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Peer-Reviewed Journal Articles

*Denotes student/mentee co-author; †invited submission or commentary

Equity and MTSS

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  • Fallon, L. M., *Laenen, D. P., *Kausel, J., *Sunda, R., *Palacios Molina, A. V., & *Romero, E. D. (2025). Prompting implementation of culturally responsive teaching in a therapeutic setting. School Psychology, 40, 404–409.  https://doi.org/10.1037/spq0000638

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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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Consultation

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  • Luh, H., *LaBrot, Z. C., Cobek, C.,*Sunda, R., & Fallon, L. M. (2023). School-based consultation training in school psychology programs: An analysis of syllabi. Journal of Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2023.2261921

Culturally Affirming Practice

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  • Knox, J. L., Lawson, T. K.,  Goodwin, A. K. B., Golden, A., Arch, D. A. N., & Fallon, L. M. (2025). Supporting cultural responsiveness in the classroom: An exploratory study of teacher profiles. Journal of Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2024.2449340

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  • Lawson, T., K., Knox, J., *Palacios Molina, A. V., *Romero, E. D. & Fallon, L. M. (2024). Check yourself!: Exploring current culturally responsive teaching assessment measures. Psychology in the Schools. https://doi.org/10.1002/pits.23189

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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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  • Fallon, L. M. & *Veiga, M. B., *Susilo, A., & Kilgus, S. P. (2023). Do teachers’ perceptions of high cultural responsiveness predict better student behavioral outcomes? Behavioral Disorders, 48(2) 97–105. 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. (2022a). 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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  • Fallon, L. M., *DeFouw, E. R., *Cathcart, S. C., *Berkman, T., *Robinson-Link, P., O’Keeffe, B. V., & Sugai, G. (2022b). 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., *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, 59, 1948–1964. https://doi.org/10.1002/pits.22568

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  • 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. http://doi.org/10.1002/pits.22107

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  • 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. http://doi.org/10.1007/s40688-016-0116-8

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  • ​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. https://doi.org/10.17988/0198-7429-40.4.251​

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  • Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in school-wide positive behavior support: A review of current literature. Journal of Positive Behavior Interventions, 14(4), 209 – 219. https://doi.org/10.1177/1098300712442242

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  • Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14(4), 197 – 208. https://doi.org/10.1177/1098300711426334

Educator Training and Support

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  • Veiga, M. B., Fallon, L. M., Collier-Meek., M. A., *Susilo, A., *Ballard, S., & *Sunda, R. (2025). Training school psychologists to conduct culturally-informed functional behavioral assessment interviews. School Psychology, 40(2), 264–273. https://psycnet.apa.org/doi/10.1037/spq0000650​

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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, 53(4), 400-416. 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, 50, 427–449. htpps://doi.org/10.1007/s10488-022-01248-5

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  • Fallon, L. M., Collier-Meek, M. A., *Famolare, G. M., *DeFouw, E. R., & Gould, K. M. (2022). Electronically delivered support to promote implementation fidelity: A research synthesis. School Psychology Review, 51(2), 221-236. https://doi.org/10.1080/2372966X.2020.1853485 

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  • 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

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  • 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. https://doi.org/10.1016/j.jsp.2018.03.001

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  • 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/10.1177/1534508417738721

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  • Fallon, L. M., *Kurtz, K. D., & *Mueller, M. R. (2018). Direct training to improve educators’ treatment integrity: A systematic review of single-case design studies. School Psychology Quarterly, 33(2), 169–181. http://dx.doi.org/10.1037/spq0000210

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  • 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. http://doi.org/10.17105/SPR-2017-0028.V46-4

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  • 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. https://doi.org/10.1080/10474412.2015.1039124

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  • 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. https://doi.org/10.1177/0014402914551738

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  •  Sanetti, L. M. H., Chafouleas, S. M., Fallon, L. M., & Jaffery, R. (2014). Increasing teachers’ treatment integrity when implementing a class-wide intervention through performance feedback provided by a school-based consultant: A case study. Journal of Educational and Psychological Consultation, 24, 239-260. https://doi.org/10.1080/10474412.2014.923734

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  • Collier-Meek, M. A., Fallon, L. M., Sanetti, L. M. H., & Maggin, D. M. (2013). Focus on implementation: Strategies for problem-solving teams to assess and promote treatment fidelity. TEACHING Exceptional Children, 45, 52-59. https://doi.org/10.1177/004005991304500506 

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  • Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2013). Performance feedback provided by school personnel to increase teachers’ intervention implementation: An evaluation of effectiveness, procedural integrity, and feasibility. Psychology in the Schools, 50(2),134-150. https://doi.org/10.1002/pits.21664

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  • Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2011). Treatment integrity assessment and intervention by school-based personnel: Practical applications from a preliminary study. School Psychology Forum, 5, 87–102.

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  • Sanetti, L. M. H., & Fallon, L. M. (2011). Treatment integrity assessment: How estimates of adherence, quality, and exposure influence interpretation of implementation. Journal of Educational and Psychological Consultation, 21, 209–232. https://doi.org/10.1080/10474412.2011.595163

Social Emotional Learning and Support

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  • Morizio, L. J., Cook, A. C., Collier-Meek, M. A., Fallon, L. M., Bender, S. L. & Famolare, G. (2024). Creating compassion: Creatively-focused explicit behavioral instruction for empathy development. School Psychology Review, 53(3), 294–309. https://doi.org/10.1080/2372966X.2022.2109060

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  • 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. https://doi.org/10.1007/s40688-023-00470-8

Behavioral Methods and Assessment

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  • Zhang, Y., Yu, Q., Li, H., Renshaw, T. L. & Fallon, L. M. (2025). Happy together: Multilevel associations between chinese adolescents' and teachers' school-specific subjective wellbeing. Journal of School Psychology, 109, 101428. https://doi.org/10.1016/j.jsp.2025.101428

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  • Daniels, B., Fallon, L. M., Cook, A. C., *Palacios Molina, A., & *Veiga, M. (2024). Exploring threats to internal validity of direct assessment in single case design research. School Psychology, 39(6), 646–657. https://doi.org/10.1037/spq0000664

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  • Zhang, Y., Fallon, L. M., Larson, M., Browning Wright, D., Cook, C. & Lyon, A. (2024). Associations among educators' beliefs, intervention fidelity, and student outcomes in SWPBIS: A school-level moderated mediation analysis. School Psychology. https://doi.org/10.1037/spq0000615

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  • Daniels, B., Bender, S., Briesch, A. M., *Susilo, A., & Fallon, L. M. (2023). Expanding daily report card intervention to the preschool setting: Evaluation of effectiveness and usability for teachers and parents. Contemporary School Psychology, 27, 303–316. https://doi.org/10.1007/s40688-021-00387-0

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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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  • 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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  • 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., *Cathcart, S. C., & Feinberg, A. B. (2019). Understanding home-based treatment fidelity assessment and promotion: Implications for school psychologists. Contemporary School Psychology, 23(4), 455–465. https://doi.org/10.1007/s40688-018-00211-2

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  • Collier-Meek, M. A., Fallon, L. M., & *Gould, K. (2018). How are treatment integrity data assessed? Reviewing the performance feedback literature. School Psychology Quarterly, 33(4), 517-526. http://dx.doi.org/10.1037/spq0000239

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  • 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. http://doi.org/10.1002/pits.22001

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  • 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. https://doi.org/10.1080/15377903.2015.1084965

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  • Fallon, L. M., McCarthy, S. R., & Sanetti, L. M. H. (2014). School-wide positive behavior support (SWPBS) in the classroom:  Assessing perceived challenges to consistent implementation in Connecticut schools. Education and Treatment of Children, 37, 1-24. https://doi.org/10.1080/20473869.2022.2116232

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  • Maggin, D. M., Fallon, L. M., Sanetti, L. M. H., & Roberto, L. M. (2012). Training paraducators to implement a group contingency protocol: Direct and collateral effects. Behavioral Disorders, 38, 18-37. https://doi.org/10.1177/019874291203800103

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  • ​Chafouleas, S. M., Sanetti, L. M. H., Jaffery, R., & Fallon, L. M. (2012). An evaluation of a class-wide intervention package involving self-management and group contingency on classroom behavior of middle school students. Journal of Behavioral Education, 21, 34-57. https://doi.org/10.1007/s10864-011-9135-8

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  • Collier-Meek, M. A., Fallon, L. M., Johnson, A., Sanetti, L. M. H., & DelCampo, M. A. (2012). Constructing self-modeling videos: Procedures and technology. Psychology in the Schools, 49, 3-14. https://doi.org/10.1002/pits.20614

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  • McCarthy, S. R., Fallon, L. M., & Sanetti, L. M. H. (2012). School-based prevention and intervention for childhood obesity: Casting for school psychologists to take an active role. School Psychology Forum, 6, 29-38. https://doi.org/10.3390/ijerph17010347​

Professional Issues in School Psychology

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  • Harris, B., Thomson, M., Fallon, L. M., & Sullivan, A. L. (2023). Commentary on the racial, ethnic, and gender disparities in school psychology praxis exam outcomes. NASP Research Reports, 7(2), 1-6. Article link.

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  • Harris, B., Jenkins, L., & Fallon, L. M. (2023). Thriving as midcareer faculty: Promoting environments that help faculty stay engaged, productive and fulfilled. School Psychology Training and Pedagogy, 40(1), 62-71.

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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, 36(5), 410-421. https://doi.org/10.1037/spq0000463

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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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  • 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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