Kendra Newsome, PhD, BCBA-D, LBA – What Behavior Science Can Offer Early Education

1.0 Type II CEU Credit

About the presentation:

Behavior analysts are underutilized in the education of neuro-typical learners. Behavior analysts, however, are well equipped to contribute to the domain of education. This presentation will discuss the benefits of diversifying our service model as behavior analysts to encompass the educational domain and the specific benefits afforded when the focus is on early education. Data obtained from pre-kindergarten learners will be shared to make the case that behavior science is underutilized in the prevention of academic failure.

About the presenter:

Dr. Kendra Newsome earned her PhD in 2010 from the University of Nevada, Reno. She is a Board Certified Behavior Analyst (BCBA-D) and a Licensed Behavior Analyst in the state of Nevada. She has served as the President for the Nevada Association for Behavior Analysis and is the past President of the Standard Celeration Society. Dr. Newsome is a Founding Director and Owner of Fit Learning, Reno – a Precision Teaching Learning Laboratory that has served over 1,400 families since 2004. Dr. Newsome is a regular contributor to scientific and professional communities on learning science and evidence-based instruction. She and her colleagues have pursued inquiries into the role of language and relational flexibility in the establishment of complex academic repertoires. Her research initiatives include applications of Relational Frame Theory to education, the incorporation of Precision Teaching into Response to Intervention frameworks, and contextual analyses in clinical settings through the use of Standard Celeration Chart. Dr. Newsome has given numerous invited presentations and lectures on science-based approaches to education and serves as a consultant to individuals practicing Precision Teaching in the academic domain.

Upon completion of this presentation, participants will be able to:

• Describe what educators will be able to do with measurement and precision teaching
• Understand relational responding relevancy to intellectual ability and educational attainment
• Describe what is primarily responsible for learning gains