Associate Professor
Registered Psychologist
On Leave Until September 2018
Chris Spencer Foundation Professor in Dyslexia (2015-2018)
Office:
Scarfe Office Block 2509

Education:

Tulane University (Psychology), 2005, Ph.D.
Tulane University (Psychology), 2001, M.Sc.
The Ohio State University (Psychology and Sociology), 1999, B.Sc.

Biography:

Associate Editor, Journal of School Psychology (2012-2016)
Editorial Board Member, Canadian Journal of School Psychology (2016-present)
Editorial Board Member, School Psychology Review (2013-present)
Editorial Board Member, School Psychology Quarterly (2012-present)
Editorial Board Member, Psychology in the Schools (2010-present)

Member, Heterodox Academy: https://heterodoxacademy.org/ (2017-present)

Scholarly Interests:

Curriculum-based measurement and academic interventions.

Prospective special education and school psychology MA and PhD students with research interests in formative assessment and/or intervention in written expression are encouraged to contact me. In addition to interest in written expression assessment and/or intervention, interest in measurement, single-case design, advanced quantitative analyses, and/or coding (Python, R, etc.) would be a good fit for current lab research projects. I typically supervise up to 2 MA and 1 PhD incoming students each year.

Community Engagement:

Special Advisor to the Board, Learning Disabilities Association – Vancouver (2016-present)

Awards:

Editor’s Appreciation Award, Journal of School Psychology (2011)
Early Career Scholar, Society for the Study of School Psychology (2011)
Honourable Mention, School Psychology Review Article of the Year (for Mercer, Idler, & Bartfai, 2014)

Selected Publications:

For a complete list of peer-reviewed publications, click here.

Student co-authors are underlined.

Geres-Smith, R., Mercer, S. H., Archambault, C., & Bartfai, J. M. (in press, accepted 10-4-2017). A preliminary component analysis of self-regulated strategy development for persuasive writing in grades 5-7 in British Columbia. Canadian Journal of School Psychology.

Johnston, L. E., Mercer, S. H., & Geres-Smith, R. (in press, accepted 4-18-2016). Incorporating vocabulary instruction in individual reading fluency interventions with English language learners. Canadian Journal of School Psychology. doi: 10.1177/0829573516658855

Mercer, S. H., McIntosh, K., & Hoselton, R. (2017). Comparability of fidelity measures for assessing tier 1 school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 19, 195-204. doi: 10.1177/1098300717693384

Turri, M. G., Mercer, S. H., McIntosh, K., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R. (2016). Examining barriers to sustained implementation of school-wide prevention practices. Assessment for Effective Intervention, 42, 6-17. doi: 10.1177/1534508416634624

McIntosh, K., Mercer, S. H., Nese, R. N. T., & Ghemraoui, A. (2016). Identifying and predicting distinct patterns of implementation in a school-wide behavior support framework. Prevention Science, 17, 992-1001. doi: 10.1007/s11121-016-0700-1

Keller-Margulis, M. A., Mercer, S. H., & Thomas, E. (2016). Generalizability theory reliability of written expression curriculum-based measurement in universal screening. School Psychology Quarterly, 31, 383-392. doi: 10.1037/spq0000126

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R. (2016). Predictors of sustained implementation of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 18, 209-218. doi: 10.1177/1098300715599737

Codding, R. S., Mercer, S. H., Connell, J., Fiorello, C., & Kleinert, W. (2016). Mapping the relationships among basic facts, concepts and application, and Common Core curriculum-based mathematics measures. School Psychology Review, 45, 19-38. doi: 10.17105/SPR45-1.19-38

Keller-Margulis, M. A., Mercer, S. H., Payan, A., & McGee, W. (2015). Measuring annual growth using written expression curriculum-based measurement: An examination of seasonal and gender differences. School Psychology Quarterly, 30, 276-288. doi: 10.1037/spq0000086

Mercer, S. H., Lyons, A. F., Johnston, L., Millhoff, C. (2015). Robust regression for slope estimation in curriculum-based measurement progress monitoring. Assessment for Effective Intervention, 40, 176-183. doi: 10.1177/1534508414555705

Mercer, S. H., & Keller-Margulis, M. A. (2015). Consistency and magnitude of differences in reading curriculum-based measurement slopes in benchmark versus strategic monitoring. Psychology in the Schools, 52, 316-324. doi: 10.1002/pits.21823

Keller-Margulis, M. A. & Mercer, S. H. (2014). R-CBM in Spanish and in English: Differential relations depending on student reading performance. Psychology in the Schools, 51, 677-692. doi: 10.1002/pits.21780

Mercer, S. H., Idler, A. M., & Bartfai, J. M. (2014). Theory-driven evaluation in school psychology intervention research: 2007-2012. School Psychology Review, 43, 119-131.

Mercer, S. H., McIntosh, K., Strickland-Cohen, M. K., & Horner, R. H. (2014). Measurement invariance of an instrument assessing sustainability of school-based universal behavior practices. School Psychology Quarterly, 29, 125-137. doi: 10.1037/spq0000054

Keller-Margulis, M. A., Mercer, S. H., & Shapiro, E. (2014). Differences in growth on math curriculum-based measures using tri-annual benchmarks. Assessment for Effective Intervention, 39, 46-55. doi: 10.1177/1534508412452750

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Matthews, S. (2013). Factors predicting the sustained implementation of school-wide positive behavior support. Exceptional Children79, 293-311.

Mercer, S. H., Harpole, L. L., Mitchell, R. R., McLemore, C., & Hardy, C. (2012). The impact of probe variability on brief experimental analysis of reading skills. School Psychology Quarterly, 27, 223-235. doi: 10.1037/spq0000001

Mercer, S. H., Martínez, R. S., Faust, D., & Mitchell, R. R. (2012). Criterion-related validity of curriculum-based measurement in writing with narrative and expository prompts relative to passage copying speed in 10th grade students. School Psychology Quarterly, 27, 85-95. doi:10.1037/a0029123

Mercer, S. H., & Sterling, H. E. (2012). Baseline trend control in visual analysis of single-case intervention data. Journal of School Psychology, 50, 403-419. doi: 10.1016/j.jsp.2011.11.004

Mercer, S. H., Dufrene, B. A., Zoder-Martell, K., Harpole, L. L., Mitchell, R. R., & Blaze, J. T. (2012). Generalizability theory analysis of CBM maze reliability in third- through fifth-grade students. Assessment for Effective Intervention, 37, 183-190. doi: 10.1177/1534508411430319

Missall, K. N., Mercer, S. H., Martínez, R. S., & Casebeer, D. (2012). Concurrent and longitudinal patterns and trends in performance on early numeracy curriculum-based measures in kindergarten through third grade. Assessment for Effective Intervention, 37, 95-106. doi:10.1177/1534508411430322

 

Research Projects:

To view Room 2 (shared research lab space) availability, click here.

Courses Taught:

EPSE 531 Curriculum-Based Assessment and Intervention
EPSE 551A School-based Consultation
EPSE 569 Social Psychological Foundations in Applied Psychology
EPSE 526 Seminar in Learning Disabilities
EPSE 596 Correlational Designs and Analysis in Educational Research
EPSE 593 Design and Analysis of Research with Small Samples and Single Subjects