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About > Leadership > Eli Newcomb

Headshot of Eli Newcomb, Vice President of Clinical Standards & Research at The Faison Center

Eli T. Newcomb M.Ed., BCBA, LBA

VP of Clinical Standards & Research


Eli Newcomb is the Vice President of Clinical Standards & Research at The Faison Center. He oversees the work of 20 behavior analysts and the specialized education and behavior analysis services for 200 students, as well as the activities of Faison's applied research laboratory. He has taught behavior analysis and education courses at the graduate level and volunteered locally on Virginia Association for Behavior Analysis committees and various state policy and regulatory workgroups. Eli was also elected to serve on the Board of Directors for the Virginia Association of Independent Specialized Education Facilities (2013 – present) and the Behavior Analyst Certification Board (2016-2019). He has published peer-reviewed research in the areas of organizational behavior management, learner preference, and the assessment and treatment of severe problem behavior; and served as guest reviewer for Autism Research, the Journal of Organizational Behavior Management, and the Journal of Autism and Developmental Disorders. Eli’s clinical activities and research focus on transporting well-established assessment and treatment procedures commonly used in intensive treatment settings into the school environment; with the overarching aim of keeping more students in their home and community settings while they access services.  



Select Publications:


Newcomb, E. T., Camblin, J. G., Jones, F. D., & Wine, B. (2019). On the implementation of a gamified professional development system for direct care staff. Journal of Organizational Behavior Management, 39(3-4), 293-307.    


Newcomb, E. T., Wright, J. A., & Camblin, J. G. (2019). Assessment and treatment of aggressive behavior maintained by access to physical attention. Behavior Analysis: Research and Practice, 19(3), 222-231.   


Frank-Crawford, M. A., Borrero, J. C., Newcomb, E. T., Chen, T., & Schmidt, J. D. (2019). Preference for and efficacy of accumulated and distributed response-reinforcer arrangements during skill acquisition. Journal of Behavioral Education, 28(2), 227-257.


Newcomb, E. T., & Hagopian, L. P. (2018). Treatment of severe problem behavior in children with autism spectrum disorder and intellectual disabilities. International Review of Psychiatry, 30(1), 96-109.   

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