Associate Professor
Chris Spencer Foundation Professor in Dyslexia (2015-2021)
Office:
Scarfe Office Block 2424

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 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.

Community Engagement:

Board of Directors, Learning Disabilities Society of Greater 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

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

Mercer, S. H., Keller-Margulis, M. A., Faith, E. L., Reid, E. K., & Ochs, S. (2019). The potential for automated text evaluation to improve the technical adequacy of written expression curriculum-based measurement. Learning Disability Quarterly, 42, 117-128. doi: 10.1177/0731948718803296

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 Children79, 293-311.

Theoretical Orientation:

Ecological-Behavioural

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).
  • 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