L
Lindsay M. Fallon
Researcher at University of Massachusetts Boston
Publications - 54
Citations - 1190
Lindsay M. Fallon is an academic researcher from University of Massachusetts Boston. The author has contributed to research in topics: School psychology & Psychological intervention. The author has an hindex of 16, co-authored 44 publications receiving 928 citations. Previous affiliations of Lindsay M. Fallon include University of Connecticut & Bridgewater State University.
Papers
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A Contextual Consideration of Culture and School-Wide Positive Behavior Support.
TL;DR: In this article, the authors adopt and describe a contextual perspective on culture that is based on behavioral theory and principles of behavior analysis, and incorporate findings from a review of the literature related to culture and student behavior.
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Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research
Lindsay M. Fallon,Melissa A. Collier-Meek,Daniel M. Maggin,Lisa M. Hagermoser Sanetti,Austin H. Johnson +4 more
TL;DR: In this paper, the authors evaluated the effectiveness of performance feedback as a strategy to promote the implementation of school-based practices using What Works Clearinghouse (WWC) technical guidelines for single-case design.
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Consideration of Culture and Context in School-Wide Positive Behavior Support: A Review of Current Literature
TL;DR: A review of the literature related to culture and student behavior reveals a number of interesting observations that are not surprising as mentioned in this paper, such as "culture is a difficult construct to define and has be...
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The Effects of Self-Monitoring on Teachers’ Use of Specific Praise:
TL;DR: The authors showed that training alone does not result in improved practice and that teachers typically enter the field with limited training in classroom management, and research demonstrates that the training alone did not lead to improved practice.
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An Evaluation of a Classwide Intervention Package Involving Self-Management and a Group Contingency on Classroom Behavior of Middle School Students.
TL;DR: In this paper, the effectiveness of an intervention package involving self-management and a group contingency at increasing appropriate classroom behaviors was evaluated in a sample of middle school students, where participants included all students in each of the 3 eighth grade general education classrooms and their teachers.