RAYMOND G. ROMANCZYK
Distinguished Service Professor of Psychology & Executive Director of the Institute for Child Development
Ph.D., Rutgers University
Internship: The Psychological Clinic, The Douglass Developmental Disabilities Center, Rutgers University
Area: Clinical Psychology
Office: Institute for Child Development, Room 101C
(The ICD is near East Gym & Campus Preschool)
Executive Director of the Institute for Child Development; Adjunct Professor of Psychiatry, SUNY Health Sciences Center at Syracuse; Associate editor for Child and Family Behavior Therapy; Editorial board member, Focus on Autism; Fellow of APA; Co-President, Council on Autism Services; Professional Advisory Boards: The May Institute; MelMark New England; National Autism Center; journals reviewed for: Journal of Consulting and Clinical Psychology, Behavior Modification, Cognitive Therapy and Research, Journal of Behavior Therapy and Experimental Psychiatry, Journal of Experimental Child Psychology, Journal of Autism and Developmental Disabilities, Journal of Applied Behavior Analysis.
Autism Spectrum Disorders, Attention Deficit and Learning Disabilities, Applied Behavior Analysis, Behavior Therapy, Technology Application to Human Services, Large Scale Service Delivery Systems
My laboratory is primarily focused upon research concerning the etiology, assessment, and treatment of childhood disorders: in particular, autism spectrum disorders, developmental, attention, and learning disorders, as well as family variables and issues. The Institute for Child Development maintains a state certified, full-day school serving children 12 months to 12 years of age), as well as child clinics (The Children's Units) that provide "in-house" opportunities for clinical training and research. A large, full-time professional staff is employed by the Units, composed of individuals in clinical psychology, school psychology, neuropsychology, special education and speech pathology. The laboratory has extensive state of the art research equipment.
Philosophy of Graduate Training:
Emphasis is placed upon developing both excellent research and clinical skills as these are seen as necessary and mutually enhancing. Research emphasizes both basic and applied questions. A strong mentor-collaborator model is used.
Romanczyk, R.G., and McEachin (Eds), (2016). Comprehensive Models of Autism Spectrum Disorder Treatment: Points of Divergence and Convergence. Springer, ISBN: 978-3-319-40903-0.
Cohen, I.L., Liu, X., Hudson, M., Gillis, J. M., Cavalari, R.N.S., Romanczyk, R.G., Karmel, B.Z., & Gardner, J.M. (2016). Using the PDD Behavior Inventory as a Level 2 Screener: A Classification and Regression Trees Analysis. Journal of Autism and Developmental Disorders.
Aponte, C. & Romanczyk, R.G. (2016). Assessment of Feeding Problems in Children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 21,61-72.
Cavalari, R.N.S. & Romanczyk, R.G. (2015). Quantifying Supervisory Decision Making: Eye-Tracking Technology Applications for the Promotion of Child Safety. Journal of Behavioral Decision Making. DOI: 10. 10.1002/bdm.1857.
Romanczyk, R.G., Callahan, E.H., Turner, L.B., & Cavalari. R.N.S. (2014). Efficacy of Behavioral Interventions for Young Children with Autism Spectrum Disorders: Public Policy, the Evidence Base, and Implementation Parameters. Review Journal of Autism and Developmental Disorders.
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