Introduction

It is likely that humans practiced applied animal behavior long before the development of formal studies of animal behavior. Hunters, herders and other early peoples depended on the careful observation of animal behavior and engaged in a wide range of practices to manage the animals in their care. Chief among these animals were the dogs that played so many different roles in human culture, as illustrated in this text's multiple chapters. In most cases, however, dogs in developed countries are no longer employed in their historic roles. When Americans are asked why they have a dog, a significant number respond that companionship is a primary reason (American Pet Products Association (APPA), 2012). Dogs are extremely popular; one-third of all American households have at least one. The estimated number of American pet dogs totals approximately 78 million (APPA, 2012), and similar rates of dog ownership have been reported elsewhere in the developed world (Dog News, 2011). This companionship between people and their dogs supports a substantial multibillion-dollar industry consisting of food, toys, equipment and pet-related services (Veterinary Practice News, 2010). Despite these investments, and the good intentions of dog owners, many millions of dogs suffer poor welfare, or end up homeless or relinquished to animal shelters each year. Applied animal behavior can play an important role in supporting the human–dog relationship and improving the lives of both pets and the people who own them.

The development of applied animal behavior

In many ways, the formal study of animal behavior can be traced to Charles Darwin and The Expression of the Emotions in Man and Animals (1965 [1872]). He was eventually followed by George Romanes (1970 [1881]) and many others. Important contributions to our understanding of learning in animals came from Ivan Pavlov (1927) and Edward Thorndike (1913). Pavlov's description of classical conditioning and Thorndike's elucidation of the “Law of Effect” and what we now call “instrumental conditioning” provided critical theoretical underpinnings for many of the interventions employed in applied animal behavior (Reid, 1996). John Watson (1959) and B. F. Skinner (1938) greatly expanded our understanding of instrumental conditioning, leading to the development of ever more sophisticated methods for influencing behavior. Much of this research was conducted in laboratories and was restricted to relatively few species, leading to some concern that the broader understanding of the underlying processes might be compromised (Beach, 1950).