How is a Grandmother like a Banana? Using Relational Frame Theory for Instructional Design
Connections Behavior Planning and Intervention welcomes Dr. Kendra Newsome, PhD, BCBA-D!
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 a former Co-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. Her professional actions are guided by the commitment to transform educational practices in the world so that all students have the opportunity to develop the kinds of skills and expertise that will allow them to make a difference in their communities and beyond.
Relational Frame Theory is a behavioral, natural science approach to understanding the psychology of human language. The body of empirical work underlying RFT is as robust as it is dense. The language of ‘arbitrarily applicable derived relational responding’, ‘combinatorial entailment’ and ‘transformation of stimulus function’ can feel dauntingly unfamiliar, or even intractable, to many educators and behavioral practitioners. Practical application of RFT, however, need not be so unwieldy.
This webinar will demonstrate the tremendous benefits attainable when RFT is brought to bear on the shaping of generalized verbal operant classes. Specifically, two directions for instructional design will be discussed: direct teaching of relational operants and using intact relational operants to program for generative learning and rapid acquisition of new skills. In the former, the focus will be on early learners and will highlight the relationship between relational operants and early academic skills. Data will be shared, as well as tools attendees can utilize in the instructional design process for their learners.
- Attendees will be able to speak about RFT in a common-sense, common-language way. Specifically, participants will be able to name at least 3 relational operants.
- Attendees will be able to distinguish between a task analysis and a component-composite analysis of behavior.
- Attendees will be able to articulate how relational operants are foundational to other complex repertoires.
- Attendees will be able to describe two directions for instructional design using RFT.
Number of CEU’s available: 2.0 BACB Type-II CEU’s
Cost to Attend: $50 (includes registration and CEU’s)