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Certified Dog Trainer Exam
Instructions and Guidelines
International Association of Canine Professionals
Education and Certification
P.O. Box 928, Lampasas TX 76550 USA
Phone: (512) 564-1011
Fax: (844) 361-7981
Certification@canineprofessionals.com
Office hours: Monday through Thursday 9:00 am to 4:00 pm CST
This guide contains instructions and information needed to
complete the CDT Exam. Read the entire CDT Exam guide including
Glossary and Attachments prior to actively starting the application
process or the CDT exam.
Version 1.9 (September 7, 2020)_updated 5/1/2021
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CDT Exam Instructions and Guidelines
(version 1.9 September 7, 2020)
Table of Contents
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I. Introduction
Why seek becoming a Certified Dog Trainer with IACP?
Who is eligible to take the CDT Exam?
How do I take the CDT Exam?
How much time will I have to complete the exam?
How do I keep the CDT certification?
What if I am not eligible to take the CDT Exam?
What language is the Certified Dog Trainer Exam?
What accommodations will IACP provide if I have a disability?
What if I have questions about the Certified Dog Trainer Exam?
II. Certified Dog Trainer Exam Application Requirements
Letters of Reference
Employment Resume
Client Contract of Registration Form
III. Certified Dog Trainer Exam Requirements
Case Study Supporting Documentation Criteria
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IV. Case Studies
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Case Study Client Selection Criteria
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Case Study Dog Selection Criteria
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Case Study Dog Training Program Selection Criteria
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Dog Training Program Class Instruction Methods, Locations, and Environment
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Dog Training Program Type of Training
Dog Training Program Hours
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Dog Training Program Length
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V. Case Study Journal Format
A. History
1. General Information
2. Pre-screening
3. Socialization
4. Health
5. Behavior 13
Intake Questionnaire or Pre-screening 11
Photographs 11
Handouts 11
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6. Goals and Objectives 13
7. Dog Training Program 13
B. Lesson Journals 13
1. What is the lesson number for this case study? 13
2. What date was the lesson conducted? 13
3. How much time was the lesson scheduled for? 13
4. What were the planned method(s), location(s), and environments? 13
5. What were the lessons’ goals and objectives? 13
6. Provide a detailed narrative description of the techniques used during the
lesson with the dog and as they apply to the client, if client was present
for the lesson. 14
7. Critique of this Lesson 14
C. Conclusion 15
1. Final Critique 15
2. Certified Dog Trainer Exam Client Feedback Form 15
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VI. Certified Dog Trainer Exam Client Feedback Form Criteria
VII. Final Checklist Prior to Submission
VIII. CDT Exam Submission Criteria
Electronic Submission Criteria
Hard Copy Submission Criteria
IX. CDT Exam Grading and Criteria
X. CDT Exam Disputes
XI. CDT Exam Glossary 22
CDT Exam Attachments
Attachment- 1 CDT Exam Application and Registration Fee 32
Attachment- 2a CDT Exam Case Study Format: A. History 33
2b CDT Exam Case Study Format: B. Lesson Journals 35
2c CDT Exam Case Study Format: C. Final Critique 37
Attachment- 3 Certified Dog Trainer Exam Client Feedback Form 38
Attachment- 4 CDT Exam Other Languages 43
Attachment- 5 Letter of Reference Format 44
Attachment- 6 Employment Resume Format 45
Attachment- 7 Basic Level Professional Dog Trainer 46
Attachment- 8 Dog Training Programs 47
Attachment- 9 CDT Exam Naming Convention 48
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Certified Dog Trainer (CDT) Exam Guide and Instructions
I. Introduction
Welcome to a dog trainer certification that tests actual hands-on skill and uses client feedback.
The IACP recognizes that the evolving nature, multitudes of methods, and variations of dogs and
owners create challenges in establishing criteria to evaluate trainers’ dog training skills. The art
of canine training cannot be synthesized into a rote performance. The IACP CDT exam takes these
factors into consideration. IACP developed a test to accurately assess the skills of the applicant
by using case studies, client feedback, and review by a panel of professional peers.
Why seek becoming a Certified Dog Trainer with IACP?
The IACP, acknowledging the many ways to become an accomplished dog trainer, develops
examinations that all trainers can take and be appropriately recognized at their level of ability. The
IACP also acknowledges all methods of humane training as valid and welcomes various methods to
be used by its members. The intention for developing certifications is to create a valid evaluation
to assess an individual dog trainer’s capability and proficiency. The CDT exam is designed to assess
well-rounded basic Knowledge, Skills and Abilities (KSA) recognizing a dog’s temperament, how to
shape their behavior, and the ability to educate the dogs’ owners.
Applicants passing the CDT Exam receive the title of Certified Dog Trainer, hereinafter referred to as
a "certificant." The certificant may use the initials "IACP CDT" after his or her name. Once a
trainer has passed the CDT Exam, he or she may advance to the Certified Dog Trainer
Advanced (CDTA) and/or the Professional Dog Training Instructor (PDTI) Exam. Please see
the IACP website for more information.
Who is eligible to take the CDT Exam?
IACP Professional Members are eligible to take the CDT exam. Associate Members are eligible
when they have completed a minimum three (3) years of experience as a practicing canine
professional at the time of the CDT Exam Application.
How do I take the CDT Exam?
Eligible IACP members must first be approved to take the CDT exam by submitting the IACP Exam
Application and Registration Fee to IACP. Upon application submission, the IACP member is identified
as an “applicant” seeking certification as a dog trainer. IACP will then review the application and
process the registration fee. Application discrepancies or missing fees will
result in the application’s rejection and will be returned to the applicant.
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Applications that are accepted by IACP will result in a welcome letter via email notifying
the applicant they are officially registered to take the exam. The welcome letter will identify
the CDT Exam’s official start and end dates and link a website page to start the exam.
How much time will I have to complete the CDT Exam?
Applicant will have one year from the CDT Exam's official start date to complete and submit the
CDT Exam to IACP for grading. The exam does not take an entire year to complete. The one-
year time frame provides sufficient time to incorporate the extra time the exam will require into a
work schedule. The one-year time limit will be stated in the IACP welcome letter.
Failure to submit the exam within the specified one-year time limit will require an updated IACP
Exam Application and another registration fee for exam acceptance. Please take note that an
updated application will result in a new one-year time limit. This will affect any case study
materials that exceed the new one-year time limit. Any CDT Exam documents that extend beyond
the updated official on-year time limit will not be accepted.
How do I keep the CDT certification?
The CDT certification title will remain active provided that the certificant:
• Maintains IACP Membership at Associate level or above
• Adheres to the IACP Code of Conduct and Certifcation Code of Ethics
• Is an IACP member in good standing
• Maintains Continuing Education Unit requirements as prescribed by CEU Policy
IACP Certified Dog Trainers who fail to maintain IACP Membership, violate the IACP Code of
Conduct or Certification Code of Ethics, or are not members in good standing are at risk of having
the CDT title withdrawn.
What if I am not eligible to take the CDT Exam?
Associate Members with less than three years of experience are encouraged to use the case
study format as practice for the exam. However, the case studies used for the exam must follow
the time frame given once accepted to take the exam and may not be completed ahead of
being accepted to take the exam. The instructions provided in “How much time will I
have to complete the CDT Exam?” will provide more detailed information.
This guide contains instructions and information needed to complete the CDT Exam. Read the
entire CDT Exam guide including Glossary and Attachments prior to actively starting the exam.
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What Language is the Certified Dog Trainer Exam?
At this time, IACP can only judge the CDT Exam in the English language. Original CDT Exam Letters
of Reference, Employment Resume, Client Contract/Registration Form, Case Studies, and Case Study
documents prepared in languages other than English will require a translated copy into the English
language prior to submitting the CDT Exam for grading. CDT Exam Other Languages (Attachment-
4) is reserved for future listing of other languages the CDT Exam can be completed and judged.
What accommodations will IACP provide if I have a disability?
IACP Education and Certification is committed to making sure that applicants with disabilities can
take tests with the accommodations they need. The CDT Exam allows each applicant to select the
preferred dog training of their choice. The CDT Exam submission criteria requires reading this CDT
Exam Instructions and Guidelines and writing the answers asked on the exam. All reasonable
requests are considered.
What if I have questions about the Certified Dog Trainer Exam?
Please direct any questions about the CDT Exam Instructions and Guidelines to IACP Education and
Certification at certification@canineprofessionals.com.
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II. Certified Dog Trainer Exam Application Requirements
The CDT Application is comprised of four (4) sections:
• CDT Exam Application Form and Registration Fee (Attachment-1)
• Letters of Reference (see Attachment-5)
• Employment Resume (see Attachment-6)
• Client Contract or Registration Form
When submitting these documents electronically, please follow the instructions and illustrations
shown in CDT Exam Naming Conventions (Attachment-9).
Letters of Reference Criteria
Four (4) letters of reference must be submitted from different people other than case study
clients. Letters of references are limited to two (2) pages per letter.
• Two (2) of the four letters must come from other canine professionals such as veterinarians,
dog groomers, fellow dog trainers, rescue or shelter personnel.
• The remaining two (2) letters may come from previous clients (other than case study clients)
or additional canine professionals.
• Letters of reference content must include:
o The author of each letter addressing the letter of reference directly to IACP
Certification.
o The author provides their name, title (if applicable), address, e-mail, and telephone
number in the body of the letter.
o The author explains how they know the applicant, for how long, and include details
about why the person would recommend the applicant as a dog trainer by providing
examples of how they observed the applicant training or rehabilitating dogs.
o The letter must include a hand-written signature authentication unless the author is
sending the recommendation electronically from their originating e-mail address.
Employment Resume Criteria is a written list of the applicant’s work history that must provide a
minimum three (3) years of dog training experience. IACP takes into consideration that the business
model for dog training does not align with the type of work or employment in which a person works
a fixed recurring amount of daily or weekly hours. The inclusion of other work experience history
and training may help IACP identify additional related knowledge and experience that are equally
attributed for a Basic Level Professional Dog Trainer (Attachment-7).
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Work history will include:
• Start & end dates (month and year).
• Identify if the work is Full-time (30 hours or more weekly / 120 hours monthly), Part-time
(15 hours / 60 hours monthly or more), or less than part-time.
• Identify if the work is salary, apprentice, or volunteer, but do not include any actual income
or wages.
• Employer name, address, e-mail, and telephone number.
o Name of owner, supervisor, or human resources with e-mail and telephone number
• If self-employed, provide the name of your business, address, e-mail, and telephone number
o Identify if the business is incorporated with the State, with the county, or the city
where the business is located
• Brief summary of duties that describe the work or tasks performed.
Client Contracts or Registration Form Criteria are any signed documents between the applicant and
client prior to the start of any dog training program.
• One “blank” contract or registration form is required and must include
o The business name(s) applicant is operating as a dog trainer.
o The business website and E-mail (physical address is optional unless already
preprinted on form).
o The form should require the following types of information.
▪ Client Name
▪ Dog’s Name
▪ Dog’s vaccination records
▪ Applicant’s name as the dog trainer
▪ Dog Training Programs Offered
Once you have compiled all the application requirements, complete the online application and
upload all the required documents with your application to the IACP Education and
Certification Committee.
When submitting these documents electronically, please follow the instructions and
illustrations shown in CDT Exam Naming Conventions (Attachment-9).
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III. Certified Dog Trainer Exam Requirements
Completed CDT Exam documents and photographs must be in Word or PDF format. Electronically
submitted documents will require specified naming conventions as instructed within this guide
under the Letters of Reference Criteria, Supplemental Documentation Criteria, and Case Study
Format. When submitting these documents electronically, please follow the instructions and
illustrations shown in CDT Exam Naming Conventions (Attachment-9). The
applicant must submit the CDT Exam with all supporting documents as one completed
package. The CDT Exam must be submitted electronically via email to
certification@canineprofessionals.com.
ALWAYS SAVE A COPY OF YOUR ANSWERS ON YOUR OWN STORAGE DEVICE OR COMPUTER.
IACP is not responsible for lost content.
Applicants unable to submit the CDT Exam documents electronically will require pre-approval
from IACP Education and Certification. Email certification@canineprofessionals.com for
pre-approval. Do not mail the CDT Exam until IACP has approved that the package will be
accepted.
The CDT Exam is comprised of three (3) Case Studies. Each case study is comprised of five (5)
sections:
• Intake Questionnaire
• Photographs
• Handouts
• Case Study Journal
• Certified Dog Trainer Exam Client Feedback Forms
This is an extensive, rigorous exam requiring many components. Please read the following
information carefully. If the instructions are followed and all questions answered succinctly
and in the proper order, then the exam is not cumbersome.
The IACP reserves the right to reject and return CDT Exams that are not written according to
these guidelines. Case Studies that omit sections, or fail to answer all questions in some
manner, even if it is to indicate that the section or question is “not applicable” to your case,
shall be rejected.
IV. Case Studies
Introduction to Case Studies
You may be wondering, “What is a case study?” Case studies are popular learning tools in the
social sciences, medical, and educational fields. A case study is a factual narrative that requires
writing to describe what happened.
In its simplest form, a case study’s story consists of a “Problem > Solution > Results.""
The IACP case study format affords the applicant the opportunity to showcase their Knowledge,
Skills, and Abilities (KSA) in the dog training industry. The case study requires you to explain how
you changed a dog’s current set of behavior(s) to a different set of behavior(s) as a direct result of
your training program. The case study requires the applicant to demonstrate the KSA’s by answering
questions in a methodical order. The responses will provide IACP Certification Evaluators with an
in-depth insight into the applicant’s competency of:
• Knowledge on how to recognize canine temperament and behavioral issues.
• Assessing the client’s wishes and dog’s needs in the selection of the appropriate canine
training program.
• Skills in dog training technique and methods used during the training program
• Ability in teaching and educating clients.
Most dog training usually happens in the field, not in research or teaching facilities. Case studies
allow dog trainers to explain and analyze their real-life training cases in detail to show skill,
progression, flexibility, and successful communication with a dog and the human client.
Case Study Client Selection Criteria
• Three clients are required; one client for each case study.
• A client is the dog’s legal owner(s) who requested dog training services.
• Only one main client is allowed per case study, however the entire household’s
inhabitants will be included in the case study if they actively interact with the dog in real life
or are participating in the dog’s training or homework.
• Applicant must work directly with the clients.
• Clients may not be the applicant’s relatives, close friends, employees, or employers.
Case Study Dog Selection Criteria
• Three dogs are required; one dog for each case study.
• Only one dog per client or household may be used for the case study.
• Applicant must work directly with the case study dog.
• Each dog selected for a case study must be of different ages, temperaments and
represent different challenges from each other.
• The applicant cannot use a personally owned dog, a demo dog, a dog sold to the client
a current or previously fostered dog, or a dog that the applicant has previously trained
in another dog training program.
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Case Study Dog Training Program Selection Criteria
• Dog Training Program Instruction Method(s), Location(s) and Environment(s)
Method(s) may be private lessons, group classes, overnight boarding, or other type of
method with a description. Dog training programs may be a combination of methods.
Location(s) may be any physical location where training will be conducted. Do not
provide the actual street address of the location, but rather the type of location such
as the client’s home, your training facility, an open field, a place of business,
etc. Dog training programs may be a combination of locations.
Environment(s) may be chosen to address training needs such as indoor, outdoor,
public areas, kennel environment; or any environment that includes distractions such
as other people, dogs, sounds, etc. Dog training programs may be a combination of
more than one environment or distraction.
• Dog Training Program Type of Training will be at a minimum, a basic training course
that addresses basic obedience, behavioral issues, or utility activities such as sports or
games used to help the dog socialize, build confidence or as an energy outlet. See Dog
Training Programs (Attachment-8). The Certified Dog Trainer Exam Client Feedback
Form provides examples of eligible skills or behaviors to teach or improve upon during a
case study. Dog training programs selected for case studies may be one type of formal
training such as basic obedience or may be a customized combination of several types of
training programs that include some basic obedience, specific behavior modification,
and/or utility activities.
• Dog Training Program Length requires a minimum of three (3) lessons given on three (3)
different days. Identify if the frequency is daily (back to back training), weekly, bi-
weekly, or other frequency with a description. Multiple mini lessons provided
throughout the same training day, such as during an overnight board and train program,
will count as one lesson. The training program must be long enough to show
progression and improvement from
the training program. The maximum number of
lessons allowed for a case study is six (6) lessons. A case study does not have to be a
lengthy program.
If you have questions if your case study will qualify, please contact:
certification@canineprofessionals.com
• Dog Training Program Hours require a minimum of hands on training of four (4) hours. The
distribution of those hours is at the applicant’s discretion as warranted by the training
program. The maximum number of hours allowed is eight (8) hours for the entire program.
• Intake Questionnaires or Pre-Screening Applications contain the client and client’s dog
information and are completed prior to the start of any dog training program. Please
refer to CDT Exam Glossary for Case Study Purposes under Pre-screening prior to
selecting the method of pre-screening for each case study.
o Questionnaires used for case studies must have been filled out by the client,
the applicant (as a dog trainer), or authorized staff if the applicant has administrative
staff or works for another dog trainer, a rescue or shelter organization, or franchise
business. The questionnaire may be a preprinted form, e-mail, or handwritten notes.
o One intake questionnaire is required per case study. It is highly recommended that
the pre-screening include the:
▪ Client Name.
▪ Dog’s name, age, and whether the dog is intact or has been spayed or
neutered.
▪ Dog’s health information that includes vaccination records, diagnosed
illnesses, medications taken or any physical limitations that may affect a dog
training program.
▪ Dog’s social environment.
▪ Dog’s behavioral issues or type of training client is seeking for their dog.
• Photographs
o One (1) cover photograph for each case study dog (see Case Study Dog Selection).
o One (1) to three (3) additional photographs of training tools, equipment, or
motivators the applicant used during the training program. Photos will demonstrate
how the applicant fitted and placed the training tools, in the manner that was
demonstrated on the dog and instructed to the client.
• Handouts are documents the applicant provided to clients as teaching tools, homework
assignments, and educational literature directly associated with the case study’s dog training
program. Please refer to the CDT Exam Glossary for Case Study Purposes, B. Lesson
Journals, Critique of Lesson under Homework prior to selecting type of handouts for each
case study.
o Teaching tools are illustrations that show or explain proper technique.
o Homework assignments instruct the client on how to reinforce the dog’s new skills
or behavior in preparation to the next lesson.
o Educational literature must be relevant to the dog training program and provides the
client with an in-depth explanation of material that could not be covered during the
training lesson, summary of the lesson, or in preparation for the next lesson.
Case Study Supporting Documentation Criteria
The supporting documents will include Intake Questionnaires, Photographs, and Handouts.
Actual documents used before and during case studies must be included in the exam as evidence
to support the applicant’s use of the documents.
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V. Case Study Journals Format
The case study format used for each client is divided into three main sections. Each section has corresponding
questions or instructions listed in methodical order. Each section and corresponding question have a detailed
explanation as to what contents each answer must provide for grading purposes. These explanations are
found in the CDT Exam Glossary for Case Study Purposes section of this guide. When prompted by the
icon, refer to the Glossary Index in this guide. The Glossary contains the IACP definitions for case study
purposes with great detail to ensure you are provided with sufficient information and examples in order to
answer each question correctly. Please refer to the glossary frequently throughout the case study exam as
they also serve to help you focus on providing the best possible responses.
The intent of the case study format is to document actual live dog training programs in the present tense as
it is occurring while using this format. Attempting to backtrack from previous dog training programs
compromises the “live” case study fact finding process resulting in inaccurate descriptions for grading
purposes.
A. History
1. General Information a. Dog’s Name:
b. Client’s Name:
c. Dog’s Breed:
d. Dog’s Age:
e. Dog’ Sex and if intact:
2. Pre-screening Identify the type of pre-screening conducted.
3. Socialization a. How did the client acquire the dog and how long ago?
b. What training has the client previously done with the dog directly or
with another trainer?
c. What other household members (persons or animals) live with the dog?
4. Health
a. Does the client have up-to-date vaccination records?
b. Did the client disclose any medications, illnesses, or physical limitations
that could affect the dog’s participation in the dog training program? If
so, describe what they were and how it will affect the training program.
c. Did your observations of the dog’s health conform with the owner’s? If
not, explain what you saw and what recommendations you made
to the client.
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VI. CDT Exam Client Feedback Form Criteria
At the conclusion of the case study dog training program, the client will be required to submit an
IACP Certified Dog Trainer Exam Client Feedback Form on your behalf. Each case study client must
submit one form resulting in a total of three individual CDT Exam Client Feedback Forms. The
document must be written in the English language or accompanied with an English translation.
Encourage the client to fill out this form in a timely manner. The client may submit the form prior
to the applicant’s CDT Exam submission, but not before the IACP has approved the CDT Exam
Application registration and exam fee.
• The forms are to be filled out by the clients on their own.
o Online via the IACP website
▪ Download a copy of the CDT Client Exam Feedback Form in PDF version to the
client’s personal computer and follow the document instructions.
o In the event the client does not have a computer or e-mail address, provide the client
with a copy of the CDT Exam Client Feedback Form from this guide and instruct them
to follow the documents directions.
▪ The client is only allowed to advise you when they have submitted the
document to IACP.
• The applicant is strictly prohibited from:
o Assisting, coaching, or filling out any portion of the form on the client’s behalf.
o Seeing the form or hearing from the client the contents of what the client wrote.
o Requesting any copies of the form or the contents that the client wrote.
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VII. Final Checklist Prior to Submission
This is an extensive, rigorous exam requiring many components. Instructions at the beginning of
this guide emphasized that the applicant read the information carefully.
IACP advised at the beginning of this guide that all documents must be in the English language.
Please ensure that original documents written in other languages be accompanied with an English
translation upon submission.
The IACP reserves the right to reject and return CDT Exams that were not written in accordance to
the guidelines. Case Studies with omitted sections, or questions that were not answered in some
manner, even if it is to indicate that the section or question was “not applicable” to your case, will
be rejected. Please ensure that electronically submitted documents have the naming
conventions that were specified within this guide.
For each case study
• Case Study Format (answers and detailed descriptions, no page limit)
• Intake Questionnaire (limit 5 pages per case study)
• Photographs (limit 4 pictures per case study)
• Handouts (limit total of 15 pages per case study)
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VIII. CDT Exam Submission Criteria
Electronic Submission Criteria: Completed CDT Exam documents must be in Word or PDF
format. When submitting these documents electronically, please follow the instructions
and illustrations shown in CDT Exam Naming Conventions (Attachment-9).
Electronic CDT Exam submission will be e-mailed to: certification@canineprofessionals.com
Hard Copy Submission Criteria: In the event the applicant can establish that they do not have
computer or internet access, CDT Exams may be submitted via mail correspondence on a case-
by-case basis upon pre-approval from IACP. Do not send the CDT Exam until IACP has approved
the exam for acceptance. Please email certification@canineprofessionals.com and state why
you require an exception to the electronic submission policy.
IX. CDT Exam Grading Criteria
Exams submitted to the IACP Education and Certification Committee (ECC) will be reviewed to ensure
that all components of the exam meet the IACP CDT Exam criteria as specified in this guide and welcome
letter. Exams that have met all IACP requirements will proceed to the process of anonymity. The
applicant's and evaluators' names and any other form of Personal Identifiable Information
(Pll) on the exam and score sheet will remain anonymous from each other to ensure grading is based on
exam content only.
Exams will then be deployed for grading purposes to three (3) IACP Evaluators. During the grading
process, applicants will be known as "test-taker" and evaluators will be known as "raters". Evaluators are
not informed as to which other IACP Evaluators have been assigned to the applicant's exam. Evaluators
are given 30 business days to review the CDT Exam, provide the grade, and include notes or comments
related to the grade.
The collective scores from each IACP Evaluator will be averaged to a final score. A passing score is 100
to 80, a failing score is 79 or below.
Exams are evaluated on the objectivity criteria established in a grading rubric or scoring guide. The rubric
is designed to delineate evaluation criteria used by IACP Evaluators for grading. As a rule, each CDT Exam
answer provided by the applicant will be graded using a three-step process.
• The first step is to ensure that each question has an answer. Leaving a blank space due to
oversight or not providing an explanation as to why that question did not apply to the case
study is an automatic “0” points. Thus, leaving a blank space is self-defeating.
• The second step is to evaluate if the answers provided answered each element that was
identified in the CDT Exam Instruction and Guidelines. If the instructions required a narrative
explanation, then entering N/A (not applicable) will cost some points as the reason why
something was not applicable was not provided.
• The third step is determined by the rubric as a preset measurement of the stated objectives
provided in each response. Each answer will be given a point value according to the criteria in
the rubric.
The Case Study process hopes to foster the continued development of each dog trainer criteria of what
helps define a well-rounded trainer such as:
• What you learn from each case study and incorporate into future cases.
• Setting reasonable long-term and short-term goals and objectives.
• Structured progression of each lesson successfully incorporating the appropriate
methodology, techniques, tools, and equipment.
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• Instructing diverse owners, employing unique motivational efforts through explanation,
handouts, and homework assignments.
• Self-critique of progress and flexibility to adapt as needed, including reaching out to another
professional if faced with a unique situation that is beyond your expertise or experience.
The applicant will be informed in writing of the final grade. Written notification of a Pass or Fail
grade will include copies of each IACP Evaluator's grade and comments that contain
constructive feedback on areas of strengths and weaknesses. All original material submitted to
IACP becomes the property of IACP and will be safeguarded in accordance to the IACP Exam
Administration Policy.
What if I fail the CDT Exam?
Applicants who do not receive a passing score on the CDT Exam are encouraged to re-apply to take
the exam again within six (6) months from the date of the CDT Exam final score notification.
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IX. CDT Exam Disputes
Any person who feels the need to dispute any parts of this policy or final grade are encouraged
to initiate a formal dispute in accordance to the IACP Education and Certification Dispute Policy.
The Dispute Policy is posted on the IACP website or contact
certification@canineprofessionals.com to request an electronic copy of the policy.
22
X. CDT Exam Glossary for Case Study Purposes
The glossary in this section is organized in the same order as the Case Study Format for ease of
reference. The details in the glossary are elaborate to ensure that the applicant understands the
content of material needed. This glossary does not infer that each question must be elaborate. The
case study reflects the applicant’s story and should contain elaborate information only where it is
relevant in the case study. One case study might need more elaboration in the health area; for
example; if training a dog that is deaf, blind, or has a debilitating illness. Another case
study might need more elaboration on behavioral issues due to aggression, fears, or phobias.
History: This part of the case study establishes the client’s problem and the applicant’s
recommendation as a professional dog trainer. Before initiating any training program for each
case study, the applicant administers a pre-screening (in-depth case history that collects
background information) with the client. Pre-screening may average 10 to 25 minutes to
complete. History intake information helps to identify any red flags that may be an existing factor
in the dog’s behavior or if the client is a contributing factor to the dog’s behavior. The more
information the trainer can acquire from the client, the better the diagnosis will be. This vital
information provides insight to what difficulties the traineri is awaresof during the training
program. Failing to adequately establish case study history before the start of the training
program may result in unforeseen consequences such as establishing the incorrect length
of training program, or unrealistic goals and objectives.
• General Information: This section introduces the client and dog, with limited
identifiable information such as the dog’s name, age, breed (if known or mix type), altered,
how long has the dog been with the client, and where did the dog come from (how acquired).
• Pre-Screening: This section establishes what method of pre-screening the trainer
conducted prior to the start of the lesson program, not the actual information acquired.
Good business practices emphasize that live conversations are most effective for
information gathering as it allows each person to influence the amount of information being
exchanged. If more than one type of pre-screening was conducted, identify the one that
provided you with the most detailed information.
o Face to Face: In-depth questionnaire between the dog trainer and the client and the
clients dog (if available). This type of pre-screening provides the applicant the benefit
of firsthand observation and body language.
o Over the Phone: In-depth conversation between the dog trainer and client. The lack
of in-person communication can be partially compensated with voice, tone and
asking thorough and follow up questions during the conversation.
23
o E-mail or Texting: Questions and Answers (Q&A’s) between the dog trainer and
client. E-mail and texting are not as spontaneous as a live conversation. However,
they still allow each person to influence information exchange by allowing more time
for thought and reflection before responding.
o Class Registration: A form for a pre-selected training program (goals and objectives
are already established) and asks only for the client’s general information and does
not provide a comprehensive pre-screening.
o One Way Client Filled On-line Application: This is the least effective method,
regardless of how many pre-selected questions are on the application. Pre-selected
questions might not sufficiently address the client needs, may be too technical for
the client to understand, and allows for minimal information given by the client which
may result in misreading the difficulty of the case or length of time needed to train
the dog.
• Socialization (developmental history): This section establishes the client’s history as it
relates to the dog’s current environment. The American Veterinary Medical Association
(AVMA) states that “socialization is the process of preparing a dog to enjoy interactions and
be comfortable with other animals, people, places and activities." Part of the dog’s current
behavior is a direct result of the client’s leadership role. The dog’s behavior is reinforced by
other persons (or animals) who share the household, their ages, their interactions with the
dog and most importantly, how the dog responds to each. The client’s choices during the
socialization period includes informal dog training (conducted by owners) and formal dog
training (conducted by other dog professionals). The client’s history with the dog and
current habits gives the trainer a reliable first impression of the owner’s abilities and
aptitudes of how much they understand the dog’s behavior.
If the first interaction with the client and dog occurs on the first lesson, then ensure that
any observation of Socialization or lack thereof, is described in B. Lesson Journals #7.
Critique of this lesson
• Health (medical history): This section establishes client disclosure of the dog’s current
state of health and the trainer’s observations to that effect. It is the trainer’s
responsibility to ensure that the dog being considered for their training program is
healthy enough to participate. A dog’s health is affected by their weight, quality and
amount of food or treats ingested, veterinary diagnosis of illnesses or physical
conditions, veterinary vaccination records, prescribed medicines, or over-the-counter
supplements. Some medical issues may contribute to dog behavior; for
example, housebreaking issues may be due to a urinary tract infection or other kidney
diseases. An older dog’s aggression may be due to loss of sight, smell, or hearing. Many
times, owners do not fully investigate health contributors to behavior.
24
Trainers must recommend medical tests or veterinary visits to ascertain if there are medical
causes for undesired behavior.
If the first interaction with the client and dog occurs on the first lesson, then ensure that
Health is described in B. Lesson Journals #7. Critique of this lesson
• Behavior: This section establishes the client’s disclosure of what good(desired) and bad
(undesired) behaviors they recognize in the dog and the trainer’s first observations to that
effect. The applicant is observing the dog through the eyes of a professional dog trainer and
at the same time, assessing if the client’s perception of the dog’s behaviors is accurate. An
experienced trainer considers the client’s attitude and emotions towards the dog’s
behaviors, especially those behaviors that are unhealthy or potentially dangerous for both
dogs and humans.
If the first interaction with the client and dog occurs on the first lesson, then ensure that
Behavior is described in B. Lesson Journals #7. Critique of this lesson.
• Goals and Objectives: The trainer should be able to clearly understand the client’s
expectations and provide confirmation as to whether those goals and objectives are realistic.
o The goals in this section identify what new behavior(s) or skill(s) the client wants the
dog to learn, upon hiring the applicant, as the dog trainer, to train their dog. For
example: The undesired behavior of jumping might request that the goal will be to
teach the dog “not to jump on people."
o It is the trainer’s responsibility, not the client’s, to establish realistic goals based on
the training program’s time allocated. Professional business practices ensure that
the client has a clear understanding of what to expect for customer satisfaction, as
this will be the case when the client submits the Client Form.
o The objectives in this section identify how much of an improvement the client
desires (expectations). For example: To what extent will the “dog not jump on
people?" Is it with leash control, with verbal command only, at a solid heel next to
owner, one place command, or keep dog in another room, etc.? This information is
critical in establishing what the goals, target behavior, or skill really look like in both
the eyes of the trainer and client. It is this detailed information that guides the
dog’s progression in each lessons goals & objectives.
o It is the trainer’s responsibility, not the client, in establishing “when a goal has been
achieved” by an observable (visual) measurable performance. Professional business
practices ensure that the client has a clear understanding of “what” to expect for
customer satisfaction, as this will be the case when the client submits the Client
Form.
25
• Dog Training Program: The applicant, as a professional dog trainer, is recommending their
training program as the solution to the client’s situation or problem. This section provides a
brief organized outline of what the training program will be, and in part, the trainer’s lesson
plan. A lesson plan shows that the trainer has carefully planned what will be taught. The
outline also serves as a road map by providing the client with a clear understanding of the
process and to elicit the client’s readiness for each lesson.
The training program must be long enough to show progression and improvement from the
training program. A case study does not have to be a lengthy program. The below
descriptions for methods, locations, type, and hours are from the Case Study Dog Training
Program Selection Criteria of this guide.
o Methods: Methods will be identified as private lessons, group classes, overnight
boarding, or other type of method with a description. Dog training programs may be
a combination of methods.
o Locations and Environments: The locations will identify the physical location of
where the training will be conducted. Do not provide the actual street address of the
location, but rather the type of location such as the client’s home, your training
facility, an open field, a place of business, etc. The environments selected will
address factors such as indoor, outdoor, public areas, kennel environment or other
distractions such as other people, dogs, sounds, etc. Dog training programs may be
a combination of more than one environment or distractions.
o Type of Training: The type of dog training at a minimum will be a basic training
course that address basic obedience, behavioral issues, or utility activities such as
sports or games used to help the dog socialize, build confidence or as an energy
outlet. Dog training programs may be single purpose type such as Puppy STAR
Training Program or mixed type that might address more than one type of
training program.
o Hours: Dog training program hours will require a minimum of four (4) hours of
hands on training. The distribution of those hours is at the applicant’s discretion as
warranted by the training program. The maximum number of hours allowed for a
case study is eight (8) hours.
o Length: The dog training program length will require a minimum of three (3)
lessons given on three different days and identify if the frequency is daily (back to
back training), weekly, bi-weekly, or other frequency with a description. Multiple
mini lessons provided throughout the same training day, such as an overnight board
and train, will count as one lesson. The maximum length allowed for a case study is
six (6) lessons.
26
Lesson Journals: This part of the case study provides descriptive details of the how the applicant,
as a professional dog trainer, implemented the training program, and the students’ (client and dog)
progression on a lesson-by-lesson basis. The term learning progression, for the case study, refers
to the purposeful sequencing of what you taught for each lesson, including a detailed description
of what the students should know, and what the students should be able to do at a specific stage
of the training program.
• Lesson number: The lesson number identifies the numerical sequence of each lessons
provided during the training program. The first lesson is #1, the second lesson is #2, etc.
• Lesson time: Identifies how much actual hands-on training was conducted with the client
and dog. Private lessons afford the most hands-on training time with client and dog. Group
classes divide the trainer’s attention amongst other clients requiring observation of multiple
clients with their dogs, and Board and Train incorporate multiple mini lessons conducted
through the day. Other dog training programs may have varied hands-on training times as
well. Do not include travel time, waiting time, time that was dedicated to setting up or taking
down the training scenario, breaks and down time where no hands-on training was being
conducted or where trainer diverted attention to another client other than the case study
client’s dog during the lesson.
• Lesson Instruction Method (refer to Training Program Instruction Method): Identify all
training methods used during this lesson. Methods will be identified as private lessons,
group classes, overnight boarding, or other type of method with a description. More than
one type of instruction method can be used during a lesson.
• Lesson Instruction Location and Environment (refer to Training Program Instruction
Location and Environment): Identify all training locations with a brief description used
during this lesson. The locations will identify the physical location of where the training will
be conducted. Do not provide the actual street address of the location, but rather the type
of location such as the client’s home, your training facility, an open field, a place of business,
etc. The environments selected will address factors such as indoor, outdoor, public areas,
kennel environment or other distractors such as other people, dogs, sounds, etc. Dog
training programs may be a combination of more than one environment or distractor.
• Lesson Goals and Objectives: Each lesson is a short-term goal and objective that are the
building blocks of reaching the overall goals and objectives that were identified in A. History.
o Lesson goals address (1) behavior, skill or commands the trainer plans on teaching,
(2) why these are important at this stage of the training program, (3) what techniques
(such as calming exercises, desensitization, trust building, socialization, confidence
building, games, etc.) will be applied by the applicant as the professional dog trainer,
and (4) how these techniques will be used as a means of reaching the objectives.
27
o Lesson Objectives identify what measurable visible or observable cue, performance,
or behavior is to be achieved to determine if this lesson’s goals were met (how will
you know they have understood correctly?).
• Detailed Narrative Description of techniques used during the lesson: This section serves to
provide descriptive details of what happened during the lesson with the dog and as they
applied to the client, if client was present for the lesson.
o Techniques: For case study purpose, the term “technique” is used to describe the
skillful or efficient way that the trainer instructed the lesson and how it was achieved
by:
▪ How did you, the applicant, explain the lesson plan to the client?
▪ How did you, the applicant, introduce tools, equipment or motivators to the
dog and what explanation was given to the client of the process and purpose
of those items?
• Tools: Items that touch a human or dog may include, but are not
limited to leashes, collars, clicker, whistle, muzzle, pointer, harness,
remote control, treat pouches, brushes, etc.
• Equipment: Items that are props or physical barriers that include but
are not limited to crates, cots, boxes, recordings of thunderstorms,
folding gates, obstacle course, etc. Identify if the equipment existed at
the location, was brought by you, or brought by the client.
• Motivators: Items or sounds used to get the dog’s attention away
from other distractors that may include but are not limited to treats,
toys, or verbal praise.
• Distractions: Something that takes the dog’s attention away from the
client or trainer used deliberately to shape a specific behavior or skill.
For case study purposes, distractions are those things that the dog
responds to in a negative or undesired manner such as other
people, dogs, bicycles, fire-engines, wheelchairs, umbrellas, or
something unintentionally present in the training location.
▪ How did the dog respond to the technique when introduced to the dog and
then demonstrated by the client?
▪ Were there any difficulties encountered? if so, what adjustments were made
and what were the results?
         

       
 
          

    

Recommendations on How to Write a De tailed Narrative Description:
  
     
         
   
            
           
     
 
             
  
  
             
          
 
 

  

 
 

           
   

         
 
28
29
▪ Use sentences that are factual of what you observed (objective) not what you
thought or assumed (subjective). Observing a dog or person's state of
emotion such as frustration is considered a factual observation.
▪ When describing a behavior or emotion, remember to include the visible cues
that describe what that behavior or emotion looked like (facial features, body
posturing, verbal expression, etc.)
▪ Include direct quotes from clients if relevant to the lesson and the trainer’s
response, such as a yes or no answer, or the full explanation given.
▪ Do not include anything that was not said, heard or seen. The “Critique of
Lesson” and “Final Critique” is where the writer is free to express their critical
thinking, analysis, reflection, opinions, recommendations, prognosis, etc.
▪ Include accurate descriptions of everyone’s role if the interaction was
relevant to the case study dog.
▪ If necessary, provide pictures or illustrations in support of descriptions
provided. Do not provide picture or illustrations in lieu of description.
• Critique of the Lesson. This section serves to showcase the trainer’s critical thinking as they
reflect and analyze the events of this lesson and if the client and dog are at the expected
level of proficiency. It takes into consideration the client’s role in the training program,
makes the distinction between error or insightful information, how to incorporate
adjustments into the training program, or reach out to another canine professional if
needed.
o Homework: In part, the homework assignments are a transfer of responsibility onto
the client to help the dog succeed. (refer to CDT Exam Requirements, Case Study
Supporting Documentation, Handouts). Handouts are documents that the applicant
has provided to clients as teaching tools, homework assignments, and/or educational
literature directly associated with the case study’s dog training program.
▪ Homework should be structured to assist the client by:
• Reinforce the dog’s new behavior or skill
• Challenge the owner to be proficient by the next lesson
• Prepare the owner for the next lesson for a new behavior or skills
(optional)
§ Include who, what, when, where, why and how..
30
• Reading material, that may include video links, supports why the
homework is critical to the dog’s success.
• Handouts should not contain excessive information or exercises that
were NOT taught in this lesson are NOT being taught in the Training
Program.
▪ Previously assigned homework should be reviewed at the beginning of each
new lesson. The client should be able to demonstrate the required
proficiency from the trainer’s perspective of where the dog and/or client
should be at this point of the training program.
• If the client fails to demonstrate the required proficiency from a
trainer’s perspective, what did you do to help motivate them?
• Motivate Owner. The applicant, as a dog trainer, needs the client's
active participation to reinforce the dog’s newly learned behavior
or skills. It is common for clients to feel equally overwhelmed as
they learn a new skill and behavior themselves. For case study
purposes, the definition for motivating owners are the
motivational techniques that the applicant uses in an effort to animate
the client to be more positive and compliant during the lesson or with
the homework assignments. Simply insisting that the client “practice
what was learned” leaves much to the imagination.
• If the dog is in a Board & Train type of training program, then do not
identify that homework was provided to the client during the training
program. The applicant, as a dog trainer, will not be able to
evaluate if the client is following homework instructions. Handouts
for maintenance will be identified as Follow-up recommendations in
Final Critique as it will be the client’s sole responsibility to incorporate
any recommendations after the training program is completed.
Conclusion: This section serves to establish the final impressions of the ENTIRE training program
from both the applicant’s and client’s perspectives of how successful the training program was.
• Final Critique: This section serves to provide the applicant an opportunity to honestly reflect
on and evaluate their performance. By the end of the training program, the applicant will
have a better understanding of the client’s strengths and weaknesses in relation to having
trained the dog. The applicant now knows the dog’s true temperament and willingness to
comply with training. The questions in this section serve to motivate the applicant to use
their critical thinking in establishing what lessons they learned from this training program
31
and how the newfound knowledge and experience will help them as a dog trainer in future
training programs with other clients and their dogs.
Follow-up. For case study purposes, follow-up does NOT mean that the trainer told the
client that they are always available for additional help or to generically offer additional
training. There are two interpretations that the applicant may choose to apply as follow-
up activity.
o Definition #1: Maintain contact with a person to monitor the effects of earlier
activities or treatment (such as a doctor follows up with a patient after a treatment).
The applicant may choose to follow-up by calling or meeting with the client after the
training program has been completed. The dates of the follow-up should be
included in your answer and what the client told you.
o Definition #2: Trainer provides recommended follow-up activities that foster the
client’s ability to apply what they have learned and foster maintenance and
reinforcement of the dog’s new behaviors or skills that were learned during
this training program.
▪ Requesting additional training programs should specifically address the
client’s or dog’s current aptitudes or weaknesses and how the new training
program will help address them.
• Client Form: This section is reserved for the clients of each case study. As per the CDT Exam
Client Feedback Form Criteria, the applicant does not participate in, nor assist the client
with this documentation. The purpose of this section is not just to rate the applicant as a
dog trainer, but also allows the client to reflect what newfound knowledge and experience
they learned as a direct result of the dog training program.
32
IACP Certified Dog Trainer (CDT) Exam v-1.9
Exam Application Form and Registration Fee
To be completed and submitted via IACP
website
Applicant Name:
IACP Membership number, if applicable:
Address:
E-mail Address: Telephone:
I hereby submit this CDT Exam Application Form and Registration Fee for IACP review and approval. I
understand that should this application be approved, the registration fees are non-refundable. I
understand that should this application be rejected, the registration fee will be fully refunded within
30 business days from formal notification.
As per CDT Exam Instructions and Guidelines v 1.9, the following documents are enclosed.
[ ] Four (4) Letters of Reference (may be emailed directly from referring party or attached)
[ ] Employment Resume
[ ] Blank Client Contract or Registration Forms
[ ] I affirm I have paid the IACP CDT Exam Registration Fee of $100.00 (US)
Printed Name and Signature
Date signed
(version 9/7/2020)_updated 9/25/2020
Attachment-1
33
IACP Certified Dog Trainer (CDT) Exam 1.9
Case Study Exam Format
A. History
(Complete this section before the first dog training lesson is provided to the client’s dog. Do not leave any questions blank.)
1. General Information
a. Dog’s Name
b. Client’s Name
c. Dog’s Breed:
d. Dog’s Age
e. Dog’s Sex and if intact
2. Pre-screening, identify the type of pre-screening conducted.
3. Socialization
a. How did the client acquire the dog and how long ago?
b. What training has the client previously done with the dog directly or with another
trainer?
c. What other household members (persons or animals) live with the dog?
4. Health
a. Does the client have up-to-date vaccination records?
b. Did the client disclose any medications, illnesses, or physical limitations that could
affect the dog’s participation in the dog training program?
If so, describe what they were and how it will affect the training program.
c. Did your observations of the dog’s health conform with the owner’s?
If not, explain what you saw and what recommendations you made to the client.
5. Behavior
a. What did the client describe as acceptable behaviors, problem behaviors, and new
behaviors, or skills they wanted their dog to learn?
b. Did your observation of the dog’s behavior conform with the owner’s?
If not, explain what you saw and what recommendations you made to the client.
(version 9/7/2020) Attachment-2a (page 1 of 2)
34
6. Goals and Objectives
a. What goals (behaviors or skills) do the clients want their dog to learn or achieve during
the dog training program?
b. What objectives (expected level of success) did the clients state they hope to achieve by
the end of the dog training program.
c. Based on your experience as a dog trainer, were the client’s goals and objectives
reasonable?
If not, explain why not and what recommendations you made to the client.
d. What goals and objectives did you and the client agree upon for the training program
based on the amount of time the client has allocated for you to provide training?
7. Dog Training Program
a. What type of class instruction method(s), location(s), and environment(s) do you plan on
using to train the dog and instruct the client?
b. Based on the goals and objectives selected, what type(s) of training will be incorporated
into the training program?
c. How many hours of hands on training will be provided?
d. How many lessons will be conducted?
(version 9/7/2020) Attachment-2a (page 2 of 2)
35
IACP Certified Dog Trainer (CDT) Exam 1.9
Case Study Exam Format
B. Lesson Journals
(Repeat Section B for every lesson conducted in each case study. Do not leave any questions blank.
If a case study has four (4) lessons, there should be four complete “B. Lesson Journal” entries)
1. What is the lesson number for this case study?
2. What date was the lesson conducted?
3. How much time was the lesson scheduled for?
4. What were the planned method(s), location(s), and environment(s)?
5. What were the lessons’ goals and objectives?
6. Provide a detailed narrative description of the techniques used during the lesson with the
dog and how it was explained to the client, if the client was present for the lesson.
a. How did you, as the dog trainer, explain the lesson plan to the client?
b. How did you, as the dog trainer, introduce tools, equipment or motivators to the
dog and what explanation was given to the client of the process and purpose of
those items?
c. How did the dog respond to the technique when introduced to the dog and then
demonstrated by the client?
d. Were there any difficulties encountered? If so, what adjustments were made and
what were the results?
e. How many repetitions before the client or dog demonstrated they understood the
technique?
f. What techniques of reward (acknowledging behavior is acceptable), punishment
(not rewarding or corrective action) or redirecting behaviors (to regain the dog’s
attention from a distraction) were used while shaping the behavior?
g. What techniques did you, the trainer, use to motivate the owner to comply with the
instructions?
(version 9/7/2020) Attachment-2b (page 1 of 2)
36
7. Critique of this Lesson
a. List which goals and objectives were met.
b. List which goals and objectives were not met, how it impacts the training program,
and how it will be addressed within the remaining lessons.
c. Did the tools and equipment chosen for this lesson achieve the desired results from
a trainer’s perspective? If not, please explain why not and what you learned from
the setback.
d. Did the training techniques and methods chosen for this lesson achieve the desired
results from a trainer’s perspective? If not, please explain why not and what you
learned from this setback.
e. Did the client understand your instructions during the lesson and achieve the
required skill to maintain the dog’s new behavior? If not, please explain why not,
what you learned from their difficulty, how you plan on motivating them, and how
you will address this within the remaining lessons?
f. What homework did you assign the client at the end of this lesson?
g. If previous homework assignments were given, did the client demonstrate the
required proficiency from a trainer’s perspective? If not, please explain why not
and how you plan on motivating them within the remaining lessons?
h. What did you learn about the dog, the client or yourself as a dog trainer that will
result in a change for the next lesson?
(version 9/7/2020) Attachment-2b (page 2 of 2)
37
IACP Certified Dog Trainer (CDT) Exam 1.9
Case Study Exam Format
C. Conclusion
(Complete this section after the last lesson is provided to the client. Do not leave any questions blank.)
1. Final Critique
a. What were the difficult aspects (things that did not go as planned or remain unresolved) from
pre-screening, health, socialization, behavior, goals, objectives, training program, or lesson
journals of this case study?
b. What were the positive aspects (things that went as planned or unexpected, but were
resolved) from pre-screening, health, socialization, behavior, goals, objectives, training
program, or lesson journals of this case study?
c. Is there anything you would have changed or done differently with the dog or the owner(s)
in hindsight?
If so, describe what the changes would have been and the hypothetical different outcome.
d. What type of follow-up did you recommend aside from previously assigned homework at
the end of this training program?
If your follow up was contacting the client after completion of the program, include the date
you contacted the client, describe how you contacted them and what was discussed or
recommended.
e. Based on the success during the training program, what is your prediction for this dog’s
future considering, the client’s personality and the dog’s nature?
f. Add any other comments about the overall training program for this case study. Use this
section to elaborate on items not covered in other sections of this exam.
(version 9/7/2020) _updated_9/15/20
Attachment-2c
2. Certified Dog Trainer Exam Client Feedback Form
a. On what date did you give the client a copy of the Certified Dog Trainer Exam Client Feedback
Form with the instructions provided in the client form criteria of this guide?
Certified Dog Trainer Exam
Client Feedback Form
Phone:
Email:
Your dog trainer is pursuing the Certified Dog Trainer certification with the International
Association of Canine Professionals (IACP). Please show us your
support of him/her by telling
us your experience with them as a trainer and the training program provided. Please fill out
this form and email using the following format:
From: Your Name
To: certification@canineprofessionals.com
Subject: CDT Exam Client Form For (insert name of dog trainer)
If you are unable to email this form, you may print it out and mail it back to:
IACP – Education and Certification Committee
PO Box 928, Lampasas, TX 76550
Please save a copy of this form for one year. Please contact
certification@canineprofessionals.com if you have questions about this form.
Your dog trainer has been given instructions not to assist, recommend, or be involved in your
completion of this form. Please do not share your answers or the completed form with your
dog trainer. It is important that we receive your accurate assessment of your dog trainer so
we may evaluate your trainer.
Name: ____________________________________________
Dog Trainers Name: _________________________________
Dog's Name: _______________________________________
Starting Training Date:______________________________
Ending Training Date: ______________________________
38
Attachment 3 (1 of 5)
revised 9/7/2020
Which of these behaviors did your dog display BEFORE the training program started?
The listed behaviors should include all behaviors that were occurring ins
ide th
e home
.
Aggressiveness: Growling, snarling, showing teeth, lunging, biting.
No
No
No
Yes People (including yourself)
Yes Objects
Yes Dogs or other animals
Biting/ Nipping/Snapping: Dog putting their teeth on human skin or biting the air near a human.
No Yes In a play-like manner without intent
No Yes Growling and showing of teeth without contact
No Yes Biting the air toward a person without making contact
No Yes Biting leaving a scratch
No Yes Biting leaving a bruise
No Yes Biting breaking the skin
Attention Seeking: Excessively demands attention by begging, barking, whining, nudging, pawing,
or any other disruptive behavior that is intended to get attention or a response from the owner.
No Yes For food
No Yes For petting, being carried, sitting with you or sleeping with you
No Yes For play time
Barking: stressful barking that is loud, occurs frequently, is triggered by something or
someone, or lasts for long periods of time.
No
Yes
Objects
No
Yes
Dogs/Animals
No
Yes
Sounds (other noises)
Destructiveness: taking or destroying things you do not want the dog to touch.
No Yes Food (stealing from people’s plate, counter top or floor, table, etc.)
No Yes Chewing (furniture, shoes, doors, plants, toys, etc.)
No Yes Digging lawn or flower beds
No Yes Destroying areas around doorways or windows
Excitable:over-active, hyperactive,obsessive compulsive, or overly-reactive towards something or someone
No
Yes
Jumping on People (including yourself)
No
Yes
Objects (toys, moving objects)
No
Yes
Dogs/Animals
Fear: shy, avoiding, cowering, tucked tail, trembling (shaking), tries to hide
No Yes People (other family members, friends or strangers)
No Yes Objects (or structures like vet office, vehicles, trains, etc.)
No Yes Dogs/Animals (including yours, friends, family or strangers)
No Yes Noises
Attachment 3 (2 of 5)
revised 9/7/2020
39
Anxiety: whining, pacing, drooling, heavy panting.
No
No
No
No
No
Yes Separation Anxiety (when you leave the dog)
Yes Severe Weather (thunder storms, hurricanes, tornadoes)
Yes Vehicle (panting, whining, drooling in car)
Yes Containment Phobia (tries to escape or afraid of enclosed areas)
Yes Anxiety towards or when around a person (anxiety increases when near people
or a single person)
Resource Guarding: showing possessiveness towards resources by stealing, hiding, or not
allowing a person to touch the resources.
No
No
No
No
No
Yes People (including yourself)
Yes Objects
Yes Dogs/Animals
Yes Food
Yes Space (dog guards or does not permit access to rooms, entry ways, or
areasin the home or outside)
Displacement: Behavior that would be considered normal, but is out of context:
No
No
No
No
Yes Urinating (inside house or crate, or submissive urination)
Yes Defecating (inside house or crate, or eating stool)
Yes Mounting (people or objects)
Yes Excessive Grooming (licking or grooming in excess, themselves, objects,
others)
Lack of Obedience: Behavior that causes disruption; pulling on leash, bolting out of
doorway, doesn’t come when called, running away.
No
No
No
No
Yes Pulls on Leash
Yes Bolts out door, chases, runs away, or doesn’t come when called
Yes Selective Hearing (performs commands occasionally, only obeys when treat is present)
Yes Escapes Yard (Routinely jumps over or digs under fence or escapes yard in other ways)
Elaborate on any above behaviors or list other types of behavior not already listed:
Did the trainer ask about your dog's vaccination sta
tus or ask about health concerns such as
medications, injuries, veterinarian diagnosis of illness or physical limitations? Were there any
suggestions made by the trainer in regards to the dog's health or physical abilities? If yes,
please elaborate.
Attachment 3 (3 of 5)
revised 9/7/2020
40
What new skills and behaviors did you believe the trainer was going to teach you and your
dog?
Please tell us how satisfied you are with the training goals being met:
Did you understand the trainer's recommendations and instructions during your lessons?
Please provide an example of one recommendation that was easily understood. If a
recommendation was not understood, please provide an example and how it was resolved.
Please check the corresponding boxes on how the trainer provided you with instructions for
lessons, homework and maintenance.
In-person instruction
O
ver the phone instruction
Illustrative pre-printed handouts (clear written instructions, pictures, diagrams, or video
links)
E-mail or printed customized instructions specific to the lesson
E-mail follow-up after completion of training program
Phone call follow up
Did the training program provide you with sufficient knowledge and skills needed to
confidently maintain your dog's new behavior and skills?
If you were to do this training over again, is there anything you would have done
differently? If so, please explain.
Please list any additional comments about the training you and your dog received
from your dog trainer:
Not Satisfied No goals were met
Somewhat Satisfied One goal was met – did not meet expectations
Satisfied Most of the goals were met – met expectations
Very Satisfied All of my goals were met – exceeded expectations
Extremely Satisfied More than all of my goals were met – far exceeded expectations
Attachment 3 (4 of 5)
revised 9/7/2020
41
I certify that I completed this form without any assistance or input from the dog trainer applying
for certification. All statements are true and accurate to the best of my abilities
_________________________________________________________________
____________
Printed Name Signature Date Printed
Attachment 3 (5 of 5)
revised 9/7/2020
42
Certified Dog Trainer Exam Other Languages
As of September 7, 2020, the IACP can only judge Certified Dog Trainer Exam in the English language.
Original CDT Exam Letters of Reference, Employment Resume, Client Contract/Registration From,
Case Studies, Case Study documents, and the Certified Dog Trainer Exam Client Feedback Forms
prepared in languages other than English will require a translated copy into the English language
prior to submitting the exam for grading.
The IACP recognizes its diverse international community and is committed to providing the CDT
Exam in other languages. The due process of expanding the CDT Exam to other languages include,
but are not limited to, a CDT Exam Guidelines and Instructions in the added language,
corresponding, test in the added language, and a panel of available evaluators who are bi-lingual
with English.
This document is reserved to identify which languages the CDT Exam can be submitted and the
corresponding effective dates.
CDT Exams in any other language than those listed below, must provide translated copies in English.
None of the below listed languages can be substituted in lieu of an English translation.
Language
Effective Date
(version 9/7/2020)
Attachment-4
43
updated 5/3/2021
French May 1, 2021
Spanish Projected Summer 2021
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Letter of Reference Format
This document serves as an illustrative example to assist the authors
as to the type of information is needed for letters of references.
Date ( date letter was written )
To IACP Education and Certification
From ( full name of person, author, who is writing the letter of reference )
Subject CDT Exam Letter of Reference for ( applicant name
)
Author of letter should include, but is not limited to:
• identify how long they have known the applicant
• how they know the applicant (client or another canine professional including title)
• how they know the applicant including details about why the applicant is being
recommended as a dog trainer
• handwritten signature or from author’s original e-mail
(version 9/7/2020)
Attachment-5
Note: The Letters of Reference may be submitted by the applicant with the IACP CDT Application OR be
emailed directly from the author's email address to the Certification Committee using one of the Naming
Conventions:
John Doe CDT Letter of Reference from Anna Smith John Doe
CDT Letter of Reference from Larry Zadeki John Doe
CDT Letter of Reference from Maria Garcia John Doe
CDT Letter of Reference from Ian Bertoli
The letter must include a hand-written signature authentication unless the author is sending the
recommendation electronically from their originating e-mail address.
Employment!Resume!Format!
This document serves as an illustrative example, and, provide visual
aide to demonstrate how an organized and structured resume
should look like.
General%Information%
Name:%%% Lorri%Thompson%
Address:% 1010%Broad%Street,%Hialeah-FL%%33010%
Telephone:% (770)%582-4312
E-mail: lthompson1010@gmail.com%
Work%Experience%%(list%most%recent%job%first,%repeat%same%format%as%needed.)%%
Employment%dates:% % 01/2015%to%Present% %
Name%of%Employer/Business:% Pet%Dog%Emporium%Kennels%
Address:% 123%Main%Street,%Anamaet-FL%%33301%
Telephone%number%/%e-mail:%%% (770) 285-1234
petdogemporiumkennels@aol.com
Supervisor%who%can%verify%work:% Jane%Doe%
Title:% Assistant%Trainer%
Average%Hours%(weekly%/%monthly):%Full-time%32%hours%a%week%Duties:%Teach%
group%classes,%run%dog%daycare,%teach%private%lessons%
Dog%Training%Education.%%(Chronological%order%optional,%repeat%as%needed) Other
traditional education is optional such as vocational school or college.
Dates%of%attendance:%% 03/2004%to%05/2004% %
Name%of%School,%City%and%State:% Auburn%University,%Anniston-AL%
Subject/Studies:% Canine%Explosives%Evaluator%%
Hours%/%Type%of%Award:% 360%hours,%Certificate%of%Completion%
Current Certification(s)%or%License(s)%%(Chronological%order%optional,%repeat%as%
needed)%
AKC-CGC%Evaluator%#0007,%expires%June%30,%2020%
IACP%member%#999999%since%2017%
Occupational%Therapist%#99009976%(Florida)%expires%Jan%25,%2025%
Occupational%Business%License%#2019:287451%(Broward%County)%issued%October%10,%2009%
Version( 9/7/2020_updated 9/25/2020)
Attachment 6
45
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Basic Level Professional Dog Trainer
This document serves as an illustrative example of recommended
experience and education for a well-rounded Dog Trainer
• How dogs learn
• Social behavior and communication
• Dog sensory abilities
• Conditioning
• Applied dog behavior
• Dog testing and selection
• Housetraining and crate training
• Canine training tools and equipment
• Puppy development
• Behavioral problems
• Training through play and recreational activities
• Canine health, basic veterinary issues
• Canine environmental habitat such as schedules for cleaning, grooming, feeding, exercises
on a day to day basis.
• Knowledge of dog breeds
• Basic understanding of different types of dog sports and working purposes such as hunting
training, assistance dogs, agility training, search and rescue training, etc.
• Dog training business practices such as legal issues, customer services, and communication
skills.
(version 9/7/2020)
Attachment-7
Dog Training Programs
This document serves as an illustrative example of structured dog training
programs. The IACP is committed to periodically updating this list.
Dog training programs are structured to accommodate dogs of all ages, health, temperament, and
maturity based on previously learned abilities. Training program may include unique environmental
factors such as physical terrains, noises, smells, machinery, people, or animals:
• Puppy class (little or no distraction, introductory level, limited discipline)
• Introduction (minor distraction or level of discipline)
• Intermediate (moderate distraction or level of discipline)
• Advanced (tolerance for high distractions or level of discipline)
• Competition (able to handle high stress or level of discipline)
• American Kennel Club (AKC) such as S.T.A.R. Puppy and Canine Good Citizen (CGC)
• K9 Noseworks ®: scent detection for non-working dogs (companion dogs and dogs who are
shy, reactive, blind, deaf, and mobility challenged) structured to help dogs build confidence
and burn a lot of mental and physical energy.
(version 9/7/2020)
Attachment-8
Agility: running, jumping, pausing on command through a course that is equipped with a series of
obstacles that may include, but are not limited to: tunnel, collapsed tunnel, A-frame, dog walk,
seesaw, long jump, tire jump, table pause, cross overs, and weave poles.
Behavioral and Rehabilitation: concentrating on behavior issues such as poor social skills,
aggression, anxiety, fear, and reactivity. Rehabilitation is the act of restoring a dog to its former
condition after an unfortunate or damaging past such as an unstable environment, neglect, abuse, or
lack of exposure.
Detection Dog: trained to use its “nose” to detect and alert on specific odors such as drugs,
explosives, wildlife scat, currency, blood, electronics, bedbugs, or mold. Training will
include how to navigate through fields, buildings, vehicles, airplanes, auditoriums, schools,
and other unique environments.
Dog Dance: heelwork to music and freestyle
Gun Dog/Bird Dog/Hunting Dog: find and retrieve game, usually birds but may include other game.
Herding Dog:
herding stock such as sheep or other livestock on a farm.
Obedience: sit, stay, here/come, down/place, heel/loose leash walk, housetraining to address
behavioral issues such as counter surfing, barking, jumping, running away, etc.
Franchise Dog Training Programs
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  
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 
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 
 



 




 







 

 



(version  Attachment-9b
49
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- Employment Resume Format Version 4 (International Association of Canine Professionals)

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Completed 9 July 2021

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