UMB-SAIL Lab
University of Massachusetts Boston
Recent Peer-Reviewed Journal Articles
2023
*Luh, H., *LaBrot, Z. C., Cobek, C.,*Sunda, R., & Fallon, L. M. (accepted). School-based consultation training in school psychology programs: An analysis of syllabi. Journal of Educational and Psychological Consultation.
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Harris, B., Thomson, M., Fallon, L. M., & Sullivan, A. L. (in press). Commentary on the racial, ethnic, and gender disparities in school psychology praxis exam outcomes. NASP Research Reports.
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Harris, B., Jenkins, L., & Fallon, L. M. (in press). Thriving as midcareer faculty: Promoting environments that help faculty stay engaged, productive and fulfilled. School Psychology Training and Pedagogy.
Cook, A. L., Murphy, K., Fallon, L. M., *Ervin, A., *Iun, A., & *Whitehouse, A. (2023) Exploring the application of dialogic reading strategies and mixed reality simulations in supporting social-emotional learning among young students in an after-school setting. Contemporary School Psychology.
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McKenney, E. L. W., Heidelburg, K., Fallon, L. M., McPherson, E. C., Sipior, C., & *Sunda, R. (2023). Micro-level advocacy toward socially just multi-tiered systems of support: Knowledge and values. School Psychology Review. https://doi.org/10.1080/2372966X.2023.2197502
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Fallon, L. M., *Robinson-Link, P., *Womack, T., *Alba, L., *Sunda, R., *Ballard, S., *Veiga, M., & Johnson, A. H. (2023). Learning to decenter whiteness in schools through teacher professional development: A systematic review. School Psychology Review. https://doi.org/10.1080/2372966X.2023.2194236
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*Zhang, Y., Cook, C., Fallon, L., Corbin, C., Ehrhart, M., Brown, E., Locke, J., & Lyon, A. (2023). The interaction between general and strategic leadership and climate on their cross-level associations with implementer attitudes toward universal prevention programs for youth mental health: A multilevel cross-sectional study. Administration and Policy in Mental Health and Mental Health Services Research. https://doi.org/10.1007/s10488-022-01248-5
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Fallon, L. M., *Cathcart, S. C., Johnson, A. H., Minami, T., O’Keeffe, B. V., *DeFouw, E. R., & Sugai, G. (2023). A teacher self-assessment of culturally relevant practice to inform educator professional development decisions in MTSS contexts. Assessment for Effective Intervention, 48(2), 100-112. https://doi.org/10.1177/15345084221111338
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2022
Morizio, L. J., Cook, A. C., Collier-Meek, M. A., Fallon, L. M., Bender, S. L. & Famolare, G. (2022). Creating compassion: Creatively-focused explicit behavioral instruction for empathy development. School Psychology Review. https://doi.org/10.1080/2372966X.2022.2109060
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Kurtz, K. D., Barrasso, M. B., *Ervin, A., & Fallon, L. M. (2022). School psychologists as systems change advocates: Beginning the efforts in a stressed system. Research and Practice in the Schools, 9(1), 5-15. https://www.txasp.org/assets/docs/tasp-journal/Vol_9_Issue_1_Complete%20Issue.pdf
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Grapin, S. & Fallon, L. M. (2022). Conceptualizing and dismantling white privilege in school psychology research: An ecological model. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1963998
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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. https://doi.org/10.1177/01987429211067217
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Fallon, L. M., *DeFouw, E. R., *Cathcart, S. C., *Berkman, T. S., O’Keeffe, B. V., & Sugai, G. (2022). Supports to improve academic outcomes with racially and ethnically minoritized youth: A review of research. Remedial and Special Education, 43(4), 237-254. https://doi.org/10.1177/07419325211046760
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2021
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
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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
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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
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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, 39(7), 816-831. https://doi.org/10.1177/07342829211026464
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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
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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
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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
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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
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2020
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
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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.
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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
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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
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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
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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
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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.
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