Dr. Lisa A. Hain joined the school psychology faculty in May 2010. She obtained her PsyD from the Philadelphia College of Osteopathic Medicine where she also served as an adjunct faculty member. While at PCOM, her primary research interests included examination of neurocognitive profiles in children and adolescents and the comorbidity between learning disabilities and mental health disorders. Lisa had been adjunct faculty with the Pennsylvania State University for several years and served as field placement supervisor as well. She maintains certifications as a School Psychologist nationally and in the state of PA. Additionally, she maintains licensure as a Professional Counselor in the state of PA with a certificate in cognitive behavioral therapy. Dr. Hain also holds a diplomate from the American Board of School Neuropsychology.
Being a true scholar-practitioner, Dr. Hain's clinical experience and research interests include utilizing principles of neuropsychology in the practice of school psychology in identifying both cognitively-based as well as emotionally-based disabilities affecting children and adolescents using a brain-behavior model in assessment, interpretation, and intervention. Understanding the brain-behavior relationships in children's learning and behavior has always been a passion. Other professional interests include working at a systems level to broaden identification practices for children with disabilities in fostering the neuropsychological framework to the identification of disabilities and to engage in creative research to delve deeper into brain-behavior relationships underlying various disorders and disseminating this research into the educational system for appropriate intervention.
Dr. Hain is an active member of the National Association of School Psychologists and the International Neuropsychological Association. Most recently Dr. Hain is an active member of the PA BrainSTEPS team which helps to re-integrate children with traumatic brain injuries back into the school setting.
Hale, J. B., Reddy, L., Hain, L. A., Whitaker, J., Lawrence, K., Smith, A. et al. (in press). Executive impairment determines ADHD medication response: Implications for academic achievement. Journal of Learning Disabilities.
Hale, J.B, Hain, L.A., Murphy, R.,Cancelliere, G., & Bindus, D. (in press). Neuropathological substrates of comorbid learning disabilities and psychopathology: Integrating neuropsychological, cognitive, academic, and psychosocial data for effective service delivery. In Contemporary Neuropsychology, Springer Publishing.
Hale, J. B., & Hain, L. A. (2010). Nonverbal learning disabilities or Asperger's Syndrome: Clarification through cognitive hypothesis testing. In N. Mather & L. Jaffe (Eds.), Comprehensive evaluations: Case reports for psychologists, diagnosticians, and special educators. Hoboken, NJ: John Wiley & Sons.
Hain, L. A., Hale, J. B., & Kendorski, J. G. (2009). The enigmatic population of specific learning disabilities: Comorbidty of psychopathology in cognitive and academic subtypes. In S.G. Feifer & G. Rattan (Eds.), Emotional disorders: A neuropsychological, psychopharmacological, and educational perspective. Middleton, MD: School Neuropsych Press.
Hale, J. B., Metro, N., Kendorski, J. G., Hain, L. A., Whitaker, J., & Moldovan, J. (2009). Facilitating school reintegration for children with Traumatic Brain Injury. In A. Davis (Ed.), Handbook of pediatric neuropsychology. Hoboken, NJ: John Wiley & Sons.
Hale, J. B., Reddy, L. A., Wilcox, G., McLaughlin, A., Hain, L. A., Stern, A. et al. (2009). Best practices in assessing and intervening with ADD/ADHD children and children with other frontal-striatal circuit disorders. In D. Miller (Ed.), Best Practices in School Neuropsychology: Guidelines for effective practice, assessment, and evidence-based intervention. Hoboken, NJ: John Wiley & Sons.
Hale, J. B., & Hain, L. A. (2010, February). SNAP-FIT: Combining RTI with cognitive assessment for SLD service delivery. Paper presented at the Learning Disability Association of America (LDA) Annual Conference, Baltimore, MD.
Francis, S. L., Hain, L. A., Hale, J.B., Shillabeer, R., & McCloskey, G. (2010, March). Cognitive predictors of achievement for ethnic minority students. Poster session presented at the National Association of School Psychologists (NASP) Annual Conference, Chicago, IL.
Eusebio, E. C., Hale, J. B., McCloskey, G., & Hain, L.A. (2010, March). Frontal-subcortical and executive function involvement in students with serious emotional disturbance. Poster session presented at the National Association of School Psychologists (NASP) Annual Conference, Chicago, IL.
Hain, L. A., & Hale, J. B. (2009, February). Specific learning disability subtypes across cognitive, achievement, and emotional/behavioral domains. Poster session presented at the International Neuropsychological Society (INS) Annual Meeting, Atlanta, GA.
Hain, L. A., Hale, J. B., McCloskey, G., & Shillabeer, R. (2009, February). Specific learning disability subtype discrimination using achievement and emotional/behavioral variables. Poster session presented at the National Association of School Psychologists (NASP) Annual Conference, Boston, MA.
Ad Hoc Reviewer
Journal of Learning Disabilities Special Topics Issue - Fall 2009