When Londyn Gentry, EDU ’23, reflects on her journey to becoming a behavior specialist, she traces the inspiration back to a childhood shaped by community, compassion and a mother who encouraged her to serve. Growing up in Northern Virginia, just outside Washington, D.C., she spent her Sundays volunteering in a local church program for children with disabilities. It was there, long before she knew what applied behavior analysis (ABA) was, that she first discovered the meaningful impact of supporting children and families. 

“I developed a real connection with the community,” she recalls. “Parents trusted me to babysit their kids, and one mom even suggested ABA as a career. I didn’t know the field yet, but it planted a seed.” 

That seed grew steadily. After high school, Gentry enrolled at James Madison University, pursuing a psychology degree with a concentration in ABA. A formative practicum at the Virginia Institute of Autism gave her hands-on experience and affirmed that she had found her calling. 

“That practicum was my first real look at ABA in practice,” she says. “It just made sense to me. I loved the structure, the science and the transformative impact it had on the children.” 

After graduation, she returned to Northern Virginia and worked as a registered behavior technician for a year and a half. Then the COVID-19 pandemic reshaped her plans. 

“I started applying to graduate programs, primarily on the east coast,” Gentry shares. “I wanted something close to home and well-rounded. Temple checked every box.” 

Finding Her Path at Temple University 

When Gentry entered the master of science in education in applied behavior analysis program at Temple University’s College of Education and Human Development (CEHD) in 2021, she found exactly what she had been looking for: “a small, intimate cohort; professors who prioritized critical thinking; and a curriculum built to shape ethical, thoughtful behavior analysts, not just students who could pass the board certification exam [Board Certified Behavior Analyst (BCBA)],” she notes. 

“The program taught me how to read research articles critically, how to interpret data and how to explain findings to families,” she adds. “Understanding research thoroughly has helped me more than I expected. Parents see headlines all the time, and Temple taught me to go beyond the headline.” 

Gentry built what she describes as lifelong friendships and professional relationships. And because the program emphasized discussion, reflection and applied learning, she gained confidence in collaborating with colleagues across disciplines. 

“The small size was a blessing,” she says. “It made professors accessible and helped us build a supportive network. We learned how to talk through complex cases and advocate for our clients.” 

A Transformative Fellowship: LEND 

One of the most impactful components of Gentry’s graduate experience was her year-long fellowship through the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program at Children’s Hospital of Philadelphia. 

The interdisciplinary fellowship brought together 30 trainees from fields such as developmental pediatrics, occupational therapy, speech-language pathology, psychology, genetics and social work. Gentry was the only fellow representing ABA. 

“That made the experience really special,” she notes. “I had the opportunity to share about ABA with people who had only heard the myths.” 

She led a session unpacking misconceptions about the field, acknowledging ABA’s unethical historical practices while demonstrating how the field has evolved to prioritize ethical behavior, consent and child-centered care. 

“One myth I addressed was that token economies are bribery,” she explains. “But they’re actually structured reinforcement systems—we all use versions of them. Another important point was that modern ABA respects a child’s autonomy. We’re not changing who they are; we’re helping them navigate their world safely and independently.” 

The fellowship broadened her understanding of interdisciplinary collaboration and strengthened her ability to advocate for ABA’s role in comprehensive care. 

“It was an incredible experience,” she says. “I learned how other disciplines think, how to communicate my decisions clearly and how to work as part of a larger team supporting families.” 

Living Her Purpose Today 

Today, Gentry works as a behavior specialist, preparing to sit for her BCBA exam. Her work blends the scientific precision of ABA with the deep sense of empathy that first drew her to the field as a teenager. 

“What I love most is that my job allows me to love my neighbor,” she says. “Patience, compassion and understanding are central to this work. I get to support children and families in real and meaningful ways.” 

Her approach is grounded in a philosophy she learned from her current supervisor: “‘Is it annoying or dangerous?’ If a behavior is merely annoying, I leave it alone. If it’s dangerous, I address it,” Gentry emphasizes. 

“That mindset protects a child’s identity,” she further explains. “I’m not trying to change who they are. I’m helping them move through the world safely and confidently.” 

Looking back, she sees her path from church volunteer to undergraduate practicum student to CEHD graduate to LEND fellow as one cohesive journey. 

“Everything aligned,” she says. “The CEHD didn’t just prepare me to pass the [BCBA] test. It prepared me to be a thoughtful, ethical, effective behavior analyst—and to love the work I do.”