Funded Grants and

Contracts

Recent Publications
*student co-author
†invited or commentary

Recent Presentations

Current Research Funding

Lindsay Fallon, Principal Investigator (Mentors: George Sugai, Breda O’Keeffe), Validation of the Assessment of Culturally and Contextually Relevant Supports (ACCReS): Supporting educators of diverse students with or at risk for disabilities, $398,722. National Center for Special Education Research, Institute for Education Sciences (2017-2023).

 

Recent External Research Funding

Lindsay Fallon, Principal Investigator, Fostering special educators’ instructional growth in McKinley Middle and High School. Funded: $33,401 over 2 years. School Community Partnership Office, Boston Public Schools (2018-2020).

Lindsay Fallon, Co-Investigator, Fostering student engagement amongst high school students with emotional and behavioral disorders. Funded: $5,000 over 1 year. Boston University Consortium Grant, Boston University. (2019-2020).

Lindsay Fallon, Principal Investigator (Mentor: Amanda Marcotte), The impact of the Good Behavior Game on writing quantity and quality, $19,249 over 1 year. Early Career Award Competition, Society for the Study of School Psychology (2017-2018).

Principal Investigator, Brockton Public Schools Special Education Program Evaluation, Funded: $33,411 over 2 years. Office of Special Education, Brockton Public Schools (2017-2019). 

Lindsay Fallon, Principal Investigator, Toward excellence in diverse public school classrooms: Field testing the Assessment of Culturally Relevant Supports (ACReS), $7,460 funded over 1 year. Joseph P. Healey Research Grant Program, University of Massachusetts Boston (2016-2017).

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Kurtz, K. D., Barrasso, M. B., *Ervin, A., & Fallon, L. M. (accepted). School psychologists as systems change advocates: Beginning the efforts in a stressed system. Research and Practice in the Schools. 

 

Grapin, S. & Fallon, L. M. (2022). Conceptualizing and dismantling white privilege in school psychology research: An ecological model. School Psychology Review.

 

†Fallon, L. M., Grapin, S. , Newman, D. S., & Noltemeyer, A. (2022). Promoting equity and social justice in the peer review process: Tips for reviewers. School Psychology International. https://doi.org/10.1177/01430343211070165

 

Fallon, L. M. & *Veiga, M. B., *Susilo, A., & Kilgus, S. P. (2022). Do teachers’ perceptions of high cultural responsiveness predict better student behavioral outcomes? Behavioral Disorders. Advance online publication. https://doi.org/10.1177/01987429211067217

 

†Newman, D. S., Albritton, K., Barrett, C., Fallon, L., Moy, G. E., O’Neal, C., & VanMeter, S. (2022). Working together towards social justice, anti-racism, and equity: One-year reflections on the joint commitment from Journal of Educational and Psychological Consultation and School Psychology International. Journal of Educational and Psychological Consultation, 32(1), 1-5. https://doi.org/10.1080/10474412.2021.2015645

 

Fallon, L. M., *DeFouw, E. R., *Cathcart, S. C., *Berkman, T. S., O’Keeffe, B. V., & Sugai, G. (2021). Supports and interventions to improve academic outcomes with minoritized youth: A review of research. Remedial and Special Education. https://doi.org/10.1177/07419325211046760

 

Fallon, L. M., *Veiga, M., & Sugai, G. (2021). Strengthening MTSS for behavior (MTSS-B) to promote racial equity. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1972333

 

Sullivan A. L., Harris, B., Miller, F., Fallon, L. M., Malone, C. M., Kulkarni, T., Weeks, M., Proctor, S., Johnson, A. H., & Rossen, E. (2021). A call to action for school psychology to address COVID-19 health disparities. School Psychology. https://doi.org/10.1037/spq0000463

 

Daniels, B., Bender, S., Briesch, A. M., *Susilo, A., & Fallon, L. M. (2021). Expanding daily report card intervention to the preschool setting: Evaluation of effectiveness and usability for teachers and parents. Contemporary School Psychology. https://doi.org/10.1007/s40688-021-00387-0

 

Fallon, L. M., *Cathcart, S. C., & Johnson, A. H. (2021). Assessing differential item functioning in a teacher self-assessment of cultural responsiveness. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829211026464

 

Fallon, L. M., *Veiga, M., *Susilo, A., *Robinson-Link, P., *Berkman, T., Minami, T., & Kilgus, S. P (2021). Exploring the relationship between teachers’ perceptions of culturally relevant supports, student risk, and classroom behavior. Psychology in the Schools. https://doi.org/10.1002/pits.22568

 

Fallon, L. M., *DeFouw, E. R., *Cathcart, S. C., *Berkman, T., *Robinson-Link, P., O’Keeffe, B. V., & Sugai, G. (2021). School-based supports and interventions to improve social and behavioral outcomes with racially and ethnically minoritized youth: A review of recent quantitative research. Journal of Behavioral Education. https://doi.org/10.1007/s10864-021-09436-3

 

Fallon, L. M., Collier-Meek, M. A., *Famolare, G. M., *DeFouw, E. R., & Gould, K. M. (2021). Electronically delivered support to promote implementation fidelity: A research synthesis. School Psychology Review. https://doi.org/10.1080/2372966X.2020.1853485

 

Fallon, L. M., Marcotte, A. M., Hamsho, N. F., *Robinson-Link, P., & Ferron, J. M. (2021). The impact of the good behavior game on writing quantity and quality. School Psychology, 36(4), 255–260. https://doi.org/10.1037/spq0000436

 

†Newman, D. S., Albritton, K., Barrett, C., Fallon, L., Moy, G. E., O’Neal, C., & VanMeter, S. (2020). Working together towards social justice, anti-racism, and equity: A joint commitment from Journal of Educational and Psychological Consultation and School Psychology International. Journal of Educational and Psychological Consultation, 31(1), 8-12. https://doi.org/10.1080/10474412.2020.1848313

 

Bender, S. L., Fallon, L. M., Pearrow, M. M., Cook, A. L., Paskiewicz, T., Daniels, B. & Collier-Meek, M. A. (2020). Building a school psychology program committed to social justice: Structure and outcomes at University of Massachusetts Boston. Trainers’ Forum: Journal of the Trainers of School Psychologists, 37(2), 54-72.

 

Fallon, L. M., Marcotte, A. M., & Ferron, J. M. (2020). Measuring academic output during the Good Behavior Game: A single case design study. Journal of Positive Behavior Interventions, 22(4), 246–258. https://doi.org/10.1177/10983007198727

 

Fallon, L. M. & Feinberg, A. B. (2020). Fading students from individual break plans to small group breaks: A preliminary study of a Tier 2 intervention. International Journal of Positive Behavioural Support, 10(1), 32–43.

 

Fallon, L. M., *Cathcart, S. C., & Sanetti, L. M. H. (2020). Assessing parents’ treatment fidelity: A survey of practitioners in home settings. Focus on Autism and Other Developmental Disabilities, 35(1), 15-25. https://doi.org/10.1177/1088357619866192

 

Collier-Meek, M. A., Sanetti, L. M. H., Fallon, L. M., & Chafouleas, S. M. (2020). Exploring the influences of assessment method, intervention steps, intervention sessions, and observation timing on treatment fidelity estimates. Assessment for Effective Intervention, 46, 1-13. http://doi.org/10.1177/1534508419857228

 

Collier-Meek, M. A., Fallon, L. M., & *DeFouw, E. R. (2020). Assessing implementation of the Good Behavior Game: Comparing estimates of adherence, quality, and exposure. Assessment for Effective Intervention, 45(2), 95-109. http://doi.org/10.1177/1534508418782620

 

Pearrow, M. M. & Fallon, L. M. (2020). Integration of social justice and advocacy into training psychologists: A practical demonstration. Psychological Services, 17(S1), 30–36. https://doi.org/10.1037/ser0000384

 

Fallon, L. M., Collier-Meek, M. A., & *Kurtz, K. D. (2019). Feasible coaching supports to promote teachers’ classroom management in high-need settings. School Psychology Review, 48(1), 3-17. http://doi.org/10.17105/SPR-2017-0135.V48-1

 

Fallon, L. M., & *Kurtz, K. D. (2019). Coaching teachers to implement the Good Behavior Game: A direct training approach. TEACHING Exceptional Children, 51(4), 296–304. https://doi.org/10.1177/0040059918808765

 

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Fallon, L. M., Gadke, D. L., January, S. A., Reinhardt, J. S., Maki, K., & Harris, B. (2021, August). Focus on funding early career psychologists’ research: From proposal prep to project management. Presentation given at the 129th Annual Convention of American Psychological Association. Virtual conference.

 

Murphy, K. M., Cook., A, & Fallon, L. M. (2021, April). Cultivating active practice opportunities for children with avatars: Envisioning new uses for mixed reality. Invited presentation given at the American Association of Colleges for Teacher Education Roundtables Series in collaboration with Mursion, Inc. Virtual conference.

 

Fallon, L. M. (2021, March). Exploring the relationship between teachers’ culturally relevant practice and students’ classroom behavior. Paper presented at the International Conference on Positive Behavior Support. Virtual conference.

 

*Cathcart, S. C., Fallon, L. M., Bender, S. L., Bacigalupe, G., & Pistiner, M. (2021, February). School with food allergies: A Survey of students and caregivers. Poster presented at the Annual Convention of the National Association of School Psychologists. Virtual conference.

 

*Cathcart, S. C., & Fallon, L. M., & Johnson, A. J. (2020, August). Differential item functioning of the Assessment of Culturally and Contextually Relevant Supports (ACCReS). Poster presented at the 128h Annual Convention of American Psychological Association. Virtual conference.

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