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 photo_edited_edited_edited.png

Adam Feinberg, Ph.D., BCBA-D

Adam Feinberg is a Psychologist and Educational Consultant with SEB Collective in New South Wales. He specialises in supporting state, regions, and schools in the development and implementation of Multi-Tiered Systems and Supports (MTSS) for social emotional behaviour. He provides training on MTSS and supports implementation across various educational sectors in Australia. Adam has successfully implemented MTSS strategies that have led to significant improvements in social emotional behaviour across various educational sectors. His leadership as co-chair of the Association of Positive Behaviour Intervention & Supports Australia (APBSA) works to advance PBIS practices throughout Australian education. Previously, Adam has served as the Northeast PBIS Network Director in the United States, as well as held faculty positions at the University of Connecticut and University of Massachusetts-Boston. His interests include the application of MTSS in underserved communities, with a focus on developing and supporting coaching skills and networks. Adam earned his Ph.D. in school psychology from Lehigh University and is a Doctoral level Board Certified Behaviour Analyst.

adam@sebcollective.com.au

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.

jake@sebcollective.com.au

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

Let’s Work Together

Get in touch so we can start working together.