Profile picture of Sarah Falcon

Sarah Falcon

Senior Lecturer I
College of Education, School Psychology
Phone: 541-346-0421
Research Interests: Multi-tiered Systems of Support, Reducing Disproportionality and Exclusionary Discipline, Culturally Responsive Practices, Positive Behavior Support, and Classroom Management


Sarah (Fairbanks) Falcon, PhD, is a Senior Lecturer in the School Psychology program and licensed School Psychologist. She teaches courses in assessment and consultation. Dr. Falcon’s former roles include Behavior specialist, Literacy coach, Case Supervisor, and Program Coordinator. Dr. Falcon works with several National and State level organizations as well as District and School-level teams to provided technical assistance on preventative systems and practices. Dr. Falcon’s research focuses on multi-tiered systems of support and positive behavior support, equity in school resources, alternatives to exclusionary discipline, culturally responsive practices, classroom management, and addressing chronic absence in schools.


2008 Master of Science in School Psychology, University of Oregon

2007 Doctor of Philosophy in Special Education, University of Connecticut

2005 Master of Science in Special Education, University of Oregon

2000 Bachelor of Science in Speech and Hearing Science, University of Washington

Honors and Awards

Wallace S. Moreland Memorial Fund (2007)

Carnegie Foundation Teachers for a New Era Research Award (2007)

University of Connecticut Dissertation Award (2007)

Lisa Pappanikou Gliden Scholarship (2006)

Susan Hope Sherman School of Education Scholarship (2006)


Bastable, E., Meng, P., Falcon, S.F., & McIntosh, K. (2023). Using an embedded mixed methods design to assess and improve intervention acceptability of an equity-focused intervention: A methodological demonstration. Behavioral Disorders, 48(3), 201-211.

Gion, C. M., McIntosh, K., & Falcon, S.F. (2022). Effects of a multicomponent classroom intervention on equity in school discipline. School Psychology Review, 51(1), 67-83.

Bastable, E., McIntosh, K., Falcon, S.F., & Meng, P. (2022). Exploring educators’ commitment to racial equity in school discipline practices: A qualitative study of critical incidents. Journal of Educational and Psychological Consultation, 32(2), 125-155.

McIntosh, K., Girvan, E. J., Falcon, S.F., Santiago-Rosario, M. R., McDaniel, S. C., Izzard, S., Bastable, E., Nese, R. N. T., & Baldy, T. S. (2021). An equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology, 36(6), 433-444.

Brahim, N., Falcon, S.F., La Salle, T., Leverson, M., Martinez, S. McDaniel, S., McIntosh, K., Payno-Simmons, R., Robers, A., Sandomierski, T., Reina Santiago-Rosario, M.R., Smith, K., & Yanek, K. (2021). Discussing race, racism, and important current events with students: A guide with lesson plans and resources. Center on Positive Behavioral Interventions and Support. (author order alphabetical)

Bastable, E., Falcon, S. F., Nese, R., Meng, P., & McIntosh, K. (2021). Enhancing school-wide positive behavioral interventions and supports tier 1 core practices to improve disciplinary equity. Preventing School Failure: Alternative Education for Children and Youth, 65(4), 283–290.

McIntosh, K., Baldy, T.S., Santiago-Rosario, M.R., Bastable, E., Fairbanks Falcon, S., McDaniel, S.C, & Girvan, E. (2022). Designing Educational Interventions to Advance Social Justice. In: Gage, N., Rapa, L.J., Whitford, D.K., Katsiyannis, A. (eds) Disproportionality and Social Justice in Education. Springer Series on Child and Family Studies. Springer, Cham.

McIntosh, K., Girvan, E.J., McDaniel, S.C., Santiago-Rosario, M.R., St. Joseph, S., Falcon, S., Izzard, S., & Bastable, E. (2021). Effects of an equity-focused PBIS approach to school improvement on exclusionary discipline and school climate. Preventing School Failure: Alternative Education for Children and Youth, 65(4), 354-361.

Bastable, E., Falcon, S. F., McDaniel, S. C., McIntosh, K., & Santiago-Rosario, M. R. (2021). Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents. Journal of Positive Behavior Interventions, 23(4), 220–231.

Bastable, E., McIntosh, K., Falcon, S.F., & Meng, P. (2021). Exploring educators' commitment to racial equity: A qualitative study of critical incidents. Journal of Educational and Psychological Consultation.

Bastable, E., Meng, P., Falcon, S.F., & McIntosh, K. (2019). Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration. Behavioral Disorders, 48(3), 201–211.

Falcon, S., & Perry, S. (2016). Chroic absenteeism statewide plan. Oregon Department of Education, Salem, OR.

Rodriguez, B., Campbell., A, Falcon, S.F., & Borgmeier, C. (2014). Examination of critical features and lessons learned for implementation of a Tier 2 intervention system for social Behavior. Journal of Educational and Psychological Consultation.

Simonsen, B., Little, C., & Fairbanks, S. (2010). Task difficulty, attention, and student behavior: A study of student behavioral response during differentiated tasks. Journal for the Education of the Gifted, 34, 245-260.

Fairbanks, S., Simonsen, B. M., & Sugai, G. (2008). Class-wide secondary and tertiary tier practices and supports.Teaching Exceptional Children, Special Issue: Positive Behavior Interventions and Supports, 40, 44-52.

Fairbanks, S.A. (2008). Token economy. In C.R. Reynolds, E., & Fletcher-Janzen (Eds.), Encyclopedia of Special Education. New York: Wiley.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31,  351-380.

Simonsen, B., Sugai, G., & Fairbanks, S. (2007). School-wide positive behavior support: Preventing the development and occurrence of problem behavior. In S. W. Evans, Z. Serpell, & M. Weist (Eds.), Advances in school-based mental health, volume 2 (pp. 8.1–8.17). Kingston, NJ: Civic Research Institute.

Fairbanks, S.A., Sugai, G., Guardino, D., & Lathrop, M. (2007). A social behavior response to intervention process applied at the second grade classroom level. Exceptional Children.

National Disability Rights Network (NDRN) and the National Association of State Directors of Special Education (NASDSE) Juvenile Justice Tools Workgroup Website Publication for the National Center on Education, Disability, and Juvenile Justice (EDJJ): Tools for Promoting Educational Success and Reducing Delinquency (2007). Fairbanks, S.A., Myers, D., & Simonsen, B. Error correction; Fairbanks, S.A., Simonsen, B., & Myers, D. Praise;

Simonsen, B., Fairbanks, S., Briesch, A., & Sugai, G. (2006). Classroom management self-assessment revised. Retrieved from