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 ENVIRONMENTAL ENRICHMENT

SUZANNE HUSBAND, LAURA K. MAYO and CAROL SODARO

UPDATED BY DANIELLE FOGARTY (2008)

INTRODUCTION

Over the past twenty years, the focus of zoos has expanded from merely accommodating an animal's
physical needs to considering its psychological well-being. Psychological well-being can be defined as
the ability to adapt, that is, to respond and adjust to changing situations (Laule and Desmond 1998).
One important way to maintain psychological health is to provide an animal with environmental
enrichment. There are many reasons why zoological institutions should be encouraged to develop
environmental enrichment programs. Environmental enrichment plans encourage an environment in
which zoo animals, such as orangutans, can perform species-typical behaviors. Environmental
enrichment may help to reduce or eliminate undesirable behaviors and reduce behavioral stress which
could lead to improved health, reproduction and longevity. Structured plans allow institutions the
opportunity to conduct research. Formal data collection may help identify better ways to introduce
variety in an animals day. Enrichment plans provide zoological institutions the ability to build a
stronger relationship with the local community. Public appreciation and understanding of animals and
their natural behaviors helps to increase visitor attendance (Kreger et al. 1998). Enrichment plans
should be incorporated into all caregivers daily animal husbandry routines.

United States Department of Agriculture (1991) regulations require zoos to develop enrichment
programs. Subpart D of the Animal and Plant Health Inspection Service (APHIS) regulations discuss
the specifications for nonhuman primates. Animal dealers, exhibitors and research facilities must
develop, document, and follow an appropriate plan for environmental enhancement adequate to
promote the psychological well-being of nonhuman primates. This plan must be made available to
APHIS upon request. The physical environment in the animals primary enclosures must be enriched by
providing means of expressing non-injurious species-typical activities. Some forms of acceptable
enrichment include increased cage complexities, providing objects to manipulate, providing varied food
items, using foraging or task-oriented feeding methods, and providing interactions with caregivers.
Institutions are also required to make considerations for primates needing special attention (infants,
young juveniles, distressed individuals, singly housed nonhuman primates that are unable to see or hear
nonhuman primates of their own or compatible species and great apes weighing over 110 lbs.). Special
consideration needs to be given to geriatric animals that may require more extensive care as they age.

The Association of Zoos and Aquariums (AZA) is currently considering implementing rules that will
require members to initiate environmental enrichment with every species they house (Young 2003).
The AZA defines enrichment as:

a process for improving or enhancing zoo animal environments and care within the context of their
inhabitants behavioral biology and natural history. It is a dynamic process in which changes to
structures and husbandry practices are made with the goal of increasing behavioral choices available to
animals and drawing out their species-appropriate behaviors and abilities, thus enhancing their welfare.
As the term implies, enrichment involves the identification and addition to the zoo environment a
specific stimulus that the occupant wants or needs but which was not previously present.

Additionally, Shepherdson (1994) provided the following definition:

Environmental enrichment is a concept which describes how the environments of captive animals can
be changed for the benefit of the inhabitants. Behavioural opportunities that may arise or increase as a
result of environmental enrichment can be appropriately described as behavioural enrichment.

SOCIAL ENVIRONMENT

Many orangutans have thrived in social groups as opposed to being solitary as their wild counterparts
are. Group composition will vary institutionally. The number of animals housed together depends on
the individual animal personalities and enclosure space. Orangutan management may differ greatly
from other great ape species due to a much different social system. Opportunities for social contact
can provide valuable stimulation for compatible animals. Environmental enrichment may be achieved
by further modifying the social environment of an animal. This environment consists of potential
interactions with conspecifics, other species in multi species exhibits and members of the animal care
staff. The addition of conspecifics creates opportunities for the expression of species-specific social
behavior including courtship, mating, grooming and playing. Overall activity levels are likely to
increase as well (Baer 1998). Poole (1987) suggests that play seems to occupy an important role in the
life of captive juvenile, adolescent and subadult orangutans. In many social situations in captivity play
can be observed across all age ranges. In cases in which animals must be isolated, social stimulation
can come from visual, auditory or olfactory stimuli rather than the actual physical presence of another
animal (Kreger et al. 1998). These animals pose a greater need for enrichment and attention from
caregivers. Animals that may have a higher priority for enrichment are those in quarantine situations,
animals that are separated from conspecifics for medical management, animals that are preparing for
transfer to other institutions and groups that are changed for breeding purposes.

PHYSICAL ENVIRONMENT

Captive conditions provide animals with regular food, water and shelter. The physical environment
encompasses temperature, humidity, illumination and sound exposure. When designing an exhibit for
orangutans, its natural behavior should be considered. Arboreal locomotion can easily be encouraged
by providing usable horizontal and vertical space, including nesting platforms and climbing structures.
Installing ropes, firehose, vines, hanging branches, ladders, sway poles and mesh in enclosures will
promote brachiation and activity. Orangutans can easily become overweight so promoting activity is
desirable. Installing privacy barriers in an exhibit can reduce stress while giving the individual a break
from its conspecifics and zoo visitors. Elevated platforms, horizontal aerial pathways and nesting
materials should be provided, in addition to the climbing structures for accessibility, which increases
activity levels (See Design Chapter, this volume). These objects and climbing structures can be the
most stimulating option for the animals.

When designing enclosure structures and enrichment devices, orangutan strength and ability to use
tools should be considered. Appropriately implemented programs can contribute to better animal health
by creating opportunities for the animal to exert some level of control over its environment. Whether
the enrichment gives the animal the ability to avoid stressful external stimuli or the opportunity for
displacement behavior, it allows the animal a means for stress reduction and helps to reduce the risk for
any associated health problems (Baer 1998). Providing a combination of fixed objects (trees, ground
substrate, climbing structures, etc.) and manipulable objects (ropes, browse, enrichment devices, etc.) is
highly recommended. In a 1982 study by Susan F. Wilson it was shown that the environmental
complexity of an enclosure such as the inclusion of fixed, moveable and temporary objects, was more
important to the orangutans, than the size of the enclosure, frequency of feedings or available surface
area (Cocks 2002). In a more recent study, Perkins (1992) confirmed Wilsons findings.
Many zoological institutions are nonprofit organizations that are supported by local governments,
visitor admissions, donations and grants. Many visitors are attracted to zoos for recreational purposes,
and although it may not be the primary purpose of the institution, recreation is often the avenue of
support for other zoo interests such as education, research and conservation (Hutchins and Fascione
1991). Enrichment is a means to facilitate animal visibility and thus contribute to an exhibits
recreational and educational potential. Different methods of feeding animals on exhibit can also be
employed to make them more visible by drawing them toward more ideal viewing areas.

Enrichment strategies do have their constraints which differ from one institution to another. According
to Mench (1998), the primary constraints on environmental enrichment strategies in zoological
institutions are (1) resource availability which includes social companions and materials from a natural
habitat, (2) animal health, (3) aesthetics and acceptability to visitors, (4) space, and (5) conservation
mission. When providing for orangutans that can be sometimes destructive in nature, exhibit and
enrichment device maintenance and replacement should be included in the annual budget. This adds to
the expense of enrichment in terms of caregiver time involvement as well as the financial aspect.

HUSBANDRY ROUTINE

Enrichment should be considered a basic and necessary part of every orangutan caregivers daily
husbandry routine. One must never forget that good animal husbandry and animal welfare are
totally dependent on good management of animal caregivers.

Making some changes in your basic husbandry routine can be easily accomplished while increasing the
enrichment opportunities for the animals in your care. Studies have shown a marked increase in
activity associated with the introduction of enrichment items. Variety is important and can be
accomplished through changing the daily routine of cleaning, feeding and training schedules, or rotating
which enclosure an animal has access to. When developing your husbandry routine for orangutans it
should promote foraging, activity, and arboreal locomotion that mimics that of a wild type time budget
while giving the animals the opportunity to have an element of control over their environment.
Allowing an animal to have some control over part of their day is very important to their psychological
well-being. Feeding behavior and ecology can be particularly important in formulating enrichment
strategies for captive orangutans. Many studies have shown that captive animals prefer to work for
their food, rather than to be fed ad libitum (Kreger et al. 1998). The more interesting, challenging and
naturalistic ways that food can be provisioned, the more successful enrichment projects have been
(Shepherdson 1992). It would suggest that a species with a high degree of neural complexity and
advanced cognitive abilities, like the orangutan, have a greater need for environmental enrichment.

All orangutans should be provided with fresh nesting material on a daily basis. Nesting material
promotes species-typical behavior while giving the animals a comfortable place to rest. In addition,
nesting material provides an excellent opportunity to promote foraging behavior. Foraging for food
items mixed in straw, timothy hay, shredded paper or wood wool (natural wood excelsior) will occupy
most animals for hours. Encouraging a time budget closer to that of wild orangutans that spend a large
part of their day foraging for food, can help to reduce or eliminate the performance of abnormal
behavior. Enrichment opportunities can be diet related. An animals regular diet can be presented in
many ways. For example, an animal can be encouraged to climb and look for their food by distributing
their regular diet through out the enclosure instead of placing it in a single pile in the enclosure.
Novelty, presentation method, and timing can all add variety to any program. For example, Barbiers
1985 study at Woodland Park Zoo found that orangutans consumed more monkey chow when it was
presented in varied colors. For example, if you routinely feed your animals twice a day, try offering 5
or 6 daily meals of smaller quantity. Feeding enrichment can help to reduce the occurrence of
abnormal behavior and improve the physical condition of the animals (Young 1997). Since orangutans
can easily become obese, encouraging animals to obtain their food in an active manner can help to
alleviate this problem. Regular food items can be chopped into smaller pieces or frozen into a large
block of ice. If you have feeding devices such as puzzle feeders or juice feeders, make sure that group
dynamics, such as dominance relationships, are taken into account. To make sure that one dominant
individual does not have exclusive access to the food, provide several enrichment locations so that
subordinate individuals may benefit as well.

YOUR ENRICHMENT PROGRAM

Developing your enrichment program should be performed with the involvement of all relevant staff
members including director, curators, veterinarians, behavioral husbandry managers, scientists,
nutritionists, horticulturists and caregiver staff. Many zoological institutions utilize docents and
volunteers for their ability to help find donations of materials used as enrichment. Introducing
environmental enrichment to an animal will indeed require time from the caregiver. No matter who is
providing the enrichment, a key component to any enrichment programs success is the dedication of
the caregiver staff and support of supervising personnel. It is most likely going to provide an element
of variety to the persons day as well, beyond the routine cleaning and diet preparation that occurs each
day. When providing environmental enrichment, one must consider that the following will be
necessary including: researching the species for which the enrichment will be given, locating the
materials to construct the enrichment, fabricating the enrichment, monitoring its use and recording the
effect of enrichment (Young 2003).

Kreger at al. (1998) contends that in order to develop an environmental enrichment program that
maximizes both animal welfare while recognizing all other important concerns, zoological institutions
must consider at least the following factors:
Intended goal or use (purpose) of the animal or group
The physical environment in which the animals are maintained and the alternatives available, if
any
The social environment in which the animals are maintained and the alternatives available, if any
The species-specific needs of the animals
Individual variation in behavioral repertoires
Economic concerns, including human and financial resources
Guidelines concerning animal welfare, including minimum housing and care standards, when
available or legally mandated.

An effective enrichment program should be perceived as a thoughtful and enduring process and not be
comprised of random acts. The program should be proactive, not reactive and should be based upon
the animals biological, social and cognitive needs. Each enrichment initiative should have a
measurable goal that allows each animal to have choice and control in their environment.

In the 2007 accreditation guidelines of the AZA, a member zoos enrichment program should meet the
following criteria:

A formal written enrichment program is recommended which promotes species-appropriate

behavioral opportunities for appropriate taxa. [AC-39]
 Explanation: It is recommended that an enrichment program be based on current
information in behavioral biology, and should include the following elements: goal setting,
planning and approval process, implementation, documentation/record-keeping, evaluation,
and subsequent program refinement.

To meet this guideline, Disneys Animal Kingdom Theme Park has developed a framework to help
structure the entire enrichment process and many institutions are adopting this model and modifying it
to fit their needs. The S.P.I.D.E.R. framework is made up of six major components: Setting goals,
Planning, Implementing, Documenting, Evaluating and Re-adjusting (see Appendix A). By following
this framework when developing an enrichment program, you can ensure that the physical and
psychological needs are met for each animal by allowing them to:
Perform highly motivated behaviors
Respond to environmental conditions using evolutionary adaptations
Develop and use cognitive abilities
Effectively cope with challenges in the environment.
For an explanation on the S.P.I.D.E.R. framework and how to use this model to develop and sustain a
successful program at your institution see
www.animalenrichment.org/introduction/whyframework.htm. To help decipher what particular
enrichment program goals are, it is important to look at all aspects of natural history, individual history,
exhibit and holding space, and any husbandry/management constraints. Following a list of goal setting
questions can help to achieve a successful program (see Appendix B). For further assistance, the AZA
offers the course Managing Animal Enrichment and Training Programs, which provides managers
with a background in developing these programs at their institution. See www.aza.org for more
details.

Disneys Animal Kingdom Theme Park recognizes that many components of the framework are not
unique and that most likely they resemble things that other institutions have already implemented as
part of their enrichment programs. This framework is thought to be successful when there is a
commitment to follow through all the steps from beginning to end. The process must be dynamic to
keep pace with our constantly increasing knowledge about orangutans and their needs and to support
our dedication to enhance their care, husbandry management and ultimately their welfare.

ENVIRONMENTAL ENRICHMENT DEVICES

Environmental enrichment is a term which is used to employ heterogeneous methods of improving

animal welfare that includes everything from social companionship to toys (Young 2003). Bloomsmith
et al (1991) identified five major types of enrichment, each with subcategories:
(1) Social
(1.1) Contact
(1.1.1) Conspecific (pair, group, temporary, permanent)
(1.1.2) Contraspecific (human, non-human)
(1.2) Non-contact
(1.2.1) (visual, auditory, co-operative device)
(1.2.2) (human, nonhuman)
(2) Occupational
(2.1) Psychological (tasks or puzzles, control of environment)
(2.2) Exercise (mechanical devices, run)
(3) Physical
(3.1) Enclosure
 (3.1.1) Size (alterations)
(3.1.2) Complexity (panels for apparatus)
(3.2) Accessories
(3.2.1) Internal
(3.2.1.1) Permanent (furniture, bars, swings)
(3.2.1.2) Temporary (toys, ropes, substrates)
(3.2.2) External (hanging objects, puzzles, mirrors)
(4) Sensory
(4.1) Visual (tapes, television, images, windows, lighting)
(4.2) Auditory (music, recordings of vocalizations)
(4.3) Other stimuli (olfactory, tactile, taste)
(5) Nutritional
(5.1) Delivery (frequency, schedule, presentation, processing time required)
(5.2) Type (novel, variety, browsing, treats)

The type of enrichment devices and opportunities provided varies greatly between institutions.
Consideration should be given to naturalistic versus non-naturalistic enrichment. A combination may
be used: naturalistic while the animals are in public view and non-naturalistic in the holding enclosures.
The options available for animals that are off public view can actually be more diverse and cost
effective because the emphasis can be purely about function rather than aesthetics, like puzzle boards,
toys and other artificial devices. See Appendix C for a sample of orangutan environmental enrichment
devices divided into the categories above.

Designing environmental enrichment devices can be a time consuming and complex process. It is
important to evaluate if the time, energy and money put into the device design is cost-effective.

Many enrichment items can be obtained at very low cost or for free. A notice can be posted on staff
bulletin boards, listing the items you need, i.e., phone books, blankets, old toys or plastic pools. A pre-
determined drop-off location for donations can be established for staff, docents or volunteers.
Working with local vendors or zoological society members can also be a source of free or low cost
enrichment items, such as burlap bags from coffee bean distributors or carpet rolls from flooring
companies. Sharing ideas on list servs such as redapekeepers@lists.aza.org and enrich@lists.aza.org
can be an excellent means to increase variety at your institution. Caregivers should work with their
managers to develop an appropriate enrichment rotation for their facility. Appendix D contains an
example of a four week enrichment rotation.

SAFETY

Use of any enrichment device or item should be approved by curators, veterinary staff and nutritionist
for each individual animal. There have been many documented cases of animal injury related to unsafe
environmental enrichment devices, including many great apes that have drowned in deep water moats,
ingestion of rope that resulted in fatality, strangulation by loose rope and zinc toxicosis from galvanized
metal. The following list of questions from Young (2003) should be kept in mind (more details can be
found in chapter 5 of this reference) when developing and implementing an environmental enrichment
device (which includes ropes, chains, etc):

Does the device have any sharp edges?

Can the animals digits, limbs or other appendages become trapped inside any part of the
device?
 How likely is it that the animal could break the device? If the device could be broken, would it
break into sharp fragments or would the constituent parts of the device pose a safety risk?
Could the device be dismantled by the animal? If the device could be dismantled would any
constituent parts pose a safety risk?
Can the device or any part of it be swallowed?
Is the device made of non-toxic material?
Could the animal gnaw pieces off the device?
Can the device be cleaned adequately or sterilized to prevent disease transmission?
Can the animal become entangled in the device?
Could the animal use the device as a weapon against cagemates, animal caregivers, or other
people, e.g. the public in a zoo?
Could the animal use the device to damage its enclosure? This is especially important in
enclosures with glass windows. Orangutans in some zoos have learned that a sharp blow with
a hard object to the corner of a bomb-proof window will shatter the glass.
Could the animal use the device to facilitate escape from its enclosure?
Can the animal see the object?
Are devices using electronics properly earthed and insulated?
Can the device be filled and maintained quickly?
Does the installation of the device block any caregiver access to restrict view of the animals?
Does use of the device require the caregiver to enter the enclosure?
Is the device of the simplest design possible?

Once you have followed the safety guidelines, the finished device should be product tested before it is
given to an animal. Some basic tests include the drop test, sharp edge and seams test and testing the
strength of the seams and attachments. When using metal chains and connections, the use of stainless
steel should be investigated. It is highly durable and will not rust or eventually become a hazard as
galvanized metal would. Strong connections with glue such as Loctite are recommended since an
orangutan has no problem loosening screws or bolts that would take a human hours to tighten with
tools.

BROWSE

The benefits of browse as a form of environmental enrichment have been well documented. Offering
browse to orangutans regularly as part of your enrichment program provides nutritional supplements to
their diet, stimulates natural behavior activities as well as helps to decrease unwanted or stereotypic
behaviors. The provision of browse may contribute to reductions in the expression of coprophagia
(more commonly observed in gorillas than orangutans) and regurgitation/reingestion (R & R) behavior
(Maple and Perkins 1996). By offering more complex food items that may require increased
processing time in order to consume, feeding time cannot help but be increased.
Before offering an animal any type of browse material, it is imperative that each plant species be
researched for the poisonous potential of all aspects of the plant. Consult any general reference
material on browse species you plan to offer and get veterinary approval prior to feeding it to an
animal. For more information on toxic plant species you may consult this database:
www.library.uiuc.edu/vex/toxic.htm. Additional references regarding toxic plants may also be found at
this website.

Animal Browse and Enrichment Surveys conducted at 36 zoological institutions around the world in
1998 and 2003 have yielded a large, comprehensive list of approved browse species that is mostly
orangutan specific. This reference guide can be located in the Orangutan Husbandry Manual (See
Orangutan Browse List, this volume).

An ideal way to obtain browse for orangutans is to contact local councils or parks for donations of
browse during routine pruning operations. You must be sure that any material received in donation is
not sprayed with any toxins, such as pesticides, or has been subjected to high levels of pollution. When
fresh cut browse is received and not fed immediately, it may be stored in containers with water or in
cool rooms to maintain freshness. In areas where colder climates do not allow for year round growth
outdoors, browse may be put in containers and frozen to prolong availability.

Many zoological institutions have created successful botanical gardens on their premises. For example,
Melbourne Zoo has introduced some 800 plant species to their botanic collection, while the Cincinnati
Zoo and Botanical Garden houses a living museum of over 3000 plant species from around the world.
Cleveland Metroparks Zoo and the San Diego Zoo also feature extensive botanical collections as well.

Herb gardens have been grown at zoological institutions in North America, Europe and the Middle
East with mixed reviews. While many gardens are planted directly in animal exhibits, some animals
show interest in free browsing while others are disinterested. Apenheul Primate Park was the first
institution to experiment with herb gardens about twenty years ago. Cousins (2006) reviewed the
literature on the benefits of herbs and medicinal plants positioned in and around primate enclosures.
While research indicates that wild animals have the innate ability to self-medicate by utilizing various
medicinal plants, a note of caution is required as almost all medicinal plants are toxic, and if used
excessively, can have adverse effects on an animals health.

Providing browse to your orangutans is a simple means to form a connection between caregivers and
visitors through education. Discussing the many benefits of browse with visitors is an easy way to help
connect people with animals and nature. While many zoo guests recognize browse as a form of food,
they may observe orangutans using browse in many different ways. Some animals use browse in
affiliative play interactions between conspecifics, use browse to build a sleeping nest as they would do
in the wild or as a tool to extract hard to reach or hidden food items.

NOVELTY

Novelty and variability is an important part of any enrichment program. Adding a variety of novel
objects will reduce the rate of habituation and give an individual more choices. Studies show that
enrichment programs that offer novel items result in a reduction in lethargy of orangutans (Wright
1995). Avoid boredom by rotating enrichment devices and food items (see Appendix D for an
example of an enrichment rotation calendar). When many environmental enrichment devices are
available, they can be utilized on a bi-weekly or monthly basis. Food items used with the devices can
be changed regularly to encourage novelty.

Daily record keeping (documentation) is important to a successful enrichment program and the
S.P.I.D.E.R. framework. It will be difficult to evaluate your enrichment program for any adjustments
while ensuring variability without keeping records on the animals acceptance.

CONCLUSION

Caring for an orangutans psychological well-being is equally as important as caring for their daily
physical needs. Orangutans need to be provided with daily environmental enrichment in order to
prevent boredom and to promote species-typical behaviors. The 2007 AZA accreditation guidelines
states that a formal written enrichment program is recommended of each member zoo. The Orangutan
Species Survival Plan (SSP) encourages every institution that houses orangutans to develop their
own enrichment program, combining exhibit design, social grouping, husbandry routine, available
budget, individual animal needs and caregiver time. The animal should be allowed some means to
determine their own daily schedule and be provided with some element of control over their
environments.

There are many sources for nonhuman primate enrichment products, especially in the United States.
Appendix E contains a partial listing of companies that manufacture products that would be
appropriate for most orangutans. As always, an evaluation of the orangutan and their behavior should
be conducted prior to obtaining new enrichment devices. While one individual may be gentle, another
may be highly destructive in nature. Animals may change over time and so the enrichment that used to
be safe may no longer be suitable. Continual evaluation is a necessary part of your enrichment
program. Following your institutions approval process for new environmental enrichment and
evaluation of all aspects of enrichment for safety are crucial as well.

The Orangutan SSP believes that environmental enrichment is a critical aspect of orangutan
management. It is our responsibility as orangutan caregivers and managers to provide our animals with
the best possible care and environmental enrichment is an excellent way to accomplish this.

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Harper, P. (1992). Behavioural Enrichment of Adelaide Zoo's Sole Male
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Hebert, Patricia L., and Kim Bard. (2000). Orangutan Use of Vertical Space in an
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Hutchins, M. and N. Fascione. (1991). Ethical Issues Facing Modern Zoos. Proceedings
of the American Association of Zoo Veterinarians, 1991: 56-64.
Kreger, Michael D, Michael Hutchins, and Nina Fascione. (1998). Context, Ethics,
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Mellen, Jill and Marty Sevenich MacPhee. (2001). Philosophy of Environmental
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Perkins, Lorraine A. (1992). Variables That Influence the Activity of Captive
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Perkins, Lorraine A. and E. Bradfield. (1989). Orangutans of Ketambe: Enclosure
Utilization. AAZPA Regional Conference Proceedings, pp. 564-570.
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Ross, Juniper P. (1999). From Art to Science: Documenting the Effectiveness of
Enrichment and Training. AAZK Conference Proceedings, pp. 76-82.
Schacherl, U. (1989). The Environmental Influence on the Behavior of Orangutans
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Seymour, S. and D. Shepherdson. (1991). Puzzle Feeder for Orangutans.
Animal Keeper's Forum, 18(7): 230-232.
Shepherdson, D. (1988). The Application and Evaluation of Behavioural
Enrichment in Zoos. Primate Report, 22: 35-42.
Shepherdson, D.J. (1992). Design for Behaviour: Designing Environments to
Stimulate Natural Behaviour Patterns in Captive Animals. Proceedings
Of the Fourth International Symposium on Zoo Design and
Construction, pp. 156-168.
Shepherdson, D.J. (1994). The Role of Environmental Enrichment in the Captive
Breeding and Reintroduction of Endangered Species. Creative Conservation:
Interactive Management of Wild and Captive Animals, pp. 167-177.
Swaisgood, Ronald R., and David J. Shepherdson. (2005). Scientific Approaches to
Enrichment and Stereotypies in Zoo Animals: Whats Been Done and Where
Should We Go Next? Zoo Biology, 24: 499-518.
Tarou, Loraine R., and Meredith J. Bashaw. (2007). Maximizing the Effectiveness of
Environmental Enrichment: Suggestions from the Experimental Analysis
of Behavior. Applied Animal Behaviour Science, 102: 189-204.
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of Manipulable and Edible Materials. Zoo Biology, 4: 225-234.
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Specifications for the Humane Handling, Care, Treatment, and Transportation of Nonhuman
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Wright, Barth W. (1995). A Novel Item Enrichment Program Reduces Lethargy
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and Conservation. Proceedings of the Nutrition Society, 56: 1095-1104.
Young, Robert J. (2003). Environmental Enrichment for Captive Animals.
Oxford: Blackwell Science, Ltd.

TRAINING COURSES, ORGANIZATIONS AND CONFERENCES

 Training Courses

Active Environments Inc.

This commercial company runs fee-paying training courses in animal training and environmental
enrichment but their expertise is primarily in animal training. Contact: Active Environments Inc., 7651
Santos Road, Lompoc, CA 93436, USA.
Active Environments Training and Enrichment Workshop: July 10-13, 2007.

Managing Animal Enrichment and Training Programs

See www.aza.org for details.

Organizations and Conferences

Conferences and workshops are a great place to share your ideas and thoughts about environmental
enrichment. They are also a great place to ask questions of other professionals who care for
orangutans. Conferences are also a means to make new contacts as well. While attending a
conference can be costly, there are a number of professional organizations that provide financial
assistance for their members who present papers at conferences.

International Conference on Environmental Enrichment (ICEE)

This conference is held in different locations around the world once every two years (on odd year
numbers). The conference focuses on zoo animals with presentations ranging from zoo keepers to
academic scientists. Details of the conference and information on conference proceedings are listed in
the Shape of Enrichment website at www.enrichment.org.
Shape of Enrichment
1650 Minden Dr.
San Diego, CA 92111-7124
Fax: 619.279.4208

American Association of Zoo Keepers, Inc. (AAZK)

AAZK is a nonprofit (U.S. 501c3) volunteer organization made up of professional zoo keepers
and other interested persons dedicated to professional animal care and conservation. The
National Conference is hosted by a different institution yearly. For more information go to:
www.aazk.org.
3601 SW 29th Street
Suite 133
Topeka, Kansas 66614-2054, USA

The Animal Behavior Management Alliance (ABMA)

The Animal Behavior Management Alliance, (ABMA) is a not-for-profit corporation with a
membership comprised of animal care professionals and other individuals interested in enhancing
animal care through training and enrichment. The ABMA is intended to be nurturing and
informative, and was created to serve trainers, handlers, and keepers of animals, irrespective of
species, with information and assistance in the behavior management of their charges. The ABMA
Annual Conference is hosted by a different institution yearly. For more information go to:
www.theabma.org.
Animal Behavior Society (ABS)
A professional society that represents academics interested in animal behavior and related
subjects, such as animal welfare in the Americas. ABS co-publishes the journal Animal Behaviour
with ASAB. The society organizes annual themed conferences and has funding available to
support members who present papers at conferences and to support small research projects. For
more information go to: www.animalbehavioursociety.com.

Association for the Study of Animal Behaviour (ASAB)

ASAB is a professional society much like ABS, interested in animal behavior and animal welfare
in Europe and beyond. It has funds available to support members who present papers at
conferences and small research projects, including grants for undergraduates. For more
information go to: www.asab.org.uk.

Association of British Wild Animal Keepers (ABWAK)

This organization represents the interests of British zoo keepers. It publishes the magazine Ratel
and other zoological documents such as Enrichment Guidelines and also organizes occasional
meetings. For more information go to: www.abwak.org.uk.
Universities Federation for Animal Welfare (UFAW)

This is an organization that promotes animal welfare through scientific research. UFAW
publishes the journal Animal Welfare. It has funding available for undergraduates and post-
doctoral students in welfare-related subjects. UFAW holds occasional conferences. For more
information go to: www.ufaw.org.uk.

Orangutan SSP Husbandry Workshop

Chicago Zoological Society- Brookfield Zoo is pleased to host the first Orangutan SSP
Husbandry Workshop October 16-18, 2007. This workshop will focus on the care and
management of the orangutan in a zoological park setting. The workshop will bring together
orangutan caregivers and managers, researchers and field biologists to share and disseminate the
most current information on husbandry, conservation and emergent issues pertaining to captive
and wild populations of orangutans. For more information, please contact the Orangutan SSP
Husbandry Advisor, Carol Sodaro at carol.sodaro@czs.org.

Saint Louis Zoo is delighted to host the second Orangutan SSP Husbandry Workshop October
12-14, 2008. This workshop will focus on the care and management of the orangutan in a
zoological park setting. For more information, please contact Terri Hunnicutt, Zoological
Manager, Great Apes, Saint Louis Zoo at hunnicutt@stlzoo.org.
 APPENDIX A
Source: http://www.animalenrichment.org/introduction/enrichmentframework.htm

SettingGoals
The goals of enrichment are to provide opportunities for the expression of
species-appropriate behaviors, provide the animals with choices and control,
decrease/eliminate abnormal behaviors, and provide the best guest
experience. We use a series of questions to gather information on the natural
history, individual history, and the current exhibits for each species. This
information is used to identify specific behavioral goals, and to create
Re-adjusting
specific enrichment ideas that promote these behavioral goals.
Based on the evaluation of
trends in the data, the goals
and plan can be re-adjusted
and the process started over Planning
again. Given a list of potential
enrichment initiatives,
next steps include:
Completing the approval
Evaluating process;
Staff routinely discuss any Building/acquiring
information collected and enrichment items.
look for trends and patterns
in that information. Staff
should assess whether the
enrichment initiatives are Implementing
meeting their behavioral Roles and responsibilities
goals, and should assess - Who will do what by
whether they have enough when?
information to be able to
answer any questions they
have about the way the Documenting
animals interact with the Keepers document animal's response to enrichment daily, collecting
enrichment. information that can be used to answer specific questions concerning
whether the enrichment achieved its goal.
Key points for Enrichment Documentation:
Asking specific questions about the way the animals interact with
enrichment.
Collecting information in a consistent and valid manner.

2003 Disney
 APPENDIX B
Source: http://www.animalenrichment.org/goal%20settings/SCQuestions.htm

DISNEYS ANIMAL KINGDOM THEME PARK

GOAL SETTING QUESTIONS

Natural History: Use good library references to obtain this information.

1. What is this species wild habitat (e.g., desert, tropical rainforest, cover,
moisture, concealment/camouflage options, temperature ranges, barriers
from conspecifics)? (If specific information on a particular species is
unknown, provide information on closely related species/genus/family.)
2. How does the animal in the wild behave in response to changes in
temperature and weather? What temperature/humidity range does it
experience in the wild?

3. What are some self-maintenance/comfort behaviors (e.g., preening,

grooming, bathing, dust-bathing, wallowing, sunning, panting)? Is there a
seasonal molt/shed?

4. When is it most active (diurnal, nocturnal, crepuscular)? Why (e.g.,

predator avoidance)? Does the activity pattern change seasonally?

5. Does the species in the wild inhabit primarily arboreal, terrestrial or

aquatic environments or does it switch between them at times?

6. What are the main threats to the animal in the wild? What is it likely to be
afraid of (e.g., conspecifics, humans)? What different types of predators
does it have to look out for in the wild? Are there any anti-predator
behaviors (e.g., broken-wing display)? Where and how does the animal
seek refuge in the wild from fearful situations (e.g., loud noises like
thunder)? What does fearful behaviors look like?

7. What are its primary sensory modalities (e.g., sight, smell, sound) for
communicating with conspecifics, detecting predators and for finding
food, mates, or other social partners?

8. What is the social structure of this species (e.g., solitary, dyads, "harem,"
colonial, leks, polyandry)? What is the average/typical group size?

9. What is the average distance between social group members and from
neighboring conspecifics?

10. Describe the primary social behaviors of this species (e.g., aggression,
courtship, affiliative, play).
 APPENDIX B
Source: http://www.animalenrichment.org/goal%20settings/SCQuestions.htm

11. Does the social structure change seasonally or throughout the animals life
(e.g., juvenile versus adult, bachelor groups)?

12. Does this species defend territories? Does it maintain a home range? What
is the size of the home range/territory? Does this species migrate
seasonally?

13. How does the animal advertise its home range or territory (e.g., scent
marking, song)? How does the animal attract a mate (e.g., displays, scent
marks)? Who displays?

14. Where does the animal raise young (nest location/type, den)? What
materials does it use to build nests/prepare dens? Are both sexes involved
in rearing young? Are the young precocial or altricial? How are the young
fed?

15. How does the animal locomote through its habitat?

16. What is the animals diet type (e.g., omnivore, carnivore, herbivore,
nectivore) in the wild? Does diet change seasonally? By age?

17. What does the animal feed on in the wild? What variety of food does it
need to eat? What behaviors does it use to locate and procure the different
types of food it needs? Does it use tools to obtain food? Store/cache food?

18. Where does the animal sleep or rest? Does that change seasonally?

Any other considerations?

Individual History: Review information in ARKS and related studbooks.

1. Does this animal have any medical problems (e.g., arthritic, obese,
diabetic, missing digits, wing damage, pinioned)?

2. Does this animal have any behavioral problems (e.g., fearful/aggressive to

humans, stereotypy, feather plucking)?

Any other considerations (e.g., exhibit at previous institution, hand-raised)?

Current Exhibit: Review information in related husbandry manuals.

1. What is the size of the animals enclosure (exhibit and holding area)?
What are the containment barriers (e.g., chain link, moat)?
 APPENDIX B
Source: http://www.animalenrichment.org/goal%20settings/SCQuestions.htm

2. Can the animal use all components of its exhibit? Can it hide? For
example, how many places could this animal be out of view of its
cagemate?

3. How functional is the current exhibit? Does the exhibit facilitate/allow the
animal to exhibit natural behaviors? How does the animal interact with
exhibit elements?

4. Where and how is the animals food (normal diet, enrichment, browse)
provided? Does the animal have a preference for one feeding site over
another?

5. Does the physical environment contain elements of novelty (e.g., weather

changes, can furniture be changes easily)?

6. What are the animals opportunities to feed/forage, breed, socialize in

species-appropriate ways? Do/can/should animal interact with other
species in exhibit?

7. Can the animal exhibit normal patterns of behavior? Are components of

the physical environment available for this to occur?

8. Can the animal make choices about where and how it spends its time?
Does the animal have control over acquisition of food? Access to hiding
places? Protection from the elements?

9. Are there any hazards in this enclosure?

Any other considerations?

2003 Disney
 APPENDIX C
Social
Contact Non-Contact
pair or group housing co-operative device
positive reinfircement training Direct sight and sound
Use of mirrors, television/video,
recordings view and hear others
Occupational
Psychological Exercise
puzzle feeder, busy box, crib toy sway poles, vines, cargo nets, climbing structures,
computer based research on cognition aerial pathways, ladders, elevated platforms
tasks, positive reinforcement training, hanging feeders
painting or coloring sustrates that promote foraging and nest building

Physical
Enclosure Accessories
rotate between holding space and exhibit Internal
firehose structures, including Permanent:
hammocks and swings cage furniture, platforms, swings, sway poles,
flooded floor, indoor/outdoor shelves, cage front mesh
Ability to interchange items- having Temporary:
multiple locations for connections of sheets, blanket, burlap, clothes
structures, feeders, sleeping sites cardboard boxes, paper bags, phone books, newspaper
durable toys
toilet paper, butcher paper
plastic containers
spoons, boomer balls
bubbles, tires, barrels, paper mache
External
hanging objects, puzzles, mirrors, objects to
manipulate, painting, juicers, forage tubes
Sensory
Visual Auditory
DVD/VHS, television, images, windows, music, recordings of vocalizations, nature
lighting sounds
Olfactory Tactile
spices, scents, herbs, perfume ads other animals, painting, coloring drawing, food
extraction
Taste
novel food items, cooked, steamed,
frozen foods
Nutritional
Delivery Type
multiple small feedings, variable schedule novel foods, seasonal availability, special treats,
hidden foods, whole vs. finely chopped browse, insects
foods, food painted on walls, in log
feeders or frozen into ice treats
 APPENDIX D
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Wood shavings FP: Juicers Bed-o-cob FP:
Bark chip FP: Dry crystal light Large ice treats
rice Browse Jell-O boards & balls dry mix
A.M. FOOD alphabet pasta Browse Browse
Wood shavings FP:
Crickets Bark chip FP: Dry crystal light Large ice treat Forage balls:
EXHIBIT rice Alfalfa
Browse alphabet pasta Browse Browse spices & dry mix

TV
P.M. NON Bird paper
Clothes & blankets Super Beds: 1 bale PVC pieces Spoons Scents & heat lamp Water
FOOD Bubbles- Bubble King
wood wool
All U-Can Drink
Popcorn Crickets Small ice Yogurt: Alfalfa Bark chip FP: Raisin
Crystal light
P.M. FOOD mealworms Puzzle feeders treats 1cup per group & paper mache Bran

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Wood wool Dry Jell-O Bark chip FP: Juicers Large ice treat Bark chip FP: cracked
A.M. FOOD Jell-O boards & balls
& popcorn Browse puffed rice Browse Browse corn & sunflower seeds
Wood wool & Dry Jell-O Bark chip FP: Water shower Large ice treat Applesauce on branches
EXHIBIT Alfalfa
mealworms Browse puffed rice Browse Browse
P.M. NON Water Switch movable Tires Clothes & blankets
TV Shredded paper Mulch in tubs
FOOD Nuts and bolts toy objects Nature music
Wood shavings FP:
Cooked rice & Small ice treats Applesauce 1 can per
P.M. FOOD crickets Yogurt 1 cup per group Honey forage tubes enrich bits
mealworms Puzzle feeders group

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Wood shavings FP: Jell-O boards and balls
Dry crystal light FP BOC seeds 1C. per Juicers Bark chip FP:
A.M. FOOD dry mix & mealworms Browse Large ice treats
Browse group Browse puffed rice
Wood shavings FP:
Juicers scatter 1 cup seeds Spices on exhibit Large ice treat Warm water shower Bark chip FP:
EXHIBIT dry mix & mealworms
Browse paper mache Browse Log feeder Browse puffed rice
P.M. NON Clothes & blankets TV Crib toys
News paper PVC pieces Bird Paper Water & bird mister
FOOD Bubbles- Bubble King Bimples
Crickets
P.M. FOOD Popcorn with spices Alfalfa Raisin phone books hard shelled nuts Frozen yogurt cubes Small ice treats
Puzzle feeders

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Wood shavings FP:
Juicers Bed-o-cob FP: Jell-O in small PVC Large ice treats Bark chip FP:
elbow pasta Yogurt on cage front
A.M. FOOD Browse dry mix pieces Browse puffed rice
Wood shavings FP: Crickets Large ice treats Bark chip FP:
Scatter dry mix Alfalfa Yogurt on branches
EXHIBIT elbow pasta Browse Browse puffed rice
Switch movable Burlap Heat lamp and space
Boxes & spices Nuts and bolts toys Scents or fresh herbs Water
P.M. NON FOOD items Nature music heaters
Popcorn Raisin paste in forage Dry crystal light in
P.M. FOOD Cricks Alfalfa Paper mache Small ice treats
Worms tubes socks & Puzzle feeders

Example of a 4 week enrichment rotation

(FP= forage pile)
 APPENDIX E

Companies that manufacture and/or supply nonhuman enrichment products:

Absolute Primate Enrichment Systems (A.P.E.S.)

241 N. Dobson
Burleson, Texas 76028, USA
Phone: 817.228.2283
Fax: 817.426.4815
Email: lwood@absoluteprimate.com
Internet: http://www.absoluteprimate.com

Description: Supplier of a wide range of enrichment products including balls, feeders,

chew toys, tug rings and perches. Company also custom makes products to fit individual
environments.

Aspen Pet Products, Inc.

4735 Florence Street
Denver, Colorado 80238, USA
Phone: 303.375.1001
Fax: 303.375.7592
Internet: http://www.aspenpet.com

Description: Creates unique products such as Bimples, a BOODA Bones product.

Aussie Dog Products

P.O. Box 308
Ferntree Gully Victoria 3156, AUSTRALIA
Phone: +61 3 9752 3336
Fax: +61 3 9758 3020
Email: aussiedog@aussiedog.com.au
Internet: http://www.aussiedog.com.au

Description: Manufacturer of purpose-built, safe, durable toys and products for all
animals, especially dogs, horses and a growing range of zoo animals including
nonhuman primates.

Bio-Serv
One 8th Street, Suite 1
Frenchtown, New Jersey 08825, USA
Phone: 908.996.2155 OR 1.800.996.9908
Fax: 908.996.4123
Email: sales@bio-serv.com (sales); vetserv@bio-serv.com (veterinary assistance);
techserv@bio-serv.com (technical assistance)
Internet: http://www.bio-serv.com

Description: Produces and distributes food treats, foraging and grooming boards,
challenger balls, toys and mirrors.
 APPENDIX E

Chauvet
3000 N. 29th Court
Hollywood, Florida 33020, USA
Phone: 954.929.1115 OR 1.800.762.1084
Fax: 954.929.5560 OR 1.800.544.4898
Internet: www.chauvetlighting.com

Description: Chauvet is a manufacturer and distributor of innovative products including

bubble machines, fog machines and snow machines. Creator of the B-550 Bubble
King (as mentioned in the sample environmental enrichment rotation).

Lomir Primate Enrichment Technologies

99 E. Main Street
Malone, New York 12953, USA
OR
95 Hout Notre-Dame-de-Ille-Perrot
Quebec, Canada J7V 7M4, CANADA
Phone: 518.483.7697 OR 1.877.425.3604 (USA) OR 514.425.3604 (CANADA)
Fax: 518.483.8195 (USA) OR 518.425.3605 (CANADA)
Email: info@lomir.com
Internet: http://www.lomir.com/pet

Description: Producers of unique primate enrichment devices made of durable opaque

polypropylene. Devices are designed to increase foraging time. See P.E.T. devices
page.

MyTrainingStore.com
215 Daffodil Road
Southern Pines, North Carolina 28387, USA
Phone: 910.246.6263
Fax: 910.692.8799
Email: info@mytrainingstore.com
Internet: http://www.mytrainingstore.com

Description: Suppliers of training supplies such as clickers, whistles and lanyards, and
distributor of Active Minds Enrichment Gear (AMEG). The toys are durable enough for
all types of animals and come in unique colors and shapes. They can customize each
shape according to your needs.

Otto Environmental, LLC

6914 N. 124th Street
Milwaukee, Wisconsin 53224, USA
Phone: 414.358.1001
Fax: 414.358.9035
Email: jeff@ottoenvironmental.com
Internet: http://www.ottoenvironmental.com
 APPENDIX E

Description: Supplier and manufacturer of enrichment products, foraging devices and

other equipment. The company works closely with zoo facilities.

Sanctuary Supplies
Phone: 877.886.1992
Email: kathy@sanctuarysupplies.com
Internet: http://www.sanctuarysupplies.com

Description: Supplier of hard to find supplies needed by animal sanctuaries, zoos,

rescues and shelters. Products include enrichment devices, cleaning items and housing
supplies for all animal species.
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