Chris Spencer Foundation Professor in Dyslexia (2015-2021)
Scarfe Office Block 2424
Tulane University (Psychology), 2005, Ph.D.
Tulane University (Psychology), 2001, M.Sc.
The Ohio State University (Psychology and Sociology), 1999, B.Sc.
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)
Curriculum-based measurement and academic interventions.
Prospective special education MA and PhD students with research interests in formative assessment and/or intervention in basic academic skills, written expression in particular, for students with or at risk of learning disabilities are encouraged to contact me to discuss opportunities for research involvement and supervision.
Saqui, S., Mercer, S. H., & Cheng, M. P. (2019). Enhancing student access to science curricula through a reading intervention. Psychology in the Schools,56, 510-525. doi: 10.1002/pits.22240
Geres-Smith, R., Mercer, S. H., Archambault, C., & Bartfai, J. M. (2019). A preliminary component analysis of self-regulated strategy development for persuasive writing in grades 5-7 in British Columbia, 34, 38-55. 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
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.
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 Children, 79, 293-311.
Research Funding Sources and Current Projects
Consultant (2019-2024). Reducing Youth Violence and Racism/Discrimination: The Efficacy of Comprehensive Prevention Strategies. Funding Source: National Institute on Minority Health and Health Disparities, U.S. National Institutes of Health (R01). Principal Investigator: Sara McDaniel (University of Alabama). Co-Principal Investigator: John Lochman (University of Alabama). Co-Investigators: Daniel Cohen (University of Alabama), Kent McIntosh (University of Oregon), and Tamika La Salle (University of Connecticut).
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 Society of Greater Vancouver).
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.
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.
EPSE531Curriculum-Based Assessment and Intervention
EPSE569Social Psychological Foundations in Applied Psychology
EPSE526Seminar in Learning Disabilities
EPSE596Correlational Designs and Analysis in Educational Research
EPSE593Design and Analysis of Research with Small Samples and Single Subjects