Kristen Buonomo

Kristen Buonomo, PhD, BCBA is an Assistant Professor of Special Education in the Department of Education and Liberal Studies at Carlow University. She teaches undergraduate and graduate courses in positive behavior support, autism spectrum disorders, transition, and communication.

Educational Background:

• PhD, University of Pittsburgh, Pittsburgh, PA (2022)
• Graduate Academic Certificate in Applied Behavior Analysis, University of North Texas (2003)
• MEd, Rutgers Graduate School of Education, New Brunswick, NJ (1998)
• BA, Rutgers University, New Brunswick, NJ (1995)

Dr. Buonomo's research focuses on culturally responsive approaches to addressing interfering behaviors in educational settings. Her work emphasizes functional behavior assessment and behavior intervention plans that incorporate cultural responsiveness. She is particularly interested in developing holistic approaches to understanding students' behaviors and examining teacher beliefs about behavior. With over 20 years of experience working with caregivers, public and private schools, and state Departments of Education, Dr. Buonomo brings extensive practical knowledge to her academic work.

Dr. Buonomo's recent publications demonstrate a consistent focus on culturally responsive practices in special education and behavior analysis. Her work spans topics including professional development for school staff working with students with visual impairments, addressing race and implicit bias in functional behavior assessment, and proactive behavior management strategies. A recurring theme across her publications is the integration of psychological principles with practical educational applications to support students with challenging behaviors.

Professional Memberships:

• Association of Positive Behavior Support (ABPS) - Teaching and Education Committee member
• Council for Exceptional Children (CEC)
• Association of Professional Behavior Analysts (ABPA)

With over two decades of experience in special education, Dr. Buonomo actively mentors both undergraduate and graduate students, helping them develop as educators. She has worked extensively with special education students across various settings and continues to bridge theory and practice through her collaborative research projects. Her current projects include developing an intake interview guide for practitioners and examining teacher beliefs about behavior.