Bio — Scientific Advisory Board member

James B. Hale, Ph.D.

Dr. James B. Hale is Associate Professor and Associate Director of Clinical Training in the Department of Psychology at Philadelphia College of Osteopathic Medicine. Over the past 20 years, Dr. Hale has taught undergraduates, graduate students, and medical residents/fellows in departments of psychology, pediatrics, neurology, and neuroscience, and has served children and families in a variety of school, hospital, and residential settings.

He has a M.Ed. in Special Education with teaching endorsements in Learning Disabilities and Behavior Disorders from the University of Illinois at Chicago, and a Ph.D. in School Psychology with specialties in Neuropsychology and Research Methodology from Loyola University Chicago. Dr. Hale attended the Ohio State University School of Medicine and Columbus Children's Hospital for postdoctoral training where he continued to explore brain-behavior relationships in children with traumatic brain injury and neurodevelopmental disorders.

Dr. Hale has had more than 100 professional presentations and 35 publications in the neuropsychology 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 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.

Currently, he is Principal Investigator for the Student Neuropsychological Assessment Profiles for Innovative Teaching (SNAP-FIT) project, which provides neuropsychological assessment and intervention services to inner-city children in the Philadelphia schools.

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