’t really have the money or time to build another crate. Also since she was following
the broom so well we thought we wouldn’t need the temporary second crate. After about
ten days of training and a few minor adjustments she was starting to go around the
backdrop.
After a week of doing the routine very fast, she convinced us she was ready for
the show. In her first show, as she entered the stage, the crowd screamed and gasped as
she appeared to be chasing the comedian. So we had accomplished our goal, she had
done the behavior over thirty times, and twenty times in the show. However, there were
some challenges along the way.
Challenges in Training the Alligator
Probably the biggest challenge in training the alligator was being sure not to over
feed it. Being ectothermic, her reptilian metabolism was practically the opposite of an
endothermic bird. You had to find the balance between making the behavior positively
reinforced with big enough pieces of food but also not over feed her. When overfed, her
motivation declined dramatically, but unlike an unmotivated bird whose motivation
would be back with a day or two, the Alligator might take a week or longer. It was very
hard to conceptualize how little food a six foot alligator needed before her motivation
started to decline.
Weight management was very different then we are used to as bird trainers. We
all know that our birds have a certain weight range they work best at in the show. As
trainers, we try to keep them in that range and increase that range if the animal still does
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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the desired behaviors. We did weigh the alligator everyday. We found it challenging how
to interpret what it meant due to their metabolism and the fact that it’s an animal that is
constantly growing. We are conditioned to think as bird trainers that when a bird’s weight
is up, its performance could be of concern. This wasn’t necessarily the case with the
alligator. Her weight seemed to be different every day. Although hunger drive is the
biggest motivation for an animal, there were other factors to consider like temperature,
humidity and sunlight. Thus, interpreting weight as the gauge for her performance was
not practical. We basically based her daily food amounts on her performance, while
slightly taking into account other factors.
Another huge challenge was getting the food reward in the alligator’s mouth when
we wanted to reward her. It sounds like a simple thing to do, but their eyesight is not
nearly as sharp as a bird’s. Their sense of touch on their nose is oftentimes what they
rely on in the wild to hunt prey. Because of this, when you tried to put the food in her
mouth, she would grab at the tongs and miss the food. Also, if we threw a piece of food
in her crate and asked her to walk into the crate, she would have a hard time picking up
the food and, thus, the effectiveness of the rewards was sometimes lost in the struggle to
simply get the food in her mouth.
Another challenge we ran into was what to do when she stops in the middle of the
stage and doesn’t move? During the early stages of training this would happen, and we
tried several options. One option was to just wait her out until she was ready to move
again. We had limited success with this method. Second, we would sometimes lift her tail
up a little bit and this would get her to move forward. Third, we would try to get her back
into the crate by bringing it to her on stage. This also was done with limited success.
Fourth, when all other options failed we had to grab her tail, carefully, and push her into
the crate. This pushing is obviously something the gator doesn’t appreciate and makes a
negative situation but we didn’t know what else to do when all the other more positive
options were exhausted. The main reason she would stop was that she wasn’t quite
hungry enough to go all the way around and pushing her back into the crate led to a
problem later in the show season.
She had been in at least one show every day during July. She was doing great and
then one day she stopped half-way during the show. In the middle of the show we really
couldn’t go through the other options stated previously so we had to push her into the
crate. The next two show we had to do the same thing. The damage was done, we had
accidentally created a negative situation for her on stage. For the next couple weeks we
couldn’t get her to go on stage. Food motivation was not the issue because she was very
fast going from her cage to her crate and vice versa. The only thing we could think of was
that she had a negative association with the stage because we had forced her into her crate
those few times in a row. Unfortunately, this was how the show season ended. However,
whenever an animal is having problems it is always helpful to take a few steps back in
training, so called remedial training. Next summer we plan on building a second crate and
slowly build her confidence back-up on stage by going crate to crate. Enough repetitions,
and slowly moving the crates apart, should hopefully eliminate her negative association
with the stage.
This brings us to the challenge of air temperature. We found that many times her
motivation was determined by the ambient temperature. Obviously, with an ectotherm,
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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the warmer the day the more motivated she would be. But it wasn’t until we were
dealing with days in the mid to upper 80’s (and humid) that she really seemed to get
moving. Sometimes when she would start walking on the cooler concrete floor she
would slow down, as well. As you can see there are many factors that needed to be right
in order for the routine to work
Conclusion
We noticed many interesting things about the alligator. We were told that once
gators get their routine they are very reliable. She was always great at going from her
cage to her crate and vice versa. In fact, she is so conditioned to associating the crate with
food that she will hear us rolling the crate to her cage and will be out of her pool and at
the door waiting for us. Also in the off-season, when she is getting all the food she wants,
she will still crate-up. We also noticed her association of the broom and clicker with food
was very strong. We noticed one day we clickered about 20 feet away and she was out of
the pool and by the door ready to go.
Overall, our attempt at training an alligator was successful with a few challenges
along the way. The experience was rewarding, and really challenged our training
abilities. We are better trainers because of the experience. As trainers I challenge you to
go outside the comfort level of birds and try your hand a something different.
It is always important to look at ways to improve your show. Even though your
show might contain almost exclusively birds, don’t be afraid to add animals other than
birds and even animals that very few people have worked with. When you expand the
diversity of creatures in your show you not only have the potential to make the show
better but also better yourself as a trainer.
A special thanks to Wiston Card and Flavio Morrissiey for their advice and support of
this endeavor.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
45
Strong Foundations and Adjustments – Keys to Training Success
Sid Price
Owner/Founder Avian Ambassadors
Introduction
This paper examines the training of a pied crow (Corvus albus) as a cast member in the
traveling shows presented by Avian Ambassadors. It will focus not only on the basic
training of the bird but also on changes made to the show segment in response to a
problem that developed during the show season.
Traveling shows present a particular challenge when working with a species like a pied
crow as the nature of this species is to be nervous of new elements in their environment
and especially new environments. When a show travels almost every show is in a
completely new location.
The subject
The bird that is the subject of this paper was acquired from the World Bird Sanctuary
(WBS) in the fall of 2003. Although born in the spring of that year there were several
delays that meant he could not be delivered until then. He was hand raised at WBS and
spent his waiting time in the propagation department office. As a result he was a very
social bird upon arrival at Avian Ambassadors. He is named Kumbi.
Basic Training
Before beginning any training for shows segments there are a number of foundation
behaviors that are needed. Also the primary trainer needs to establish a good relationship
with the bird. During the winter of 2003-2004 Kumbi was worked several times a day in
his mews. Working in this context meant playing with him and the toys he had been
given. These toys were baby teething rings and other “toddler” style toys. Also, he was
encouraged to step onto the hand and receive a small reward for doing so, step back to the
perch and get rewarded again. During this initial “play” period the bridge “good” was
also being established.
At this time in Kumbi’s training he was fitted with anklets and jesses, which up to this
point was standard practice. However this restraint was not something that corvids appear
to accept in the manner that many raptors do. The nature of the species is that they are in
almost constant motion; always having somewhere to go, something to see. The jesses
being held by the trainer quickly become a source of irritation for these birds. This
irritation often manifests itself in pecking of the trainer’s hands and fingers and it
undermines the relationship between the trainer and bird. If the trainer continues to hold
on to the jesses the bird escalates the pecking; however releasing the jesses may reinforce
the pecking behavior. The equipment becomes a lose-lose option for the trainer. Given
this situation and the strong encouragement of other trainers in the industry the decision
was taken to remove the jesses from Kumbi.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
46
This decision to remove the jesses presents an interesting question, and that is “how does
a trainer keep a crow on the hand without restraint?” Once again looking to the nature of
the crow provides some insight. As mentioned previously corvids are very active birds. It
seems that asking them to stay on the hand for more than a short period of time is asking
them to behave in a way that is not natural. They are extremely curious birds that appear
to need to be busy doing something most of the time. This natural behavior suggested that
when the Kumbi was on stage he should be kept engaged with the trainer as much as
possible and to accept that the bird will stray from the trainer from time to time. If Kumbi
was to be given this level of freedom it became apparent that having a strong recall
behavior was going to be essential.
Training the recall
Initially Kumbi was worked several times a day in his mews. He would be cued from a
perch to the hand, reinforced, cued back onto the perch, and reinforced again. He quickly
learned the routine and the distance of the recall and the send could be increased. As the
distance was increased the reinforcement was also varied to build a stronger behavior.
Also, in addition to the hand cue for Kumbi to come to the trainer his name was used as a
verbal cue. In a show situation if a bird is startled and flies off the hand they may land out
of sight of the trainer. Under these circumstances having an audible cue for the bird can
be invaluable.
Once Kumbi was recalling in his mews without hesitation he was moved out into the
enclosed breezeway along side the mews to get some longer flights and also to enable the
recall to be done with the trainer out of sight. Initially Kumbi was a little slow to respond
in the breezeway, being a corvid the change of environment was causing distraction and a
little confusion about what was expected. The recall distance was reduced until he
responded without hesitation and then increased until he was responding over the full
length of the breezeway.
The next step was for the trainer to send Kumbi to his perch in the breezeway and then as
the recall cues were given to step into the doorway of the office. By the time Kumbi
landed on the trainer’s hand he would have flown a right-angle out of the breezeway into
the office. The first few times this was attempted Kumbi would not land on the hand. He
seemed startled by the new environment of the office and once again lost focus on the
trainer. Using small approximations from breezeway to office he slowly learned what
was expected and was soon recalling from the perch in the breezeway with the trainer
using a verbal cue only from inside the office.
The recall behavior was repeated during every training session several times each day
and in as many different locations as possible. However he was not taken outdoors until
his main show behavior (recycling) was also in place and strong. This was done in order
to have something for Kumbi to focus on when he was taken outside. The goal during his
training was to build a set of behaviors that were strong and kept his focus on the trainer
so that no matter what the environment he knew what was expected of him and that he
had complete trust in the trainer.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
47
Crate Training
In addition to the recall behavior, getting birds to crate reliably is an important and often
overlooked aspect of preparing for shows. This aspect may not be so important if one
presents a show in the same location, however when a show needs to be loaded and
transported it takes on a new importance.
For Kumbi crate training began with a larger crate than the one he would need to be
transported in for shows. Also, the door of the crate was removed for the initial training.
Once he was comfortable entering the crate with the door off, the door was replaced.
When he was entering on cue with the door open it was closed for increasing amounts of
time. He was rewarded for standing quietly in the crate with the door closed.
Outdoors training
Once Kumbi was performing his recall, crating reliably, and performing his show
behavior he was taken to a completely new indoor area to test his reaction to this
complete change of environment. His reaction was the one that was expected, in that
although he performed his behaviors and reentered the crate without hesitation he seemed
to be in a constant state of alert. He was worked in this new area for several days and
objects in the area were changed and moved around before each session.
After a few days in the, now, not so new area it was decided to take him to an open area
outdoors and run through his show segment. The result was that he performed his show
behaviors without hesitation and easily reentered the crate at the end of session.
Once this initial step to working outdoors was taken, training focused on maintaining the
show behavior and also building upon the strong recall behavior. Kumbi was taken to
new locations every session for his recall behavior. He was placed in trees and on objects
around the facility and recalled to the trainer. The plan was to have him recall without
hesitation regardless of the position he found himself in.
The importance of routine
Consistency is a key factor in the training of any animal. With consistency the animal
learns what is expected of them and they quickly establish trust with the trainer. When
one needs to travel with a show and have the birds perform in an environment that they
may see for the first time when they make a stage entrance, routine becomes paramount.
For Kumbi it was felt that his whole daily experience needed to be as consistent as
possible. By keeping as much of what happened each day consistent the effects of the
variable environment could be minimized. Every day, regardless of having to travel for a
show, he went through the same routine. He was weighed, had his telemetry fitted, and
then he was transferred to his travel crate. On non-show days he was taken out to the
flying area and taken through his routine. On bad weather days he was exercised indoors,
however he still has his telemetry fitted and was crated for a few minutes.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
48
Making Adjustments
During our first show season with Kumbi he performed very, very well. His consistency
really did reward us for the effort put into his basic training. Then as the season
progressed he began to show some hesitation when it came time to exit the stage by
entering his crate. Some times it would take us several minutes to get him in and to
continue the show. The audiences loved it. We adlibbed while sending him to perches on
stage for a few flights and then we would try the crate again. However, for us his
behavior was not what we wanted, we wanted the show to flow smoothly and having his
exit unpredictable was not a help.
After some examination of what could be the cause of the problem it was decided that
perhaps the behavior had been a little ignored during his training. Yes he was crated
every day and that behavior was good. The consequences of him entering the crate were
that he was rewarded, however once shows started he was also spending two or three
hours of travel time in there. The approach we took to improving the crate behavior was
firstly to make it a part of the show segment by training him to open the door to enter the
crate. During this training he would enter the crate, we would close the door, and a few
seconds later let him out again. This was repeated several times for each session and his
entry behavior became very strong. During some sessions if we were slow to cue a
behavior he would fly over to the crate, open the door, and enter. This behavior was
added to the show segment and the hesitation has not returned.
An additional change to his show routine was to carry a parrot cage to shows with us and
to transfer Kumbi to that cage as soon as we arrived at our location. He stays in that cage
until just before show time. We try to place him so that he can see some activity,
although he needs a quiet place since the cage is smaller than we would like and we do
not want him startled.
With birds like pied crows routine and consistency are essential. The problem we
encountered with the crate behavior demonstrates that trainers must be willing to make
adjustments as a show season progresses. Also, the foundation behaviors must be
recognized, built, and maintained throughout the season as strongly, if not stronger, than
specific show segment behaviors.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
49
"It's All About Choices"
By
Melissa Horton
Wildlife Experiences, Inc.
Abstract: Bald Eagles are challenging subjects for training and use in education
programs. The training staff at Wildlife Experiences has been working with an eagle in
education for four years. We have tried several different techniques and "training tools"
with this bird with varying degrees of success. However, we felt it was worth it when the
bird comfortably traveled across South Dakota for two multi-night Bald Eagle festivals
(“Bald Eagle Awareness Days) in early 2005. This paper details the methods we used in
preparing this challenging bird for its outreach debut.
History
Wildlife Experiences, Inc., is a non-profit wildlife education, rehabilitation and conservation
organization that works primarily with birds. Our presenters speak with about 200,000 people
during our summer bird shows, and another 14,000 in outreach and school programs each year.
To make our conservation messages more real, we make use of a variety of bird species in our
programs: native and exotic raptors, psittacines, corvids and others.
Despite our diverse collection of birds, our presenters seemed to be asked continually, “Do you
have a Bald Eagle? and “Where can we see a Bald Eagle up close?” So, in 2002 we decided to
add a Bald Eagle to our collection of ambassador birds.
Our primary training staff had worked with a number of Bald Eagles previously, and felt that
many of those birds were not good education animals. It seemed like Bald Eagles had gained a
well-deserved reputation for irascibility and aggression in captivity. So, it was with some
trepidation that we began our search for the “perfect” bird.
In time, we located a juvenile bird that had been injured and treated in Nebraska and then
transferred to the Minnesota Raptor Center for evaluation. It had fractured its humerus very near
to the shoulder and, although the fracture was well-healed, the bird was unable to fly due to
reduced shoulder mobility. Since the wing was nearly cosmetically perfect, it was a young bird,
and the bird had come from relatively nearby to our home state of South Dakota, we figured this
was as good as it was going to get for a potential education eagle.
We picked up the Bald Eagle from the Raptor Center and transported it back to our site within 24
hours, arriving on December 8, 2002. Our staff jessed him, gave him a quick exam, and
removed the “wrist bumpers” that he had worn in rehabilitation before putting him in his new
mews. Two notations were made by the staff in his records that day: 1) “this bird has many
broken wing feathers,” and 2) “this bird is so fat that it is almost impossible to feel his keel
bone.”
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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Training - Step 1
After talking with other experienced Bald Eagle trainers, we decided to begin the eagle’s training
by leaving the door to his mew open for periods during the day, and tossing pieces of food to him
as we walked by. Then we would begin staying in view while he ate multiple pieces of food we
tossed to him. We figured we could next feed him from the glove and then, ultimately, while he
was standing on the glove. His training plan figured on this process taking a couple of months.
However, in this first step we discovered what was to be a theme for this bird’s training – we
underestimated his ability to learn! He was eating off the glove comfortably, outside of his mew
by January 6, 2003, less than one month after his arrival. He was stepping to the scale shortly
after that. The first reliable weight we got on him was 10.68 pounds, and he was still quite
rotund.
Also around this time, the bird received his official name from the WEI staff, “Wowicake,”
(whoa – wi – cha – kay) meaning “justice” in the local Lakota language.
Step 2
Our next goals for Wowicake were to get him used to his weathering area bow perch and to get
him comfortable with being carried on the glove (in hopes of using him in summer shows). We
planned to work on the weathering area by tethering him out there daily, and beginning to feed
him on that perch. We also added stepping him from that perch to the glove daily for bits of
food, eventually giving him his entire meal in this way. He progressed quickly, but then we
suddenly saw a marked downswing in his behavior near the end of April. He began bating more
from the glove and would not step up reliably. Training notations in his chart were colorful, at
best.
South Dakota weather can change drastically and often in late April, so we figured that it was
warmer weather affecting him, and adjusted his weight downwards a bit. By mid-May
Wowicake was once again improving, even adjusting to new handlers, and appearing as a walkon at the end of each show on May 22nd. His weight was ranging between 9.69 and 9.88 pounds.
However, his training charts show an increase in aggression around this time, and he bit two
trainers in the face during the last week of May.
Show and training notes for summer 2003 record that Wowicake appeared in most shows that
summer as a walk-on bird. His behavior was variable, sometimes bating from the glove, some
days not wanting to step to the glove, but the majority of the time he did relatively well,
especially after his trainers began to offer him tidbits as they carried him.
Although Wowicake had made vast steps forward, we were unsatisfied with what we had
accomplished with him. We felt he still was bating too much and was not completely
comfortable on the glove. His working weight range for the summer was a bit lower, between
9.53 and 9.83 pounds.
Step 3 (Autumn 2003)
During the fall of 2003, we received a request from a wildlife refuge in the eastern part of our
state to attend their Bald Eagle Day celebration with our birds – including the Bald Eagle of
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
51
course - in March. Thus, after a couple of weeks off for Wowicake, we began crate-training to
prepare him for the 6-hour drive (one way) that he would make in the spring.
We set a large airline-style crate on a low shelf and began getting Wowicake accustomed to the
crate the way we have trained other raptors. The trainer would carry him to the crate on the
glove and bait the crate, each time placing the food tidbit a bit farther into the crate, essentially
shaping the behavior of entering the crate.
Although we achieved the best results when the handlers stuck to a short window of opportunity
in offering the food and open crate (i.e. shutting the door when he didn’t respond quickly), this
training began to feel like doing battle with the eagle. His trainers virtually started his training
from the beginning three times during the fall.
We did ask other Bald Eagle trainers about their experiences with crate-training. We were told
one thing for certain, “expect some broken feathers when you’re training a Bald to travel in a
crate.” Despite this, our trainers hated hearing the bird bang around in his crate, and came to
dread the training process.
Wowicake did make his appearance at that year’s Aberdeen Bald Eagle Day festival, but not
without aging his handlers a bit. He traveled in the car reasonably well, but then had no desire to
sit calmly on the glove in the location picked out for them. Nor did he care for the bow perch the
trainers had brought for him. Finally they found a location under a tree where he was
comfortable enough to sit calmly for the afternoon. Wowicake even went back into his crate
well, his trainers believed because he preferred it to being out on his perch. And, despite his
weight being down at 9.25 pounds, he just did not seem all that motivated for food.
After this event, all the trainers agreed that Wowicake did not ever need to travel in the crate to
programs again, and that we would stick to just the summer shows with him. We felt it was
completely unfair to the bird to put him through this stress, along with being unprofessional in
appearance at best.
Afterwards, Wowicake got a few more weeks off, eating as much as he wanted off the fist each
day. We wanted to “re-set” his training, and to have the opportunity to re-build bonds with him.
His weight increased, but varied a bit (9.75 to 10.00 pounds). His aggression also increased
during this time, and he tried to bite his trainers’ faces regularly.
Summary (First 1 ½ years of training)
We felt successful in that Wowicake had learned to hop to the glove, be carried on the glove,
jump to and wait on the scale, and was fairly comfortable in shows. However, we felt the bird
was not truly comfortable on the glove, showed too much aggressive behavior, and, of course,
was not at all comfortable with his travel crate. We began searching for new training techniques
and ideas.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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The Next Steps – New Ideas
As our staff planned changes for the summer 2004 shows, we decided to add a couple of
platforms to the stage area to serve as landing sites for free-flight demonstrations. It occurred to
one of Wowicake’s trainers that he might like these as well (although perhaps she was just trying
to save her sore arm). In preparing him for shows, we began to take him out on stage, allow him
to jump to the platform and stand for a few minutes. Then he would be asked to hop to the glove
(for a tidbit) and would be carried to the second platform and stand there, but he would stay on
this platform, with his trainer nearby, until after most of the audience had left the theater.
Giving the bird this small amount of control (being able to stand independent of his handler)
improved his attitude and behavior tremendously. We noticed a significant decrease in his
bating from the glove, he was more reliable about stepping to the glove and he stood calmly on
stage as long as we asked him to. He hardly seemed to notice the crowd, unless it was very hot
and he became uncomfortable, at which point he hopped to the glove for a ride back to the shade
and his water pan.
This was a revelation to all of us trainers. The bird was comfortable and the handlers were
happy. We could not believe the change in this bird with such a minor modification to the stage
and his behavior. It seemed a small adjustment, but to Wowicake it made all the difference. By
mid-August he was working at around 10.00 pounds, the weight we consider to be a good, “fat”
weight for him.
Crate-training Again
In the fall of 2004, we again gave Wowicake a couple of months off from training. He was
offered as much food as he would eat off of the glove each day. And, although he was given the
opportunity to eat as much as he wanted, he never reached his initial “rotund” weight again.
For a second time received a call from the wildlife refuge in Aberdeen, South Dakota, asking us
to attend their spring Bald Eagle festival. And then we were asked by the state department of
Game, Fish and Parks to also present at their big Bald Eagle festival which covered three days
and three other cities. If we were going to accept these offers, we needed a completely new
training plan for Wowicake.
In considering what we could do differently in crate-training the bird, we decided to look at how
we could give him more control over his environment, and more choices in his training. This
appeared to be the key to success during the past summer. It seemed to us that maybe he felt he
had very few choices when we held him on the glove in front of a crate door. As we were to
later discover, it really inhibited his natural behaviors and left him no outlet for expression.
We decided that it would be up to Wowicake whether we would attend these festivals. We
changed what, on paper, seemed like a very few things, but in reality were huge. First of all, we
nearly eliminated carrying him on the glove. If he was going to go in the crate – or even get
close to it - it would be because he chose to.
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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We set a very large crate outside by his bow perch (for a few days it actually sat within his view,
but far enough away to not be threatening) and left it there at all times. Within a day, he was
using it as a favored perch (it is tall!) and we felt it necessary to put carpeting on the top of it to
protect his feet. We also added a padded perch to the inside of the crate. After we began
training, we cut holes in the window and door covers so that we could reinforce the bird more
easily from the outside.
The idea was to allow Wowicake the most freedom of choice possible in his training. After he
had obviously become comfortable with the crate near his bow perch, we began offering him
food bits closer and closer to his crate until he was taking food from just inside the doorway.
The trainer sat to the same side of the doorway each time. We then added a cue (hand set down,
palm up, on left thigh) and began offering food farther into the crate, keeping his window of
opportunity fairly short. He got a couple of chances to reach in for the food and then the session
was over if he did not. When he started to go inside the crate fully, the session ended if he shot
back out of the crate quickly.
He progressed quickly, but we had trouble getting him to stay for any length of time inside the
crate. So, at other training sessions (without the crate) we began working on two other
behaviors. These were “turn” - where he was asked to turn 180 degrees on his bow perch on a
hand signal. The second behavior was a “hold” - where he was asked to stop and wait (as he was
walking towards the trainer) until given the cue to come further. He picked them both up within
a couple of sessions, and began to jump down off the crate down to his bow perch as soon as he
saw a trainer approaching him. He appeared to be enjoying the training! Chart notes indicate
that the trainers were enjoying it too, with phrases like “I LOVE THIS BIRD” recorded.
The next few steps of training were approximations as follows:
 Reinforced bird for going into crate, turning around on the perch inside and “holding”
 Reinforced bird for going into crate, turning and “holding” while trainer touches crate
door
 Reinforced bird for the same while trainer swings door open and closed
The important techniques turned out to be ending the session when the bird shot back out of the
crate and always to allow him to come out when he tried to. If the trainer closed the crate door
and walked away after the bird ran out, the eagle had completely new motivation at the next
session.
The next steps we took with Wowicake:
 Shut the crate door with him inside and reinforced when he sat calmly, then opened it
right away.
 Shut crate door and gave bird “big score” (a huge chunk of rabbit, or a whole large rat);
opened the door immediately when he was done eating
 Take the crate to new locations, carry him there and ask him to enter the crate in a new
place (we added a carpet and stump in front of the crate to make a complete and
defined area for the bird to occupy)
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 Start to move crate with bird in it, then let him out right away
Again, the key here was allowing him to determine how long he would stay in the crate. The
trainer watched the bird’s behavior through the “feeding holes,” anticipating his reaction and
opening the door before he began banging around. Usually the trainer would offer him another
chance to enter the crate afterwards, and usually he would go right back inside, which amazed
our staff.
We also discovered that the trainers often – unknowingly - held him back in his training. He was
frequently ready to move ahead, but we would hesitate and stay too long at one step. Wowicake
was way ahead of us the most of the time.
The last step was to put him in the car and drive him around. Unfortunately, our slowness in his
previous training left us little time for this last step. Wowicake only rode in the car once before
he had to spend six hours in it on his way to eight programs in three days. So, at the last minute,
we added a dark crate cover over the bird’s crate, put him in the car and headed off.
As primary trainer and presenter for these first eight presentations, I was completely nervous.
All that can be said is, the bird knew what he was doing. Out of eight shows and one time out in
the sunshine between shows, only once did the bird hesitate to return to the crate. Not only that,
but he would walk out of his crate onto the carpet, hop onto his stump or crate top, and sit
“fluffed up” the entire time until we asked him to go back inside the crate. He even preened
during a couple of the presentations!
At the second Bald Eagle festival three weeks later, the staff of the refuge asked our trainers – in
all seriousness - if they had brought a different eagle this year. The bird’s entire demeanor had
changed. He stood calmly through the entire festival on top of his crate (and often preened),
despite the windy day and flapping tent tops. The few times he had to be picked up on the glove
during this period, he hardly ever bated (despite obviously being less than perfectly
comfortable). Trainers practically “fought” for the chance to work with him. He was, indeed, a
new bird.
During this time, we did weight-manage him, but I began to suspect that we did not need to do so
very much. We made sure to give him big reinforcements as often as possible for going into the
crate and “holding” before we shut the door, and that seemed to be most important. After his
second traveling presentation, he had a few weeks of feed-up before summer shows, but, we did
not really see huge changes in his weight whether working or not (no more than ¼ - ½ pound).
2005 Training
We again used the on-stage platforms for Wowicake during our summer shows in 2005, and,
again it was very successful. The eagle seemed even more comfortable than in 2004, and was
very reliable in stepping up to the glove from his bow perch to be carried to the stage. His
weight ranged between 9.3 and 9.9 pounds throughout the summer, and daily variations in his
behavior did not seem to be directly related to changes in weight.
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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This year we received three requests to visit Bald Eagle festivals in our state (apparently people
really like Wowicake), and so we began preparing him in late fall much in the same way as last
year. However, we increased the size and frequency of his “big scores” for going into the crate.
This has meant more days where he chooses not to “play” with us, and he often seems content to
just sit quietly all day on his crate top in the weathering area (his weight range is only slightly
higher than last year’s). However, when he chooses to work with us, he knows the game and
hops right into the crate and waits for his meal.
This year we have seen an even greater amount of communication from Wowicake with his
trainers. He is vocal and he postures quite obviously during training sessions (and even when
trainers approach his perch), sometimes showing what appears to be aggression, and even
charging one or the other of his trainers if we shut the crate door during a session. However, he
never actually grabs with his talons, and it reminded his trainers of video of Bald Eagles in the
wild charging each other and squabbling over a bit of food on a frozen river. We feel confident
that he is offering communication in line with his instincts, and that it means he is very
comfortable with his situation and his handlers. During early 2003, and even into 2004, trainers
often experienced Wowicake attempting to (or succeeding at) biting their faces. However, by the
end of 2005, this behavior had ceased almost completely.
Summary
After offering a Bald Eagle more choices in his training, we saw many changes in his behavior
towards us, and in general. We watched as Wowicake’s aggressive behaviors (face-biting) and
fear behaviors (bating) decreased, and his communication with us increased. All this seems to be
directly related to changes in the way we interacted with him – he gained more control over his
environment and some “distance” from his trainers. He is now able to choose when and if he
wants to be involved with “his people,” and we manage his weight less carefully than before.
As we have seen at the outreach programs he has attended, Wowicake now seems to adapt more
easily to environmental changes and even to new handlers. The location of - or surroundings at presentations hardly seems to matter to him.
Working a Bald Eagle is still a challenge, even with Wowicake. It seems that – at least for this
bird – an eagle’s behavior in a training session is directly related, not so much to his weight or
even his perceived appetite, but rather to what happened in his last training session. (Although
weather may be a added factor.) His trainers therefore have to think out each session carefully
ahead of time and be prepared for whatever he may offer. They need to be prepared for this and
several of the next steps towards the desired behavior. His trainers need to be very consistent. It
seems to work best if only one or two people are responsible for most of his training.
Wowicake’s trainers have to be prepared for his style of communicating as well; a charge from a
10-pound bird is intimidating, and more so if one is not ready for it. Bald Eagles in the wild are
opportunistic feeders, and will work to make an opportunity available to themselves, so eagle
handlers have to be prepared for this. But, with the trust of his trainers, and the ability to make
many of his own choices, Wowicake has become one of our favorite birds to work with.
Training really is, “All About Choices.”
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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Acknowledgements
 Thanks to Carol Precious for her valuable input on the first stages of training.
 Thanks especially to Steve Martin and NEI staff for their critical inspiration in training
this bird.
 And, as always, thanks to Walt for all his support and help through the years.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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Getting the Most Out of Your Outreach Program
By: Kevin Kellner and Eddie Annal
Abstract: For many avian educators, outreach programs play an important role in your
overall education plan. Whether it be your primary way to reach the public or something
your institution wants you to do when you’re not doing on-grounds shows, outreach
programs are something with which familiar. A lot of you have been doing outreach for
many years and have created a system that works for you. Over the past five years at the
Cincinnati Zoo, we have worked on creating a better outreach program and have taken
some notes along the way. By no means are we implying that what we did is the best way
to improve your program; it is simply a way that worked for us and hopefully you can
take some of our ideas and make them work for you.
Background- Where We Were to Where We Are
If you are thinking about overhauling your outreach program or simply tweaking
it a little, it is important to recognize what your goals are for your outreach program.
Your goals can help set the parameters and inspire new ideas for your program. For
example, we wanted to make some changes to our outreach program at the Cincinnati
Zoo. Our goals were to educate and entertain the public and make the program more
enjoyable for the presenter, so the changes we made to the program had these two goals
in mind.
Five years ago our outreach program was very basic and served its purpose. We
brought birds to schools and talked about them thus educating students. However,
students weren’t very entertained by the program and some presenters dreaded the
outreach season. In the winter of 1999, it was decided to expand the bird show outreach
program. The first step was to increase the amount of staff to accommodate more
programs. The Dater Foundation of Cincinnati provided three years of funding to hire a
full-time trainer and provide some start-up money for a new outreach program. The
additional full time trainer would become Kevin Kellner and his skills would start the
changes to the outreach program. Kevin used the start up money to build a back drop,
sound system, rear screen projector and some props. Years later Eddie Annal was hired
and his new ideas helped finish the changes to the program.
Many of the changes to the outreach program were inspired by the summer show.
The Cincinnati Zoo summer Bird Show is like most bird shows in the country. It was
started in 1983 and the show has twenty-three different species of animals performing all
the standard show routines of, mimicking, free-flight, etc. In one respect, the show is
different than most shows, because of the use of a professional comedian, Bob, who plays
a janitor who wants to be a bird trainer. Bob is an integral part of the show contributing
much comic relief. Like most shows, the entertainment aspect is critical in our show as a
means of conveying our message. The changes we made can be broken down into two
groups: physical (hardware) and conceptual (software). Kevin, the handy man of the
bird show, would make all of the hardware changes to the program including the addition
of a backdrop, rear screen projector, sound system and props. Eddie would make the
software changes to the show based off the success of the summer show.
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Nashville, Tennessee February 2006
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It is important to note, however, that the challenges presented by an outreach
program are very different than those of an on-grounds show. When on-grounds, you
have the luxuries of the animals seeing the same stage every day, ample staff around the
institution to help in case of a fly-off, and an ample supply of animals to use. When
traveling off-grounds, you are presented obstacles such as limited vehicle space, limited
personnel, limited animals to use, limited space to do your presentation and new places
you animals see. All these must be identified and considered when making changes to
your outreach program.
Outreach Renovations- “Hardware”
Basically, we decided to take some of the best aspects of our summer show and
incorporate that into our outreach program. One aspect we like about the summer show is
the natural backdrop. The backdrop in an animal show provides several functions. It
hides the animals and makes it appear as if they are just appearing randomly. It is
appealing to the eye and provides a sense of suspense or mystery in the audience. For the
birds, it provides a constant and familiar element in their lives.
Our outreach backdrop comes in three -7’ sections, which connect to one another
with bolts and wing nuts. The total length of the backdrop is about 20’. The center
section bolts to a 6’ table, thus providing support for the backdrop. The sections consist
of 3 mil expanded PVC attached to frame built of 1” square aluminum tubing(same
tubing used for Corner’s Limited). The two end sections are hinged to allow the backdrop
to curve backstage, concealing everything behind it. The PVC has been painted to
resemble a jungle theme. The panels have various holes cut in them for release points.
After being used for the past five years, the panels have held up surprisingly well. We
decided to use plastic over cloth because it is light and allows us to anchor items to it.
The materials were fairly inexpensive and the backdrop was built by the bird show staff.
The backdrop effectively conceals the animals, and provides that element of surprise and
suspense in our audience we wanted.
Another aspect of the backdrop we added was a 3’X5’ rear screen. Considering
that some of our birds in the show are small and we have fairly large audiences (300500), we can project slides of the birds. We also use the screen to project maps, close-ups
of beaks, or anything that aids in the message of our show. All of these images come
from an old fashioned slide projector. We also have a LCD projector. We like the slide
projector because it is easy to set-up, more durable, and less expensive to replace. The
LCD projector would be great for displaying bird video, and will possibly be used in the
future.
Now that the rear screen projector allowed everyone to see even our smallest
birds, the next issue we addressed was the sound system. At most schools or other venues
the quality of the sound system varies greatly from location to location. Also, we need
two wireless microphones and a handheld microphone for our show, something most
venues don’t have. We purchased a system from Ensign that has additional speakers. The
system works for our needs, but when the crowd gets around 500 it gets a little difficult to
hear in the back. We would recommend to anyone thinking of getting a system, to get the
most powerful system you can afford.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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We wanted to also add something tangible the audience could take home with
them so they would remember the program and the animals. At the end of our summer
show we will give the audience some cards of animals in the show that provide
information about the species and conservation measures. The main audience of our
traveling show is K-9th grade students, so we developed an activity guide that goes to the
school before our show. It includes background information on the animals we will be
bringing, bird- related proficiency based activities, and internet resources to continue
their bird studies. We also like to leave the students with something after each show. We
have given away animal cards, posters of bird in the show, and for the younger students,
stickers that say, “Ask me what I learned from the Cincinnati Zoo today?” We have
found that not all teachers use the activity guide, but those that do have found it useful.
The activity guide was done by show staff. Some of the activities were originals, but
most have been borrowed or adapted from other curriculums.
Like most shows, free flying a bird over the audience is probably the most
exciting part of the show. Like Shamus splashing the audience with water, it provides a
sense of excitement, nervousness, and a rare opportunity to experience an animal that
close. We incorporated this aspect into our traveling show. As trainers, our blood
pressure usually goes up during these parts of our show, but free flying indoors offers
some advantages. One, no fly offs are possible, unless someone were to open an outside
door just at the wrong time. Second, it is great off-season exercise for the birds, and it
gives you an opportunity to try new things with your birds. We have flown a GreenWinged Macaw, Hyacinth Macaw, Blue and Gold Macaw, and Harris’s Hawk in our
traveling show. Most of the flights have been A-B’s over the audience, and some circling
flights. As far as weight management for the parrots, as long as they were in flying shape,
a light meal the night before the program usually created enough motivation. We had to
monitor the Harris’s Hawks weight a little more then the parrots, but since we were
indoors we only had to take them about half-way to their summer working weights.
Overall the flights are great and are the show’s Grand Finale. Some precautionary things
we do include some practice flights before the show at the venue and closing the curtains
or blinds on windows if possible. We have noticed over the years that the backdrop
provides some level of familiarity for the birds, which is helpful in different venues each
time. Also with some of the parrots, since their weights are so high, some days their
motivation is not a food reward, but simply being held by a trainer. This made it difficult
sometimes to fly trainer to trainer. We found that when this was the case, flying from a
perch to a trainer solved this problem. Also teaching your bird to fly down from steep
angles would be a recommendation before flying indoors. Roof trusses can be very high
in a gym or auditorium. It is rare to find the ideal venue for free-flying indoors. A room
with no windows, a drop ceiling where roof trusses aren’t exposed, and no other
structures to land on but your hand is hard to find.
Outreach Renovations- “Software”
When we started to look at ways to improve the content and flow of the program
itself, we started by turning to our summer show for inspiration. Two things we took
from the show were using comedy and keeping the animal routines short and moving
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quickly. In addition, we also wanted more audience participation so we added things that
involved individuals and the entire group in the show.
To get individuals involved, we’d ask members of the audience to come up and
hold a weight with a glove as if it were a bird of prey so they see what holding a bird on
your arm really feels like. We also have someone come up and hold softballs up to their
eyes and talk about the size of an owl’s eyes in proportion to their head. Finally, we ask
someone to come up and take a distance reading challenge and talk about how good hawk
and eagle eyesight is.
For the entire audience, we have everyone try to hoot like a barred owl, turn their
heads like the barn owl and later, take the “Kookaburra Challenge” where the entire
group tries to get the kookaburra to call. In addition, we take the birds throughout the
audience so they get an up close look at the birds and, towards the end of the program, fly
a macaw over their heads several times. We have found these activities, in addition to
getting individuals involved, really helped keep the audience interested and engaged in
the program.
Now that the audience was more interested in the program through the presenters
interacting with them, we also wanted to create a better trainer-trainer interaction to make
the presentation more entertaining. In our summer show, we incorporate a lot of
entertainment through comedy with the addition of a character named “Bob.” Bob’s
character is that of an aspiring bird trainer that is trying to show the trainers he has what it
takes to work with the birds. Throughout the show, Bob is picked on by the birds and in
doing so, creates comic relief for the audience. This is what we were looking for in the
outreach program, a character that created comedy and broke up lecture style of the
program. Thus, Bill, Bob’s brother, was created.
Bill’s roll is a little different than Bob in the summer show. Bill is an aspiring
bird trainer who just started at the zoo and is thrown into the program because one of the
other trainers (Gary) didn’t show up that morning. Bill is simply a goofy character that
creates some comic relief and the interaction between Bill and the trainer makes the
audience feel like they are listening to a conversation instead of a lecture. Students are
lectured to all day at school so we felt that this bantering dialog format helped keep the
audiences attention.
In addition to comedy, we also took the fast pace animal rotation from our
summer show and tried to incorporate it into the outreach program. We all could talk all
day about what makes a barn owl so cool, but the audience usually doesn’t want to hear
fact after fact about barn owls. Make sure you pick a few that are the highlights about
each animal and move on. With society’s fast pace media thus creating an audience with
a short attention span, we found it is better to keep with the times and keep the program
moving rather than try to slow it down and have the audience listen to the fact sheet on
that bird.
We also have the luxury of having some non-bird species in the show. Both
animals are out for a very short time but are important for keeping the audience
entertained and the show moving. We use a skunk that comes out of a hole and quickly
goes back in another when talking about owls. The trainer never acknowledges the skunk
and the audience starts screaming and pointing, thus keeping them entertained and getting
their attention. We also use rats when talking about the importance of predators. Once
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again the trainer does not know what is going on behind him as several rats run across a
rope on top of the backdrop and the audience is again screaming and pointing.
Finally, when we were changing the material presented during our program we
looked at our dialog. We’ve found that personal information about that particular bird
can help connect the audience with your animals and keep them interested in the
presentation. In addition, stories and jokes mixed in with natural history information is a
very effective way to keep the audience engaged and entertained. We use a story to talk
about why Kookaburras are so loud so they can communicate with other members of
their flock early in the mourning and late in the evening. We use jokes when talking
about our penguin and why polar bears can’t eat penguins because they live on opposite
sides of the earth. We go on to explain why the Coke commercial with the polar bears
and penguins could never happen in nature because penguins don’t drink Coke, they
drink Pepsi. Ha ha!
Evaluation- Are the Changes to Your Program Making it Better?
Evaluation is an important component of any program. Evaluations of our
traveling show are given to the customers after each show. We have done over 200
traveling shows, and the evaluations ask many questions. One question asks, “On a scale
of 1-5, with 5 being excellent how would you rate the show”, we have always gotten a 5
on every evaluation except one, where we got a 4. However evaluations are very
subjective, and how could you not get a good evaluation when you’re talking about
animals? Besides customer evaluations, we also use the crowd response and reaction as a
means to evaluate. This is a great and immediate evaluation tool, which provides the best
measure of a routine, joke, or bird behavior.
The Cincinnati Zoo’s Traveling Bird Show has “evolved” so to speak over the
past five years. We have constantly been changing elements of the show, trying to find
the right combination that works best. The combination of the animal routines, the
backdrop, the characters, humor, and audience participation all make this a very
educational and entertaining show. We are always looking to improve, but we think that
show right now is at a great place. It’s our sincere hope that this paper can help those
developing a traveling show or those looking to improve existing programs.
A thanks to Gary Denzler for providing useful and knowledgeable advice on the
improvement of our traveling show.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
62
Youth volunteers…why not?
By
Sharon Dale and Rhonda Wuensch
Tracy Aviary, Salt Lake City, UT
Introduction
The present day Tracy Aviary youth volunteer program began in 1998. Since then,
over 150 teenagers have participated in our program. Many of our volunteers have gone
on to become interns and employees at the Tracy Aviary and other institutions.
The program is designed for teens from the ages of 13 through 17 and emphasizes
teamwork, work ethic, leadership, and a sense of pride in a job well done. It
accomplishes this by having volunteers work in public speaking and animal husbandry in
the Tracy Aviary Bird Show department. It stresses to the teens that no matter how small
a job, every aspect is important and makes a difference.
After volunteers demonstrate their abilities at the assigned tasks throughout the
summer, the program concludes the season with our bird show hosted entirely by the
youth volunteers. This program has been so successful that we are beginning to design
an adult program from this model.
The Beginning
The youth volunteer program began in 1998 when my manager insisted that I take two
brothers as volunteers into the Bird Show department. I was opposed to the idea. I felt
that it was dangerous to have teenagers work near the birds and I, to no avail, gave my
formal protest. I finally agreed to allow it as long as the boys were not to go anywhere
near the birds. The boys were Dustin and Derek, who were 12 and13 years old. Once in
my department, it opened a whole can of worms, because I was then told to take 4 more
teens. These youth volunteers changed my view, especially Dustin and Derek. They
volunteered more hours than our staff worked. They were here at 8:00 am and would
leave at 4:30pm six days a week! They were dedicated, loved learning, and had
incredible work ethic. All the volunteers were wonderful and immensely helpful, for we
only had two staff to run our department and the bird show.
I taught the volunteers everything I could. I treated them like staff. I wrote up
information sheets for them to learn about all our birds, taught them to clean in with the
birds, to restrain birds for treatments, cope beaks, imp tails, and even how to handle birds
for the shows. It was an amazing experience. At the end of the season, Dustin and Derek
had progressed so much that we had a special bird show where they each presented a part
of our show. The Youth Volunteer Bird Show was born!
Three Years Later
The program ran the same for about three years with the same core group of
volunteers. It didn’t have much structure to it. The volunteers would sign up in advance
or call in the morning. They would come throughout the winter. In the spring and
summer we would have 3 or 4 orientations for new volunteers, and then weed out the
“bad” kids throughout the season. Although we lacked structure, we had many rules and
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we had little tolerance for error. If a youth volunteer was caught breaking a rule, like
interacting with a bird without permission, they were out of the program, no questions
asked. Most of the youths never tried to break any rules because they all knew the
consequences. Because we were very strict with the youths there was a large drop out
rate with the new volunteers.
In the fall the volunteers put on our bird show without us. In August the volunteers
choose a part of the show they want to perform. They must be fully trained on handling
the bird in order to do that part of the show. As long as there is someone trained, all the
birds are used. The volunteers spend weeks preparing for their parts of the show and the
week before the shows we hold mandatory rehearsals. The day of the Youth Volunteer
Show we have them prepare and perform the entire show. This includes pre-show prep,
releasing birds, catching birds, music, ushering, and stage performance. We don’t go
backstage, we sit in the audience. This way it is their show, whether successful or not.
The program was growing and we needed a bit more organization so we started to
formalize the program with classes, tests, and requirements to be in and remain in the
program. The first addition was that each volunteer was required to take a bird
aggression safety class and a test. It is still required for the volunteer to get 100% on the
test to be allowed to work near the birds. For the next 4 years we had many successes
and failures and the program evolved. Every year we discuss what worked and what we
want to avoid in the future. Every year we make changes to the program.
Don’t Try This Again
We started recruiting volunteers. We got bombarded with youths and we didn’t have
a formal evaluation process. We felt compelled to give everyone a chance, so we took all
who showed up. We found that the new, recruited volunteers lacked the dedication,
commitment, and passion of past volunteers. Many were volunteering for the wrong
reasons, like mom wanted them to volunteer somewhere, anywhere. Many also lacked
the maturity and drive. They were not able to handle the responsibility necessary to work
with animals. We learned that the teenagers that come banging down our door to
volunteer, are eager to learn, and are dedicated are the ones who are successful.
We had so many new volunteers and were so overwhelmed that we would allow
volunteers who had not passed their test to work in the Bird Show department. They
couldn’t work near the birds, but having so many untrained volunteers around was
stressful and hindered the education of the volunteers who had studied and passed their
tests. It allowed the teens to slack, it didn’t push them or motivate them. We ended up
more like an after-school program than a work environment.
We didn’t have a set schedule for the volunteers, they could come whenever they
wanted as long as they let us know in advance. This did work, when we had only a few,
dedicated volunteers. It did not, however, when we had 25 and they all showed up on the
same day and then none on another. We implemented a schedule. The first year we had
assigned days. Every volunteer was required to come once a week. They could come
more if they let us know, but they had to come the assigned day. It sounded good, but
just like your birds, humans will do as little as they need to in order to get the reward.
So, once a week it was, and the volunteers didn’t advance like they used to. We lost
teamwork, dedication, motivation, drive, and advancement. The volunteers weren’t as lit
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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up and we had to start pushing them to work hard and learn new things. The volunteer
show was the most stressful ever, we had to teach basic handling so that they would make
it through the show. We decided at that point that only volunteers who were already
proven handlers could be in future shows.
The Program Today
We have learned some things that have made the program successful. The youth
volunteers learn teamwork, work ethic, honesty, public speaking, a sense of ownership
and making a difference. We get a group of dedicated teens that are invaluable. They
save us from endless of hours of overtime, increase the care and enrichment of our birds,
and allow us to put on an extraordinary show that we otherwise could not. Here is how
the program is run today.
 We figure out how many volunteers we need for the summer. Usually 4 vols/day
7 days a week. Each volunteer is required to come at least 2 times a week. They
sign up each week for the up coming week. There are no assigned days.
 We hold a returning youth volunteer orientation to determine how many are
returning and how many open spots we will have.
 Potential volunteers attend an orientation to see if this is what they want to do.
 We have a workday where they do a project together as a team. Things like
scrubbing a hawks wall, re-sanding enclosures, and raking leaves. Nothing too
fun. We have an evaluation form that we fill out during the day. We look for
things like teamwork, taking initiative, being bossy, sitting around, complaining,
etc. The workday occurs outside in any weather; rain, snow, or shine.
 We accept the number of volunteers we need.
 The new volunteers attend a bird aggression safety class
 Volunteers have 2 weeks to pass the safety test with 100%
 The volunteers are required to replace themselves if they cannot come 2 times in a
given week, even if it is a family vacation. If they do not replace themselves it is
called a “no show”. Three no shows and they are terminated from the program.
We have never had to do this.
 Each volunteer is trained individually on cleaning with each bird. They must be
checked off by a trainer before they are allowed to go in alone.
 After a volunteer can successfully go in with every bird, they begin learning how
to handle. Handling is a privilege and not everyone gets to do it, but most do.
 All volunteers move at their own pace.
 Our birds are categorized by difficulty of handling. The volunteers work
individually on each bird. A volunteer may not handle a bird alone until they are
“passed off” by the lead trainers only. Our criteria: the bird is comfortable with
them, they are comfortable with the bird, and the lead trainers are comfortable
with the volunteer with the bird (shows competency in taking out, handling bates
or any “abnormal” situation, and putting the bird away). A volunteer may work
on no more than 2 birds in their level at a time.
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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 Once “passed off” on a bird, the volunteer may go get a bird for us from its
enclosure without supervision. They may not talk to the public, however, until
they pass a quiz on each bird. Again, they must get 100%.
 During September we have our Youth Volunteer Day. They put on the show
while we sit in the audience. They are responsible for helping each other, making
their cues, ad libs, dealing with fly-offs or any aberrant behavior. It is all up to
them.
o Only volunteers who are in their second year can be on stage in the show.
The first year volunteers (who have been ushering and do music all
summer) get to be backstage releasing and catching the birds. The
volunteers that were doing camps and programs all summer usher the
shows.
o The teens put on all three shows that day. The last show of the day their
families come and watch.
o After the shows, it is our annual pot-luck barbeque. Everyone brings
something and we set the food up on the stage. The teens love to show off
their mom’s cooking.
o After food we have awards(funny ones of course) and game time. We do
games that are related to the activities they do while volunteering or things
related to birds. Some games over the years have been; water bowl race,
wheelbarrow race (with real wheelbarrows filled with sand), scavenger
hunts around the Aviary, egg toss, speaker cover race and telemetry race.
o The whole day is one of appreciation and accomplishment. We get to
meet the families and let loose and have fun.
 To stay active in the program, volunteers must volunteer 8 hours a month
throughout the winter. If they fail to do this, they will not be asked to return in
the spring.
Conclusion
The Youth Volunteer Program at Tracy Aviary has gone through many incarnations,
but one thing that has always been there is that this program provides a safe, educational
environment for teens. They learn the importance of giving and caring. They become
great public speakers who can think for themselves and think fast on their feet.
We couldn’t do our show without them. They usher our shows, manage the music, and
help release birds. They are smart, funny, and have so much to offer. We are privileged
to have them as a part of our team. They are our future animal trainers, caregivers, and
educators.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
66
Contributing Factors on Burrow Activity in Fratercula Arctica in the
Vestmannaeyjar Islands, Iceland
Jessica Klassen
Abstract: Factors contributing to the degree of Atlantic Puffin (Fratercula arctica)
burrow activity was studied on Heimaey in the Vestmannaeyjar Island system from July 7
to July 9, 2005. The two main factors influencing burrow activity were the degree of the
cliff slope and soil permeability. The greatest amount of activity was found on steeper
cliffs and softer soil. Other factors contributing to burrow activity included vegetation
coverage, interaction between other avian species, and the presence of rabbits, livestock,
and humans. Vegetation coverage usually indicated softer soil and, therefore, higher
burrow activity. Interaction between other avian species was usually avoided with the
exception of a few cases of kleptoparasitism from other avian species. Presence of
rabbits hampered burrow activity while livestock and human presence had a negligible
effect. However, concerns remain for future Atlantic Puffin populations due to human
encroachment and international cooperation due to the birds’ migratory habits.
Introduction
A main component of evolutionary theory is the assumption that organisms
occupy space in which their chance for survival and reproductive success is highest
(Nettleship, 1972). However, biological factors (such as intra and interspecies
competition) and environmental factors (such as temperature and vegetation cover) can
play a limiting role in individual habitat choice. From this, members of the same species
may inhabit different environments. The topic in question is what makes one habitat
more favorable to one individual opposed to another? For the purposes of this study, the
Atlantic puffin (Fratercula arctica) was studied in order to determine the relationship
between the active nesting burrows and the degree of nesting cliff slope. Other factors
possibly contributing to nesting burrow activity include interactions between other avian
species, vegetation cover, and presence of rabbits, livestock, and human activity.
The Atlantic puffin is one of four species of puffins in the auk family. Nests are
traditionally returned to year after year by the same monogamous mating pair and consist
of a burrow extending from 1 to 4 meters into the earth on a cliff side next to the sea
(Calver et. al., 2002). Summer breeding range is found throughout coastal land in the
Northern Atlantic Ocean (Nettleship, 1972). Monitoring the sites of puffin nesting
activity is an important indicator of marine ecosystem health, where the puffins are
extremely sensitive to changes in their environment (Durant et. al., 2004).
Based on similar research done by David N. Nettleship (1972) on different island
habitats located near Newfoundland, Atlantic puffins have higher reproductive success
when nesting in environments covered in grassy vegetation with a slope greater than 30°.
Nettleship concluded that this type of habitat is more favorable due to the protection
against predators, namely gulls, stealing eggs and chicks out of burrows. Therefore,
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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colonies located on grassy vegetation showed a higher reproductive success rate due to
the ability to dig longer burrows which prevent gull predation. Panic flights, occasionally
causing the egg to be knocked out of the burrow, also occurred at a lower frequency in
steeper sloped colonies, resulting in a higher reproductive success rate than flatter
colonies. From this previous data, it can be expected that factors contributing to higher
success rate would also beget a higher degree of active burrows in the Vestmanaeyjar
puffin nesting colonies.
Methods and Materials
Data was collected at six colonies on Heimaey, the largest island in the
Vestmannaeyjar system off the Southern coast of Iceland between July 7th and July 9th,
2005. Location of these sites included Stóröhði on the northeast side (Site A), two sites
at Kervikurfjall (sites B and C with site C being higher in altitude), Stórhöfði on the
northwest side (site D), Stórhöfði on the north side (Site E), and Stórhöfði on the east side
(site F).
Using measuring tape, the boarders of the study area were mapped out and
outlined by string attached to wooden dowels staked into the ground. Each study plot
was of differing size depending upon the size of the colony, consistency of burrows
within the colony, and accessibility. Each study plot was then divided into 1m x 1m
squares. Based on this layout, the study plot was mapped indicating the number of active
and inactive burrows. Also recorded was the placement of premature burrows under
construction as well as degree of vegetation cover. Burrow activity was determined by
the depth of the burrow, presence of mutes, and whether the burrow opening had
vegetation cover. Burrow depths less than 1m long were considered under construction,
and thereby, not used by a breeding pair. Burrows whose depths were longer than 1m
had the possibility of being active. Presence of mutes and absence of vegetation covering
the burrow hole indicated an active burrow while lack of mutes and vegetation restricting
burrow entrance indicated an inactive burrow.
The slope of the nesting colony was recorded using a CST/Berger scope. This
was achieved by taking two height measurements from different points upon the slope of
the cliff maintaining the scope at a stationary and level position. Using the difference
between the two height measurements, a right triangle may be constructed and the angle
of the slope determined. (See Figure 1 below)
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
68
Figure 1: Determination of cliff slope.
Observations of other avian species took place while at a particular study plot.
These observations were made by sight and aided by binoculars. Type of species and
frequency of occurrence was documented along with any interaction with the puffins.
Interactions were documented as kleptoparasitism (any other bird species stealing fish
from puffins returning from the sea), territory disputes, or accidental (unintentional
interactions by both bird species). Presence of livestock and its proximity to the study
area was measured. Defecation was also used as an indicator of livestock presence.
Indicators of rabbit activity were also noted due to rabbits being known to take over
puffin burrows. Lastly, proximity and level of human activity was recorded whereby
some areas were easily and frequently accessible by tourism while other areas were more
remote.
Results and Discussion
Summary of the results can be seen below in Table 1. Sites A, C, and D all
showed similar degrees of active burrows while occupying different sloped habitats. Site
C had the highest slope of 29° and was located in higher altitude on the cliff face,
however, it does not show the highest percentage of active burrows. This lower activity
level can be explained by the type of vegetation. The terrain of site C was covered by
harder soil intermixed with placements of large rocks. This terrain only provided small
pockets of softly packed soil that allow the digging of a burrow. Sites A and D were
similar in slope but differed in vegetation cover. Site D contained less vegetation cover
but showed a higher degree of active burrows. This site contrasts with Nettleship’s
observation for preference of a grassy vegetation. Softness of soil may also play a role in
this explanation. While site A had grassy coverage, the soil was not as soft as in site D.
Deeper burrows may be more easily created in site D and, therefore, more likely to be
successful and remain active due to lessened threat of kleptoparasitism.
Site Slope Area
(m)
Vegetation Fauna Human Active
Inactive Burrows
Activity Burrows Burrows Under
Construction
A
22۫۫
10x20 4.5
2
3
111
22
56
B
24.4۫ 15x15 5
5
1
34
28
27
C
29۫
10x10 2
5
1
28
6
10
D
19.9۫ 10x10 3
2
3
20
3
6
E
25.9۫ 15x15 4.5
1
4
84
10
7
F
14.7۫ 10x10 1
1
2
12
0
0
Table 1: Results characterizing the sites studied. Vegetation, fauna, and human activity
measured on a scale of 1-5. Vegetation: 1-little vegetation, 5- dense vegetation. Fauna
and Human Activity: 1- low activity level, 5- high activity level.
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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Total
Burrrows
189
89
44
29
101
12
Pecentage of Burrow Activity
120
Percentage
100
80
Active
60
Inactive
Under Construction
40
20
0
Site A Site B Site C Site D Site E Site F
Figure 2: Comparison of burrow activity at each site.
Site B, while having an intermediate slope, showed the lowest percentage of
active burrows. While altitude and vegetation coverage showed favorable nesting
conditions, this site also had the highest evidence of rabbit habitation culminating in the
actual spotting of a rabbit. The active presence of rabbits may steal burrows or make this
site unattractive to a breeding pair of puffins. This site had the highest percentage of
inactive burrows of all the colonies studied, suggesting burrow abandonment by the
mated pair in favor for a rabbit-free environment.
Site F stands out with 100% of the burrows indicating active occupancy, but only
a total number of 12 burrows were present within the colony. The terrain of site F was
largely composed of rock, exceeding the amount of rock coverage seen in site C, and had
the flattest slope of all the colonies studied. Together, both of these variables would not
seem like a favorable habitat. However, a few sinkholes provided an environment, which
could be dug out under the rocks, providing a shelter not easily reached by predatory
gulls. While not providing a large area suitable for burrows, the small area provided was
able support a small colony.
Site E had a high percentage of burrow activity and suggested a preference in the
placement of the burrows. The majority of burrows were located along the line where the
slope quickly changed from 10.1° to 25.9°. This type of nesting pattern was also
observed by Nettleship and is explained to increase the puffin’s chance to avoid
kleptoparasitism. While kleptoparasitism was observed on this site, it was to a lesser
degree than that seen on site B where the nesting pattern was uniform on a steady slope.
Sites A, B and C were observed to have the lowest puffin burrow activity and the
highest percentage of inactive and premature burrows (suggesting juvenile occupation).
Site B had the lowest percentage of active burrows while having the highest rabbit
occupancy. Site B also had the highest rate of inactive burrows, and the most burrows
which were under construction. It can be surmised that the presence of rabbits is a factor
that contributes to the preference of puffin colony location. In comparison, sites D, E and
F had the highest number of active burrows and least abandoned burrows, as well as the
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
70
least amount of premature burrows. These have been shown to be the more preferable
sites for puffin colonies rather than the sites that have notable rabbit activity.
A correlation was seen between the size of the colony and how dense the
surrounding vegetation appeared. Increased vegetation led to increased colony size,
although this does not seem to have any effect on the percentage of activity and inactivity
of the burrows. The most barren site plotted (site F) was the smallest, yet the activity rate
of the burrows was highest.
There does not seem to be any correlation between density of puffin colonies or
percentage of activity and the presence of other fauna. While sites B, C, and D had
increased kleptoparasitsim sightings, there was no correlation between the
kleptoparasitism and the activity level of the burrows. In the six different sites that were
studied, only two sites were not inhabited by sheep. Both of these two sites were at
Kervikurfall. From what was observed, there was no direct correlation between presence
of sheep and density of puffin burrows or preference to a colony location. Also, no
correlation between density of the puffin colonies or percentage of active or inactive
burrows and human interaction was observed.
Conclusion
What becomes clear is that the puffins on the Vestmannaeyjar Islands choose their
burrow locations based on in the interaction of several factors. Density of sheep and
predatory bird population had little effect on nesting site location. In contrast, rabbit
habitation can play a key role in selecting a breeding ground. The Vestmannaeyjar
puffins also preferred to inhabit an environment with high vegetation coverage. It is
speculated that this is because the soil was softer in these areas facilitating burrow
construction. Finally, it is also concluded that puffins prefer steeper cliff areas as
opposed to a more level cliffs due to the fact that kleptoparasitism is more likely to be
avoided.
There are factors in the research collection process that must be taken into
consideration for any errors that may exist in the data. Due to the geology of the
Vestmannaeyjar Islands, certain colonies contained noticeable erosion. This erosion
could be mistaken for burrows that were under construction. Time also played a key role
in the data collection. Research was conducted for one to two hours at each of the six
sites within three days. Had the research been able to be extended by several weeks there
could have been an addition of more colonies and observations of the birds interacting
within their environment. However, the possible detrimental effects on the colony by the
research conducted, as present in previous research (Nettleship, 1972), was minimal
because there was only a few hours spent at each site.
A future concern for the Vestmannaeyjar puffin colonies comes from the
increasing rabbit population. While not a native species, rabbits are being transported to
the islands as domestic pets and are released when no longer wanted. These rabbits are
thriving in an environment without predators and taking advantage of puffin burrows.
Lastly, the wintering grounds of the Atlantic puffin remain a mystery, but mostly likely
extend through international waters. International cooperation is then essential in
maintaining a stable environment for future populations.
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Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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Acknowledgments
I would like to extend my thanks to Julia Bendel and Christina Myers for their
partnership in data collecting and analysis, the University of Iceland staff and faculty, the
citizens of the Vestmannaeyjar Islands, and most of all to Matt Schauer whose research
assistance, inspiration, and support remains invaluable.
References & Works Cited
Calvert et. al. 2002. Using multiple abundance estimators to infer population trends in
Atlantic puffins. Can. J. Zool. 80: 1014-1021.
Durant et. al. 2004. Regime shifts in the breeding of an Atlantic puffin population.
Ecology Letters, 7: 388-394.
Kristinsson, Hörður. ‘A Guide to the Flowering Plants and Ferns of Iceland’. Mál og
menning, Rekyjavik: 1986.
Mullarney, et. al. ‘Birds of Europe’. Princeton University Press, Princeton, New Jersey:
1999.
Nettleship, David 1972. Breeding success of the common puffin (Fratercula arctica) on
different habitats at Great Island, Newfoundland. Ecological Monographs, 42: 241--268.
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
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In the Field and In the Boardroom – Parrot Conservation Today
Joanna Eckles, World Parrot Trust USA
Conservation work occurs on many fronts. It happens in the field as biologists amass
knowledge and observations of species and habitats hoping to answer the most basic
questions that will allow future protection. Conservation happens in zoos, parks and other
informal learning environments as people have experiences that enhance their knowledge
and understanding of the world around them. And conservation happens in formal
settings through elaborate procedures by which protections are legislated. All these lines
of attack are essential for meaningful progress to be made in conservation.
The World Parrot Trust is an international conservation organization dedicated to the
survival of parrots in the wild and the welfare of those in captivity. We are a small
organization with just a few staff in the US and UK combined. We also have a voluntary
network of people who represent us in many different countries. We raise funds through
membership fees, donations and merchandise sales to fund projects benefiting parrots
throughout the world. Over the years we have worked on many projects for various
species from Hyacinths to Lorikeets, from Patagonia to Far North Queensland. Our
priority has been to help the parrots in the most need where our financial or technical
expertise can make the most difference. We have a strong commitment to educating our
supporters about what is happening with wild parrots today. We accomplish this through
our quarterly magazine PsittaScene. In December 2005 we produced our 65th issue since
1989.
There is no way to cover all the projects of interest to this group so I will use my space to
briefly share a few of our current projects that reflect the state of these remarkable birds
in the wild today and the kind of work needed to help them. One is a field project; the
other is a legislative project. The field project focuses on one highly endangered species,
the legislative projects aims to help many. The projects have different scales and scopes
but are both represent critical pieces of the parrot conservation puzzle.
Blue-throated Macaw (Ara glaucogularis)
Sadly, the Blue-throated Macaw is now the world’s
most endangered macaw. The current world
population is estimated at 70-100 individuals in the
wild. Serious nesting attempts in the last 2 breeding
seasons by perhaps a dozen pairs resulted in just three
fledglings. Initially harvested to near extinction for
the pet trade, the birds now face many threats from
competition by Blue & Yellow Macaws (Ara
ararauna), to predation by toucans and raptors, to
parasites of various kinds. We are hopeful that
intensive work in the next few years can bring about
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
73
a successful upswing for this awesome species.
Last year (2004-2005) we had a World Parrot Trust biologist, Toa Kyle, actively working
in the field with 2 Bolivian assistants to extensively survey nest sites. Well into the
nesting season we finally completed the circuitous permitting process and obtained a
research permit allowing us to actively intervene to facilitate nesting success. That permit
allowed us to move beyond observation to do simple things such as add flashing on trees
and prune branches to protect from climbing predators; manipulate entrance holes to
protect against usurping by Blue & Yellow
Macaws; treat for ecto- and endoparasites;
provide supplemental feeding of chicks and
basically employ any and all techniques that allow
each and every egg the best chance of survival to
fledging and beyond. When this permission was
granted in late 2004, only 2 nests remained active.
Those 2 nests are the ones that fledged the only
chicks likely added to the wild population last
year indicating that this sort of intervention can be
straightforward and effective.
With permits in place and a good idea of where to find the birds, we started this breeding
season (2005-2006) with great optimism and a team of 10 in the field led by Toa. While
we had ramped up all aspects of the project, including our expectations, nature doesn’t
always respond as planned. The field crew encountered drought then fires then heavy
rains. They found over a dozen potential nests and put hundreds of hours in monitoring
and guarding the most promising of those. Unfortunately, almost all of those nests have
failed this season due primarily to storms and heavy rains collapsing or flooding unstable
or inadequate nest cavities. As I write we have one healthy chick near fledging with a
frustrated and anxious field crew looking on. We also have more information about the
basic breeding biology of this species than ever before from observing and documenting
these failures. In the face of a disappointing season it is sometimes hard to remember that
this is a species in very dire condition and that naturally there are good years and there
are bad.
We continue to move forward with plans to build an in-situ Blue-throated Macaw
holding/breeding/rehabilitation facility in Bolivia to house confiscated birds and birds
from the vast captive population overseas that may someday serve as founders for
release. While this season has been difficult and we are well aware that parrot
conservation success stories are rare, its hard not to hold out hope for this magnificent
bird that so many have grown to love.
For more information see our February 2005 issue of PsittaScene (Volume 17, number 1)
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
74
EU Trade Ban Campaign
This project illustrates the need to work in very different worlds depending on what
species we are focusing on or what type of project we are undertaking. In the field the
Blue-throat team is dealing with mosquitoes, heat, humidity, bat guano, botflies, avian
predators, and hours on horseback and motorcycle to help a few critical Blue-throated
Macaws survive to fledging. In the Trade Ban Campaign we are
focusing a lot of time and attention on trying to get legislation
passed that would end the trade in wild birds all kinds, including
parrots, into the European Union. The EU is the biggest player in
this game today – accounting for more than 80% of wild-caught
birds imported worldwide – almost 2 million birds a year. If they
were to bow out, the consequences would be immediate and
dramatic. We now have plenty of evidence to show that when the
USA passed the Wild Bird Conservation Act, thereby pulling
ourselves out of the wild-bird market over 10 years ago, things
got immediately and significantly better for wild birds.
Infectious diseases dropped, legal and illegal imports declined, domestic bird production
thrived, and poaching of wild birds plummeted. Because of the risks to avian and human
health, the untold suffering of the birds in trade, and the obvious implications for the
conservation of wild birds, the EU Trade Ban could make the biggest difference for birds
of any project we’ve undertaken to date. The campaign was progressing, but at a
frustrating pace. That is, until Avian Flu became a household name. Within a matter of
days of Avian Flu hitting the UK via a shipment of wild birds from Africa, the trade that
we have fought against on health, conservation and welfare grounds for nearly 5 years
was stopped. The ban was originally in place for one month beginning in late October
2005. It has since been extended through January 2006 and the story continues to unfold
daily. The good news is that the wild bird trade is now being viewed for all its impacts,
not just the potential danger to human life and agriculture. The other good news is that as
long as the ban is in place, wild birds will be spared the plight of the trade. By January’s
end, we estimate that nearly 1 million birds will have been saved by the temporary ban
alone. Now we are, of course, working to make it permanent.
For more information see the full text of the Declaration made by the World Parrot Trust
and partner NGO’s and signed by over 200 other concerned organizations urging the EU
to end wild bird imports. The declaration can be viewed on our website at
www.worldparrottrust.org – follow the links to the declaration documents and photos.
For background on the trade and updates on the ban, also visit the website we run along
with a collaboration of NGOs against the trade – www.birdsareforwatching.org
No one act, project or campaign is enough by itself and each species has different needs.
Conservation is a multi-disciplined and fluid response to nature and human behavior at
the same time. The tactics used to help a Bolivian macaw make it to fledging and those
used to save millions of birds the plight of capture for trade are vastly different, yet work
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Nashville, Tennessee February 2006
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in concert. Bringing the stories of the field and the boardroom to the eye of the public is
the role of education, which ties it all together and makes it visible to the world.
For further information contact:
World Parrot Trust - PO Box 353 - Stillwater MN 55082 - 651.275.1877
Email: usa@worldparrottrust.org Web: www.worldparrottrust.org
International Association of Avian Trainers and Educators
Proceedings – 14th Annual Conference
Nashville, Tennessee February 2006
76