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 |
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| Language: | English |
| Authors: | Rachel E. Robertson (ORCID |
| 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 |
| 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. |
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| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007251373060 |
