Catherine A. Fiorello
Catherine A. Fiorello
Professor of School Psychology, Temple University
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School neuropsychology: A practitioner's handbook
JB Hale, CA Fiorello
Guilford Publications, 2017
Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus
J Hale, V Alfonso, V Berninger, B Bracken, C Christo, E Clark, M Cohen, ...
Learning Disability Quarterly 33 (3), 223-236, 2010
Analyzing digit span components for assessment of attention processes
JB Hale, JAB Hoeppner, CA Fiorello
Journal of psychoeducational assessment 20 (2), 128-143, 2002
Cognitive hypothesis testing and response to intervention for children with reading problems
CA Fiorello, JB Hale, LE Snyder
Psychology in the Schools 43 (8), 835-853, 2006
WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable?
JB Hale, CA Fiorello, JA Kavanagh, JAB Hoeppner, RA Gaither
School Psychology Quarterly 16 (1), 31, 2001
The differential impact of inclusion and inclusive practices on high, average, and low achieving general education students
KD Huber, JG Rosenfeld, CA Fiorello
Psychology in the Schools 38 (6), 497-504, 2001
Enhancing practice through application of Cattell–Horn–Carroll theory and research: A “third method” approach to specific learning disability identification
DP Flanagan, CA Fiorello, SO Ortiz
Psychology in the Schools 47 (7), 739-760, 2010
Interpreting intelligence test results for children with disabilities: Is global intelligence relevant?
CA Fiorello, JB Hale, JA Holdnack, JA Kavanagh, J Terrell, L Long
Applied Neuropsychology 14 (1), 2-12, 2007
IQ interpretation for children with flat and variable test profiles
CA Fiorello, JB Hale, M McGrath, K Ryan, S Quinn
Learning and Individual Differences 13 (2), 115-125, 2002
Is the demise of IQ interpretation justified? A response to special issue authors
JB Hale, CA Fiorello, JA Kavanagh, JA Holdnack, AM Aloe
Applied Neuropsychology 14 (1), 37-51, 2007
Predicting math achievement through neuropsychological interpretation of WISC-III variance components
JB Hale, CA Fiorello, M Bertin, R Sherman
Journal of Psychoeducational Assessment 21 (4), 358-380, 2003
Research into practice: Cattell‐Horn‐Carroll cognitive assessment in practice: Eligibility and program development issues
CA Fiorello, D Primerano
Psychology in the Schools 42 (5), 525-536, 2005
Determining medication treatment effects using teacher ratings and classroom observations of children with ADHD: Does neuropsychological impairment matter
JB Hale, CA Fiorello, L Brown
Educational and Child Psychology 22 (2), 39-61, 2005
Differential Ability Scales – Second Edition (neuro)psychological predictors of math performance for typical children and Children with Math Disabilities
JB Hale, CA Fiorello, R Dumont, JO Willis, C Rackley, C Elliott
Psychology in the Schools 45 (9), 838-858, 2008
RTI and cognitive hypothesis testing for identification and intervention of specific learning disabilities: The best of both worlds
JB Hale, KL Wycoff, CA Fiorello
Essentials of specific learning disability identification, 173-201, 2011
Differential Ability Scales–II prediction of reading performance: Global scores are not enough
CD Elliott, JB Hale, CA Fiorello, C Dorvil, J Moldovan
Psychology in the Schools 47 (7), 698-720, 2010
Establishing deictic repertoires in autism
SP Gilroy, ER Lorah, J Dodge, C Fiorello
Research in Autism Spectrum Disorders 19, 82-92, 2015
WISC-IV assessment and intervention strategies for children with specific learning disabilities
JB Hale, CA Fiorello, JA Miller, K Wenrich, AM Teodori, J Henzel
WISC-IV clinical assessment and intervention 2, 109-171, 2008
Beyond the academic rhetoric of'g': Intelligence testing guidelines for practitioners
JB Hale, CA Fiorello
The cylindrical structure of the Wechsler Intelligence Scale for Children—IV: A retest of the Guttman model of intelligence
A Cohen, CA Fiorello, FH Farley
Intelligence 34 (6), 587-591, 2006
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