Robbie Hanson

Research Faculty - Applied Behavior Analysis

Campus: Online
Department: Applied Behavior Analysis
Institution: The Chicago School

Biography

Dr. Hanson is a doctoral-level Board Certified Behavior Analyst and holds a B.S. degree in psychology from Central Michigan University, an M.A. degree in applied behavior analysis from Western Michigan University, and a Ph.D. in applied behavior analysis from Endicott College. Dr. Hanson previously worked as a practitioner in the field of ABA for approximately 15 years and served as faculty teaching graduate level ABA coursework for approximately 10 years. Her applied areas of interest include co-morbid diagnoses, functional behavior assessment and analysis, and severe maladaptive behavior. In addition to her faculty position with The Chicago School, she is a senior associate researcher with the Verbal Behavior Research Laboratory at California State University, Sacramento. Her research interests include the quantitative analysis of behavior, stimulus control, stimulus equivalence, verbal behavior, and bidirectional naming.

Education History

Degree	Institution	Year
Ph.D.	Endicott College , Beverly, MA	2020
M.A.	Western Michigan University , Kalamazoo, MI	2008
B.S.	Central Michigan University , Mt. Pleasant, MI	2006

Professional Memberships

Role	Organization
Member	ABAI
Member	Verbal Behavior Special Interest Group
Senior Associate Researcher	Verbal Behavior Research Lab

Publications

Journal
Meyer, N., & Hanson, R.J. (2025). A comparison of positive reinforcers to increase food consumption with an adult with down syndrome. Behavior Analysis: Research and Practice, , https://doi.org/10.1037/bar0000312.
McWilliams, M., & Hanson, R.J. (2025). The use of partial textual stimuli within an interactive task for increasing recall with a child with autism. The Analysis of Verbal Behavior, , https://doi.org/10.1007/s40616-025-00218-w.
Dingus, C. S., Hanson, R. J., Miguel, C. F., Stern, S., & Brand, D. (2024). Verbal mediation during auditory equivalence class formation using go/no-go successive matching-to-sample. The Analysis of Verbal Behavior, , https://doi.org/10.1007/s40616-024-00209-3.
McDonald, E. R., & Hanson, R. J. (2024). A review of applied behavior analysis in the criminal justice system. Behavioral Interventions, , https://doi.org/10.1002/bin.2043.
Sordello, J. C., Hanson, R. J., Miguel, C. F., Angulo, A., & Dingus, C. S. (2024). Correspondence between vocal-verbal behavior and go/no-go responses during the successive matching-to-sample procedure. The Analysis of Verbal Behavior, , https://doi.org/10.1007/s40616-024-00205-7.
Thompson, H. E., & Hanson, R. J. (2024). The use of a behavior chain interruption strategy to teach mands for help with an adult with intellectual disability and deaf-blindness. The Analysis of Verbal Behavior, , https://doi.org/10.1007/s40616-024-00204-8.
Hanson, R. J., Sordello, J., Skau Engell, T., Miguel, C. F. (2022). The use of the go/no-go successive matching-to-sample procedure with nonverbal auditory stimuli to establish equivalence classes and speaker behavior. The Analysis of Verbal Behavior, , https://doi.org/10.1007/s40616-022-00165-w.
Hanson, R. J., & Miguel, C. F. (2021). The establishment of auditory equivalence classes with a go/no-go successive matching-to-sample procedure. Journal of the Experimental Analysis of Behavior, , https://doi.org/10.1002/jeab.691.
Falakfarsa, G., Brand, D., Jones, L., Godinez, E., Richardson, D., Hanson, R., Velazquez, S., & Wills, C. (2021). Treatment integrity reporting in Behavior Analysis in Practice 2008-2019. Behavior Analysis in Practice, , https://doi.org/10.1007/s40617-021-00573-9.
Zhelezoglo, K. N., Hanson, R. J., Miguel, C. F., & Lionello-Denolf, K. (2021). The establishment of auditory-visual equivalence classes with a go/no-go successive matching-to-sample procedure. Journal of the Experimental Analysis of Behavior, , https://doi.org/10.1002/jeab.641.
Howland, T. G., Zhelezoglo, K. N., Hanson, R. J., Miguel, C. F., & Lantaya, C. A. (2021). The establishment of visual equivalence classes with a go/no-go successive matching-to-sample procedure. The Psychological Record, , https://doi.org/10.1007/s40732-020-00434-x.