James B. Hale

Associate Professor
Ph.D. 1994 (Loyola Chicago)
joined Department in 2010

James B. Hale is an Associate Professor in the Clinical Psychology (Clinical Neuropsychology) Program. He has extensive teaching and clinical experience in universities, inpatient/outpatient settings, and public schools. He has pursued multiple lines of research, including studies that differentiate reading and math disability subtypes, challenge assumptions about the validity of global IQ interpretation, examine language and psychosocial functions associated with right hemisphere learning disabilities, and explore neuropsychological aspects of ADHD and medication response. Dr. Hale is an active researcher, practitioner, presenter, and author, including his co-authorship of the critically-acclaimed, bestselling book, School Neuropsychology: A Practitioner's Handbook

Representative Publications

Hale, J. B., Reddy, L. A., Semrud-Clikeman, M., Hain, L., Whitaker, J., Morley, J., Lawrence, K., Smith, A., & Jones, N. (2011). Executive impairment determines ADHD medication response: Implications for academic achievement. Journal of Learning Disabilities, 44, 196-212.

Fuchs, D., Hale, J. B., & Kearns, D. (2011). On the importance of a cognitive processing perspective: An introduction. Journal of Learning Disabilities, 44, 99-104.

Reddy, L.A., Hale, J.B., & Brodzinsky, L.K. (2011). Use of the Behavior Rating Inventory of Executive Function Parent Form for children and adolescents with Attention-Deficit/Hyperactivity Disorder. School Psychology Quarterly, 26, 45-55.

Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W. D., & Hale, J. B. (2011). Forest Grove School District v. T.A. Supreme Court case: Implications for school psychology practice. Journal of Psychoeducational Assessment, 29, 103-113.

Hale, J. B., Wycoff, K. L., & Fiorello, C. A. (2010). RTI and cognitive hypothesis testing for specific learning disabilities identification and intervention: The best of both worlds.In D. P. Flanagan & V. C. Alfonso (Eds.), Essentials of Specific Learning Disability Identification (pp. 173-202).Hoboken, NJ: John Wiley & Sons.

Flanagan, D. P., Alfonso, V. C., Mascolo, J., & Hale, J. B. (2010). The WISC-IV in neuropsychological assessment and intervention. In A. S. Davis (Ed.), Handbook of pediatric neuropsychology. New York, NY: Springer Publishing.

Hale, J. B., Metro, N., Glass-Kendorski, J., Hain, L., Whitaker, J., & Moldovan, J. (2010). School reintegration for children with traumatic brain injury. In A. S. Davis (Ed.), Handbook of pediatric neuropsychology. New York, NY: Springer Publishing.

Hain, L. A., & Hale, J. B. (2010). “Nonverbal” learning disabilities or Asperger Syndrome? Clarification through cognitive hypothesis testing. In N. Mather & L. E. Jaffe (Eds.), Comprehensive evaluations: Case reports for psychologists, diagnosticians, and special educators (372-387). New York, NY: John Wiley & Sons.

Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Davis, A., Decker, S., Denckla, M., Dumont, R., Elliott, C. Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E., Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzacco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Noggle, C., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Silver, L., Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., & Yalof, J. (2010). Critical Issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223-236.

Elliott, C., Hale, J. B., Fiorello, C. A., Dorvil, C., & Moldovan, J. (2010). Differential Ability Scales-II prediction of reading performance: Global scores are not enough. Psychology in the Schools, 47, 698-720.

Hale, J. B., Fiorello, C. A., & Thompson, R. (2010). Integrating neuropsychological principles with response-to-intervention for comprehensive school-based practice. In E. Arzubi, & E. Mambrino (Eds.), A guide to neuropsychological testing for health care professionals (pp. 229-262).New York, NY: Springer Publishing Company.

Hale, J. B. (2010). Cognitive hypothesis testing for a child with math disability. In C. A. Riccio, J. R. Sullivan, & M. J. Cohen (Eds.), Neuropsychological assessment and intervention for childhood and adolescent disorders (pp. 54-62). New York, NY: John Wiley & Sons.

Fiorello, C. A., Hale, J. B., Decker, S. L., & Coleman, S. (2009). Neuropsychology in school psychology. In E. Garcia-Vazquez, T. D. Crespi, & C. A, Riccio (Eds.), Handbook of education, training and supervision of school psychologists in school and community, volume 1 (pp. 213-232). New York, NY: Taylor & Francis.

Hale, J. B., Reddy, L. A., Wilcox, G., McLaughlin, A., Hain, L., Stern, A., Henzel, J., & Eusebio, E. (2009). Assessment and intervention for children with ADHD and other frontal-striatal circuit disorders. In D. C. Miller (Ed.), Best practices in school neuropsychology: Guidelines for effective practice, assessment and evidence-based interventions (pp. 225-279). Hoboken, NJ: John Wiley & Sons.

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 an executive function and behavior rating screening battery sensitive to ADHD. Journal of Clinical and Experimental Neuropsychology, 31, 897-912.

Mascolo, J. T., Kaufman, N. L., & Hale, J. B. (2009). Illustrative case reports using the WISC-IV. In D. P. Flanagan & A. S. Kaufman (Eds.), Essentials of WISC-IV Assessment (2nd ed.). (pp. 468-515). Hoboken, NJ: John Wiley & Sons.

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.

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.

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., 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.

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.