Associate Editor, Journal of School Psychology (2012-2016)
Editorial Board Member, Journal of School Psychology (2009-2012; 2017-present)
Editorial Board Member, School Psychology Review (2013-2019)
Editorial Board Member, School Psychology Quarterly (2012-2019)
Editorial Board Member, Psychology in the Schools (2010-2019)
Curriculum-Based Measurement and Academic Interventions
Mercer, S. H., & Cannon, J. E. (2022). Validity of automated learning progress assessment in English written expression for students with learning difficulties Journal for Educational Research Online, 14, 39-60. https://doi.org/10.31244/jero.2022.01.03
Matta, M., Keller-Margulis, M. A., & Mercer, S. H. (2022). Cost analysis and cost effectiveness of hand-scored and automated approaches to writing screening. Journal of School Psychology, 92, 80-95.https://doi.org/10.1016/j.jsp.2022.03.003
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
Measurement of Effectiveness and Sustainability of Behavioural Interventions
Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2022). Optimal timing for launching installation of Tier 2 and 3 systems of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 24, 171-182. doi: 10.1177/1098300721996084
Kittelman, A., Mercer, S. H., McIntosh, K., & Nese, R. N. T. (2021). Development and validation of a measure assessing sustainability of Tier 2 and 3 behavior support systems. Journal of School Psychology, 85, 140-154. doi: 10.1016/j.jsp.2021.02.001
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
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
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.
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
EPSE593Design and Analysis of Research with Small Samples and Single Subjects