Associate Professor
Chris Spencer Foundation Professor in Dyslexia (2015-2021)
Registered Psychologist
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, 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 MA and PhD students with research interests in formative assessment and/or intervention in written expression for students with or at risk of learning disabilities are encouraged to contact me to discuss opportunities for research involvement and supervision,

Community Engagement:

Board of Directors, Learning Disabilities Association – Vancouver (2018-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)
Single Case Graph of the Year, Behavioral School Psychology Interest Group of the National Association of School Psychologists (for Idler, Mercer, Starosta, & Bartfai, 2017)
Shapiro Mid-Career Scholar Award, Society for the Study of School Psychology (2019)

Selected Publications:

For a complete list of peer-reviewed publications, see Google Scholar or ResearchGate profiles.

Student co-authors are underlined.

Curriculum-Based Measurement and Academic Interventions

Mercer, S. H., Keller-Margulis, M. A., Faith, E. L., Reid, E. K., & Ochs, S. (in press, accepted 7-29-18). The potential for automated text evaluation to improve the technical adequacy of written expression curriculum-based measurement. Learning Disability Quarterly.

Archambault, C., Mercer, S. H., Saqui, S., & Cheng, M. P. (in press, accepted 12-17-17). Lire en Francais: Cross-linguistic effects of reading fluency interventions in French immersion programs. Canadian Journal of School Psychology. doi: 10.1177/0829573518757790

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.
doi: 10.1177/0829573517739085

Johnston, L. E., Mercer, S. H., & Geres-Smith, R. (2018). Incorporating vocabulary instruction in individual reading fluency interventions with English language learners. Canadian Journal of School Psychology, 33, 63-81. doi: 10.1177/0829573516658855

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

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.

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

Measurement of Effectiveness and Sustainability of Behavioural Interventions

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., Kittleman, A., Hoselton, R., & Horner, R. H. (2018). Factors predicting sustained implementation of a universal behavior support framework. Educational Researcher, 47, 307-316.doi: 10.3102/0013189X18776975

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

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

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

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.

Theoretical Orientation:

Ecological-Behavioural

Research Funding Sources and Current Projects

  • Principal Investigator (2018-2021). Assessment for Effective Intervention in Written Expression for Students with Learning Disabilities. Funding Source: Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Development Grant. Co-Investigators: Joanna Cannon (UBC) and Kate Raven (Learning Disabilities Association of Vancouver).
  • Co-Principal Investigator (2018-2022). Identifying Factors Predicting Implementation and Sustainability of Tier 2 and 3 Behavior Support Systems. Funding Source: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research (Goal 1). Principal Investigator: Kent McIntosh (University of Oregon). Co-Principal Investigators: Rhonda Nese and Rob Horner (University of Oregon).
  • Principal Investigator (2012-2013). The Impact of Teacher-led Academic Interventions on Student-Teacher Relationship Quality. Funding Source: Social Sciences and Humanities Research Council of Canada (SSHRC) Insight Development Grant.
  • Co-Investigator (2012-2016). Identifying Factors Predicting Implementation and Sustainability of School-wide Positive Behavioral Interventions and Supports. Funding Source: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research (Goal 1). Principal Investigator: Kent McIntosh (University of Oregon). Co-Principal Investigator: Rob Horner (University of Oregon).
  • Principal Investigator (2010). The Impact of Passage Difficulty Control on Brief Experimental Analysis of Reading Skills. Funding Source: Society for the Study of School Psychology (SSSP) Early Career grant.

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