To teach a simple behaviour, make success easy and follow it promptly with a consequence the dog appreciates. Then observe whether that behaviour becomes more likely in this situation: this effect defines reinforcement, not your intention to reward alone.

This guide explains principles. It does not treat fear, aggression, resource guarding or difficulties being alone, which require appropriate assessment.

Why choose rewards

AVSAB recommends reward-based methods and reaffirmed its position in 2025. This is a professional association’s position, not certification of this guide or endorsement of every trainer claiming this approach. AVSAB’s current position.

An original study published in 2020 compared dogs attending schools using different methods. The authors observed more indicators of stress in groups using aversive methods. Dogs were not randomly assigned to schools: these findings support a welfare concern without demonstrating the exact effect of every technique on every individual. Vieira de Castro and colleagues.

Define what you want to see

“Be good” is too vague. “Place paws on this mat” describes an observable action. Choose a modest goal, a quiet environment and a reward the dog really appreciates. Food suitable for their care arrangements, play or interaction may have different values at different times; stroking is not necessarily a reward for a dog who turns away.

The RSPCA recommends limiting distractions and spreading learning across suitable short sessions. Training advice. There is no need to set an identical duration for everyone: stopping before difficulty may help more than completing a planned programme.

A simple example, without a required result

Fictional example: you want to make a mat familiar. Put it in an open space without confining the dog on it. When the dog spontaneously approaches, follow that movement with a suitable reward. If the approach recurs, you have an initial indication that the consequence suits them. You can then gradually look for a more precise action without changing several difficulties at once.

The dog may move away; do not bring them back by force. If they do not approach, the example does not require persistence: position, surface, context or goal may be unsuitable. This illustrates a principle, not a protocol for resolving an emotional difficulty.

Timing and context matter

The reward needs to follow the target action directly enough for the association to be understandable. Rewarding after a long series of requests makes the relevant behaviour less clear. A learned marker, such as a brief word, can signal the action; it is neither compulsory nor magical.

A behaviour learned in a quiet room is not automatically learned outdoors. Return to an easy version in the new context. This does not prove provocation or deliberate disobedience. Repeating a cue more loudly does not necessarily clarify what you expect.

If it is not working

Check the goal, difficulty, distractions, reward value and the dog’s state. Simplify or take a break. Do not deprive the dog of an essential need to increase motivation, and do not add intimidation to obtain the result.

When choosing help, ask how mistakes and refusal to participate are handled. A guaranteed result is not evidence. If the dog shows persistent difficulty, a threat or a sudden change, contact the vet and a competent professional using respectful methods. No exercise in this guide replaces that assessment.

Sources and references

Further reading

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