Funded Grants and

Contracts

Recent Publications,

Peer-Reviewed

*student co-author

Recent Presentations,

National

Recent Presentations,

Regional

Recent Professional

Development

Workshops, Trainings,

& Consultation

Current Research Funding

Lindsay Fallon, Principal Investigator (Mentor: 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 over 4 years. National Center for Special Education Research, Institute for Education Sciences (2017-2021).

 

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).

Recent Research Funding

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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Fallon, L. M., Marcotte, A. M., & Ferron, J. M. (2019). Measuring academic output during the Good Behavior Game: A single case design study. Journal of Positive Behavior Interventions.  https://doi.org/10.1177/10983007198727

 

Pearrow, M. M. & Fallon, L. M.(2019). Integration of social justice and advocacy into training psychologists: A practical demonstration. Psychological Services. http://dx.doi.org/10.1037/ser0000384

 

Fallon, L. M.,*Cathcart, S. C., & Sanetti, L. M. H. (2019). Assessing parents’ treatment fidelity: A survey of practitioners in home settings. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/1088357619866192

 

Collier-Meek, M. A., Sanetti, L. M. H., Fallon, L. M., & Chafouleas, S. M. (2019). An exploratory investigation of the influences of observation timing on treatment fidelity estimates. Assessment for Effective Intervention. https://doi.org/10.1177/1534508419857228

 

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, 3-17. DOI: 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 Childrenhttps://doi.org/10.1177/0040059918808765

 

Fallon, L. M., Collier-Meek, M. A., *Kurtz, K. D., & *DeFouw, E. R. (2018). Emailed implementation supports to promote treatment integrity:  Comparing the effectiveness and acceptability of prompts and performance feedback. Journal of School Psychology, 68, 113-128.

 

Collier-Meek, M. A.,Fallon, L. M., & *DeFouw, E. R. (2018).  Assessing the implementation of the Good Behavior Game: Comparing estimates of adherence, quality, and exposure. Assessment for Effective Intervention. https://doi.org/10.1177/1534508418782620

 

Collier-Meek, M. A.,Fallon, L. M., & *Gould, K. (2018). How are treatment integrity data assessed? Reviewing the performance feedback literature. School Psychology Quarterly.  http://dx.doi.org/10.1037/spq0000239

 

Fallon, L. M., *Cathcart, S. C., & Feinberg, A. B. (2018). Understanding home-based treatment fidelity assessment and promotion: Implications for school psychologists. Contemporary School Psychology. https://rdcu.be/9GDZ

 

Fallon, L. M., Sanetti, L. M. H., Chafouleas, S. M., Faggella-Luby, M. N., & Briesch, A. M. (2018). Direct training to increase agreement between teachers’ and observers’ treatment integrity ratings. Assessment for Effective Intervention, 43, 196-211. https://doi.org/10.1177/15345084177387

 

Fallon, L. M.,Kurtz, K. D., & Mueller, M. R. (2018). Direct training to improve educators’ treatment integrity: Asystematic review of single-case design studies. School Psychology Quarterly, 33, 169–181. http://dx.doi.org/10.1037/spq0000210

 

Fallon, L. M.,*Cathcart, S. C., *DeFouw, E. R., O’Keeffe, B. V., & Sugai, G. (2018). Promoting teachers’ implementation of culturally and contextually relevant classwide behavior plans. Psychology in the Schools, 55, 278–294. DOI: 10.1002/pits.22107

 

Collier-Meek, M. A.,Fallon, L. M., & *DeFouw, E. R. (2017).Toward feasible implementation support: Emailed prompts to promote teachers’ treatment integrity. School Psychology Review, 46, 379–394. DOI: 10.17105/SPR-2017-0028.V46-4

 

Collier-Meek, M. A.,Sanetti, L. M. H., & Fallon, L. M.(2017).Applied Behavior Analysis to assess and support treatment integrity. Psychology in the Schools, 54, 446-460. DOI: 10.1002/pits.22001

 

Fallon, L.M.,& *Mueller, M. R. (2017). Culturally responsive wraparound supports: Collaborating with families to promote students' behavior regulation across settings. Contemporary School Psychology, 21, 201-210. DOI: 10.1007/s40688-016-0116-8

 

Fallon, L. M., &Feinberg, A. B. (2016). Implementing a tier 2 behavioral intervention in a therapeutic alternative high school program. Preventing School Failure.  http://dx.doi.org/10.1080/1045988X.2016.1254083

 

Kilgus, S. P., Fallon, L. M., & Feinberg, A. B. (2016). Function-based modification of Check-In/Check-Out to influence escape-maintained behavior. Journal of Applied School Psychology,32,24-45.

 

Fallon, L. M.,Collier-Meek, M. A., Sanetti, L. M. H., Feinberg, A. B., & Kratochwill, T. K. (2016). Brief report: Implementation planning to promote parents’ treatment integrity of home-based behavioral interventions for children with autism. Journal of Educational and Psychological Consultation, 26,87-109.

 

Fallon, L. M.,O’Keeffe, B. V., Gage, N., & Sugai, G. (2015).Brief report: Assessing attitudes toward culturally and contextually relevant school-wide positive behavior support strategies. Behavioral Disorders, 40, 251-260.

 

Fallon, L. M.,Collier-Meek, M. A., Maggin, D. M., Sanetti, L. M. H., & Johnson, A. J. (2015). Is performance feedback an evidence-based practice? A systematic review and evaluation. Exceptional Children, 81, 227–246.

Collier-Meek, M. A., Sanetti, L. M. H., & Fallon, L. M. (2017). Applied Behavior Analysis to assess and support treatment integrity. Psychology in the Schools, 54, 446-460. DOI: 10.1002/pits.22001

Fallon, L. M., & *Mueller, M. R. (2017). Culturally responsive wraparound supports: Collaborating with families to promote students' behavior regulation across settings. Contemporary School Psychology, 21, 201-210. DOI 10.1007/s40688-016-0116-8

Fallon, L. M., & Feinberg, A. B. (2016). Implementing a tier 2 behavioral intervention in a therapeutic alternative high school program. Preventing School Failure.  DOI: 10.1080/1045988X.2016.1254083

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Fallon, L. M., & *Kurtz, K. D. (2019, February). Coaching teachers to implement classroom behavioral interventions by providing direct training. Poster presented at the International Conference on Positive Behavior Support. Washington, D.C.

 

Fallon, L., M., *Cathcart, S. C., *DeFouw, E. R., O’Keeffe, B. V., & Sugai, G. (2019, February). Supporting teachers to implement culturally and contextually relevant classwide behavior plans. Paper presented at the International Conference on Positive Behavior Support. Washington, D.C.

 

Feinberg, A. B., & Fallon, L. M. (2019, February). Modifying Tier 2 interventions to support attention-seeking & escape-maintained behavior. Invited Field-Based Skills Session presented at the Annual Convention of National Association of School Psychologists, Atlanta, GA.

 

Fallon, L. M., Collier-Meek, M. A., *Kurtz, K. D., & *DeFouw, E. R. (2019, February). Feasible treatment integrity support: Comparing emailed prompts and performance feedback. Presentation given at the Annual Convention of National Association of School Psychologists, Atlanta, GA.

 

Fallon, L. M., Collier-Meek, M. A., & *Kurtz, K. D. (2019, February). Coaching teachers to provide intensive classroom management in high-needs settings. Presentation given at the Annual Convention of National Association of School Psychologists, Atlanta, GA.

 

*DeFouw, E. R., Fallon, L. M., *Cathcart, S. C., O’Keeffe, B. V., Sullivan, A. L., & Sugai, G. (2019, February). A review of research-based culturally and contextually relevant academic practices. Poster presented at the Annual Convention of National Association of School Psychologists, Atlanta, GA.

 

*Cathcart, S. C., Fallon, L. M., Johnson, A. H., Minami, T., & *DeFouw, E. R. (2019, February). Instrument development for culturally and contextually relevant practice: EFA results. Poster presented at the Annual Convention of the National Association of School Psychologists, Atlanta, GA.

 

Collier-Meek, M. A., Fallon. L. M., & *Gould, K. (2019). How are treatment integrity data assessed? Poster presented at the Annual Convention of National Association of School Psychologists, Atlanta, GA.

 

*DeFouw, E. R., Fallon, L. M., & *Cathcart, S. C. (2019, February). Developing and implementing culturally and contextually relevant classwide intervention plans. Poster presented at the Annual Convention of National Association of School Psychologists, Atlanta, GA.

 

*Cathcart, S. C., Fallon, L. M., *DeFouw, E. R. (2018, February). Preliminary validation of the Assessment of Culturally and Contextually Relevant Supports (ACCReS). Poster presented at the 126th Annual Convention of American Psychological Association, San Francisco, CA.

 

*Cathcart, S. C., & Fallon, L. M. (2018, February). Cultural proficiency seminars' impact on school climate: A case study. Poster presented at the 126th Annual Convention of American Psychological Association, San Francisco, CA.

 

*DeFouw, E. R., Collier-Meek, M. A. & Fallon, L. M. (2018, February). How to develop and deliver emailed prompts to support implementers. Poster presented at the Annual Convention of National Association of School Psychologists, Chicago, IL.

 

*Gould, K. M., Chan-Iannetta, L., & Fallon, L. M. (2018, February). A treatment intensity study: First grade survival skills. Presentation given at the Annual Convention of National Association of School Psychologists, Chicago, IL.

*DeFouw, E. R., Collier-Meek, M. A., & Fallon, L. M. (2017, August). Evaluating implementation of the Good Behavior Game through multiple methods. Poster presented at the Annual Convention of the American Psychological Association, Washington, D.C.

 

Collier-Meek, M. A., Sanetti, L. M. H., Fallon, L. M., & Chafouleas, S. M. (2017, August). Influence of time of day on direct observation treatment integrity estimates. Poster presented at the 125th Annual Convention of American Psychological Association, Washington, D.C.

 

Fallon, L. M., O’Keeffe, B. O., Sugai, G., & Johnson, A. H. (2017, April). Assessment of Culturally and Contextually Relevant Supports: Validation of a teacher self-assessment. Poster presented at the Council for Exceptional Children 2017 Convention and Expo. Boston, MA.

 

Fallon, L. M., *Kurtz, K. D., *Mueller, M. R., & Collier-Meek, M. A.  (2017, February). Providing direct training to school-based interventionists: A review of evidence. Presentation given at the Annual Convention of National Association of School Psychologists, San Antonio, TX.

 

Feinberg, A. B., & Fallon, L. M. (2017, February). Building a PBIS Framework in Alternative Schools: Considerations of Process. Presentation given at the Annual Convention of National Association of School Psychologists, San Antonio, TX.

 

*DeFouw, E. R., Fallon, L. M., *Kurtz, K. D., & Collier-Meek, M. A. (2017, February). Providing proactive and efficient treatment integrity support to educators. Presentation given at the Annual Convention of National Association of School Psychologist, San Antonio, TX.

 

Fallon, L. M., *Mueller, M. R., & *Kurtz, K. D. (2016, October). A literature review of culturally and contextually relevant school discipline practices: Linking results to action. Presentation given at the Institute for the Study and Promotion of Race and Culture (ISPRC) 16th Annual Diversity Challenge. Boston, MA.

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Fallon, L. M.(2019, May). Supporting students with emotional and behavioral disabilities (EBD): Applications of PBIS in alternative schools.Invited presentation given at the Northeast PBIS Leadership Forum, Mystic, CT.

 

Everett, S., Whitcomb, S.,Fallon, L. M…. O’Reilly, M. J. (2019, May). Getting started and sustaining Tier 2 data, systems and practices.Invited presentation given at the Northeast PBIS Leadership Forum, Mystic, CT.

Fallon, L. M., DeFouw, E. R., Cathcart, S. C., O’Keeffe, B. V., & Sugai, G. (2018, November). Feedback on the Assessment of Culturally and Contextually Relevant Supports (ACCReS): An Instrument for Classroom Teachers. Poster presented at the 14th Annual New England Forum on Positive Behavior Supports, Norwood, MA.

Fallon, L. M., Collier-Meek, M. A., & Feinberg, A. B. (2017, November). Providing feasible coaching support to teachers in the classroom. Invited presentation given at the 13th Annual New England Forum on Positive Behavioral Interventions and Supports, Norwood, MA.

Fallon, L. M., *Cathcart, S. C., & Sanetti, L. M. H. (2017, October). Parents’ treatment integrity of home-based behavioral interventions: Surveying behavior analysts’ current practices. Presentation given at the Annual Conference of the Berkshire Association for Behavior Analysis and Therapy, Amherst, MA.

 

Collier-Meek, M. A., Fallon, L. M., & Sanetti, L. M. H. (2017, October).  Considering treatment integrity a behavior influenced by antecedents and consequences: Implications for evaluation and support. Presentation given at the Annual Conference of the Berkshire Association for Behavior Analysis and Therapy, Amherst, MA.

 

Fallon, L. M., Collier-Meek, M. A., & Feinberg, A. B. (2017, May). Intensive classroom management support for teachers in high-need settings. Presentation given at the Northeast PBIS Leadership Forum, Mystic, CT.

 

*DeFouw, E. R., Collier-Meek, M. A., & Fallon, L. M. (2017, May). Increasing teachers’ treatment integrity through antecedent emailed prompts. Presentation given at the 2017 Annual Conference of the Massachusetts Association of Applied Behavior Analysis. Marlborough, MA.

 

Collier-Meek, M. A., & Fallon, L. M. (2017, May). Comparing feasible implementation supports for teachers: Emailed prompts versus performance feedback. Presentation given at the 2017 Annual Conference of the Massachusetts Association of Applied Behavior Analysis. Marlborough, MA.

 

Fallon, L. M., *Kurtz, K. D., & Collier-Meek, M. A. (2017, May). Promoting teachers’ treatment Integrity with a modeling-based booster training procedure. Presentation given at the 2017 Annual Conference of the Massachusetts Association of Applied Behavior Analysis. Marlborough, MA.

 

Fallon, L. M., Feinberg, A. B., & DePasquale, M. (2016, November). Toward effective PBIS practice in alternative school settings: From readiness to launch. Invited presentation given at the 12th Annual New England Forum on Positive Behavioral Interventions and Supports, Norwood, MA.

 

Fallon, L. M. & Feinberg, A. B. (2016, November). Tier 2 interventions in alternative settings: Supporting escape-maintained behavior efficiently. Poster presented at the 12th Annual New England Forum on Positive Behavioral Interventions and Supports, Norwood, MA.

 

Fallon, L. M., *Kurtz, K. D., & *Mueller, M. (2016, October). Providing direct training to interventionists: Which interventions are being targeted? Presentation given at the Annual Conference of the Berkshire Association for Behavior Analysis and Therapy, Amherst, MA.

 

Feinberg, A., B., *Kleinert, W., *Silva, M. R., Fallon, L. M., & Codding, R. S., (2016, May). An examination of the classroom checkup: Providing supports through classroom consultation with feedback. Invited presentation given at the Northeast PBIS Leadership Forum, Mystic, CT.

 

Fallon, L. M., *Kurtz, K. D., & *Mueller, M. R., (2016, May). Providing direct training to school-based interventionists. Poster presented at the Massachusetts School Psychologists Association Annual Spring Conference, Framingham, MA.

 

Feinberg, A. B., & Fallon, L. M. (2016, May). Modifying tier two supports: Intervention for students motivated by escape. Poster presented at the Massachusetts School Psychologists Association Annual Spring Conference, Framingham, MA.

 

Fallon, L. M. & *Mueller, M. (2015, November). Culturally and contextually relevant PBIS: Review and future directions. Invited presentation given at the 11th Annual Forum on Positive Behavioral Interventions and Supports, Norwood, MA.

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Fallon, L.M. (2019, June). Overview of school-wide positive behavioral interventions and supports (SWPBIS). 3-Day Staff Training and Planning Period. Somerville Public Schools, Somerville, MA.

Fallon, L. M. (2018, May). Consulting with teachers to implement behavioral interventions in the classroom with fidelity. Training Series for Board Certified Behavior Analysts at EDCO Collaborative. Bedford, MA.

 

Fallon, L. M. (2017, August). Overview of school-wide positive behavioral interventions and supports (SWPBIS). 2-Day Staff Training and Planning Period. Arthur T. Cummings Elementary School, Winthrop Public Schools, Winthrop, MA.

Fallon, L. M. (2017, June). Teaching of Reading to Students with Severe Disabilities. Hybrid one-day teacher training. Pathways to Licensure Program, Boston Public Schools. Boston, MA.

 

Fallon, L. M. (2017, May). Theories, Concepts, And Methods of Assessing Physical, Emotional, Intellectual, and Social Development In Children and Adolescents. Hybrid one-day teacher training. Pathways to Licensure Program, Boston Public Schools. Boston, MA.

 

Fallon, L. M. (2016, July). Ways to prepare and maintain students with disabilities for general education classrooms: Advanced introduction to best practices in behavior support. Two-day teacher training. Pathways to Licensure Program, Boston Public Schools. Boston, MA.

 

  • Also delivered April 2017, June 2017 and July 2017