January 2014 Volume 41 No. 1 The Journal of the American Association of Zoo Keepers, Inc, ANIMAL Behavior institute Advance your career & Continue your Professional Education online! Our programs will help you: • Improve the welfare of your animals • Produce quality educational programs for all audiences • Create effective, goal-oriented enrichment • Train animals for husbandry procedures or educational outreach • Prepared balanced, high quality diets • Manage collections to meet conservation goals • And much more! Our small class sizes and professional faculty guarantee you a personal education with the individual attention you deserve. Start today and earn your certificate OR DIPLOMA IN AS LITTLE AS SIX MONTHS! Visit us at wwwJVnimalEdu.com Toll free (866) 755-0448 y a more personal education m f ACCREDITED BUSINESS ABOUT THE COVER 5 FROM THE PRESIDENT 6 ICZ CONGRESS 2015 ZOO LEIPZIG GERMANY 9 FEATURE ARTICLES Saving the Plains Garter Snake 12-15 Medical Treatment of Agkistrodon contortrix 15-17 ENRICHMENT OPTIONS Suggested Environmental Enrichments for Reptiles and Amphibians 18-23 COMING EVENTS 7 ANNOUNCEMENTS 8 TRAINING TALES Implementing Target Training in a Group of American Alligators 24-26 JAN 28 2014 ^/BRARIES^ Vol. 41, No. 1 January, 2014 | 3 Perfect Package. Quality, Value and Convenience! •• ^4'^ H-iit:'' t' -i? * Discover what tens of thousands of customers — including coi^mercial reptile breeding facilities, veterinarians, and some of our country’s most respected zoos and aquariums — have already learned: with Rodentpro.com®, you get quality AND value! Guaranteed. RodentPro.com® offers only the highest quality frozen mice, rats, rabbits, guinea pigs, chickens and quail at prices that are MORE than competitive. We set the industry standards by offering unsurpassed quality, breeder direct pricing and year-round availability. Order online! www.RodentPro.com It’s quick, convenient and guaranteed! RO. Box 118 Inglefield, IN 47618-9998 Tel: 812.867.7598 Fax: 812.867.6058 4 ■ «* A With RodentPro.com®, you’ll know you’re getting exactly what you order: clean nutritious feeders with exact sizing and superior quality. And with our exclusive shipping methods, your order arrives frozen, not thawed. We guarantee it. ©2013 Rodentpro.com, He. E-mail: info@rodentpro.com MICE • RATS • RABBITS • CHICKS • QUAIL AMERICAN ASSOCIATION of ZOO KEEPERS MISSION STATEMENT American Association of Zoo Keepers, Inc. The American Association of Zoo Keepers, Inc. exists to advance excellence in the animal keeping profession, foster effective communication beneficial to animal care, support deserving conservation projects, and promote the preservation of our natural resources and animal life. About The Cover This month's cover features a Madagascar Giant Day Gecko (Phelsuma madagascahensis grandis) at the Pittsburgh Zoo & PPG Aquarium, by Amanda Westerlund. "Day geckos are diurnal and arboreal. They tend to prefer relatively smooth areas to rest and sunbathe. Their bright colors indicate their diurnal habit of camouflaging with the tropical leaves as they wait for prey. The name gecko probably derives from the calls of these lizards. The call is produced by clicking their broad tongue against the roof of their mouth. It sounds much like an injured frog. This giant day gecko is found in Northern Madagascar, Seychelles, and smaller islands. They live in the canopy trees of tropical rainforests and palms of coconut plantations. They mainly feed on various arthropods (crabs, insects, spiders, and scorpions) and occasionally some sweet fruit. They also like to lick honey. They obtain water from the condensation on leaves. Females generally lay two eggs several times a year. The female then holds the eggs with her hind legs until they become hard. The eggs require incubation for 47 to 82 days. The young reach sexual maturity in one year. The young have a yellowish-green head but are brown about the neck and body. They may live about 15 years in captivity. The giant day gecko is protected under CITES Appendix II. The majority of the day gecko species are not threatened, however there are a few that are considered threatened, and there is one species that is endangered." Source: http://nationalzoo.si.edu/Animals/ReptilesAmphibians/Facts/FactSheets/ Madagascargiantdaygecko.cfm Articles sent to An/ma# Keepers 'Forum will be reviewed by the editorial staff for publication. Articles of a research or technical nature will be submitted to one or more of the zoo professionals who serve as referees for AKF. No commitment is made to the author, but an effort will be made to publish articles as soon as possible. Lengthy articles may be separated into monthly installments at the discretion of the Editor. The Editor reserves the right to edit material without consultation unless approval is requested in writing by the author. Materials submitted will not be returned unless accompanied by a stamped, self-addressed, appropriately-sized envelope. Telephone, fax or e-mail contributions of late-breaking news or last-minute insertions are accepted as space allows. Phone (330) 483-1104; FAX (330) 483-1444; e-mail is shane.good@aazk.org. If you have questions about submission guidelines, please contact the Editor. Submission guidelines are also found at; aazk.org/akf-submission-guidelines/. Deadline for each regular issue is the 3rd of the preceding month. Dedicated issues may have separate deadline dates and will be noted by the Editor. Articles printed do not necessarily reflect the opinions of the AKF staff or the American Association of Zoo Keepers, Inc. Publication does not indicate endorsement by the Association. Items in this publication may be reprinted providing credit to this publication is given and a copy of the reprinted material is forwarded to the Editor. If an article is shown to be separately copyrighted by the author(s), then permission must be sought from the author(s). Reprints of material appearing in this Journal may be ordered from the Editor. Regular back issues are available for $6.00 each. Special issues may cost more. MIX Nf Paper from _ _ — responsible sources w«»teo,8 FSC-C1 12081 ANIMAL KEEPERS’ FORUM TO CONTACT THE AKF EDITOR: Shane Good, Media Production Editor P.O. Box 535, Valley City, OH 44280 330-483-1104 shane.good@aazk.org AAZK Administrative Office American Association of Zoo Keepers 8476 E. Speedway Blvd. Suite 204 Tucson, AZ 85710-1728 520-298-9688 (Phone/Eax) E-mail: Ed.Hansen@aazk.org Chief Executive/Financial Officer: Ed Hansen MEDIA PRODUCTION EDITOR Shane Good ASSISTANT MEDIA PRODUCTION EDITOR Elizabeth Thibodeaux ENRICHMENT OPTIONS COLUMN COORDINATORS Julie Hartell-DeNardo, Saint Louis Zoo Casey Plummer, Caldwell Zoo Ric Kotarsky, Tulsa Zoo & Living Museum ATC COLUMN COORDINATORS Kim Kezer, Zoo New England Jay Pratte, Omaha’s Henry Doorly Zoo Beth Stark-Posta, Toledo Zoo CONSERVATION STATION COORDINATORS Amanda Ista, Milwaukee County Zoo Mary Ann Cisneros, Mesker Park Zoo and Botanic Garden Animal Keepers’ Forum is published monthly by AAZK, Inc. Ten dollars of each membership fee goes toward the annual publication costs of Animal Keepers' Forum. Postage paid at Tucson, AZ. BOARD OF DIRECTORS PRESIDENT: Bob Cisneros, San Diego Zoo, San Diego, CA 92112-0551 VICE PRESIDENT: Penny Jolly, Disney’s Animal Kingdom, Lake Buena Vista, EL 32830-1000 Kelly Wilson, Detroit Zoological Society Royal Oak, Ml 48067 Deana Walz, The Living Planet Aquarium Sandy, UT 84094-4409 Wendy Lenhart. Philadelphia Zoo Philadelphia, PA 19104 COMMITTEES/COORDINATORS/ PROJECT MANAGERS BY-LAWS Chair - Ric Kotarsky, Tulsa Zoo GRANTS COMMITTEE Chair - Shelly Roach, Columbus Zoo BEHAVIORAL HUSBANDRY COMMITTEE Chair - Julie Hartell-Denardo, Saint Louis Zoo BOWLING FOR RHINOS NATIONAL PROGRAM MANAGER Patty Pearthree, Cary, NC ETHICS Penny Jolly, Disney’s Animal Kingdom CONSERVATION COMMITTEE CO-CHAIRS Amanda Kamradt, Zoo New England Christy Poelker, Saint Louis Zoo AWARDS Janet McCoy, The Oregon Zoo PROFESSIONAL DEVELOPMENT Melaina Wallace, Disney’s Animal Kingdom Ellen Vossekuil, Utah’s Hogle Zoo SOCIAL MEDIA Sean Walcott, SeaWorld San Diego, Project Manager CONFERENCE PROGRAM MANAGER Victor Aim, Oakland Zoo ICZ COORDINATORS Norah Earnham, Woodland Park Zoo Sara Wunder Steward, Busch Gardens Tampa MEMBERSHIP SERVICES Data Transfer Eorms available for download at aazk.org AAZK Publications/Logo Products/Apparel available at AAZK Administrative Office/Tucson or at aazk.org AAZK.ORG Vol. 41, No. 1 January, 2014 | 5 FROM THE PRESIDENT "Great things are not done by impulse, but by a series of small things brought together. " -Vincent Van Gogh Simply put, I am a mission statement kind of guy. I believe that the mission of an organization is the rudder which maintains a solid course for that organization. Our mission prevents our periphery from becoming cloudy and enables us to focus on exerting our energies in the proper direction. A solid litmus paper test for how an organization measures up to its mission involves examining the activities, both implemented and planned and asks the question "do our activities run parallel with our mission?" The mission of The American Association of Zoo Keepers is to advance excellence in the animal keeping profession, foster effective communication beneficiai to animai care, support deserving conservation projects, and promote the preservation of our natural resources and animal life. If you have been with AAZK over the past few years, you will have noticed changes made to our conference format. These changes, implemented by the Professional Development Committee, are directed towards improving the way that you learn during AAZK conferences. During the San Diego 2011 conference, we shifted from a paper presentation format with a few workshops to a 50-50 split conference of workshops and papers. The goal was to increase skills-based learning opportunities, providing over 20 workshops directed at all things related to animal care, communication and problem solving. Two years later, after successfully implementing this format, we are ready for the next paradigm shift in professional development. Registration for the AAZK 2014 Conference at Orlando is a month away. When you look over the format of the conference, you will notice a major change to our workshop structure: the addition of two 12-hour dedicated workshops. Strengthening our commitment to a greater take home value for our conferences, we will be providing two learning opportunities in 12-hour blocks: Core Elements of Zookeeping and Hospital/Quarantine Keeper. Those attending these dedicated workshops will receive concentrated learning opportunities in each of those disciplines. in addition, we will maintain the diverse array of workshops as we have in the past, providing workshops related to animal care, nutrition, communication, leadership, safety, training, and enrichment. Look for more information on these dedicated workshops. Over the next couple of months, we’ll be unfolding our long-term plans for professional development. As always, I welcome your thoughts and input. E-mail me at bob.cisneros@aazk.org , I would love to hear from you. 6 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, Inc. Post your upcoming events here e-mail shane.good@aazk.org COMING EVENTS February 5-8, 2014 22"’’ Annual International Association of Avian Trainers and Educators Conference Dallas, TX 2014: Texas Fly ‘Em For more information go to: IAATE.org March 10-13, 2014 AZVT (Association Zoo Veterinary Technicians) Focus Group: The Art and Science of Hand-Rearing Santa Rosa, CA. The workshop concentrates solely on hand-rearing of zoo carnivore and ungulate species. For details contact: Gail Hedberg at ghedberg@safariwest.com. March 15-19, 2014 Otter Keeper Workshop Denver, CO Hosted by Denver Zoo and Denver Downtown Aquarium. For more information go to: otterkeeperworkshop.org. March 22-28, 2014 AZA Mid-Year Meeting Memphis, TN For more information go to: AZA.org/midyearmeeting. Aprii 13-18, 2014 ABMA’s 14th Annual Conference Dallas, TX For more information go to: theabma.org. August 4-7, 2014 12th Annual Symposium on the Conservation and Biology of Tortoises and Freshwater Turtles Orlando, Florida For more information, go to turtlesurvival.org. September 12-18, 2014 AZA National Conference Orlando, FL Hosted by: Disney's Animal Kingdom, The Seas, and SeaWorld Orlando. For more information go to: aza.org. October 6-8, 2014 3rd International Flamingo Symposium San Diego, CA Hosted by SeaWorld San Diego For more information contact laurie.conrad@SeaWorld.com. Vol. 41, No. 1 January, 2014 | 7 2014 AAZK AWARDS NOMINATIONS OPENED The American Association of Zoo Keepers AAZK Awards Committee is accepting nominations for the Lifetime Achievement Award, Jean M. Hromadka AAZK Excellence in Animal Care Award, The Lutz Ruhe Meritorious Achievement - AAZK Professional of the Year Award, the Lee Houts Enrichment Excellence Award, the Certificate of Merit for Zoo Keeper Education, the Certificate of Excellence in Exhibit Renovation, the Certificate of Merit in Conservation, and the Mazuri Animal Nutrition Award which will be presented at the 2014 AAZK Conference in Orlando, Florida. The deadline for nominations is 1 May 2014. Information concerning the qualifications, nomination procedure, selection procedure and an explanation of the awards may be obtained at janet.mccoy@aazk.org. AAZK is now streamlined We must have your e-mail address! If you are a member of AAZK but have never given us your e-mail address, required to iog onto the Members' Only section, please log on to AAZK.org and complete the form to retrieve your username and password to keep your membership information current. Submitting your e-mail will verify your identity with AAZK. A valid e-mail address on file with AAZK means you wili receive electronic reminders regarding membership expiration and access to Members' Only information - a cost savings to help keep your membership dues affordable. AAZK policy prohibits sharing of members' electronic contact information. Need Heip? Ed.Hansen@AAZK.org Dear Editor, i was reading over the October AKF and noticed that the date for International Vulture Awareness Day was not correct. It is always the first Saturday of September. So next year it will be on 6 Sept. Thank you for including this great resource! Don't miss one issue of your AKF and help save AAZK money in returned/forwarding postage costs! Simply log on to AAZK.org and update your membership information. Zoo Technology Textbook Published and Available for Purchase AAZK Members Receive 20% Discount To receive your discount, go to the following website: https://cdcshoppingcart.uchicago.edu/Ca rt/CART.ASPX?ISBN=9780226925318& BDL=WAZA20&PRESS=CHICAG0 Enter the discount code WAZA20. 8 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, Inc. ICZ Congress 2015 Zoo Leipzig Germany Theme: “Let’s Zoocialize” Dates: 9-13 September 2015 The International Congress of Zookeepers (ICZ) is excited to announce the S**" ICZ congress will be held at Zoo Leipzig, Germany, 9-13 September 2015. With the theme of “Let’s Zoocialize” it is hoped that many of the world’s zookeeping community will attend to share their experience and connect with others in the profession. The ICZ appreciates the support that is being shown by Zoo Leipzig in sponsoring and hosting this event and we are sure it will be another great congress. A number of pre- and post- conference tours will be offered. We are also pleased to be able to offer several travel grants through the ICZ Paul Howse Scholarship, which is funded by the Silent Auction of the previous congress and from further sponsorships received. Information on these grants will be posted on the ICZ website closer to the congress. Please find below some information on Leipzig and its impressive zoo. Enquiries should be sent to congress@iczoo. org and the ICZ website will be updated as new Information becomes available. Please visit us at www.iczoo.org About Leipzig Welcome to Leipzig, one of the most vibrant and unique cities in Germany! It is a place where tradition meets dynamism, where traditional Saxon Gemutlichkeit blends with high-tech business, and where classic art and culture meet the avant- garde. The magnificent city centre is an area of approximately one square kilometer where city residences and historic arcades, as well as Gothic, Renaissance, Wilhelminian and modern buildings bear elaborate witness to 1,000 years of history. Visitors from all over the world come to admire the city’s wealth of attractions. Whatever you’re looking for, everything is just a stone’s throw away: Cultural highlights, shopping opportunities, museums, art galleries and the legendary pubs with first class restaurants and trendy bars. Zoo Leipzig; At the age of 135 on the road to the future Zoo Leipzig is creating an innovative Zoo of the Future, where 850 species inhabit 27 hectares. This inventive concept includes a natural environment for the animals, global commitment to endangered species, educational activities, and an unforgettable experience for the visitors. On its way, Zoo Leipzig is embracing the concept of naturalistic habitats for zoo animals, and redesigning enclosures to reflect this modern trend. Today, spreading grasslands, protective groups of trees and extensive watercourses characterize the site of the zoo instead of concrete, steel and tiles. The latest highlight in the development of Zoo Leipzig is the tropical experience called Gondwanaland. It is home to more than 24,000 tropical plants, approximately 300 exotic animals, and the kind of virgin rainforest which once characterized the lost continent of Gondwana. By 2020, the “Zoo of the Future” concept, developed by Zoo Director Prof. Jorg Junhold, will be completed. Though today, zoo visitors can experience a walk around the globe and 160 million years of geology in one day: In the Siberian Tiger Taiga, the world’s largest cats roam through the wooded enclosure, rest in the shade or take a refreshing bath in the river. The expanse of the Kiwara Savanna is also fascinating for visitors. On 25,000 square metres of natural savanna, Rothschild’s giraffes proudly stride through the grass while energetic Grevy’s zebras gallop and Sable antelope nibble on fresh twigs. In Pongoland, orangutans, gorillas, chimpanzees and bonobos live under one roof. The Ganesha Mandir elephant temple is a further highlight at Zoo Leipzig. Here, visitors encounter a fascinating scene as the grey giants can be observed through an underwater window, enabling unprecedented views and rare closeness. Zoo Leipzig is a destination for everybody - and each visit is an unforgettable adventure. Iv :i|l AAZK's ICZ Coordinator Norah Farnham of Woodland Park Zoo enjoys the underwater elephant viewing at Leipzig Zoo, Host of the 2015 ICZ Conference. AAZK.ORG Vol. 41, No. 1 January, 2014 | 9 Garter snakes are one of the most familiar reptiles due to their placid nature, abundance and wide range of habitat. Most people have observed these vibrant, striped snakes calmly slithering through the grass on a summer day; or, witnessed one peacefully coiled on the warm pavement. In Ohio however, the Plains Garter Snake (Thamnophis radix) is a rare sight. The Plains Garter Snake is endemic to the plains region extending from south central Canada (Alberta, Saskatchewan, and Manitoba), south through the Great Plains to northeastern New Mexico, northern Texas and Oklahoma, and eastward through southern Wisconsin, northern and central Illinois and northern Indiana, with disjunct populations in north-central Ohio, Missouri and Illinois (Rossman et al. 1996, Walley et al. 2003). Killdeer Plains Wildlife Area (KPWA) is a protected area in north-central Ohio and is the only habitat where the Plains Garter Snake is found. The goal of this long-term and unique conservation plan is to continue to assess the status of the Plains Garter Snake and to develop and implement a recovery plan which includes soft releases of head-started captive born snakes (Reichenbach and Wynn 2012). The following is a list of partners that make this project possible: The Ohio Division of Wildlife Department of Natural Resources (ODNR), Columbus Zoo and Aquarium (CZA), Cleveland Metroparks Zoo (CMZ), herpetologist Norm Reichenbach at Liberty University, Northern Illinois University, University of Tennessee and herpetologist Doug Wynn. Conserving and improving the population of Plains Garter Snakes and their habitat for appreciation by all today, as well as future generations, exemplifies the mission of AZA accredited institutions CZA and CMZ, as well as the ODNR. The Plains Garter Snake was designated as state endangered on August 31, 1974. Furthermore, surveys conducted in 1998 revealed a 94% population decline (Reichenbach 1998). In 1999, the Plains Garter Snake project was formed. Pressures that have faced this isolated population are habitat conversion into farmland, road mortality, accidental deaths via land management (e.g. mowing and burning), and death from natural predators (e.g. hawks, foxes, ophiophagous snakes) (Reichenbach et al. 2005). The exact cause(s) for the decline of this species have not been identified. A number of possibilities have been ruled out. A genetic analysis has determined that the population has not bottlenecked. Food availability studies determined that sufficient resources exist. Habitat management for other species at critical Plains Garter Snake sites have been placed on hold by the ODNR until a better understanding of the Plains Garter Snake decline occurs. 1978: The first surveys of T.radix began at KPWA. Densities during those years ranged from 52-123/ha (using the Schumacher Eschmeyer (1943) mark-recapture methodology) (Reichenbach and Dalrymple 1986). 1994-1997: Herpetofauna surveys were conducted at KPWA. Cover sheets placed in various locations throughout KPWA was the primary method used to find reptiles. In over 60 trips, only six T.radix were seen (Davis et al. 1994, Wynn 1995, 1996, and 1997). Earlier, during the 1978-80 study, five or more T. radix would typically be found per trip. PROJECTTIMELINE: 10 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, Inc. Kristy Becka Cleveland Metroparks Zoo 1998: Reichenbach duplicated his earlier survey methods on T.radix and found five snakes in 10 trips to the same site he studied 17 years earlier. It was determined that the T. radix population at this one site had declined by 94% (Reichenbach 1998). 1999-2000: Combined efforts by the Columbus Zoo and Aquarium, the Ohio Division of Wildlife, Norm Reichenbach and a research class from Westerville North High School resulted in 41 T.radix being found. Thirty-one of the 41 snakes found in 1999 were taken to the CZA since at that time it was unknown how many T. radix still existed in Ohio. Of the 31 individuals taken to CZA, four gave birth to 45 neonates. All 31 adult snakes were subsequently released at their capture sites as well as 17 neonates. The rest of the neonates were retained by the CZA in order to establish a captive breeding colony (Wynn and Reichenbach 1999). Cleveland Metroparks Zoo joined the program in 2000 establishing a second breeding colony. 2003: A Population Viability Analysis was conducted on the population of T. radix at KPWA. From this analysis it was determined that neonates produced by the captive breeding colonies should be headstarted for one year before release in order to improve their chances of survival (Stanford 2003). 2004-2008: Hard releases of head-started T. radix were done from 2004 through 2008. Findings from these releases are detailed in the Ohio Conservation Plan. Using the Program Mark (Jolly-Seber Model D), the population estimates for the adult T. radix are 100, 145, 44 and 45 snakes (estimates for 2000, 2001, 2002 and 2003, respectively) with an average of AAZK.ORG Vol. 41, No. 1 January, 2014 | 11 84 (0, 204, 95% confidence intervals). The average number of T. radix found annually at the experimental site was 12 and ranged from 1 to 35 (Reichenbach et al. 2005). 2009-Present: To date, telemetry data are available for 13 head-started hard released snakes (6 in 2006, 4 in 2007, and 3 in 2008). Overall these data indicate that the snakes survived over the lifespan of the transmitter (average of 7.3 days; range 2-24 days) and that many randomly dispersed to distances of up to 294 m from the release site (Reichenbach and Wynn 2012). Due to low recapture rates and random dispersal, as of 2009 head-started snakes are being soft released. The soft release protocol involves retaining head-started snakes in cages at KPWA for three to six weeks before release. The cages include simulated crayfish burrow structures which are known to be used as refuges by T. radix at KPWA. Earthworms are placed in the enclosures weekly where the snakes have the opportunity to prey upon them. Between 2009 and 2012, 72 snakes were soft released. Reichenbach and Wynn (2012) show that the recapture rate for snakes soft released which only had PIT tags was 16.7% versus 0% recapture for hard released snakes. In 2010, ten of the largest females from the 2010 births were retained for one more year at CZA and CMZ in order to raise them to a size appropriate for transmitters with one-year longevity. Due to mortality in the snakes kept for release in 2012, eight female T. radix received transmitters and were released. As of November 2012, three have died. Forty-two PIT tagged snakes were soft released in 2012; to date none have been captured (Reichenbach and Wynn 2012). Future plans for this project include continuing tracking the snakes that have transmitters, using more cover sheets in release areas and choosing new release sites where T. radix have been observed. The role of the CZA and CMZ is to breed Plains Garter Snakes and head start neonates for one year before releasing them to KPWA. AVID transponders are inserted into the snake’s body so they can be identified if recaptured. Some snakes have transmitters surgically inserted into their bodies so they can be tracked when they are released. This allows herpetologists Doug Wynn and Norman Reichenbach to study the garter snakes behavior and determine survival rates. The Ohio Division of Wildlife facilitates snake releases and surveys and manages critical garter snake sites. The CZA and CMZ have housed and cared for the captive colonies and snakes to be released for thirteen years, providing staff, facilities, and veterinary care. Funding and support is provided by zoo operations budgets, grants and the Cleveland Zoological Society. The project was awarded funds from internal “Eco-grants” and “Cans for Conservation” grants to purchase a furnace and supplies when a new facility was required to house the garter snake colony. Annually, CMZ and CZA appropriates $9,600 and $10,600 respectively. This includes staff, supplies, veterinary care, transportation and utilities. The CZA and CMZ are committed to educating the public concerning local conservation initiatives. They have the unique opportunity to present this project to the public by providing tours and presentations and displaying information in public areas around the zoos. CMZ teaches a Zoo Science course and the Plains Garter Snake project has been part of the curriculum. The project has appeared in publications sponsored by the Ohio Division of Wildlife. The snake and its conservation has been part of the curriculum for students who participate in the Westerville North High School Field Studies Class as well as the Ohio State University Stone Lab Herpetology Class. CONTRIBUTING INSTITUTIONS AND THEIR ROLES: ODNR Division of Wildlife: The Division of Wildlife has appropriated $30,000 per year since the project's inception in 1999. They facilitate all ongoing surveying and releases of T. radix at Killdeer Plains. The Division owns the Killdeer Plains Wildlife Area and actively manages the site for the benefit of this and other grassland-dependent species which inhabit an 8,627 acre area. They have altered mowing and burning schedules based on the Plains Garter Snakes active seasons. Doug Wvnn: Surveys and mark-recapture studies at selected sites were initiated in 1999 to determine the current range and population size of T. radix at KPWA. This was accomplished by herpetologist Doug Wynn and his field studies class from Westerville North High School. Doug Wynn uses telemetry to assess the effectiveness of using head-started snakes to augment T. radix populations at KPWA. Doug continues to track released snakes every year. CZA and CMZ: The Columbus Zoo and Aquarium initially developed the protocols for breeding and rearing Plains Garter Snakes in captivity with input and assistance from Cleveland Metroparks Zoo and Northern Illinois University. This information has been used to produce captive-born snakes with sufficient genetic diversity for head-starting and release back into the wild. Both institutions are continuing to raise and breed snakes for release. Liberty University/ Norman Reichenbach;N o r m a n Reichenbach, Professor at Liberty University in Virginia, performed research on the population biology of the Plains Garter Snake in the late 1970s at KPWA. He returned to his KPWA study site in 1998 and determined that the Plains Garter Snake population had declined significantly. He works The goal of this long-term and unique conservation plan is to continue to assess the status of the Plains Garter Snake and to develop and implement a recovery plan which includes soft releases of head-started captive born snakes 12 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, Inc. extensively with Doug Wynn on the study design and analysis of the field and captive snake data and remains an active partner in the project. Northern Illinois University; A population viability analysis conducted by Northern Illinois University Research Associate Kristin Stanford suggested that holding neonates (newborn) snakes in captivity for their first year (referred to as “head starting”) would improve their survival rate when released into the wild. This new approach was then implemented at the zoos in 2004. Ms. Stanford remains active on the conservation team. University of Tennessee: Behavioral ecologist and evolutionary biologist, Professor Gordon M. Burghardt at The University of Tennessee has worked to examine the genetic diversity of the Ohio garter snakes compared to the diversity found in the robust Midwestern population. In addition, Dr. Burghardt also conducted comparative developmental studies of neonatal Plains Garter Snakes and their potential competitor, the common garter snake, in his laboratory to help determine the nature of any competition that may occur among young snakes, which are very hard to study in the field. To date, 256 Plains Garter Snakes have been released (206 head-started) to KPWA. In 2009, comparisons were made between hard and soft released snakes. The soft release snakes had higher survival rates. (71.4% vs. 66.7%), returned to their enclosures more often (57.1% vs. 50%) and had lower movement rates (1.38 vs. 2.73m/day) (Reichenbach and Wynn 2012). Currently CZA and CMZ husbandry methods are being assessed through recording mortality rates of head-started snakes. Mortality ranged from 0 to 2.7% in the last four years as compared to 2004 to 2006, where mortality ranged from 26.9 to 36.8% (Reichenbach and Wynn 2012). Percent of live neonates have averaged 69% with 100% live neonates produced from 2009 to 2012 (Reichenbach and Wynn 2012). Although CZA and CMZ will continue to care for the captive colonies and surveying and tracking released snakes will continue, the future of this project is uncertain. As captive colonies age, mortality of adult breeders will increase and fecundity will likely decrease. Also, field data suggest that the released snakes are not bolstering the population. However, two T. radix were captured in 2013 from the 2012 releases. It was expected, with the large number of snakes released in 2012, to have a high probability of recapturing some of the tagged snakes. Wynn and Reichenbach (2008) had shown previously that the chance of getting a recapture in the year after a snake was marked was 100% if 16 or more snakes were marked. Perhaps with an increase in the number of released snakes coupled with the soft release strategy, this project will have an impact on the wild T. radix population. Although the Plains Garter Snake continues to be an endangered species in the state of Ohio, efforts toward saving this species have not been wasted. Herpetologists have learned a great deal concerning T. radix biology and behavior in the wild. Data from the soft releases may aid in future T. radix releases and may have applications for other herpetofauna release programs. Also, the CZA and CMZ have gained over a decade of experience in T. radix husbandry. The commitment and efforts by the partners of this project show true dedication to local conservation and to the preservation of biodiversity. PHOTO CREDITS: Mark Duncan REFERENCES: Davis, J.R., Pfingsten, D. and D. Wynn. 1994. A Survey for the Eastern Massasauga Rattlesnake. Unpubhshed report of the U.S. Fish and Wildlife Service. Reichenbach, N. and G. Dalrymple. 1986. Energy use, life histories, and the evaluation of potential competition in two species of garter snake. Journal of Herpetology 20:133-153. Reichenbach, N. 1998. Population assessment ofthe Ohio Endangered Prairie Garter Snake, Thamnophis radix, in Killdeer Plains Wildlife Area, Final Report submitted to Ohio Department of Natural Resources, Sept 1998. Reichenbach, N., Barrie, M., Becka, K., Burghardt, G., Caldwell, C., Dierkes, F., Johantgen, P., Stanford, K., and D. Wynn. 2005. Ohio Conservation Plan: Plains garter snake, Thamnophis radix. Ohio Department of Natural Resources Division of Wildlife 1-35. Rossman, DA, Ford, N.B., and RA Seigel. 1996. The Garter Snakes: Evolution and Ecology. University of Oklahoma Press, Norman. 332p. Stanford, K. 2003. Population viability analysis of the eastern plains garter snake {Thamnophis radix) at Killdeer Plains Wildlife Area, Wyandot County, Ohio. Unpublished report of the Ohio Department of Natural Resources, Division of Wildlife. Walley, H.D., Wusterbarth, T.L. and K.M. Stanford. 2003. Thamnophis radix. Catalogue of American Amphibians and Reptiles 779.1 W3mn, D. and N. Reichenbach. 1999. A conseiwation program for the endangered Plains garter snake {Thamnophis radix) at Killdeer Plains Wildlife Aea, Ohio, TlgEilRM. BIG CAT INTERNSHIPS AVAILABLE Join us in “Saving Tigers One by One” As seen on Animal Planet^ “Growing Up Tiger” Learn about Big Cat Management. Internship involves Animal Care Apprenticeship and Public Education. We offer experience that counts towards employment. TIGER MISSING LINK FOUNDATION • TIGER CREEK WILDLIFE REFUGE • Apply aU www.tigercreek. AAZK.ORG Vol. 41, No. 1 January, 2014 | 13 arjyj^ue bleCaus^ COMine I The February/lyiarch issuppfthfeyjn/^^/ Keepers' Fort/m will be a special doubje issue dedicated to Gorilla -l^usbahdry and Conservatibn.i V - ^ ■ may arrive latpr (hap ^ of the special fwbtmo|itfc^^ editipri thgt#e« — The Eciitd^'^^'-:-it;.| V- ■ j\ji jV . ti /'.l Membership with the American Association of Zoo Keepers includes a subscription to Animal Keepers’ Forum and free or discounted admission to many zoos and aquariums in the U.S. and Canada. To download an application or to apply online, please visit animal care and conservation. Let's be Friends Facebook.com/AAZKinc facebook ihtiori all photographers, (Fheedsyour photos as potential cover photos and special feature s throughout the issue. All photos need to be high resolution, X 3375 pixels or greater, and 300 dpi or greater in resolution. All igraphers will need to submit a photo release form that can be I at aazk.org/animal-keepers-forum/aazk-photo-model-release- Photos that clearly depict facility logos and behind-the-scenes :s will need permission of the facility to be used. Subjects forthe photos should revolve around animal husbandry, conservation, education/interpretation, professional development, significant achievements in the industry (births, exhibits, staff, etc.), and can also include some of the more humorous or unique situations that we all come across each day in our occupations. Captions for each photo should also be submitted. 14 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, Inc. Medical Treatment of Agkififrodon contortrix Maggie McCartney, M.S., Herpetologist Virginia Living Museum ^otography by Karl Rebenstorf The Copperhead (Agkistrodon contortrix) is one of three species of venomous snakes native to Virginia. All three of these species are pit vipers, the Cottonmouth (Agkistrodon piscivorus) and the Timber or Canebrake Rattlesnake (Crotalus horridus) completing the list. Copperheads are found throughout Virginia and are the most common of our vipers. They are also the least dangerous. They have the lowest toxicity and the lowest venom yield of the three and are generally the least aggressive. Our rattlesnakes have the highest toxicity and the highest venom yield of the three, placing Cottonmouths in the middle. Copperhead bites are generally considered survivable in healthy adults. Still, any bite from a venomous snake causes significant pain and tissue damage and should be treated seriously Care and maintenance of venomous snake species is a dangerous practice and is not something that should be taken lightly. These animals demand the utmost respect and caution. Complacency leads to accidents. At the Virginia Living Museum in Newport News, Virginia where I serve as the herpetologist, we house all three species of venomous snakes found in Virginia. (Pictured Top) Copperhead (Agkistrodon contortrix) (Bottom Left) Cottonmouth (Agkistrodon piscivorus) (Bottom Right) Timber Rattlesnake (Crotalus horridus) Medical treatment for these animals is performed when necessary with caution and care. Some weeks ago, one of our Copperheads suffered an abrasion on his dorsum approximately fifteen centimeters posterior to the head. Treating injuries on the bodies of venomous snakes is made much more complicated the closer they are to the head. In the case of this snake, ceftazidime injections were given and silver sulfadiazine cream was applied directly to the wound. At the Virginia Living Museum we do not pin or use gloves with venomous snakes because in many cases those methods are unsafe for the handler, so all direct handling of the animals is done using tubing. Pi'operly tubing the snake allows handlers to hold them safely. The snake is not able to turn its head because the tube is too narrow and they cannot move forward or backwards in the tube because they are being held in it by the handler. AAZK.ORG Vol. 41, No. 1 January, 2014 | 15 First, thesnake isencouraged into a clear plastictube. When the head is far enoygh into the tube, the handler will grasp the snake and the tube together where the body and the end of the tube meet, holding the snake in place. This hold is suitable for an injection into the lower third of the body. tube, closer to the head with the wound exposed. Nowthatthesnakeissafefy restrained inthesmallertubewithmoreofthe body exposed, the ointment can be applied to the wound. Vet tech Linda Addison slides the smaller tube into the larger on®, over the head of the snake. The larger tube is slowly and carefully pushed forward until the smaller tube can be grasped in the hand. The biggest complication with the treatment of this particular individual was the location of the wound. The wound was so high on the body that the tube size needed to safely capture and restrain the snake was too large to safely hold him and have the wound exposed for treatment. This issue was solved by sliding a smaller tube down inside the larger one while the snake was being held in the larger tube, then sliding the large tube off over the smaller one until the handler was grasping the snake and the small tube above the location of the wound. The snake can then be safely returned to Its enclosure by placing the body in the enclosure and pulling away the tube in one quick, fluid motion. After a few of these treatments this individual is off of all medication and is healing very nicely. Vol. 41, No. 1 January, 2014 | 17 AAZK ENRICHMENT OPTIONS Your source for enrichment ideas, support, data and inspiration! ENRICHMENT OPTIONS EDITORS: Julie Hartell-DeNardo, St. Louis Zoo; Ric Kotarsky, Tulsa Zoo; Casey Plummer, Caldwell Zoo Suggested Environmental Enrichments for Reptiles and Amphibians By Caitlin Shelley, Masters of Arts in Zoology Student, Miami University / Project Dragonfly, Cleveland, Ohio ABSTRACT Environmental enrichment is a quickly growing area of research in animal behavior. Enrichment is used for captive animals as a means of improving their quality of life. It can provide opportunity for activities that allow animals to exercise natural behaviors. It can also provide environmental stimuli, which may mimic their natural habitat. While enrichment has been widely studied and practiced for mammals and birds, there has been little focus on amphibians and reptiles. Although not always seen as the most active and playful of species, reptiles and amphibians do have basic needs that could be met through enrichment. As there is a lack of information on the subject, this essay seeks to outline research on methods of reptile and amphibian enricbment, information on their natural behaviors and habitats, and methods of enrichment program development. Using this information, an enrichment program was designed specifically for reptiles and amphibians and was implemented at the McKinley Presidential Library and Museum of Canton, Ohio. This essay will discuss the various methods of enrichment proposed, the methods used to create the program, and the proposed uses for it. It should be noted that all enrichments suggested are theoretical in nature and have not yet been tested in practice by the researcher. INTRODUCTION Environmental enrichment for animals gained prevalence in the early 1980s. It was at this time that zoo employees began to believe that the sterile and boring enclosures for their animals were insufficient to maintain physical and psychological health (Kupla-Eddy et al. 2005). According to the United States Department of Agriculture (USDA), enrichment was first accomplished simply by placing objects that could be used for play or refuge behaviors within the enclosures (Kupla-Eddy et al. 2005). However, in the 1990s the definition of enrichment changed and came to include “any physical, social, design, or management feature that would improve the behavioral microhabitat for captive animals in any setting, including research facilities” (Kupla-Eddy et al. 2005, Shepherdson 1998, Young 2003). More recently, the Association of Zoos and Aquariums (AZA) describes enrichment as a dynamic process for enhancing animal environments within the context of the animals’ behavioral biology and natural history (AZA 2009). Several researchers have found that providing the animals with items and activities that encourage natural behavior presents positive results such as increased activity, successful breeding, and reduced stress behaviors. This has been observed not only in zoo animals but also in farm animals and performance animals at theme parks (Monika et al. 2012, Disney’s the Seas 2010). The various forms of enrichment include social, environmental, and animal management. An example of social enrichment is the housing of animals of the same or similar species together. This is particularly important in species for which social living would be a norm in the wild. Environmental enrichment can include a wide variety of objects, features, and stimuli. Some environmental enrichment examples include a waterfall within a sea turtle enclosure, a basking light for a snake, or trees and ropes for climbing in an arboreal reptile or amphibian enclosure. These types of enrichment provide stimuli that can play a key role in the quality of life for the animal on a 24-hour basis. A prominent cause of stress in captive animals is involuntary restraint for necessary medical or maintenance procedures. It has been found, however, that these stress responses can be reduced or fully eliminated through the use of rewards and patience in handling the animal (Reinhardt and Reinhardt 2000). Training or cognitive exercises are other examples of enrichment controlled through the management of the animal. Several studies have shown that these activities make some animals more active within their enclosures (Harley et al. 2010, Manrod et al. 2008, Szokalski et al. 2012). As latency is typically a behavior associated with boredom and discontent, this is a desirable response and considered effective enrichment. Additionally, it is worth noting that most enrichment initiatives are multifunctional. One enrichment practice can accomplish multiple goals. Keeper interaction, a form of environmental enrichment, was observed to have “increased reproductive success, reduced pacing, and stimulated cognitive abilities” (Szokalski et al. 2012). By providing captive animals with enrichment that meets the goal of reducing abnormal repetitive behaviors (ARBs), breeding can be increased and welfare improved at the same time. METHODS CREATING AN ENRICHMENT PLAN One of the vital first steps in initiating an enrichment program is targeting the animals, species and individual animals most in need of the stimuli provided by enrichment. Animals matching any or all of the following descriptions would be considered top priority candidates for enrichment: displays abnormal repetitive behaviors (e.g., pacing, feather plucking, etc.), is at higher risk 18 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, inc. for stress or discomfort in captivity (e.g. wild caught or those maternally deprived), or is lethargic or non-exploratory in their enclosure (Mason et al. 2007). By researching enrichment used on various reptile and amphibian species in the past, successful techniques can he used. In a study performed at the Monte Marine Laboratory and Aquarium in Sarasota, Florida (2007) enrichment experiments were performed with three loggerhead sea turtles and one blind green sea turtle. Some were provided with environmental enrichment while others were not. Those not provided with enrichment spent 77% of their time in resting and pattern swimming behaviors. Those which were provided with enrichment spent only 8% of their time in the same behaviors, while the other 88% of their time was spent in random swimming and focused behavior (Therrien et al. 2007). Resting and pattern swimming behaviors can be considei’ed to be signs of boredom in captive sea turtles. The enrichment was provided in an attempt to reduce these behaviors and was successful in doing so. A second example of successful reptile enrichment comes from a cognitive study performed on black- throated monitor lizards. These lizards were presented with a feeding apparatus that they had to learn to operate in order to obtain the food within. All eight lizards in the study learned how to do so within the first 10 minutes of the first trial. Afterwards, at each trial the time taken to successfully retrieve the food decreased. The lizards were found to be more active while the tubes were in their enclosures and, most importantly, they all had a significant decrease in time spent latent within the enclosures (Manrod et al. 2007). This is a good example of how cognitive activities in monitor lizards can be used as enrichment as it increased the lizards overall activity within the enclosure. Both of these papers provide insight into certain methods that may be successful for certain reptilian species. Additionally, they both provide ways to assess the success of the enrichment provided. After the creation of this enrichment program, it was used in practical application at the McKinley Presidential Library and Museum in Canton, Ohio. When determining which reptiles and amphibians should be given the enrichment first, the following guidelines put forth by Mason et al. (2006) were used: (a) Are there a priori reasons for thinking some individuals may be most at risk (e.g., wild caught animals which might be most frustrated by confinement or most scared of humans; or severely maternally-deprived animals which might be very poor at coping with stressors)? (b) Do those individuals with no/low ARB appear active, alert and exploratory; or instead, are they inactive/more prone to hide than their stereotypic conspecifics (in which case we should probably be particularly concerned for their welfare)? (c) What does an ARB look like?” Other criteria suggested by Mason et al. (2006) include species known to be at risk for ARBs and other stressors such as apes and wide-ranging carnivores. Additionally, they make mention of non-endangered species as a target due to the fact that endangered species are currently the subject of 50% of enrichment efforts in zoos, though they only account for about 15% of the animals housed there (Swaisgood and Shepherdson 2005). It is important to consider all aspects of the animals’ care including housing, feeding procedures, diet, medical conditions and treatments, breeding, and behaviors when creating an enrichment plan. All these can be factors in their behaviors and/or can be modified to accommodate enrichment practices. REPTILE AND AMPHIBIAN ENRICHMENT FROGS AND TOADS As frogs and toads are not typically observed in any play behavior, the enrichment for these species should be mostly environmental. The composition and design of the enclosure provides several opportunities for enrichment practices. Frogs and toads are shy and retiring by nature, and providing them with the appropriate amount of cover or areas in which to retreat would be ideal. This can be accomplished by adding plants, rocks, logs, bark, and moss in varying positions. Placing the objects in ways that create small openings or shelters will allow the animals to have areas to retreat to when desired. For any aquatic species, running or circulating water is another area in which to provide enrichment. The amount and placement of water should obviously be adjusted for individual species as needed. For example, there can be a shallow pool of water present, or merely water running down rocks. The water would be enriching to any species adapted to living in or around water in their natural habitats. Additionally, the water could contribute to the appropriate amounts of moisture needed in the enclosure for various species. Feeding enrichment can be provided in a variety of ways depending again upon the species. As mentioned previously, frogs and toads are carnivores and use visual cues for prey selection. By providing the frogs with live prey, their natural hunting and foraging habits can be exercised. If the species is primarily aquatic, introducing prey into the water will allow them to hunt using cues from visual recognition as well as from their lateral line system. It is also important to vary the diet of the animals. Providing them with a variety of prey better simulates their prey selection in the wild and may encourage various hunting techniques. The diet can be adjusted to various species and individuals based on their preferences or dietary needs. If housing breeding frogs or toads, further considerations must be made. During the breeding seasons, additional enrichments may need to be added. Some species of frogs and toads need to hibernate just prior to or after their breeding seasons. Changing the lighting and moisture as needed during this specific time period should be done to accommodate this behavior. Additionally, a hibernation site, such as a burrow made of natural or foam materials, should be provided. Site recognition can sometimes be important to the breeding process. As such, the structure and layout of the enclosures should be altered as little as possible. AAZK.ORG NEWTS AND SALAMANDERS Environmental enrichment will offer the best opportunities to introduce enrichment to salamanders and newts. As enrichment should be designed around natural behaviors and habitats, these are suggestions based on general information known about salamanders and newts. These may be adjusted to species and individuals as needed. Salamanders and newts typically live in cool and shady places. As such, providing plenty of areas where they may hide or retire is optimal. This can be provided in a variety of functional and aesthetically-pleasing manners. Flora is a common choice and can add interest to the enclosure for both the keepers and the animals. Additionally, various items such as rocks, moss, and bark can again provide natural looking and functional habitat. As these species are normally active at night, lighting could be adjusted to better suit the animals’ natural habits. With subdued lighting conditions, the animal may be more active in the enclosure. For salamanders and newts, water is a key element of the enclosure, while for terrestrial species it is less important to have full bodies of flowing or standing water. For aquatic species, it is vital to their survival. While standing or still water can be used for aquatic species, running or flowing water is optimal for any species native to streams and rivers. This water feature not only pi’ovides them with vital resources, but also adequately simulates their natural habitat. This, in turn, may encourage more natural behaviors and reduces stress. The type of water used is important as well. To again simulate their natural environment as closely as possible, pond or rainwater is suggested. If this resource is not readily available, artificial pond water can be created using the following formula suggested by Chris Mattison (1992). Two solutions should be made. The first will consist of 175g NaCl, 35g CaCl,„ and 2 1 distilled water. The second solution will consist of 5g NaHCO^ and 2 1 distilled water. Create the artificial pond water by adding 20ml of the first solution and 20ml of the second to 5 1 distilled water. If tap water must be used, it should be left to stand out for 24 hours at least. Feeding enrichment is yet again an important enrichment opportunity. Providing live prey allows the animals to hunt as they would in the wild. It is again suggested that a variety of prey options be provided to the animals as to better simulate their natural living conditions. Providing the prey to both terrestrial and aquatic species will allow them to utilize their natural instincts for hunting. TURTLES AND TORTOISES For aquatic species, several enrichments can be provided in the water. Some reptiles have been observed biting and nudging balls and rings when placed in their exhibits (Halliday and Adler, 2002). Depending on the size of the species and the enclosure, halls of varying size may be provided to the animals. Some suggestions include basketballs, golf balls, or ping pong balls. Always make sure they these items are large enough that the animal cannot ingest them. Additionally, all items that are added to the enclosure should be properly sanitized before they are provided to the animals. As several terrestrial and semi-aquatic species like to bask in warm light, a basking light is recommended over a spot where they commonly lay or rest. General lighting in an enclosure can be provided by fluorescent light; however, daylight tubes can be used to provide a more natural environment for the animal. This can be especially effective for lethargic or young individuals. Plants and rocks can be added to any exhibit to create a more natural environment for the species or individual. These can also assist in providing a shaded place for the turtle or tortoise to retreat to when desired. The ponds or areas of water for any aquatic or semi-aquatic species could have sloping sides, allowing the individuals easy and naturalistic access to the water. For terrestrial species, burrowing is common. Providing enough covering on the floor of an enclosure will allow these animals to burrow when desired. As aquatic and semi-aquatic species are mostly carnivorous, but also eat plant matter occasionally, feeding can be an area for enrichment. For these species, providing live food can always be used as a form of enrichment. Allowing them to act on and practice their hunting instincts can be valuable. For terrestrial vegetarian species, it may be possible to plant vegetation the species is accustomed to eating within the enclosure, so that they may have access to it in a more natural setting. However, this should be carefully considered on an individual basis to ensure it does not interfere with special dietary needs. LIZARDS As there are such a wide variety of lizards, it is possible to tailor enrichments specifically to the species. However, a few general recommendations can be made. Basking is a common behavior among these species and, as such, is a good area for enrichment. Creating as natural a basking area as possible is one way to provide enrichment. If the species is native to the desert, perhaps a rock would be a naturalistic basking area. If the species is native more to a forest area, logs or arboreal structures may be provided for basking. Additionally, the provision of daily and seasonal temperature changes in the enclosure will more closely mimic the natural environment. Once again, feeding is an easily accessible area for enrichment. Many species are partially or exclusively insectivorous. Providing these animals with live insects to feed upon may allow them to exercise natural hunting, foraging, and feeding behaviors. The manner in which water is presented may also be used as an enrichment tool. Some species naturally obtain the water from where it settles in the environment around them. For example, they may gather it from the water on the leaves or from small pools that form from precipitation. By misting and allowing this type of moisture to occur naturally, the animal may practice natural foraging habits. SNAKES For snakes, environmental enrichment can be easily provided through the items placed in the enclosure or by overall enclosure design. Arboreal species can be provided with a variety of climbing structures and shaded areas. Rocks, logs, or small housing areas can be provided within the enclosure for the animals to coil beneath. Although most snakes may coil under these items or simply in the corner of the enclosure, providing a basking area can be useful. Some animals will coil underneath it simply to bask or to digest their most recent meal. By placing a heating light at one end of the enclosure rather than at the center, 20 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, Inc. a temperature gradient may be created. This can be useful in providing a more natural space in regards to temperature and allows the animals to choose an area most comfortable to them. Finally, at night a small drop in temperature can be provided to better simulate the natural environments. The substrates used on the floor of the exhibit may be used as enrichment as well. Naturalistic items such as pine needles or leaf litter can be used. Additionally, any floor substrate can be laid down in thicker amounts if the animal is of a burrowing species. As mentioned above, the water amounts available to each animal may vary by species. However, there are several animals that will fully immerse themselves in the water prior to molting. Around this time it may be beneficial to provide them with water deep enough to do so. NOTES ON THE ENRICHMENT SUGGESTIONS To summarize the enrichment suggestions, there are a few unifying points. All enrichments suggested here should be adjusted to the needs of specific species or individuals. If there are any new objects to be introduced to the enclosures, they should be properly sanitized. Any changes to the diet of the animals or the presentation of the food should be closely monitored to ensure the changes do not negatively impact the individual. Some overall enrichment practices that can be applied to many species of reptiles and amphibians are suggested here as well. Any arrangement of enclosures can be changed occasionally. This provides new environments to the animals and may encourage investigation of the area and increased activity. For any foraging species, food may be hidden within the enclosure to encourage the foraging behavior. Sensory enrichment is recommended for any species that acts upon olfactory senses. Strong smells such as allspice stimulate the olfactory sense and can encourage foraging, play, and exploratory behaviors. Finally, if the animals are a breeding pair or an individual to be bred, special consideration should be given to their breeding habits and needs. REPTILE AND AMPHIBIAN ENRICHMENT ATTHE MCKINLEY PRESIDENTIAL LIBRARY & MUSEUM At the McKinley Museum, there are 13 different species of reptiles and amphibians. A list of species include hog nosed snake (Heterodon platirhinos), two (one albino) corn snakes (Pantherophis guttatus), albino leopard gecko {Eublepharis macularius), two bearded dragons (Pogona vitticeps), two red- eared sliders (Trachemys scripta elegans), eastern (Terrapene Carolina Carolina) and three-toed box turtles {Terrapene Carolina triunguis), bullfrog {Rana catesbeiana), two leopard frogs (Rana sphenocephala), green tree frog {Hyla cinerea), two long-tailed grass lizards (Takydromus sexlineatus), and rough- skinned (Taricha granulosa) and fire-bellied newts (Cynops pyrrhogaster) . An enrichment program was designed based on research concerning the care, behavior, and current living conditions of these species. Some have more enrichment suggestions than others based on their current enclosures and behaviors. Most suggestions are for changes to the enclosure itself. These changes are all suggested to create a more natural environment for the individuals. For all animals it is recommended that they include natural rather than artificial plant life wherever possible. For the snakes and the leopard gecko, it is suggested that there be a reduction of the temperature in the enclosures overnight. Other suggestions are geared toward allowing the various species to engage in natural behaviors. It is suggested that the box turtles be provided with a shallow pool for soaking and a thicker floor covering for burrowing and foraging. For the corn snakes and green tree frog, it is recommended that additional apparatuses for climbing be added. The aquatic red-eared sliders typically bask in the water and occasionally on land. As such, it is suggested that the basking light be moved over the water or an additional one added for this purpose. Some newts in their adult stages will spend time on land; it is suggested a small, moist terrestrial area be added to their enclosures. Finally, like the box turtles, some frogs are known to burrow so a thicker floor covering in the bullfrog and leopard frog enclosure was suggested as well. Additionally, there were some dietary enrichment suggestions made. Leopard geckos have been observed licking at fruit and plant nectar. As this does not supplement their diet, it appears to be done purely for enjoyment. For the leopard gecko, it is suggested an artificial nectar or fruit is provided to her occasionally. The albino male corn snake has been noted to strike very occasionally. This behavior in an otherwise docile snake may indicate insufficient diet; it is recommended in that case to provide a small amount of extra food to him as part of his regular feeding schedule. Red-eared sliders will sometimes in the wild supplement their diet with shell fish such as mussels or pond snails, so it is suggested these be provided occasionally to encourage natural feeding habits. It is recommended the box turtles’ food pellets be hidden throughout the enclosure to encourage foraging behaviors. Finally, according to some studies, handling and human interaction can be an effective form of enrichment for certain animals (Claxton 2011). As such, it is recommended to have a sign-out sheet of each animal that is routinely taken out of its enclosure and handled for educational purposes (Table 2). This will help to ensure that no one animal is handled too much or too little. Assessment of the success of the enrichment will be a key aspect of the project. Research has indicated that the most common and successful way to do so is through observational study. During the implementation of the enrichment program, the researcher will be working independently, as well as with the museum staff, to assess the behavior of the museum animals and their reaction to the enrichment. Depending on the species, certain behaviors will be looked at, such as increased use of the enclosure, as well as object manipulation or interaction. A checklist has been created for each animal enclosure to which enrichment was added. This checklist provides a list of the enrichment items added there, desired behaviors, and a section for write-in observations (Table 3). At the times of observation, the items being used by the animals and the desired behaviors observed will be checked off. An increase in desired behaviors and enrichment interactions will indicate a positive reaction to the enrichment. Any increase in undesirable behaviors or lack of enrichment interaction would indicate a negative reaction. This will allow for adjustments to be made to the plan as needed to ensure its continued effectiveness. AAZK.ORG Vol. 41, No. 1 January, 2014 | 21 Table 1. A list of the species and animal names, their current enclosure conditions, the suggested enrichments per animal/enclosure (both environmental and dietary) Animal Current Enclosure Features Enclosure Enrichment Suggestions Diet Enrichment Hog-nosed snake (Miss Piggy) mulch, shallow water dish, hollow log, small sticks, fake leaves/plants, basking light above, heating pad under mulch natural plant life, reduce temperature at night Corn Snakes (Kernal & Husk)* mulch, shallow water dish, hollow log, small sticks, fake leaves/plants, basking light above, heating pad under mulch branches/tunnels for climbing (incline no higher than 60°), natural plant life, reduce temperature at night Albino Leopard Gecko (Jasmine) 2 logs, fake leaves/plants, carpet flooring, basking light a shelter or retreat, reduce temperature at night sweet nectar as an occasional treat (fruit, sugar cube in water/vitamin oil) Bearded Dragons (Larry & Isabelle) ** floor sand, 2 hollow logs, 2 branches natural plant life (succulents such as Aloe or Agave), small gravel in place of sand Red-eared sliders (Thelma & Louise) *** medium pond, basking light above basking stone additional basking light or moving basking light over the water provide mussels/pond snails occasionally for food Eastern and 3-Toed box turtle (Shelly, Sheldon) ** floor mulch, 2 logs, 2 medium-sized rocks, fake plants/leaves natural plant life, shallow pool, deeper/ more floor cover hide treats with in enclosure Bullfrog & Leopard Frog (Han, Luke & Leia) ** mulch, shallow water dish, hollow log, small sticks, fake leaves/plants, basking light above, heating pad under mulch thicker/more floor cover, running water Green tree frog (Little Green) fake leaves/plants/vine, shallow water dish, floor mulch more/taller standing branches for climbing, natural plants Grass Lizards (Yin & Yang) ** 2 hollow logs, floor moss/mulch, vines, small rocks natural plant life, taller plants or climbing structures, provide basking light in the morning hours Oregon & Rough Skinned Newts (Fig & Isaac) * running water, medium rocks, floor pebbles, fake plants/leaves moist terrestrial area (small) *- housed separately **- housed together ***- housed together plus other animals CONCLUSION As enrichment becomes more prevalent in zoos, aquariums, and similar institutions, it is important to remember that not all enrichment is obvious or entertaining. Animal welfare is always a concern for such institutions and enrichment is a great way of achieving welfare goals. The benefits are many and the risks are few. Although reptiles and amphibians have often been overlooked for enrichment, it is obvious there are several objects and practices that may be easily adopted. While the enrichments suggested are not strongly researched, they provide a starting point upon which the subject may be expanded. It is important that all animals receive the same level of care and consideration to ensure that they live in the best conditions available. Exploring and learning more about the care and enrichment of these species is critical to this goal. LITERATURE CITED Association of Zoos and Aquariums. 1997-2009. Animal Enrichment. Retrieved March 18, 2013, from httD://www. aza.org/education/kidsandfamilies/detail. aspx?id=277 Claxton, A.M. 2011. The potential of the human-animal relationship as an environmental enrichment for the welfare of zoo-housed animals. Applied Animal Behuiour Science, 755(1/2), 1-10. doi;10.1016/j.applanim.2011.03.002 Disney's The Sea's. 2010. Cognitive Research with Dolphins (Tursiops truncatus) at Disney’s The Seas: A Program Current Date Animal Times Handled Husk Kernal Jasmine Larry Isabelle Shelly Sheldon for Enrichment, Science, Education, and Conservation. International Journal of Comparative Psychology, 23(3), 331-343. Elmore, M., Garner, J., Richer!, B., Pajor, E., Johnson, A., Kirkden, R., and E. Patterson-Kane. 2012. Differing results for motivation tests and measures of resource use: The value of environmental enrichment to gestating sows housed in stalls. Applied Animal Behaviour Science, 141(1-2), 9-19. doi:10.1016/j.applanim.2012.07.010 Halliday T. and K. Adler (Eds.). 2002. Reptiles and Amphibians. The Vineyard, Abingdon, Oxfordshire, UK: Andromeda. Oxfordshire Limited. Hofrichter R. (Ed.). 2000. Amphibians: The world of frogs, toads, salamanders, and newts. Buffalo, NY: Firefly Books (US) Inc. Kulpa-Eddy, J.A., Taylor, S., and K.M. Adams. 2005. USDA perspective on environmental enrichment for animals. ILAR J 46:83-94. Mason, G., Clubb, R., Latham, N., and S. Vickery. 2007. Why and how should we use environmental enrichment to tackle stereotypic behaviour?. Applied Animal Behaviour Science, 702(Conservation, Enrichment and Animal Behaviour), 163- 188. doi:10.1016/j.applanim.2006.05.041 Manrod, J., Hartdegen, R., and G. Burghardt. 2008. Rapid solving of a problem apparatus by juvenile black-throated monitor lizards (Varanus albigularis albigularis) . Animal Cognition, 11(2), 267-273. doi:10.1007/sl0071-007-0109-0 Mattison, C. 1992. The Care of Reptiles and Amphibians in Captivity. New York, NY: Sterling Publishing Co. Monika, S.S., Carla, A.L., K.F. Wendy. 2012. Review: Enrichment for captive tigers (Panthera tigris): Current knowledge and future directions. Applied Animal Behaviour Science, 1391-9. doi:10.1016/j.applanim.2012.02.021 Reinhardt, V. and A. Reinhardt. 2000. Blood collection procedure of laboratory primates: A neglected variable in biomedical research. J Appl Anim Welf Sci 3:321-333. Table 2. Sign-out sheet for each animal handled for education purposes. 22 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, Inc, Table 3. A checklist used dyring the obsereational period of the enrieliment program including enrichment added, desired behaviors, and write-in observation areas. ANIMAL ENRICHMENT DIET ENRICHMENT (IF APPLICABLE) DESIRED BEHAVIOR TUESDAY THURSDAY OBSERVATIONS Miss Piggy natural plant life, reduce temperature at night increased enclosure use Kernai branches/tunnels for climbing (incline no higher than 60°), natural plant life, reduce temperature at night increased food amount increased enclosure use, less aggressive Husk branches/tunnels for climbing (incline no higher than 60°), natural plant life, reduce temperature at night increased enclosure use Jasmine a shelter or retreat, reduce temperature at night sweet nectar increased enclosure use Larry natural plant life (succulents such as Aloe or Agave), small gravel in place of sand increased enclosure use isabeiie natural plant life (succulents such as Aloe or Agave), small gravel in place of sand increased enclosure use Theima additional basking light or moving basking light over the water mussels/pond snails lessened escapes Louise additional basking light or moving basking light over the water mussels/pond snails lessened escapes Sheiiy natural plant life, shallow pool, deeper/more floor cover treats increased enclosure use, foraging, soaking Sheidon natural plant life, shallow pool, deeper/more floor cover treats increased enclosure use, foraging, soaking Han thicker/more floor cover, running water burrowing, increased enclosure use Luke thicker/more floor cover, running water burrowing, increased enclosure use Leia thicker/more floor cover, running water burrowing, increased enclosure use Littie Green more/taller standing branches for climbing, natural plants increased climbing on natural substrates Yin natural plant life, taller plants or climbing structures, provide basking light in the morning hours increased enclosure use, reduction in skiddish behavior Yang natural plant life, taller plants or climbing structures, provide basking light in the morning hours increased enclosure use, reduction in skiddish behavior Fig moist terrestrial area (small) use of terrestrial area occasionally isaac moist terrestrial area (small) use of terrestrial area occasionally Shepherdson, D.J. 1998. Tracing the path of environmental enrichment in zoos. In: Shepherdson, D.J., Mellen, J.D., and M. Huchins, eds. Second Nature: Environmental Enrichment for Captive Animals. Washington DC: Smithsonian Institution Press. P. 1-12. Swaisgood, R.R. and D.J. Shepherdson. 2005. Scientific approaches to enrichment and stereotypies in zoo animals: what’s been done and where should we go next? Zoo Biol. 24, 499-518. Therrien, C.L., Manire, C.A., Cunningham- Smith, P.P., and L.L. Gaster. 2007. Experimental evaluation of environmental enrichment of sea turtles [electronic resource]. Zoo Biology, 26(b), 407-416. Young, R.J. 2003. Environmental Enrichment for Captive Animals. Oxford UK: Blackwell Science. EO Editor’s Comments: Thanks to Caitiin for sharing some interesting concepts to apply to environmental enrichment for various reptile and amphibian species. As always, we highly recommend that everyone check with the residing veterinarian or husbandry manager before doing any type enrichment. This is particularly important with ideas that could influence or alter the variables involved with three important factors of herpetology and animal husbandry (temperature, water, & shelter) because of the delicate nature of these species and their specific physiological needs. Reptiles and amphibians represent a challenging group to enrich due to their unique husbandry requirements - which can vary quite drastically between species as well as seasonally for one species. It can also be challenging to fully understand the impact of enrichment on species that are so behaviorally and biologically different from us. Despite these challenges, choice, variability, mental stimulation and opportunities for natural behavior are worthy goals for the reptile and amphibian community. For reptile enrichment enthusiasts we highly recommend the recent article “Environmental enrichment and cognitive complexity in reptiles and amphibians: Concepts, review, and implications for captive populations” by Gordon M. Burghardt, which was published in the journal Applied Animal Behaviour Science [147 (2013) 286-298]. We would love to hear other perspectives on reptile/amphibian enrichment, stories of reptiie/amphibian successes and challenges or other reptile/amphibian enrichment-related comments. Post a comment to the AAZK Facebook page or submit an article to the EO column to julie.hartell.denardo@aazk.org and shane.good@aazk.org. AA7K.ORG Vol. 41, No. 1 January, 2014 | 23 AAZK ITRAINING TALES Where you can share your training experiences! TRAINING TALES EDITORS Jay Pratte, Henry Doorly Zoo Kim Kezer, Zoo New England Beth Stark-Posta, Toledo Zoo Implementing Target Training in a Group of American Alligators {Alligator mississippiensis): Perfecting the Art of Taking Two Steps Forward and One Step Back Emily Mikus, Senior Herpetology Keeper • Jacksonville Zoo and Gardens, Jacksonville, Florida The Jacksonville Zoo and Gardens is home to a group of 1.6 American Alligators {Alligator mississippiensis), which occupy a 4,500 square foot outdoor exhibit in our Wild Florida area. The enclosure’s pool is connected to a natural waterway that runs throughout the zoo, and small flowering aquatic plants known as duckweed cover the entire surface of the waterway. As with all crocodilians housed in groups, dominance hierarchies may form, with aggressive behavior resulting in superficial to severe injuries. In our case, however, injuries are sometimes hard to see due to the presence of duckweed in the exhibit. This obstacle fueled the basis for incorporating a formal training program into the alligators’ husbandry routine. TRAINING AREA, MATERIALS, AND METHODS Our exhibit perimeter is mostly double wooden fencing, with the exception of the main keeper access gate (chain-link) and the fencing, which is shared with our two off-exhibit holding pools (black-coated chain-link fence). Training takes place along the black chain-link fencing, with the keeper on the holding yard- side and the alligators on the exhibit-side. Targets were made using Vi" PVC pipe as the handle and Sintra® PVC board as the target area. A notch was cut into one end of the PVC and the target areas were inserted and adhered with epoxy- resin. The end of each handle was equipped with both female slip and thread PVC pieces, which could then be attached to a longer piece of PVC with a male end, converting a handheld target into a longer pole which could be used on-exhibit for shifting or stationing. Each target is a different shape and color, so each alligator would only be assigned one specific target. Below the target area on the handle is a small hook, which allows the target Figure 1: Exhibit used for training with duckweed to hang on the fence, freeing up the keeper’s hands for other things (feeding tongs, clicker, etc.). This also allows the keeper to work with multiple animals in a training session. Training Training began in the summer and fall of 2012. As alligators were naturally resting along the fence line, I would enter the holding yard and try to entice the alligators closer to the fence to accept a food item (usually Mazuri® Croc Chow) from feeding tongs. Eventually, five out of the six females would approach the fence when their names were called, and I would pair their coming over to the fence with a clicker and a food reward. When the fall and winter season arrived, training became defunct during the fasting season (This will be discussed more in the Challenges section). In the spring of 2013, training started up again and the targets were introduced to the training sessions. As alligators would approach the fence, I would introduce them to their targets. After several times feeding them in front of their targets, I began to move the target along the fence and feed in several different areas, getting them to associate the actual target with the food reward and not the fence line. The next step was to condition each alligator to “target.” The goal of this behavior is to reward the alligators only when they placed their snouts at the target areas after I said the verbal cue “target.” This continues to be the current training goal for the group. SUCCESSES As of summer 2013, three of the five females have successfully performed the goal behavior of touching their target areas with Figure 2: Training Targets 24 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, Inc. Figure 3: Alligator targeting Figure 5: Training multiple alligators their snouts when cued. It is apparent that they have made the clear association with the verbal cue and the proper behavior. The other two females are making great strides towards reaching the end goal, but are sometimes distracted by other alligators, focus too much on the keeper, the feeding tongs, or the food container. Having the alligators train in this area of the exhibit has allowed the keepers to get a much closer view of the entire body of an animal. Once in this area, the alligators can be hosed off with water (which they enjoy) to remove some of the duckweed. This allows the keepers to make a full assessment of body condition, view fresh wounds or keep tabs on healing wounds. Training has also made it possible for us to successfully medicate alligators orally, instead of the more stressful alternative of restraining for an injection. Furthermore, we have successfully shifted an alligator from one holding pool to another using the extension target, as well as from the exhibit into a holding pool; both situations that most likely would have required a capture if training had not been established. Training sessions are always a big draw for the zoo's behind-the- scenes tours and summer camps. This summer we were able to introduce alligator training sessions to some of our campers, who were very surprised that a reptile could be trained! Although probably not as exciting as our gorilla or elephant trainings, I was proud this training was of interest to others, and can hopefully be viewed by more groups in the near future. CHALLENGES Training an animal will always have its challenges, but training a reptile that is housed outdoors year-round brings forth an entirely new meaning to that word! Since food is the end reward for m.ost training, this one included, it puts this training program at a definite disadvantage. Our group of alligators is fasted typically November through March due to cooler temperatures. When the alligators aren’t eating. I’m not training. This basically means the training program must be “re-started” every year, and although the alligators do seem to remember most of the routine after the fasting season is over, it can take weeks or sometimes months to get the goal behaviors back to where they were the previous session. There are additional challenges during the feeding season. Since reptiles take much longer to digest food than mammals, training is limited to only one or two times a week, and sometimes, once every other week. I find when I train more often than this, our alligators are not motivated enough by food to participate in a session. Once or twice a week we have a public feeding where the group of alligators are fed by the keepers while guests observe and ask questions. Because of their quicker satiation, and limited training opportunities there are times when I have noted a regression in a behavior from one training session to the next, even if sessions were only a week apart. In addition, feeding season also overlaps with nesting season, and typically two of the five females who participate in training will nest on-exhibit. A female’s appetite can decrease during nesting, as eggs now take up space in the body which once was available for food. Nesting also causes increased aggression towards both keepers and conspecifics. Therefore, it is no surprise that training with these animals during this time is almost impossible, albeit dangerous. Our current training area is within our holding yards, and training must be modified when we have one animal in holding, or stopped altogether when we have two animals in holding. Conducting a training session on land in a holding yard while an alligator is occupying the pool behind you is not conducive to a safe training session! And again, since injuries that would require an animal to be placed in holding most often occurs during the summer season, training can sometimes be postponed for weeks or even months. Crocodilians are masters of recognizing and following routine, and they also pick up on the slightest nuances that could indicate they are going to be fed. Beginning a training session with one alligator almost always results in all five of the participating alligators walking to the fence line to see what is going on. Although this is great for observing and assessing wounds or body conditions on multiple animals, it can really be a challenge when training. Currently, the alligators’ primary trainer is the only one conducting training sessions. As their primary trainer, I may lose the opportunity to reward an animal by doing the proper behavior if I am focusing on another animal farther along the fence line. Having multiple trainers may be helpful, but it could also be confusing for the alligators if they are hearing multiple commands from multiple people. This challenge is directly correlated with a less than ideal training area. As I have mentioned before, some of the female alligators that participate in training sometimes focus more on the keeper (me) than on the target, and will follow me along the fence line wherever I go. If other alligators are along the fence line, this can cause unwanted aggression if two animals get too close to one another, or may cause stress to more subordinate females who now have a more dominant female directly beside them. Although aggression during training sessions is rare, it has been observed before and can detract from the positive experience you want the animal to have during a session. AAZK.ORG Vol. 41, No. 1 January, 2014 | 25 Figure 6: When training multiple alligators, they sometimes follow the trainer to another animals’ target. FUTURE PLANS AND GOALS One way in which some of the challenges of this training program could be lessened would be to modify the exhibit so that there is a designated training or shift area. This way, training would not have to be postponed when alligators are occupying the holding pools, and would also allow keepers to work with alligators one-on-one. I am certain this would increase the progress of each participating female in their training and to ultimately reaching the end goal behavior. A designated training area could also result in utilizing training for more extensive medical procedures, such as voluntary blood draws or injections without the use of physical restraint. Although five female alligators have directly responded to training, our dominant female and bull have yet to participate in a training session. This could be because they almost never occupy the area of the exhibit in which we have set up for training, affectionately named the “reject wall”, since it is mainly where subordinate members of the group spend most of their time, and probably not by choice. Finding a way to incorporate our two most dominant members of the group into the training program would be ideal. We would have more opportunities to assess their health, and during certain times of the year allow them to focus their energies on other things besides aggression towards subordinates. Conclusion Using operant conditioning in reptiles, especially crocodilians, can have direct improvements on their captive husbandry and overall quality of life. Although I recognize the many challenges this particular training program has, I am proud to have finally had one of my long-time goals with this group of animals come to fruition. I look forward to expanding upon the program I have set in place, and hope it will inspire other herpetology keepers to look past the supposed impossibilities of training and work on making them possible. Photo credits: Emily Mikus, Yaira Osborne, Kellie Glover BHC comments by Kim Kezer: Being familiar with the natural history and physiology of an animal you are working with is essential to the success of any training program. Knowing when there are increased times of aggression and seasonal fasting, as in this case, are helpful in achieving well-planned goals as well as increasing the animal safety. During times of low food-motivation, being creative with secondary reinforcers, like the hose spraying, could be another approach to maintaining your relationship and continuing training without the use of a food reward. With seasonal training programs, making the most of your limited training time should be the priority. The author discusses how training multiple animals is very challenging. Initially, it may be beneficial to start with multiple trainers to begin establishing the targeting behavior. It is not necessary to have one trainer per animal as that is not always possible, but reducing the number of animals per person will be of great benefit. Initially, each trainer can focus on building stronger value in the target through high rates of quality reinforcement while at the target. Gradually increasing the animals’ duration at the target as well as the trainer's distance from the animal are best achieved by one trainer. Once the behavior is established, the primary trainer can gradually increase the number of animals they are working with until eventually multiple animals are remaining at their target simultaneously. Keep in mind, when working multiple animals it is important to reinforce an animal for remaining calm /still and NOT doing anything other than remaining at station while another one is “training”. Additionally, having multiple trainers will help to reduce the negative interactions during a session. When working with a large group of animals, a suggestion to try is to focus on the more dominant animal and reinforce it for allowing you to reward a subordinate animal. Also, rewarding the subordinate animal immediately after the dominant animal will also develop its confidence to remain at station. Thank you Emily for your submission to Training Tales and inspiring others to work through more challenging programs, especially those of the reptilian type. Nice job and we look forward to seeing what you are able to accomplish in the future. We want to hear your Training Tales - the good, the bad and the fabulous! Please submit your “Training Tales” and experiences in operant conditioning to share with Animal Keepers’ Forum readers. This opportunity provides a convenient outlet for you to exhibit your training challenges, methods and milestones with the AAZK member network. Please submit entries based on the following guidelines: Submit a brief description of a training project at your facility. These can be 500 words or less, in text or bullet points - it can be longer (up to 1000 words); however, short and simple descriptions with a few images are Just as perfect. Details should include the following: • Define the training goal (what did you try to do and for what purpose?) • List important steps (How did you do it - include plans that changed along the way/what worked & what didn’t work) • Timeline used (how long did it take) • Tips you learned along the way • include 3-5 digital photos that clearly depict the animal in the learning process or performing the desired goal (provide photo caption and photographer of each image). Photos need to be 300 dpi and at least 1200 x 1800 pixels. Please send entries or questions to: Kim Kezer at kkezer@ zoonewengland.com or Shane Good at shane.good@aazk.org (use Training Tales Submission as the subject). 26 I ANIMAL KEEPERS’ FORUM American Association of Zoo Keepers, inc. ^XceCCence in AnimaC Care Since 19 IS WILDLIFE INDUCTION SERIES • Capture, Transfer, and Anesthetize All In One Unit • Greatly Reduce Patient Stress • Enhanced Safety for Patients and Keepers • Made in the USA Capturing small free range animals for transport and anesthesia can be a difficult event for both keeper and patient. The need to make it an easier, more efficient, less stressful time for both keeper and patient drove the design of Lyon’s new Wildlife Induction Series. Lyon utilizes a powder coated, ungulate friendly color, based on the work of Dr. Jay Neitz. This blends the induction unit into the enclosure, allowing for animal acclimatization prior to an uneventful capture. 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