Professor
Not accepting M.A. and Ph.D. students.
Elected Member, Society for the Study of School Psychology (2020-present)
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)
Member, Heterodox Academy (2017-present)
Scholarly Interests:
Applied Measurement and Psychometrics (test development & validation), Learning Disabilities, Literacy, Reading, Single-Subject Research
Curriculum-based measurement and academic interventions.
Theoretical Orientation:
Ecological-Behavioural
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)
Editorial Appreciation Award, School Psychology Review (2018)
Reviewer of the Year, Journal of School Psychology (2018)
Shapiro Mid-Career Scholar Award, Society for the Study of School Psychology (2019)
Invited ‘Catalyst Scholar’ for the School Psychology Research Collaboration Conference (2019, 2022)
EPSE 531 Curriculum-Based Assessment and Intervention
EPSE 526 Seminar in Learning Disabilities
EPSE 590 Graduating Seminar
Tulane University (Psychology), 2005, Ph.D.
Tulane University (Psychology), 2001, M.Sc.
The Ohio State University (Psychology and Sociology), 1999, B.Sc.
- Co-Principal Investigator (2019-2022). Identifying Optimal Scoring Metrics and Prompt type for Written Expression Curriculum-Based Measurement. Funding Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Research (Goal 5). Principal Investigator: Milena Keller-Margulis (University of Houston). Co-Principal Investigator: Jorge Gonzalez (University of Houston). Co-Investigator: Bruno Zumbo (UBC).
- 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).
For a complete list of peer-reviewed publications, see Google Scholar or ResearchGate profiles.
Curriculum-Based Measurement and Academic Interventions
Guo, Y., Mercer, S. H., & Squires, B. (in press). Does transcription instruction make writing intervention more effective? A meta-analysis. Journal of School Psychology.
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
Mercer, S. H., Cannon, J. E., Squires, B., Guo, Y., & Pinco, E. (2021). Accuracy of automated written expression curriculum-based measurement scoring. Canadian Journal of School Psychology, 36, 304-317. doi: 10.1177/0829573520987753
Keller-Margulis, M. A., Mercer, S. H., & Matta, M. (2021). Validity of automated text evaluation tools for written-expression curriculum-based measurement: A comparison study. Reading and Writing: An Interdisciplinary Journal, 34, 2461-2480. doi: 10.1007/s11145-021-10153-6
Measurement of Effectiveness and Sustainability of Behavioural Interventions
Kittelman, A., McIntosh, K., Mercer, S. H., Nese, R. N. T., So, S., & George, H. P. (2025). Factors predicting sustained implementation of Tier 2 and Tier 3 positive behavioral interventions and supports. Exceptional Children, 91, 221–228. https://doi.org/10.1177/00144029241296123
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
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