We discuss progress towards the design of collaborative interfaces that automatically assess key facets of collaborative problem solving (CPS) and intervene accordingly. Our work is grounded in a generalized theoretical model of CPS including three major facets (constructing shared knowledge, negotiation/coordination, and maintaining team function), subfacets, and verbal and nonverbal indicators. We report results of two studies that validated the model followed by speech and language processing techniques to automate the assessment of the CPS facets. We conclude by discussing future plans on how to incorporate the models in next-generation CPS interfaces that support dynamical assessment and intelligent intervention.