Ruth Ervin

Associate Professor

Scholarly Interests:

Systems Change, Prevention and Intervention Strategies in Special Education. Awards: Article of the Year Award, School Psychology Review (2006) Presidential Mini-Grant Award for Research Recognition (1998) Research Development Award (1997) Dissertation Research Award, BSP Interest Group of NASP (1997)

Courses Taught

EPSE 535





Lehigh University

Selected Publications

Peacock, G. G., Ervin, R. A., Daly, E. J., & Merrell, K. W. (Eds.) (in press). Practical Handbook of School Psychology: Effective Practices for the 21st Century. New York: Guilford.

Ervin, R. A. (2008). Considering Tier 3 within a Response-to-Intervention Model. (

Ervin, R. A., & Schaughency, E. (2008). Best practices in accessing the systems change literature. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp. 853-873). Bethesda, MD: National Association of School Psychologists.

Ervin, R. A., Schaughency, E., Goodman, S., McGlinchey, M., & Matthews, A. (2007). Moving from a model demonstration project to a statewide initiative in Michigan: Lessons learned from merging research to practice agendas to address reading and behavior. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention (pp. 354-377). New York: Springer.

Ervin, R. A., Schaughency, E., Matthews, A., Goodman, S., & McGlinchey, M. (2007). Primary and secondary prevention of behavior difficulties: Developing a data-informed problem-solving model to guide decision making at a school-wide level. Psychology in the Schools, 44, 7-18.

Ervin, R. A., Schaughency, E., Goodman, S. D., McGlinchey, M. T., & Matthews, A. (2006). Merging research and practice agendas to address reading and behavior school-wide. School Psychology Review, 35, 198-223.

Schaughency, E., & Ervin, R. (2006). Building capacity to implement and sustain effective practices to better serve children. School Psychology Review, 35, 155-166.

Merrell, K. W., Ervin, R. A., Gimpel, G. A. (2005). School psychology in the 21st century: Foundations and practices. New York: Guilford.

Ervin, R. A., & Friman, P.C. (2005). Positive Peer Reporting. In R. Horner & G. Sugai (Eds.). Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Educational Applications (Volume III).

Hoff, K. E., Ervin, R. A., & Friman, P. C. (2005). Refining functional behavioral assessment: Analyzing the separate and combined effects of hypothesized controlling variables during ongoing classroom routines. School Psychology Review, 34, 45-57.

Kwak, M. M., Ervin, R. A., Anderson, M., & Austin, J. (2004). Agreement of function across methods used in school-based functional assessment with pre-adolescent and adolescent students. Behavior Modification, 28, 375-401.

Skinner, C. H., & Ervin, R. A. (2003). Functional behavioral assessment of nonverbal behavior. In S. R. McCallum (Ed.). Handbook of Nonverbal Assessment (pp. 259-281). New York: Plenum Publishers.

Poling, A., Ehrhardt, K. E., & Ervin, R. A. (2002). Positive punishment. In M. Hersen and W. Sledge (Eds.) Encyclopedia of psychotherapy. New York: Academic Press.

Bonfiglio, C. M., Daly, E.J., III, Ervin, R. A., & Ward, P. (2002). Facilitating teacher inquiry through behavioral consultation and functional assessment in a special education classroom. Inquiry: Critical Thinking Across the Discipline, 21, 31-39.

Radford, P.M., & Ervin, R.A., (2002). Employing descriptive functional assessment methods to assess low-rate, high intensity behaviours: A case example. Journal of Positive Behavioural Interventions, 4, 146-155.

Skinner, C.H., Neddenriep, C.E., Robinson, S.L., Ervin, R.A., & Jones, K.M. (2002). Altering Educational Environments through Positive Peer Reporting: Prevention and Remediation of Social Problems Associated with Behaviour Disorders. Psychology in the Schools, 39, 1-12.

Ervin, R.A., Radford, P.M., Bertsch, K., Piper, A.L., Ehrhardt, K.E., & Poling, A. (2001). A descriptive analysis and critique of the empirical literature on school-based functional assessment. School Psychology Review, 30, 193-210.

Ervin, R.A., Ehrhardt, K.E., & Poling, A. (2001). Functional assessment: Old wine in new bottles. School Psychology Review, 30, 173-179.

Ervin, R.A., Fuqua, R.W., & Begeny, J.C. (2001). Reaffirming the importance of analysis in applied behaviour analysis: A review of Functional Analysis of Problem Behaviour: From Effective Assessment to Effective Support, edited by A.C. Repp and R.H. Horner. Journal of Applied Behaviour Analysis.

Ervin, R. A., & Ehrhardt, K. E. (2000). Behavioral school psychology. In J. Austin & J.E. Carr (Eds.), The handbook of applied behavior analysis. (pp. 113-135). Reno, NV: Context Press.

Ervin, R.A., Kern, L., Clarke, S., DuPaul, G.J., Dunlap, G. & Friman, P.C. (2000). Evaluating assessment-based intervention strategies for students with ADHD and comorbid disorders within the natural classroom context, Behavioral Disorders, 25, 344-358.

Schmitt, J. R., & Ervin, R. A. (2000). An assessment-based intervention for increasing task engagement of a first-grade boy with ADHD, Proven Practice: Prevention and Remediation Solutions for Schools, 3, 16-23.

Radford, P. M., Aldrich, J. L., & Ervin, R. A. (2000). An annotated Bibliography of 102 school-based functional assessment studies, Proven Practice: Prevention and Remediation Solutions for Schools, 3, 24-43.

Bowers, F.E., McGinnis, J.C., Ervin, R.A., & Friman, P.C. (1999). Merging research and practice: The example of positive peer reporting applied to social rejection. Education and Treatment of Children, 22, 218-226.

DuPaul, G.J., Ervin, R.A., Hook, C. L., & McGoey, K.E. (1999). Peer tutoring for children with attention-deficit/hyperactivity disorder: Effects on classroom behavior and academic performance. Journal of Applied Behavior Analysis, 31, 579-592.

Ervin, R.A., Johnston, E.S., & Friman, P.C. (1998). Positive peer reporting to improve the social interactions of a socially rejected girl. Proven Practice: Prevention and Remediation Solutions for Schools, 1, 17-21.

Ervin, R.A., DuPaul, G.J., Kern, L., & Friman, P.C. (1998). Classroom-based functional and adjunctive assessments: Proactive approaches to intervention selection for students diagnosed with attention deficit/hyperactivity disorder. Journal of Applied Behavior Analysis, 31, 65-78.

DuPaul, G.J., & Ervin, R.A. (1996). Functional assessment of behaviors related to attention deficit/hyperactivity disorder: Linking assessment to intervention design. Behavior Therapy, 27, 601-622.

Ervin, R.A., Miller, P.M., & Friman, P.C. (1996). Feed the hungry bee: Using positive peer reports to improve the social interactions and acceptance of a socially rejected girl in residential placement. Journal of Applied Behavior Analysis, 29, 251-253.