Chicago | Clinical Faculty, Adler Community Health Services
Adam L. Hiebel has a rich and varied background in education and psychology. He holds a Doctorate in Clinical Neuropsychology (Psy.D.) from Adler University and a Doctorate in Education (Ed.D.) from Ohio University. Before transitioning into the field of psychology, Dr. Hiebel spent a decade teaching middle school and serving as a public-school administrator. Through this experience, he gained deep expertise in special education, gifted education, and psychoeducational assessments. His passion for these areas naturally led him to his current focus in psychology, where he continues to specialize in gifted education and neuropsychological assessments.
In addition to his work in education and assessment, Dr. Hiebel is deeply committed to health equity, with a strong focus on providing accessible and culturally sensitive mental health services to minority populations. He believes in the importance of community mental health and works to address disparities in care, ensuring that underserved communities receive the support they need. He continues to advocate for systemic changes that promote inclusivity and access to mental health services for all.
Allison, E., Rzyski, M., Wallender, J., PeQueen, C., Remaly, K., Kain, M. A., & Hiebel, A. (2024). Promoting Conceptual Understanding Through Authentic Mathematics Instruction in Virtual Environments: More Than a Game. In E. Cayton, M. Sanders, & J. A. Williams (Eds.). Using STEM-focused teacher preparation programs to reimagine elementary education. (pp. 130-157). IGI Global. https://doi.org/10.4018/978-1-6684-5939-3
Wallender, J., Hiebel, A., PeQueen, C., Kain, A. (2019). Effects of an explicit curriculum on social-emotional competency in elementary and middle school students. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 86(3).