Hank Roane, Ph.D., BCBA-D
Hank Roane Ph.D., BCBA-D received his Ph.D. in Psychology with an emphasis in Applied Behavior Analysis from Louisiana State University. He completed his graduate training at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine, and has held previous clinical and faculty positions at the Marcus Institute/Emory University School of Medicine and the Munroe-Meyer Institute/University of Nebraska Medical Center. At present, he is the Gregory S. Liptak MD Professor of Child Development in the Department of Pediatrics at Upstate Medical University in Syracuse NY. In this capacity, he serves as the Chief of the Division of Development, Behavior and Genetics where he oversees both medical and behavior analysis clinics that provide approximately 10,000 annual visits for children affected by autism and related disorders. He is a former or current Associate Editor for the Journal of Applied Behavior Analysis, Journal of Developmental and Physical Disabilities, and Behavior Analysis in Practice, and serves on the editorial boards of several other journals. He has previously served on the Board of Directors for the Behavior Analysis Certification Board and presently serves on the Board of Directors for the Society for the Experimental Analysis of Behavior, the Association for Professional Behavior Analysts, and serves on the Child Psychopathology and Developmental Disabilities Study Section for the National Institutes of Health (NIH). He has co-authored numerous research articles and chapters as well as three books on the assessment and treatment of behavior disorders and applied behavior analysis.
Application of Behavioral Economics to the Treatment of Problematic Behavior Among Individuals With Developmental Disabilities
Positive reinforcement contingencies are common in response acquisition and behavior reduction programs for individuals with developmental disabilities. Given the ubiquity of this process, it is critical to identify stimuli that will function as effective reinforcers, especially under conditions in which access to those stimuli might be delayed. Based on the nature of a socially mediated positive reinforcement contingency, positive reinforcement-based programs may be viewed as an economic system in which responding is considered an interaction between several variables, such as the price of the reinforcer, demand for a particular reinforcer, and the magnitude of reinforcement. This basic conceptualization of positive reinforcement contingencies permits practitioners to apply principles of microeconomics to the development and refinement of positive reinforcement-based interventions. Case examples will focus on the use of economic principles to identify differentially effective positive reinforcers, to conduct schedule thinning, and to influence other behavior change agents.