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ORCID Profile
Dr. Brittany A. Dale holds a Ph.D. in School Psychology from Ball State University, completed in 2009, with a specialization in counseling. Her doctoral program was APA-accredited, and her dissertation focused on cognitive assessment across diverse preschool populations. She also earned an M.A. in School Psychology from Ball State University (2006), within a NASP-accredited program, and a B.A. in Psychology from Northwestern University (2004). Following her doctorate, Dr. Dale completed a post-doctoral fellowship through the Leadership Education in Neurodevelopmental Disabilities (LEND) Program at the Indiana University School of Medicine. This intensive 2000-hour fellowship emphasized assessment of autism and other neurodevelopmental disabilities. Additionally, she completed a 2000-hour APA-accredited pre-doctoral internship at Cummins Behavioral Health. Her rigorous and diverse academic preparation laid the foundation for her interdisciplinary expertise in education, clinical psychology, and autism spectrum disorders, establishing her as a qualified and well-rounded scholar-practitioner in the field of special education and psychological assessment.
Dr. Brittany A. Dale has built a robust professional career integrating academia, clinical practice, and school-based psychology. She currently serves as a tenured Associate Professor of Special Education at Ball State University, where she has taught since 2010 in various faculty roles. Her teaching includes both graduate and undergraduate courses focused on autism, assessment, and intervention. Previously, she served as a graduate advisor and has mentored numerous students in the areas of special education and applied behavior analysis. Clinically, Dr. Dale has worked for nearly a decade as a licensed psychologist at the Center for Psychological Development, conducting comprehensive assessments and supervising doctoral students. She also serves as an independent contract school psychologist with Mt. Vernon Community School Corporation, providing psychoeducational evaluations in early childhood education. Her career reflects a unique and impactful blend of teaching, clinical practice, and applied research that directly supports children with disabilities and the professionals who serve them.
Dr. Dale’s research interests center on autism spectrum disorder (ASD), cognitive and psychoeducational assessment, and the intersection of school psychology with interdisciplinary collaboration. She is particularly focused on improving diagnostic practices and treatment planning for children with autism and other developmental disabilities. Her work often addresses real-world challenges such as tele-assessment, cultural considerations in evaluation, and educational service delivery for Deaf and Hard of Hearing students. Dr. Dale has also contributed to the literature on assessment tools like the WISC-V, Bayley-4, and WAIS-5, frequently collaborating with national experts on cognitive development and standardized testing. She explores both quantitative and qualitative approaches to enhance diagnostic precision and educational outcomes. Additionally, she examines the implementation of social-emotional learning strategies and individualized education plans (IEPs) through school-based consultations. Dr. Dale’s research is not only academically rigorous but also deeply rooted in practice, with strong implications for policy, clinical protocols, and educational interventions.
While specific named awards are not listed in the CV, Dr. Brittany Dale’s academic and professional track record reflects recognition through sustained tenure, peer-reviewed publications, and collaborative projects with leading scholars in psychology and education. Being promoted to tenured Associate Professor at Ball State University signifies institutional recognition of her contributions to teaching, research, and service. Her inclusion as a co-author in high-impact journals, such as Psychology in the Schools, Journal of Intelligence, and Journal of Autism and Developmental Disorders, reflects strong peer endorsement of her research quality. Dr. Dale has collaborated with esteemed psychologists such as Alan S. Kaufman, further validating her credibility in the field. Additionally, she has served as a content specialist for autism-focused coursework, underscoring her expertise. While formal awards might enhance visibility, her ongoing publication record and leadership in autism assessment position her as a distinguished contributor worthy of competitive research accolades such as the Best Researcher Award.
Dr. Brittany A. Dale exemplifies the qualities of a well-rounded academic researcher, clinical practitioner, and educator. With a solid educational foundation, she has translated her training into a career of meaningful impact in special education, autism assessment, and school psychology. Her prolific research output—covering timely and practice-oriented topics—demonstrates a deep commitment to advancing both science and service for neurodiverse populations. Her ability to integrate clinical expertise, university teaching, and collaborative scholarship sets her apart as a leader in the field. Dr. Dale’s work is characterized by academic rigor, real-world relevance, and interdisciplinary collaboration. Though not widely decorated with traditional awards, her scholarly reputation is evident through publication, institutional advancement, and professional licensing. She stands out as a dedicated scholar whose research has direct implications for educators, clinicians, and families. As such, Dr. Dale is a highly suitable candidate for recognition through the Best Researcher Award and similar honors.
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Title: Dyadic mechanisms of effect in home–school consultation: Evidence from two school-based consultation models
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Title: Does the Degree of Prematurity Relate to the Bayley‑4 Scores Earned…
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Authors: Emily L. Winter, Jacqueline M. Caemmerer, Sierra M. Trudel, Johanna deLeyer-Tiarks, Melissa A. Bray, Brittany A. Dale, Alan S. Kaufman
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Year: 2023
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Citations: 1
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Title: Assessment for DHH With Additional Disabilities (Book Chapter)
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Title: Integrating evaluation data to enhance treatment planning for students with ASD
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Title: Performance of children with ASD on the WISC‑V ancillary index scales
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Title: School psychologists and autism identification: Present challenges and potential solutions
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Authors: Suzanne G. Margiano, Kari A. Sassu, Brittany A. Dale, Jacqueline M. Caemmerer, Melissa A. Bray, Emily Peters
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Year: 2023
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Title: Supporting practitioners in school-based evaluations of autism spectrum disorders
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Title: Comparison of Verbal Performance of Children with ASD on the WISC‑V
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Title: Bayley‑4 performance of very young children with autism, developmental delay…
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Title: Collaborative approaches to autism spectrum disorder assessment
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Title: WISC‑V Profiles of Children With ASD Using CART Analysis
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Title: Interprofessional Collaboration in School-Based Settings, Part 3
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Authors: Natalie A. Kruzliakova, Brittany A. Dale, Leslie J. Remache, Constance E. McIntosh, Jayanthi Kandiah
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Year: 2021
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Title: Interprofessional Collaboration in School-Based Settings, Part 2
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Title: Profile analysis of the PAI‑A for individuals with ASD
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Title: Assessment needs of families with children who are DHH referred for ASD evaluation