Biography

Dr. Catherine A. Fiorello currently serves as coordinator of the School Psychology Program. After completing her doctoral degree in school psychology, Dr. Fiorello completed a clinical postdoctoral fellowship at the University of Kentucky, focusing on assessment and intervention for children with AD/HD. Dr. Fiorello is a licensed psychologist in Pennsylvania and holds Board Certification in School Psychology from the American Board of Professional Psychology. Dr. Fiorello’s area of research specialization is in the area of cognitive and neuropsychological assessment. Her emphasis is on ensuring the fairness of these measures for students who are culturally and linguistically diverse and those growing up in poverty. She also has publications and clinical experience in the areas of learning and behavior disorders, health-related disorders, low incidence disabilities, intellectual giftedness, and school neuropsychology. Dr. Fiorello has served in a number of national professional organization governance positions, including as secretary and president of the Trainers of School Psychologists, secretary of the Council of Directors of School Psychology Programs, and treasurer, vice-president of education, training, and scientific affairs, liaison to the Board of Education Affairs, and president of Division 16 (School Psychology) of the American Psychological Association. She is currently an elected fellow of Division 16 (School Psychology) of the American Psychological Association and of the American Academy of School Psychology. Further, she is an examiner for the School Psychology Specialty Board of the American Board of Professional Psychology and a site visitor for the American Psychological Association Commission on Accreditation.

Research Interests

  • Assessment
  • Intelligence
  • Special Education

Courses Taught

Number

Name

Level

SPSY 5667

Introduction to Cognitive Assessment

Graduate

SPSY 5671

Integrative Assessment

Graduate

SPSY 8776

History and Systems of Psychology

Graduate

SPSY 9487

Professional Issues and Practicum

Graduate

SPSY 9487

Practicum in School Psychology

Graduate

SPSY 9488

Advanced Practicum in School Psychology

Graduate

CPSY 5492

Theories of Counseling Psychology

Graduate

Selected Publications

  • Sarshar, M., Farley, F., Fiorello, C.A., & DuCette, J. (2019). T behavior: Psychological implications of thrill-seeking/risk-taking. Current Psychology. doi: 10.1007/s12144-019-00557-7

  • Hale, J.B. & Fiorello, C.A. (2017). School Neuropsychology A Practitioner's Handbook. Guilford Publications.

  • Codding, R.S., Mercer, S., Connell, J., Fiorello, C., & Kleinert, W. (2016). Mapping the relationships among basic facts, concepts and application, and common core curriculum-based mathematics measures. School Psychology Review, 45(1), pp. 19-38. doi: 10.17105/SPR45-1.19-38

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

  • Arora, P., Harris, B., Sullivan, A., Fiorello, C., & Terjensen, M. (2014). Early Career Opportunities in Division 16: School Psychology. doi: 10.1037/e577522014-001

  • Kubas, H.A., Schmid, A.D., Drefs, M.A., Poole, J.M., Holland, S., & Fiorello, C.A. (2014). Cognitive and Academic Profiles Associated With Math Disability Subtypes. Learning Disabilities: a Multidisciplinary Journal, 20(1). Sagamore Publishing, LLC. doi: 10.18666/ldmj-2014-v20-i1-5152

  • Fiorello, C.A., Flanagan, D.P., & Hale, J.B. (2014). Response to the Special Issue: The Utility of the Pattern of the Strengths and Weaknesses Approach. Learning Disabilities: a Multidisciplinary Journal, 20(1). Sagamore Publishing, LLC. doi: 10.18666/ldmj-2014-v20-i1-5154

  • Fiorello, C.A., Thurman, S.K., & Raisch, M.M. (2013). Concurrent Validation of the Cognitive Skills and Abilities Rating Scale. doi: 10.1037/e600022013-001

  • Gilroy, S.P., Dodge, J., Lorah, E., & Fiorello, C.A. (2013). Establishing Deictic Responding in Autism: New Avenues for Social-Skill Intervention. doi: 10.1037/e618782013-001

  • Flanagan, D.P. & Harrison, P.L. (2012). Contemporary Intellectual Assessment: Theories, Tests, and Issues. Third Edition. Guilford Publications. Retrieved from http://libproxy.temple.edu/

  • Fiorello, C.A., Rotheram-Fuller, E.J., Ryan, M.M., & Hale, J.B. (2012). Knowledge of Cognitive Processing-Achievement Links Among School Psychologists. doi: 10.1037/e651762012-001

  • Li, C. & Fiorello, C.A. (2011). Evolving practicum issues in school psychology preparation. Psychology in the Schools, 48(9), pp. 901-910. doi: 10.1002/pits.20601

  • Coleman, S. & Fiorello, C.A. (2011). Examining the Pattern of Executive Functioning in Children Identified As Emotionally Disturbed. doi: 10.1037/e710602011-001

  • Ryan, M.M., Fiorello, C.A., Rotheram-Fuller, E., & Hale, J.B. (2011). Examining professional practices in learning disabilities identification. doi: 10.1037/e710922011-001

  • Fiorello, C.A., Hale, J.B., Decker, S.L., & Coleman, S. (2010). Neuropsychology in school psychology. In Handbook of Education, Training, and Supervision of School Psychologists in School and Community: Foundations of Professional Practice, 1 (pp. 213-232).

  • Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., 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., Mazzocco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Simon, J., 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(3), pp. 223-236. doi: 10.1177/073194871003300310

  • Flanagan, D.P., Fiorello, C.A., & Ortiz, S.O. (2010). Enhancing practice through application of Cattell-Horn-Carroll theory and research: A "third method" approach to specific learning disability identification. Psychology in the Schools, 47(7), pp. 739-760. doi: 10.1002/pits.20501

  • Elliott, C.D., 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(7), pp. 698-720. doi: 10.1002/pits.20499

  • Petruccelli, M.L., Fiorello, C.A., & Thurman, S.K. (2010). Comparison of teachers' and school psychologists' accuracy in assigning basic academic tasks to underlying CHC-model cognitive abilities. Journal of Applied School Psychology, 26(3), pp. 230-246. doi: 10.1080/15377903.2010.495921

  • Rotheram-Fuller, E., Naylor, G., Katz, L., MacMullen, L., & Fiorello, C.A. (2010). Affect Recognition and Social Success Among Urban Elementary-Aged Students. doi: 10.1037/e632052010-001

  • Fiorello, C.A., Thurman, S.K., Zavertnik, J., Sher, R., & Coleman, S. (2009). A comparison of teachers' and school psychologists' perceptions of the importance of CHC abilities in the classroom. Psychology in the Schools, 46(6), pp. 489-500. doi: 10.1002/pits.20392

  • Fiorello, C.A. (2009). Handbook of Intellectual and Developmental Disabilities. ARCHIVES of CLINICAL NEUROPSYCHOLOGY, 24(1), pp. 124-125. doi: 10.1093/arclin/acp004

  • Hale, J.B., Fiorello, C.A., Dumont, R., Willis, J.O., Rackley, C., & Elliott, C. (2008). Differential Ability Acales - Second Edition (neuro)psychological predictors of math performance for typical children and children with math disabilities. Psychology in the Schools, 45(9), pp. 838-858. doi: 10.1002/pits.20330

  • Thurman, S.K. & Fiorello, C.A. (2008). Applied cognitive research in K–3 classrooms. S.K. Thurman & C.A. Fiorello (Eds.). New York, NY, US: Routledge/Taylor & Francis Group. Retrieved from http://libproxy.temple.edu/

  • Damon, S., Riley-Tillman, T.C., & Fiorello, C. (2008). Comparing methods of identifying reinforcing stimuli in school consultation. Journal of Educational and Psychological Consultation, 18(1), pp. 31-53. doi: 10.1080/10474410701864123

  • 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(1), pp. 2-12. doi: 10.1080/09084280701280338

  • 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(1), pp. 37-51. doi: 10.1080/09084280701280445

  • Fiorello, C.A., Hale, J.B., & Snyder, L.E. (2006). Cognitive hypothesis testing and response to intervention for children with reading problems. Psychology in the Schools, 43(8), pp. 835-853. doi: 10.1002/pits.20192

  • Cohen, A., Fiorello, C.A., & Farley, F.H. (2006). The cylindrical structure of the Wechsler Intelligence Scale for Children - IV: A retest of the Guttman model of intelligence. Intelligence, 34(6), pp. 587-591. doi: 10.1016/j.intell.2006.05.003

  • Foley, J.E., Fiorello, C.A., Thurman, K., & Snyder, L.E. (2006). Effects of CHC Cognitive Skills Training 1 Year Later. doi: 10.1037/e515002007-001

  • Snyder, L.E., Foley, J.E., Fiorello, C.A., & Thurman, K. (2006). Working Memory in Instruction: An Observational Tool. doi: 10.1037/e514782007-001

  • Fiorello, C.A. & Primerano, D. (2005). Research into practice: Cattell-Horn-Carroll cognitive assessment in practice: Eligibility and program development issues. Psychology in the Schools, 42(5), pp. 525-536. doi: 10.1002/pits.20089

  • Hale, J.B., Fiorello, C.A., & Brown, L.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(2), pp. 39-61.

  • McGrath, M.C., Fiorello, C.A., Kildebeck, E., Rashedi, L., Zakhidova, A., Thurman, S.K., Nioka, S., & Chance, B. (2003). Using neuroimaging to identify cognitive components of psychometric tests. CLINICAL NEUROPSYCHOLOGIST, 17(1), pp. 119-119. Retrieved from http://gateway.webofknowledge.com/

  • Hale, J.B., Fiorello, C.A., Bertin, M., & Sherman, R. (2003). Predicting math achievement through neuropsychological interpretation of WISC-III variance components. Journal of Psychoeducational Assessment, 21(4), pp. 358-380. doi: 10.1177/073428290302100404

  • Fiorello, C.A., Hale, J.B., McGrath, M., Ryan, K., & Quinn, S. (2002). IQ interpretation for children with flat and variable test profiles. Learning and Individual Differences, 13(2), pp. 115-125. doi: 10.1016/S1041-6080(02)00075-4

  • Hale, J.B., Hoeppner, J., & Fiorello, C.A. (2002). Analyzing digit span components for assessment of attention processes. Journal of Psychoeducational Assessment, 20(2), pp. 128-143. doi: 10.1177/073428290202000202

  • Hale, J.B. & Fiorello, C.A. (2002). The commentary section: When IQ does not measure ability: A reply to Braden. doi: 10.1037/e537352009-013

  • Faile, K., Hale, J.B., & Fiorello, C.A. (2002). The commentary section. doi: 10.1037/e537352009-008

  • Huber, K.D., Rosenfeld, J.G., & Fiorello, C.A. (2001). The differential impact of inclusion and inclusive practices on high, average, and low achieving general education students. Psychology in the Schools, 38(6), pp. 497-504. doi: 10.1002/pits.1038

  • Huber, K.D., Rosenfeld, J.G., & Fiorello, C.A. (2001). The differential impact of inclusion and inclusive practices on high, average, and low achieving general education students. Psychology in the Schools, 38(6), pp. 497-504. Wiley. doi: 10.1002/pits.1038.abs

  • Hale, J.B., Fiorello, C.A., Kavanagh, J.A., Hoeppner, J., & 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(1), pp. 31-55. doi: 10.1521/scpq.16.1.31.19158

  • Hale, J.B. & Fiorello, C.A. (2001). Beyond the academic rhetoric of 'g': Intelligence testing guidelines for practitioners. doi: 10.1037/e537302009-005

  • Hyman, I.A., Wojtowicz, A., Lee, K.D., Haffner, M.E., Fiorello, C.A., Storlazzi, J.J., & Rosenfeld, J. (1998). School-Based Methylphenidate Placebo Protocols: Methodological and Practical Issues. Journal of Learning Disabilities, 31(6), pp. 581-594+614.

  • Fiorello, C.A. (1998). Overcoming dyslexia in children, adolescents, and adults, 2nd edition. CONTEMPORARY PSYCHOLOGY, 43(4), pp. 302-303. Retrieved from http://gateway.webofknowledge.com/

  • Fiorello, C.A. (1998). Compassion, But Little Science. Contemporary Psychology: a Journal of Reviews, 43(4), pp. 302-303. Portico. doi: 10.1037/001624

  • Fiorello, C.A., Wright, L.B., & Mason, E.J. (1998). Cleft lip and palate. In Health-related disorders in children and adolescents: A guidebook for understanding and educating (pp. 167-172). American Psychological Association. doi: 10.1037/10300-023

  • Mesquita, P.B.d.e. & Fiorello, C.A. (1998). Asthma (childhood). In Health-related disorders in children and adolescents: A guidebook for understanding and educating (pp. 74-81). American Psychological Association. doi: 10.1037/10300-011

  • Fiorello, C.A. & Hyman, I.A. (1998). Monitoring Medication Response in Attention Disorders: Methodological Issues. Journal of Learning Disabilities, 31(6), pp. 579-580. doi: 10.1177/002221949803100608

  • Fiorello, C.A. Inclusion: Information for school administrators. The Behavior Analyst Today, 2(1), pp. 40-42. American Psychological Association (APA). doi: 10.1037/h0099913