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:
Reddy, L. A., & Hale, J. B. (in press). Inattentiveness. In A. R. Eisen (Ed.), Clinical handbook of childhood behavior problems: Case formulation and step-by-step treatment programs. New York, NY: Guilford Press.
DiTomaso, R.A., Hale, J. B., & Timchak, S. M. (in press). The behavioral model of personality disorders in children. In A. Freeman (Ed.), Personality disorders in children and adolescence. New York, NY: Springer Publishing.
Fiorello, C. A., Hale, J. B., Holdnack, J. A., Kavanagh, J. A., Terrell, J., & Long, L. (in press). Interpreting intelligence test results for children with disabilities: Is global intelligence relevant? Applied Neuropsychology.
Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Holdnack, J. A., & Aloe, A. M. (in press). Is the demise of IQ interpretation justified? A response to special issue authors. Applied Neuropsychology.
Fiorello, C. A., Hale, J. B., & Snyder, L. E. (in press). Cognitive hypothesis testing and response to intervention for children with reading disabilities. Psychology in the Schools.
Hale, J. B. (in press). Implementing IDEA with a three-tier model that includes response to intervention and cognitive assessment methods. School Psychology Forum: Research and Practice.
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? Communiqué, 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. Communiqué, 24, 12-13.
Selected Presentations:
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.
