RESEARCH AND PUBLICATIONS

Science to Practice

When one explores websites that tout brain-based training or services, it is important to see if there is peer-reviewed research to support the claims presented and services offered. Throughout the history of the Center for Teaching Brain Literacy and our careers, science has guided our practice. While our clinical efforts are tailored to individual needs, we always believe data is important, both to understand individual differences and to monitor outcomes. These data help ensure the efficacy of our instruction and interventions.

There is an evidence base to support our efforts at the Center for Teaching Brain Literacy (CTBL). Below we offer some of the works by our team, which resulted from our work conducted here and abroad. The five areas examined and covered in this webpage include: Teaching Brain Literacy initiative, Neuropsychological Theory and Assessment, Neuropsychopathology and Medical Disorders, Specific Learning Disabilities and Special Education, and Attention-Deficit/Hyperactivity Disorder and Medication Trials.

This knowledge is translated at the CTBL in every service we provide. Links for the articles or abstracts can be found by clicking on the title. Please see Dr. Hale's full Curriculum Vitae for a complete list of presentations and publications, and email him at connect@teachingbrainliteracy.com with any questions you may have regarding the work.

TEACHING BRAIN LITERACY INITIATIVE

Jamaludin, A., Henik, A., & Hale, J. B. (2019). Educational neuroscience: Bridging theory and practice. Learning: Research and Practice, 5(2) 1-10.

Tham, R., Walker, Z., Tan, S. H. D., Low, L. T., Chen, A. S., & Hale, J. B. (2019). Translating educational neuroscience for teachers. Learning: Research and Practice, 5(2), 1-25.

Tan, S. C., Chen, A. S. H., Goodwill, A., Jamaludin, A., Walker, Z., & Hale, J. B. (2019). Developing a translating educational neuroscience clearinghouse for the differentiated instruction of diverse learners. National Institute of Education Research Brief Series No. 19-017.

Walker, Z., Hale, J. B., Annabel Chen, S. H., & Poon, K. (2019). Brain literacy empowers educators to meet diverse learner needs. Learning: Research and Practice, 5(2), 174-188.

Walker, Z., Chen, S. H. A., Poon, K., Hale, J. B. (2017). Brain Literacy Empowers Educators to Meet Diverse Learner Needs. NIE Working Paper Series No. 10. Singapore: National Institute of Education. (More detailed than 2019 paper)

Hale, J. B., Chen, S. A., Tan, S. C., Poon, K., Fitzer, K. R., & Boyd, L. A. (2016). Reconciling individual differences with collective needs: The juxtaposition of sociopolitical and neuroscience perspectives on remediation and compensation of student skill deficits. Trends in Neuroscience and Education, 5(2), 41-51.

Schneider, A. N., Parker, D. J., Crevier-Quintin, E., Kubas, H. A., & Hale, J. B. (2013). Luria and learning: How neuropsychological theory translates into educational practice. In B. J. Irby, G. Brown, & R. Lara-Alecio (Eds.), Handbook of Educational Theories. Charlotte, NC: Information Age Publishing, Inc.

NEUROPSYCHOLOGICAL THEORY AND ASSESSSMENT

Hale, J. B., Wilcox, G., & Reddy, L. A. (2016). Neuropsychological assessment. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, & R. Krishnamurthy (Eds.), APA handbook of clinical psychology: Applications and methods (pp. 139–165). American Psychological Association.

Hale, J. B. & Fitzer, K. M. (2015). Evaluating orbital-ventral medial system regulation of personal attention: A critical need for neuropsychological assessment and intervention. Applied Neuropsychology: Child, 4(2), 106-115.

Decker, S. L., Hale, J. B., & Flanagan, D. P. (2013). Professional practice in the assessment of cognitive functioning for educational applications. Psychology in the Schools, 50(3), 300-313.

Fiorello, C. A., Hale, J. B., & Wycoff, K. L. (2012). Cognitive hypothesis testing: Linking test results in the real world. In D. P. Flanagan & P. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.) (pp. 484-496). New York, NY: Guilford Press.

Decker, S., Schneider, W. J., & Hale, J. B. (2011). Estimating base rates of impairment in neuropsychological test batteries: A comparison of quantitative models. Archives of Clinical Neuropsychology, 27, 69–84.

Fuchs, D., Hale, J. B., & Kearns, D. (2011). Cognitive and neuropsychological assessment data that inform educational intervention: An introduction to the special issue and critical analysis. 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.

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., 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.

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.

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.

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.

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

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.

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. Hoboken, NJ: John Wiley & Sons.

NEUROPSYCHOPATHOLOGY AND MEDICAL DISORDERS

Hale, J. B., Reddy, L. A., & Weissman, A. (2018). Recognizing frontal-subcortical circuit dimensions in child and adolescent psychopathology. In J. N. Butcher (Ed. In Chief), APA Handbook of Psychopathology. Washington, DC: APA Press.

Lee, S. H., Walker, Z. M., Hale, J. B., & Chen, S. H. A. (2017). Frontal-Subcortical Circuitry in Social Attachment and Relationships: A Cross-Sectional fMRI ALE Meta-Analysis. Behavioural Brain Research, 325(Pt B), 117-130.

Koziol, L. F., Budding, D. A., & Hale, J. B. (2013). Understanding neuropsychopathology in the twenty-first century: Current status, clinical application, and future directions. In L. A. Reddy, A. S. Weissman, & J. B. Hale, (Eds.), Neuropsychological assessment and intervention for emotional and behavior disordered youth: A step-by-step evidence-based approach. Washington, DC: American Psychological Association.

Phelps, L., Steck-Silvestri, E. L., McAllister, W. S., Ensign, J., Crevier-Quintin, E., & Hale, J. B. (2013). Integrated neuropsychological assessment and intervention for chronic pediatric medical conditions with comorbid psychopathology. In L. A. Reddy, A. S. Weissman, & J. B. Hale, (Eds.), Neuropsychological assessment and intervention for emotional and behavior disordered youth: A step-by-step evidence-based approach. Washington, DC: American Psychological Association.

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., & 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.

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.

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.

SPECIFIC LEARNING DISABILTIES AND SPECIAL EDUCATION

Hale, J. B. Chen, S. H. A., Tan, S. C., Poon, K., Fitzer, K. R., & Boyd, L. (2016). Reconciling Individual Differences with Collective Needs: The Juxtaposition of Sociopolitical and Neuroscience Perspectives on Remediation and Compensation of Student Skill Deficits. Trends in Neuroscience and Education, 5(2), 41-51.

Fenwick, M., Kubas, H. A., Witzke, J. W., Fitzer, K. R., Miller, D. C., Maricle, D. E., Harrison, G. L., Macoun, S. J., & Hale, J. B. (2016). Neuropsychological profiles of written expression learning disabilities determined by concordance-discordance model criteria. Applied Neuropsychology: Child, 5(2), 83-96.

Fiorello, C. A., Flanagan, D. P., & Hale, J. B. (2014). Response to the special issue: The utility pattern of strengths and weaknesses approach. Learning Disabilities: A Multidisciplinary Journal, 20, 55-59.

*To see this entire issue, with the studies that support PSW, please click here

Backenson, E. M., Holland, S. C., Kubas, H. A., Fitzer, K. R., Wilcox, G., Carmicheal, J. A., Fraccaro, R. L., Smith, A. D., Macoun, S. J., Harrison, G. L., & Hale, J. B. (2013). Psychosocial and adaptive deficits associated with learning disability subtypes. Journal of Learning Disabilities, 48 (5), 511-522.

Wright, P. W., Hale, J. B., Backenson, E. M., Eusebio, E. C., & Dixon, S. G. (2013). Forest Grove v. TA Rejoinder to Zirkel An Attempt to Profit From Malfeasance? Journal of Psychoeducational Assessment, 31, 318-325.

Hale, J. B., Hain, L. A., Murphy, R., Cancelliere, G., Bindus, D. L., & Kubas, H. (2013). The enigma of specific learning disabilities: A neuropsychological framework for examining learning, behavior, and environment. In C. A. Noggle & R. S. Dean (Eds.), The neuropsychology of psychopathology. New York: Springer Publishing Company.

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. (2011). 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.

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., 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.

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.

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. (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., 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., 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.

Bay, M., Staver, J. R., Bryan, T., & Hale, J. B. (1992). Science instruction for the mildly handicapped: Direct instruction versus discovery learning. Journal of Research in Science Teaching, 29, 555-570.

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER AND MEDICATION TRIALS

Carmichael, J. A., Kubas, H. A., Carlson, H. L., Fitzer, K. R., Wilcox, G., Lemay, J-F., Bray, S., MacMaster, F. P., & Hale, J. B. (2015). Reconsidering “inattention” in attention- deficit/hyperactivity disorder: Implications for neuropsychological assessment and intervention. Applied Neuropsychology: Child, 4(2), 97-105.

Hale, J. B., Semrud-Clikeman, M., & Kubas, H. A. (2014). Best practices in mediation treatment for children with emotional and behavior disorders: A primer for school psychologists. In P. Harrison & A. Thomas, Best practices in school psychology VI (pp. 347-360). Bethesda, MD: National Association of School Psychologists.

Hale, J. B., Reddy, L. A., Weissman, A. S., Lukie, C., & Schneider, A. N. (2013). Integration of neuropsychological assessment and intervention for children with ADHD. In L. A. Reddy, A. S. Weissman, & J. B. Hale, (Eds.), Neuropsychological assessment and intervention for emotional and behavior disordered youth: A step-by-step evidence-based approach. Washington, DC: American Psychological Association.

Kubas, H. A., Backenson, E. M., Wilcox, G., Piercy, J. C., & Hale, J. B. (2012). The effects of methylphenidate on cognitive functions in children with attention-deficit/hyperactivity disorder. Postgraduate Medicine, 124(5), 33-48.

Hale, J. B., Yim, M., Schneider, A. N., Wilcox, G., Henzel, J. N., & Dixon, S. G. (2012). Cognitive and neuropsychological assessment of ADHD: Redefining a disruptive behavior disorder. In D. P. Flanagan & P. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.) (pp. 687-707). New York, NY: Guilford Press.

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.

Crevier-Quintin, E., Schneider, A. N., Kubas, H. A., & Hale, J. B. (2011, November). American Academy of Pediatrics ADHD clinical practice guidelines: Where is the “neuro” in this neurobehavioral disorder? Pediatrics. http://pediatrics.aappublications.org/content/128/5/1007/reply#pediatrics_el_51791.

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.

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

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.