Dr. Cristin Hall

Dr. Cristin Hall
Phone: 8148632414
Office Address:
101 CEDAR Building
University Park, PA 16802
Campus: University Park

Title

Assistant Professor of School Psychology

Department

Educational Psychology, Counseling, and Special Education

Centers

CEDAR Clinic

Programs

School Psychology

Other Penn State Affiliations

Clearinghouse for Military Family Readiness, Child Study Center

Biography

Dr. Hall is in her second year as an assistant professor in the School Psychology Program at Penn State. She received her B.S. in Communication Sciences and Disorders from Penn State in 2000 and an M.A. in Clinical Psychology from the University of Colorado at Colorado Springs in 2003. Dr. Hall received her doctoral training from the Penn State School Psychology Program (graduated 2011). Dr. Hall has many clinical and school-based experiences with children and adults in a variety of settings including residential treatment, community mental health, corrections, and private practice. Her work as a research scientist for the Clearinghouse for Military Family Readiness and the Child Study Centers at Penn State sparked her interest in the dissemination of evidence-based practice using the internet and other technology-assisted platforms. 

Areas of Expertise

Age Levels

Childhood
Early Childhood

Educational Psychology, Counseling, and Special Education

School Psychology

Curriculum Areas

Early Childhood Ed

Education Levels

Early Childhood
Middle School/Junior High
Primary/Elementary
Secondary/High School

Education Types

Public Ed

Technology

Computer Technology

Office Hours

By Appointment Only

Representative Publications

Hall, C. M., Culler, E. D., & Frank-Webb, A. (under review). Online Resources and Services for Parents

            of Children with Autism Spectrum Disorders (ASDs): A Review of Current Trends and Promising

            Findings. Journal of Autism and Developmental Disorders.

 

Hall, C. M. & Hunter, L. J. (in preparation). School psychologists’ use of Web 2.0 for social-emotional and

            behavioral interventions: Reported use, trust, and selection of evidence-based practice.

 

Hall, C. M., Welsh, J. A., Bierman, K. B., & Nix, R. (in revision). Kindergarten social withdrawal and

            reading achievement: A cross-lagged path model for at-risk learners. Psychology in the Schools.

 

Hunter, L. J. & Hall, C. M. (under review). Elementary and Middle School Teachers’ Use of Web 2.0 for

            Classroom Management Strategies. Elementary School Journal.

 

Hall, C. M., Culler, E. C., & Frank-Webb, A. (in press). Online resources, support, and e-

            health for families of children with disabilities: A review of empirical evidence regarding

            attitudes, use, and efficacy. A peer-reviewed chapter for Encyclopedia of E-Health and

            Telemedicine (Ed. M. M. Cruz-Cunha).

 

Hall, C. M. & Bierman, K. L. (2015). Technology-Assisted Parenting Interventions for

            School Readiness: A Review of Related Literature. Early Childhood Research Quarterly, 33, 21-

            32.

 

Farmer, T. W., Hamm, J. V., Lane, K. L., Lee, D., Sutherland, K. S., Hall, C. M., & Murray, R. A.

            (2013). Conceptual foundations and components of a contextual intervention to promote student

            engagement during early adolescence: The Supporting Early Adolescent Learning and Social

            Success (SEALS) model. Journal of Educational and Psychological Consultation, 23 (2), 115-

            139.

 

Farmer, T. W., Hall, C. M., Leung, M. C., Estell, D. B., & Brooks, D. (2011). Social prominence

            and the heterogeneity of rejected status in late elementary school. School Psychology

            Quarterly, 26, 260-274.

 

Farmer, T. W., Hall, C. M., Weiss, M., Petrin, R. A., Meece, J. L, & Moohr, M. (2011). The school

            adjustment of rural adolescents with and without disabilities: Variable and person-centered

            approaches. Journal of Child and Family Studies, 20, 78-88.

 

Farmer, T. W., Hall, C. M., Petrin, R., Hamm, J. V., & Dadisman, K. (2010). Evaluating the impact

            of a multicomponent intervention model on teachers’ awareness of social networks at the

            beginning of middle school in rural communities. School Psychology Quarterly, 25, 94-106.

Grants

Institute of Education Science, The Friendship Connections Project; Bierman (PI); 07/01/15-06/31/19

The goal of the Friendship Connections (FCP) program is to improve the social behavior, positive peer relations, constructive learning engagement, and academic success of elementary children (grades 1-4) who are experiencing significant social skill deficits and serious peer difficulties.  FCP addresses this need, by providing evidence-based intervention strategies to build social skills and support generalization of positive behavior change at school and home, using modular options that allow parents and teachers to individualize target goals and coordinate progress monitoring.

Role: Investigator

Social Science Research Institute, The TeleConsult Project: A Remote Behavioral Health and Family Advocacy Model; Hall (Co-PI with Culler); 11/15/2014-11/15/2015

The goal of the TeleConsult Project is to examine the feasibility of a family-centered, remotely delivered consultation module based on the Family Check-Up for military families stationed overseas with children newly diagnosed with autism. Development of online learning modules, initial testing of the consultation model with families, and measurement of parent stress, parent self-efficacy, and child symptom levels will be examined.

Donor Gift; The Lippin Family Fund to Promote Moral Development and Ethical Behavior in Young Children; Bierman (PI); 10/20/13-07/31/16

The goal of this project is to develop interactive web-based materials that promote the moral and ethical development of children age 3-7 years. Adaptation and modularizing of evidence based school-readiness and social-emotional learning materials will facilitate lower cost, increased access, and sustainability of tools for children, parents, and teachers.

Role: Investigator