Rate My Professor Lindsay Fallon

Lindsay Fallon is Professor of School Psychology and Director of the Center for Social Development and Education at the University of Massachusetts Boston's College of Education and Human Development. She serves as a faculty member in the Department of Counseling, School Psychology, and Sport, where she has held positions including Department Chair and Graduate Program Director for the School Psychology Ph.D. program for approximately five years. Fallon earned her Ph.D. in Educational Psychology from the University of Connecticut in 2013, after beginning her career as a special education teacher in the New York City Public Schools. She is a licensed psychologist and Board Certified Behavior Analyst-Doctoral (BCBA-D).

Her scholarship centers on promoting equity through effective implementation of multi-tiered systems of support (MTSS) for behavior, behavioral interventions, and implementation science, with a focus on supporting educators to deliver culturally responsive practices benefiting racially, ethnically, and otherwise minoritized youth, including those with or at risk for disabilities. Fallon has authored or co-authored nearly 90 peer-reviewed journal articles and book chapters, along with over 150 regional and national conference presentations. Notable publications include "Is performance feedback for educators an evidence-based practice? A systematic review and evaluation based on single-case research" (Fallon et al., 2015, Exceptional Children), "A contextual consideration of culture and school-wide positive behavior support" (Sugai, O’Keeffe, & Fallon, 2012, Journal of Positive Behavior Interventions), and "Strengthening MTSS for behavior (MTSS-B) to promote racial equity" (Fallon, Veiga, & Sugai, 2023, School Psychology Review). She has been principal investigator on significant grants, such as a four-year, $1,999,991 award from the Institute of Education Sciences' National Center for Special Education Research (2023) for the Advancing Equity project developing training and coaching for culturally relevant classroom supports, and a prior $398,722 IES grant for validating the Assessment of Culturally and Contextually Relevant Supports (ACCReS). Fallon holds editorial positions as Associate Editor for School Psychology (APA Division 16) and Consulting Editor for School Psychology Review (NASP). She has served in leadership roles for APA Division 16, including Vice President for Education, Training, and Scientific Affairs (2023-2025) and Vice President of Publications and Communication (2026-2027), and is an inducted member of the Society for the Study of School Psychology. Through the Supports and Intervention for Learning (SAIL) Lab and partnerships with local districts, she advances research and consultation in educational settings.