Professor
Not accepting M.A. and Ph.D. students.
Chris Spencer Foundation Professor in Dyslexia (2015-2024)
https://github.com/shmercer/writeAlizer
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 569 Social Psychological Foundations in Applied Psychology
EPSE 526 Seminar in Learning Disabilities
EPSE 593 Design and Analysis of Research with Small Samples and Single Subjects
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).
- 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.
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
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
Archambault, C., Mercer, S. H., Saqui, S., & Cheng, M. P. (2019). Lire en Francais: Cross-linguistic effects of reading fluency interventions in French immersion programs. Canadian Journal of School Psychology, 34, 113-132. 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
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.