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"Build your school's own behaviour and wellbeing expertise, with expert guidance alongside you"
About
Mission Statement
To empower schools to create inclusive, supportive, and thriving learning environments by developing and implementing comprehensive, data-driven systems that address the social-emotional and behavioural needs of all students. Through a proactive and responsive Multi-Tiered Systems of Support (MTSS) framework, we collaborate with educators to design preventive strategies, deliver targeted interventions, and foster equitable outcomes that enable every student to succeed academically, socially, and emotionally.
Adam Feinberg, Ph.D., BCBA-D
Adam Feinberg is a psychologist and educational consultant with a focus on building sustainable behaviour and wellbeing systems in schools. He works with school leadership teams to implement evidence-based practices that support staff and students, with particular expertise in Multi-Tiered Systems and Supports (MTSS) and coaching-led implementation. Adam brings 15+ years of experience supporting schools across Australia and the United States to embed behaviour and wellbeing frameworks into everyday practice. He holds a Ph.D. in school psychology from Lehigh University, is a Certified Behaviour Analysist (CBA), and serves as co-chair of the Association of Positive Behaviour Intervention & Supports Australia (APBSA), where he contributes to the advancement of evidence-based practice across Australian education systems.
Jake Lewis, BCBA, CBA
Jake Lewis is a Board Certified Behaviour Analyst specialising in the design and implementation of Multi-Tiered Systems of Support (MTSS) within schools. He has worked across both the public and private sectors, assisting schools to achieve positive outcomes for students’ social, emotional, and behavioural development. Jake supports educators and school teams to align their systems with evidence-based practice and build sustainable approaches to student wellbeing. He has been an invited speaker at various network and professional learning events, presenting on the practical application of multi-tiered support systems in educational settings.
Prior Publications
Fallon, L.M., Feinberg, A.B., Meyer, K., Jamerson, P., (2025). District Considerations for Building Capacity to Increase Family-School Collaboration. In S.A., Garbacz, S.A. , D.R., Minch, & M.D., Weist (editors), Family-School Collaboration in Multi-Tiered Systems of Support in Schools. Guilford.
Ash, T., Feinberg, A. B., Meyer, K., Garbacz, A., (2024). School Teams’ Reported Implementation of Family-School Partnerships in PBIS: Current Practices and Opportunities for Growth. Journal of Positive Behavior Interventions, 26(4), 194-203. https://doi.org/10.1177/10983007241249513
Fallon, L.M., Everett, S., La Salle, T., Hao-Jan, L. & Feinberg, A.B., & Sugai, G. (2023). Multi-tiered systems of support: The what, why, and how for school counselors. In E. Goodman-Scott, J. Betters-Bubon, & P. Donohue (editors), The school counselor’s guide to multi- tiered systems of support (2nd Ed.). Routledge
Feinberg, A.B., & VanLone, J. (2019). Whole School PBIS Rules and Rewards Systems. In K. Radley & E. Dart (editors), Handbook of behavioral interventions in schools: multi-tiered systems of support. Oxford University Press.
Fallon, L. M., & Feinberg, A. B. (2016). Implementing a Tier 2 behavioral intervention in an alternative high school program. Preventing School Failure: Alternative Education for Children and Youth, 1-9. http://dx.doi.org/10.1080/1045988X.2016.1254083
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, 24-25. doi: 10.1080/15377903.2015.1084965
Codding, R.S., Feinberg, A.B., Dunn, E.K., & Pace, G.M. (2005). Effects of immediate performance feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis, 38, 205-219. doi: 10.1901/jaba.2005.98-04