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Communities of Research and Practice Supporting Positive Behavior in Students with Autism and Intellectual Disabilities: Results of a Pilot Randomized Controlled Trial

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Title: Communities of Research and Practice Supporting Positive Behavior in Students with Autism and Intellectual Disabilities: Results of a Pilot Randomized Controlled Trial
Language: English
Authors: Rachel E. Robertson (ORCID 0000-0002-9777-4875), Kristen Buonomo (ORCID 0000-0002-8262-9616), Deno Rowe, Xiaofan Zhang
Source: Journal of Positive Behavior Interventions. 2026 28(3):159-169.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Autism Spectrum Disorders, Intellectual Disability, Developmental Disabilities, Behavior Modification, Evidence Based Practice, Student Behavior, Teacher Role, Teacher Effectiveness, Knowledge Level, Behavior Problems, Conflict, Communities of Practice, Students with Disabilities, Program Effectiveness
DOI: 10.1177/10983007251373060
ISSN: 1098-3007
1538-4772
Abstract: Teachers of students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD) report managing challenging behavior as one of the most difficult aspects of their work. Evidence-based practices (EBPs) in behavior management can assist teachers in increasing positive behavior in their students with ASD/IDD; however, evidence suggests that teachers may not use EBP effectively. To support teachers in integrating EBP into their practice to increase positive behavior in their students, we developed Communities of Research and Practice (CoRP). In CoRP, classroom teams and researchers in a Mid-Atlantic U.S. state met monthly to discuss how specific EBP could be combined with teachers' practical expertise to meet the unique needs of their students. In a pilot randomized controlled trial, no significant pre-post differences were found between CoRP and a business-as-usual comparison group on teacher-reported knowledge and use of EBP; however, CoRP participants reported significantly greater decreases in student conflict and challenging behavior. In addition, participants found CoRP valuable and feasible, with high attendance and completion rates. Implications for reducing the research-practice divide are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508804
Database: ERIC
FullText Text:
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  Data: Communities of Research and Practice Supporting Positive Behavior in Students with Autism and Intellectual Disabilities: Results of a Pilot Randomized Controlled Trial
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  Data: <searchLink fieldCode="AR" term="%22Rachel+E%2E+Robertson%22">Rachel E. Robertson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9777-4875">0000-0002-9777-4875</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristen+Buonomo%22">Kristen Buonomo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8262-9616">0000-0002-8262-9616</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deno+Rowe%22">Deno Rowe</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaofan+Zhang%22">Xiaofan Zhang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. 2026 28(3):159-169.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
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  Group: ID
  Data: 10.1177/10983007251373060
– Name: ISSN
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  Data: 1098-3007<br />1538-4772
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teachers of students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD) report managing challenging behavior as one of the most difficult aspects of their work. Evidence-based practices (EBPs) in behavior management can assist teachers in increasing positive behavior in their students with ASD/IDD; however, evidence suggests that teachers may not use EBP effectively. To support teachers in integrating EBP into their practice to increase positive behavior in their students, we developed Communities of Research and Practice (CoRP). In CoRP, classroom teams and researchers in a Mid-Atlantic U.S. state met monthly to discuss how specific EBP could be combined with teachers' practical expertise to meet the unique needs of their students. In a pilot randomized controlled trial, no significant pre-post differences were found between CoRP and a business-as-usual comparison group on teacher-reported knowledge and use of EBP; however, CoRP participants reported significantly greater decreases in student conflict and challenging behavior. In addition, participants found CoRP valuable and feasible, with high attendance and completion rates. Implications for reducing the research-practice divide are discussed.
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  Data: EJ1508804
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      – Type: doi
        Value: 10.1177/10983007251373060
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 159
    Subjects:
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Conflict
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
    Titles:
      – TitleFull: Communities of Research and Practice Supporting Positive Behavior in Students with Autism and Intellectual Disabilities: Results of a Pilot Randomized Controlled Trial
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            NameFull: Kristen Buonomo
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            NameFull: Deno Rowe
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            NameFull: Xiaofan Zhang
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