Brittany A Dale

Biographic Data

ID9499036
NAMEBrittany A Dale
GIVEN NAMESBrittany A
FAMILY NAMEDale
SIGNATUREDALE B A
AFFILIATIONSDepartment of Special Education Ball State University Muncie Indiana USA
ORCID0000-0002-0288-0449
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2021
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Generational IQ

    Brittany A Dale, Emily L Winter et al.ARTICLEDevelopmental Psychology2026

    Cognitive changes throughout the lifespan have been explored through cross-sectional, longitudinal, and quasilongitudinal approaches. Much of this research indicates that cognitive abilities in the adult period have followed a typical pattern of decline, with sustained verbal intelligence (i.e., Verbal Comprehension Index) to later adulthood and steadily declining performance-based abilities (i.e., Visual Spatial Index, Fluid Reasoning Index, Wor…

  • School psychologists and autism identification

    Open AccessSuzanne G Margiano, Kari A Sassu et al.ARTICLEPsychology in the Schools2023

    Although federal law has provided guidelines for autism eligibility for special education, school‐based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation fo…

  • Performance of children with ASD on the Wisc‐V ancillary index scales

    Open AccessBrittany A Dale, W Holmes Finch et al.ARTICLEPsychology in the Schools2023

    Ancillary index scales provide assessment professionals the opportunity to conduct a more comprehensive interpretation of a student's performance on the Wechsler Intelligence Scales for Children, Fifth Edition (WISC‐V); however, little is known about the performance of children with autism spectrum disorder (ASD) on these scales. The ASD special group population from the standardization sample of the WISC‐V and their demographically matched contr…

  • Supporting practitioners in school‐based evaluations of autism spectrum disorders

    Open AccessSarah W Harry, Kayla Bates‐Brantley et al.ARTICLEPsychology in the Schools2023

    Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted o…

  • Integrating evaluation data to enhance treatment planning for students with ASD

    Open AccessMelissa A Bray, Brittany A DaleARTICLEPsychology in the Schools2023

    Accurate assessment across the various characteristics of autism spectrum disorder (ASD) and its comorbidities can help guide intervention planning. This introduction to the second issue of a double special issue on ASD assessment highlights assessment of various characteristics of and comorbidities with ASD to assist with treatment planning. For instance, anxiety and attention deficit hyperactivity disorder are two of the most common comorbiditi…

  • Bayley‐4 performance of very young children with autism, developmental delay, and language impairment

    Open AccessBrittany A Dale, Jacqueline M Caemmerer et al.ARTICLEPsychology in the Schools2022

    Early identification of autism spectrum disorder (ASD) provides the best opportunity for children to receive evidence‐based early intervention. Research indicates that accurate diagnosis can be made as early as the toddler period when an assessment is completed by experienced clinicians. Typical ASD evaluations involve an assessment of developmental skills, such as those measured with the Bayley Scales of Infant and Toddler Development, Fourth Ed…

  • Collaborative approaches to autism spectrum disorder assessment

    Open AccessBrittany A Dale, Melissa A BrayARTICLEPsychology in the Schools2022

    With the rising prevalence rates of autism spectrum disorder (ASD), school and clinical psychologists must be abreast of the current research on assessment to determine diagnosis or educational eligibility. This is the first of a double special issue focusing on assessment of individuals with ASD. Within the school setting, collaboration is at the core of special education eligibility assessment. This introduction highlights the role of collabora…

  • Profile analysis of the Personality Assessment Inventory‐Adolescent (PAI‐A) for individuals with autism spectrum disorder

    Open AccessElizabeth Hooks, Brittany A Dale et al.ARTICLEPsychology in the Schools2021

    The purpose of the present study was to determine if individuals with autism spectrum disorder (ASD) display a unique pattern of responses on the Personality Assessment Inventory‐Adolescent (PAI‐A). Twenty adolescents between ages 12 and 18 completed the PAI‐A, and their scores were compared to matched community and clinical samples from the standardization sample of the PAI‐A. Results of a profile analysis indicated the ASD group displayed uniqu…