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)
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. (http://www.rtinetwork.org).
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.