Catherine A. Fiorello, Ph.D.
Department Chairperson, Psychological Studies in Education
Professor and Coordinator of School Psychology Program
Psychological Studies in Education

Ritter Annex 269
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122-6091
phone: (215) 204-6254

  • Ph.D. School Psychology, University of Kentucky
  • M.S. Education, University of Kentucky
  • B.A. Psychology, Clark University

Specialty Board Certification in School Psychology, American Board of Professional Psychology (2011)

Licensed Psychologist, Kentucky (1993) and Pennsylvania (1997)
Certified School Psychologist, Kentucky (1986), Pennsylvania (1997) and National (1989)

Areas of Professional Interest
  • Cognitive Assessment
  • Fairness of Assessment Across Cultural and Linguistic Groups
  • Diversity Issues in School Psychology
  • Diagnostic Assessment
Recent Scholarship

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

Codding, R., Mercer, S. H., Connell, J. E., Fiorello, C. A., & Kleinert, W. L. (in press). Mapping the relationships among basic facts, concepts and application, and Common Core curriculum-based mathematics measures. School Psychology Review.

Gilroy, S. P., Lorah, E. R., Dodge, J., & Fiorello, C. A. (2015). Establishing deictic repertoires in autism. Research in Autism Spectrum Disorders, 19, 82-92. doi: 10.1016/j.rasd.2015.04.004

Kubas, H. A., Drefs, M. A., Poole, J. M., Schmid, A. D., Holland, S. C., & Fiorello, C. A. (2014). Cognitive and academic profiles associated with math disability subtypes. Learning Disabilities: A Multidisciplinary Journal, 20(1), 31-44.

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

Hale, J. B., Wycoff, K. L., & Fiorello, C. A. (2011). RtI and Cognitive Hypothesis Testing for identification and intervention of specific learning disabilities: The best of both worlds. In: D. P. Flanagan & V. C. Alfonso (Eds.), Essentials of specific learning disability identification (pp. 173-201). Hoboken, NJ: Wiley