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James B. Hale, PhD, Associate Professor, Associate Director of Clinical Training-School Psychology Program

Dr. James B. Hale is a licensed psychologist, certified school psychologist, and certified special education teacher. He joined PCOM in 2005 as an Associate Professor in the School Psychology Program. Dr. Hale has over a decade of experience teaching undergraduates, graduate students, and medical residents/fellows in departments of psychology, pediatrics, neurology, and neuroscience. He has served children and families in a variety of school, hospital, and residential settings.

Dr. Hale was raised in suburban Chicago and received a bachelor's degree in premed from the University of Wyoming in 1985. He served in the U.S. Army Medical Corps as a Medical Specialist from 1983 to 1989. After graduating with his B.S., Dr. Hale worked in a middle school and residential facilities. He then attended the University of Illinois at Chicago where, in 1989, he received an M.Ed. in Special Education with teaching endorsements in Learning Disabilities and Behavior Disorders. Teaching cross-categorical middle school students in suburban Chicago led Dr. Hale to his primary career interest, the relationship between neuropsychological functioning, academic achievement, and psychosocial functioning. Pursuing these interests, he obtained a Ph.D. in School Psychology from Loyola University Chicago in 1994, with specialties in neuropsychology and research methodology. After completing both school counseling and school psychology internships, Dr. Hale attended the Ohio State University School of Medicine for his two-year postdoctoral training from 1993-1995, where he continued to explore brain-behavior relationships, primarily through research on Attention-Deficit/Hyperactivity Disorder (ADHD) medication response.

From 1995 to 2001, Dr. Hale worked as an Assistant and Associate Professor of School Psychology where he primarily trained school psychologists and continued his research on learning disabilities, ADHD, and right hemisphere functions. Although trained in clinical neuropsychology, his initial orientation as a behaviorist permeates both his clinical practice and theoretical orientation. His Cognitive Hypothesis Testing model (with Dr. Fiorello of Temple University) serves practitioners with a method for linking assessment results to meaningful interventions within the context of a problem-solving paradigm. Prior to his PCOM appointment, Dr. Hale was an Associate Professor in the Department of Pediatrics at Albert Einstein College of Medicine and Ferkauf Graduate School of Psychology, both of Yeshiva University in the Bronx, New York. During this time, he served inner-city children and families with complex needs and had numerous professional presentations and publications, mostly in the areas of child learning and behavior disorders, including his critically-acclaimed book, School Neuropsychology: A Practitioner's Handbook.

Dr. Hale has pursued multiple lines of research, including studies that examine language and psychosocial functions associated with right hemisphere dysfunction, challenge assumptions about standardized cognitive assessment and the validity of global IQ scores for children with disabilities, and explore frontal-subcortical circuit dysfunction in ADHD and medication response. His legislative papers and testimony on assessment and treatment practices in the schools have influenced the practice of school psychology at the local and national level. Dr. Hale has mentored numerous students on theses and dissertations; obtained both internal and external research and training funding; provided numerous national and international presentations and publications; served on editorial review boards for professional newsletters, scholarly journals, and book publishers; completed local and national accreditation portfolios for university programs; and consulted with numerous professional organizations and governmental agencies. Dr. Hale is also a member of several professional organizations including the American Psychological Association, National Association of School Psychologists, and International Neuropsychological Society.

Selected Publications:

Hale, J.B., Reddy, L.A, Wilcox, G., McLaughlin, A., Hain, L., Stern, A., Henzel, J., & Eusebio, E. (in press). Best practices ion assessing and intervening with ADD/ADHD children and children with other frontal-striatal circuit disorders. In D.C. Miller (Ed.), Best Practices in school neuropsychology: Guidelines for effective practice, assessment and evidence-based interventions. Hoboken, NJ: John Wiley & Sons.

Fiorello, C. A., Hale, J. B., Decker, S. L., & Coleman, S. (in press). Neuropsychology in school psychology. In E. Garcia-Vazquez, T. Crespi, & C. Riccio (Eds.), The handbook of education, training and supervision of psychologists in school and community. New York, NY: Taylor & Francis.

Hale, J. B., Reddy, L. A., Decker, S. L., Thompson, R., Henzel, J., Teodori, A., Forrest, E., Eusebio, E., Denckla, M. B. (2009). Development and validation of a executive function and behavior rating screening battery sensitive to ADHD. Journal of Clinical and Experimental Neuropsychology. (Available Online).

Hain, L. A., Hale, J. B., & Glass-Kendorski, J. (2009). Comorbidity of psychopathology in cognitive and academic SLD subtypes. In S. G. Pfeifer & G. Rattan (Eds.), Emotional disorders: A neuropsychological, psychopharmacological, and educational perspective (pp. 199-226). Middletown, MD: School Neuropsychology Press.

Hale, J. B., Fiorello, C. A., Dumont, R., Willis, J. O., Rackley, C., & Elliott, C. (2008). Differential Ability Scales?Second Edition (neuro)psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities. Psychology in the Schools, 45, 838-858.

Hale, J. B., Fiorello, C. A., Miller, J. A., Wenrich, K., Teodori, A. M., & Henzel, J. (2008). WISC-IV assessment and intervention strategies for children with specific learning disabilities. In A. Prifitera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical assessment and intervention (2nd ed.) (pp. 109-171). New York, NY: Elsevier Science.

Miller, D. C., & Hale, J. B. (2008). Neuropsychological applications of the WISC-IV and WISC-IV Integrated. In A. Prifitera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical assessment and intervention (2nd ed.) (pp. 445-495). New York, NY: Elsevier Science.

Hale, J. B., Flanagan, D. P., & Naglieri, J. A. (2008). Alternative research-based methods for IDEA (2004) identification of children with specific learning disabilities. Communique,36(8), 1,14-17.

Hale, J. B. (2008). Response to intervention: Guidelines for parents and practitioners. Special Education Advocate Newsletter. www.wrightslaw.com/idea/art/rti.hale.htm.

Fiorello, C. A., Hale, J. B., Snyder, L. E., Forrest, E., & Teodori, A. (2008). Validating individual differences through examination of converging psychometric and neuropsychological models of cognitive functioning. In S. K. Thurman & C. A. Fiorello (Eds.), Applied Cognitive Research in K-3 Classrooms (pp. 232-254). New York, NY: Routledge.

Reddy, L. A., & Hale, J. B. (2007). Inattentiveness. In A. R. Eisen (Ed.), Clinical handbook of childhood behavior problems: Case formulation and step-by-step treatment programs (pp. 156-211). New York, NY: Guilford Press.

DiTomasso, R., Hale, J. B., & Timchack, S. (2007). The behavioral model of personality disorders. In A. Freeman & M. A. Reinecke (Eds.), Personality disorders in childhood and adolescence (pp. 89-112). Hoboken, NJ: John Wiley & Sons.

Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Holdnack, J. A., & Aloe, A. M. (2007). Is the demise of IQ interpretation justified? A response to special issue authors. Applied Neuropsychology, 14, 37-51.

Fiorello, C. A., Hale, J. B., Holdnack, J. A., Kavanagh, J. A., Terrell, J., & Long, L. (2007). Interpreting intelligence test results for children with disabilities: Is global intelligence relevant? Applied Neuropsychology, 14, 2-12.

Fiorello, C. A., Hale, J. B., & Snyder, L. E. (2006). Cognitive hypothesis testing and response to intervention for children with reading disabilities. Psychology in the Schools, 43, 835-854.

Hale, J. B. (2006). Differential medication response in Attention-Deficit/Hyperactivity Disorder subtypes. In US Special Populations Pediatrics Review 2006 (pp. 62-64). London, UK: Touch Briefings/American Academy of Pediatrics.

Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753-770.

Hale, J. B. (2006). Implementing IDEA with a three-tier model that includes response to intervention and cognitive assessment methods. School Psychology Forum: Research and Practice, 1, 16-27.

Kavale, K. A., Kaufman, A. S., Naglieri, J. A., & Hale, J. B. (2005). Changing procedures for identifying learning disabilities: The danger of poorly supported ideas. The School Psychologist, 59(1), 16-25.

Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A. (2006). Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753-770.

Hale, J. B., Fiorello, C. A., & Brown, L. (2005). Determining medication treatment effects using teacher ratings and classroom observations of children with ADHD: Does neuropsychological impairment matter? Educational and Child Psychology, 22, 39-61.

Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner?s handbook. New York, NY: Guilford Press.

Hale, J. B., Naglieri, J. A., Kaufman, A. S., & Kavale, K. A. (2004). Specific learning Disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58(1), 6-14.

Hale, J. B., Fiorello, C. A., Bertin, M., & Sherman, R. (2003). Predicting math competency through neuropsychological interpretation of WISC-III variance components. Journal of Psychoeducational Assessment, 21, 358-380.

Hale, J. B., Hoeppner, J. B., & Fiorello, C. A. (2002). Analyzing Digit Span components for assessment of attention processes. Journal of Psychoeducational Assessment, 20, 128-143.

Hale, J. B., & Fiorello, C. A. (2002). Cross-battery cognitive assessment approaches to test interpretation: Are you a clumper or a splitter? Communiqu?, 31(1), 37-40.

Fiorello, C. A., Hale, J. B., McGrath, M., Ryan, K., & Quinn, S. (2001). IQ interpretation for children with flat and variable test profiles. Learning and Individual Differences, 13, 115-125.

Hale, J. B., How, S. K., DeWitt, M. B., & Coury, D. L. (2001). Discriminant validity of the Conners' scales for ADHD subtypes. Current Psychology, 20, 231-249.

Bryan, K. L., & Hale, J. B. (2001). Differential Effects of left and right cerebral vascular accidents on language competency. Journal of the International Neuropsychological Society, 7, 655-664.

Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Hoeppner, J. B., & Gaither, R. A. (2001). WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable? School Psychology Quarterly, 16, 31-55.

Hale, J. B. & Fiorello, C. A. (2001). Beyond the academic rhetoric of g: Intelligence testing guidelines for practitioners. The School Psychologist, 55(4) 113-139.

Groth-Marnat, G., Gallagher, R. E., Hale, J. B., & Kaplan, E. (2000). The Wechsler Intelligence scales. In G. Groth?Marnat (Ed.), Neuropsychological assessment in clinical practice: A practical guide to test interpretation and integration. New York, NY: John Wiley & Sons.

Hale, J. B., Hoeppner, J. B., DeWitt, M., Ritocco, D., Coury, D. L., & Trommer, B. L. (1998). Evaluating medication response in ADHD: Cognitive, behavioral, and single subject methodology. Journal of Learning Disabilities, 31, 595-607.

Hoeppner, J. B., Hale, J. B., Bradley, A., Byrns, M., Coury, D. L., & Trommer, B. L. (1997). A clinical protocol for determining methylphenidate dosage levels in ADHD. Journal of Attention Disorders, 2, 19-30.

Mulick, J. A., & Hale, J. B. (1996). Communicating assessment results in mental retardation. In J. W. Jacobson & J. A. Mulick (Eds.), Manual of diagnosis and professional practice in mental retardation (pp. 257-264). Washington, DC: American Psychological Association.

Hale, J. B. (1996). Curriculum?based assessment and instruction of preschool children. The SchoolPsychologist (NY), 14(4), 12-13.

Hale, J. B. & Zimmerman, L. M. (1995). Evaluating cognitive and behavioral effects of medication for children with ADHD. Communiqu?, 24, 12-13.

Selected Presentations:

Hale, J. B., & Morley, J. (2009, February). Combining RTI with cognitive hypothesis testing for effective classroom instruction. Invited workshop at the Annual Convention of the National Association of School Psychologists, Boston, MA.

Castenova, L. L., Hale, J. B., Christner, R. W., & DuPaul, G. J. (2009, February). Middle school teachers acceptance of ADHD treatment programs. Poster presented at the annual convention of the National Association of School Psychologists, Boston, MA.

Eusebio, E., & Hale, J. B. (2009, February). Cognitive hypothesis testing for serving children with obsessive-compulsive disorder. Poster presented at the annual convention of the National Association of School Psychologists, Boston, MA.

Hain, L. A., Hale, J. B., McCloskey, G., & Shillabeer, R. (2009, February). Specific learning disability subtype discrimination using achievement and emotional/behavioral variables. Poster presented at the annual convention of the National Association of School Psychologists, Boston, MA.

Hale, J. B., Reddy, L. A., Decker, S. L., Thompson, R., Forrest, E., Eusebio, E., & Henzel, J. (2009, February). Development and validation of a 15-minute executive function and behavior rating screening battery for children with ADHD. Poster presented at the 37th Annual Meeting of the International Neuropsychological Society, Atlanta, GA.

Morgano, J., Hale, J. B., & Radcliffe, J. (2009, February). Neuropsychological effects of lead poisoning on behavior. Poster presented at the 37th Annual Meeting of the International Neuropsychological Society, Atlanta, GA.

Hain, L. A., & Hale, J. B. (2009, February). Specific learning disability subtypes across cognitive, achievement, and emotional/behavioral domains. Poster presented at the 37th Annual Meeting of the International Neuropsychological Society, Atlanta, GA.

Morgano, J., Hale, J. B., Radcliffe, J. (2009, February). Neuropsychological and behavioral outcomes for children with lead poisoning. Paper presented at the annual convention of the National Association of School Psychologists, Boston, MA.

Hale, J. B. (2008, November). "Nonverbal" learning disabilities: Psychological processes matter more than stimulus input or behavioral response. Invited presentation at the 21st Annual Conference of the British Columbia Association of School Psychologists, Vancouver, BC, Canada.

Hale, J. B. (2008, November). Neuropsychological impairment differentiates ADHD subtypes and fosters evaluation of medication response. Invited presentation at the 21st Annual Conference of the British Columbia Association of School Psychologists, Vancouver, BC, Canada.

Hale, J. B. (2008, November). Frontal-subcortical circuit impairment determines ADHD diagnosis and response to intervention: Implications for education and behavior. Colloquium presented to the Department of Psychology, University of Victoria, Victoria, BC, Canada.

Hale, J. B. (2008, October). Providing differentiated instruction for children with disabilities: Applying brain-based learning in the classroom. Presentation to the special educators and support personnel at North Brandywine Intermediate School, Coatesville, PA.

Hale, J. B. (2008, August). Brain-based learning in the classroom: An introduction for teachers. Presentation to the Friendship Elementary School, Coatesville, PA.

Hale, J. B. (2008, April). Cognitive-Hypothesis Testing for linking assessment to intervention: Single subject results for children with reading, math, and socioemotional disorders. Presentation to the Chester County Intermediate Unit, Downingtown, PA.

Hale, J. B. (2008, March). ADHD response to medication intervention: Does executive impairment matter? Workshop presented to the Central Bucks School Psychologists Association, Doylestown, PA.

Hale, J. B. (2008, January). Application of neuropsychological principles and practices with school-aged children. . Invited workshop at the Annual Convention of the Manitoba Association of School Psychologists, Winnipeg, MB, CA.

Hale, J. B. (2008, February). Evaluating neuropsychological and behavioral response to medication intervention for children with ADHD. Invited presentation at the Fairleigh Dickinson University, Teaneck, NJ.

Hale, J. B. (2008, January). Differential neuropsychological and behavioral medication response in Attention-Deficit Hyperactivity subtypes. Invited presentation at the Annual Convention of the Mannitoba Association of School Psychologists, Winnipeg, MB, Canada.

Hale, J. B. (2007, December). Incorporating response to intervention and cognitive assessment in a balanced practice model. Invited presentation at the New Jersey Association of School Psychologists, Jamesburg, New Jersey.

Hale, J. B. (2007, November). Systematic identification of learning disabilities: A cognitive hypothesis testing approach. Workshop presented to the Chester County Countywide Core School Psychologists, Malvern, PA.

Hale, J. B., & Yaure, D. L. (2007, November). Asperger Syndrome and "nonverbal" learning disabilities: Were we wrong about the right? Continuing Education panel presentation for area mental health professionals at Lasalle University, Philadelphia, PA.

Hale, J. B. (2007, October). Cognitive hypothesis testing for children with learning disabilities: recognizing brain-behavior relationships for classroom intervention Workshop presented at the Annual Convention of the Wisconsin School Psychologists Association.

Hale, J. B. (2007, October). Evaluating Academic and Behavioral Response to Intervention for Children with ADHD: Does Executive Impairment Matter? Mini-skills workshop presented to the Association of School Psychologists of Pennsylvania, State College, PA.

Hale, J. B. (2007, October). Meeting children?s needs under IDEA 2004: Incorporating RTI and cognitive assessment in a balanced practice model. Invited presentation at the Annual Convention of the Wisconsin School Psychologists Association.

Hale, J. B. (2007, September). Addressing diversity issues in psychological assessment and decision- making practices. APA CE presentation to Philadelphia Area Supervisors of PsychologyTrainees, Philadelphia, PA.

Hale, J. B. (2007, August). Integrating RTI and cognitive assessment for SLD identification and services. In V. Berninger (Chair), Developing differentiated instruction through integration of RTI and cognitive assessment. Symposium presentation at the Annual Convention of the American Psychological Association, San Francisco, CA.

Hale, J. B., & Wenrich, K. (2007, August). WISC-IV predictors of reading competency: Are children with SLD different? Poster presentation at the Annual Convention of the American Psychological Association, San Francisco, CA.

Hale, J. B. (2007, July). Using the Cognitive Hypothesis Testing Model in neuropsychological assessment. Invited presentation at the 2nd Annual Meeting of the American Board of School Neuropsychology, Dallas, TX.

Berninger, V. W., Hale, J. B., Jiron, C., & Wiig, E. (2007, July). The state-of-the-art of applied neuropsychology to educational practice.. Invited panel presentation at the 2nd Annual Meeting of the American Board of School Neuropsychology, Dallas, TX.

Fiorello, C. A., & Hale, J. B. (2007, May). Problem-solving for children who do not respond to typical interventions: The Cognitive Hypothesis Testing Model. Workshop presented to the Maryland School Psychologists Association. Anne Arundel, MD.

Hale, J. B. (2007, March). RTI and cognitive assessment are required under IDEA. Videotaped interview for forthcoming A. Kaufman, N. Kaufman, & E. Lichtenberger (Eds.), Specific Learning Disabilities Professional Development and Teaching Program. New York,NY: Pearson Assessments.

Hale, J. B. & Kraynak, G. M. (2007, March). Combining RTI with cognitive assessment in an innovative three-tier practice model. Presentation at the Fifth Annual Psychologists' Best Practices Conference, Philadelphia, PA.

Hale, J. B. (2007, February). Understanding brain-behavior relationships for differentiated classroom instruction. Workshop presented to the Mercer Island School District, Mercer Island, WA.

Fiorello, C. A., & Hale, J. B. (2007, February). Using cognitive and neuropsychological assessmentdata to inform interventions. Workshop presented to the Illinois School Psychologists Association, Springfield, IL.

Hale, J. B., Blaine-Halperin, D., & Beakley, K. (2007, February). Executive impairment determines ADHD response to methylphenidate treatment. Paper presentation at the 35th Annual Meeting of the International Neuropsychological Society, Portland, OR.

Hale, J. B. (2007, February). The new multiple intelligences: Utilizing brain-based learning in the classroom. Invited presentation to the University of Washington College of Education,Seattle, WA.

Hale, J. B. (2007, January). Enhancing ADHD diagnostic accuracy and treatment validity through evaluation of neuropsychological impairment. Presentation at the Behavioral Medicine Residency Training Program, Mercy Suburban Medical Center, Norristown, PA.

Hale, J. B. (2006, November). Reconceptualizing "nonverbal" learning disabilities: Psychological processes matter more than content. Invited presentation at the Berks School Psychologists Association, Reading, PA.

Hale, J. B. (2006, July). The neuropsychology of reading disabilities. Invited presentation at the 1st Annual Meeting of the American Board of School Neuropsychology, Dallas, TX.

Hale, J. B. (2006, April). Reconceptualizing "nonverbal" learning disabilities: Psychological processes matter more than verbal and nonverbal content. Invited Duquesne University School Psychology Speaker Series presentation, Pittsburgh, PA.

Hale, J. B., Forrest, E. K., & Teodori, A. C. (2006, March). School-based strategies for quantifying ADHD medication response. Mini-skills workshop presented at the 38th Annual Convention of the National Association of School Psychologists, Anaheim, CA.

Hale, J. B. (2006, March). Reconceptualizing nonverbal learning disabilities as right hemisphere learning disabilities (RHLD). Workshop presented to the Delaware County Association of School Psychologists, Morton, PA.

Hale, J. B., Mulligan, C. A., & Simmerman, K. L. (2006, February). Quantifying medication response in ADHD: Does neuropsychological impairment matter? Poster presentation at the 34th Annual Meeting of the International Neuropsychological Society, Boston, MA.

Hale, J. B. (2005, February). "Nonverbal" learning disorders: Academic, behavioral, and linguistic characteristics. Invited presentation at the Rusk Institute of Rehabilitation Medicine, New York University Medical School, New York, NY.

Hale, J. B. (2005, May). Incorporating response to intervention approaches in a comprehensive model of school psychology service delivery. Invited presentation at the Ferkauf Graduate School of Psychology, New York, NY.

Hale, J. B. (2005, April). Advancing application of brain-behavior relationships in educational practice: Making neuroscience relevant for classroom instruction and management. Invited presentation at the Montgomery County Intermediate Unit, Norristown, PA.

Hale, J. B. (2005, February). ?Nonverbal? learning disorders: Academic, behavioral and linguistic characteristics. Invited presentation at the Rusk Institute of Rehabilitation Medicine, New York University Medical School, New York, NY.

Fiorello, C. A., & Hale, J. B. (2004, April). Cognitive Hypothesis Testing for intervention development, implementation, and efficacy. Workshop presented at the 36th Annual Meeting of the National Association of School Psychologists, Dallas, TX.

Hale, J. B. (2004, March). Understanding executive dysfunction in child learning and behavior disorders: Implications for school intervention efficacy. Invited presentation at the Annual School Psychology Conference held at Temple University, Philadelphia, PA.

Holdnack, J. A., Weiss, L., & Hale, J. B. (2004, February). Children with reading disorders:The effects of IQ and IQ-achievement discrepancy. Poster presented at the 32nd Annual Meeting of the International Neuropsychological Society, Baltimore, MD.

Hale, J. B., & Fiorello, C. A. (2003, March). Cognitive hypothesis testing for intervention efficacy. Mini-Skills Workshop to be presented at the 35th Annual Meeting of the National Association of School Psychologists, Toronto, ON, CA.

Hale, J. B. & Sherman, R. (2003, March). The neuropsychology of learning disabilities. Invited presentation at the Learning Disabilities: Struggling with the Issues conference held at Temple University, Philadelphia, PA.

Hale, J. B. (2003, January). Evaluating neuropsychological and behavioral medication response in ADHD. Invited colloquium presented to the Westchester Institute for Human Development, New York Medical College, Valhalla, NY.

Hale, J. B. (2002, March). Objective assessment and medication management techniques for children with ADHD. Invited research colloquium presented at Teachers College, Columbia University, New York, NY.

Hale, J. B., Hoeppner, J. B., & Fiorello, C. A. (2002, February). Analyzing Digit Span components for assessment of attention problems. Poster presented at the 30th Annual Meeting of the International Neuropsychological Society, Toronto, Canada.

Hale, J. B., Fiorello, C. A., McGrath, M., & Ryan, K. (2001, August). WISC-III Commonality analysis with typical and clinical populations. Poster presentation at the 109th Annual Convention of the American Psychological Association, San Francisco, California.

Fiorello, C. A., Hale, J. B., Kavanagh, J. A., Hoeppner, J. B., & Gaither, R. A. (1999, August). WISC-III predictors of academic achievement: Are global and factor scores comparable? Poster presentation at the 107th Annual Convention of the American Psychological Association, Boston, Massachusetts.

Hale, J. B., How, S. K., DeWitt, M. B., & Coury, D. L. (1999, August). The discriminant validity of the Conners' scales for ADHD subtypes. Poster presentation at the 107th Annual Convention of the American Psychological Association, Boston, Massachusetts.

Hale, J. B. (1998, June). Executive dysfunction in Attention Deficit Disorders: Indirect effects on verbal learning and memory. Invited presentation for the Human Communication Science Research Series, University College London, London, UK.

Hale, J. B., Rosenberg, D., Hoeppner, J. B., & Gaither, R. (1997, April). Cognitive predictors of behavior disorders in children with learning disabilities. Paper presented at the Annual Convention of the National Association of School Psychologists, Anaheim, CA.

Hale, J. B., Hoeppner, J. B., Coury, D. L., Vreeland, J. S., & Trommer, B. L. (1996, August). Clinical evaluation of individual methylphenidate dose-response relationships in ADHD. In J. Hoeppner (Chair), Developing Objective Methylphenidate Protocols for Children with ADHD. Symposium presentation at the 104th Annual Convention of the American Psychological Association, Toronto, Canada

Hale, J. B., Mulick, J. A., & Rojhan, J. (1995, August). The developmental progression of aberrant behavior in profound mental retardation. Poster presentation at the 103rd Annual Convention of the American Psychological Association, New York, NY.

 

Last Updated: 7/7/14