Kristen Buonomo, PhD, BCBA is an Assistant Professor of Special Education in the Education Department at Carlow University. She is teaching undergraduate and graduate courses in positive behavior support, autism spectrum disorders, transition, and communication. Dr. Buonomo’s research interests are centered on bringing a culturally responsive approach to addressing interfering behaviors, including functional behavior assessment and behavior intervention plans. Dr. Buonomo is also working with a colleague to develop an intake interview guide for practitioners to help them develop a holistic understanding of their students. In addition, she continues to work with an advisor on teacher beliefs about behavior. Dr. Buonomo’s dissertation titled A Culturally Responsive Training Program for Behavior Analysts focused on taking an antiracist approach in assessment, intervention, and supervision in the training of behavior analytic professionals.
Over the last 20 years, Dr. Buonomo has worked with caregivers, public and private schools, and state Departments of Education. She has worked extensively with special education students in a variety of settings. Dr. Buonomo truly enjoys the opportunity to engage with graduate and undergraduate students to help facilitate their development as educators.
Dr. Buonomo is an active member of several professional organizations including the Association of Positive Behavior Support as member of the Teaching and Education Committee, the Council for Exceptional Children, and the Association of Professional Behavior Analysts.
Education
- PhD, University of Pittsburgh, Pittsburgh, PA (2022)
- Graduate Academic Certificate in Applied Behavior Analysis, University of North Texas, College of Public Affairs and Community (2003)
- MEd, Rutgers Graduate School of Education, New Brunswick, NJ (1998)
- BA, Rutgers University, New Brunswick, NJ (1995)
Professional Memberships
- Association of Positive Behavior Support (ABPS)
- Council for Exceptional Children (CEC)
- Association of Professional Behavior Analysts (ABPA)
Research
- Culturally responsive functional behavior assessments
- Positive behavior intervention and supports (PBIS)
- Culturally responsive intake and assessment
Publications
- Robertson, R., Buonomo, K., & McCarthy, T. (2022). Results of a collaborative professional development for school staff working with students with visual impairments and challenging behavior. British Journal of Visual Impairment, 42(2).
- Enders, O., Buonomo, K., & Robertson, R. (2021). Addressing race and implicit bias in the functional behavior assessment process: A pilot study of pre-service teacher training modules. Multiple Voices: Disability, Race, and Language Intersections in Special Education, 22(1), 6-23
- Robertson, R., Buonomo, K., Abdellatif, H, & DeMaria, S. (2021). Results of a “psychologically wise” professional development to increase teacher use of proactive behavior management. Psychology in the Schools, 58, 1724-1740
- Robertson, R., Lambert, J., Buonomo, K., & Copeland, B. (2022). Theoretical foundations of applied behavior analysis and applications in special education research and practice. In T. Farmer, E. Talbot, K. McMaster, D. Lee, & T. C. Aceves (Eds.), Handbook of Special Education Research: Theory, Methods, and Developmental Processes. Routledge/Taylor and Francis
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