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T. Andrew Zabel, Ph.D., ABPP
Kennedy Krieger Institute
707 N. Broadway
Baltimore, MD 21205
Phone: (443) 923-4442
Dr. Andrew Zabel is a pediatric neuropsychologist and research scientist at the Kennedy Krieger Institute. He is the clinical director of the Department of Neuropsychology and an assistant professor of Psychiatry and Behavioral Sciences at the Johns Hopkins School of Medicine. He is on the core faculty in psychology for the Maternal and Child Health Bureau (MCHB) Leadership Education Excellence in Caring for Children with Neurodevelopmental and Related Disabilities (LEND) Program and the Mental Retardation and Developmental Disabilities Research Center (MRDDRC).
Dr. Zabel received his doctoral degree in clinical psychology from Drexel University of Philadelphia, PA in 2000, and completed his internship training at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine. Dr. Zabel also completed a two-year post-doctoral fellowship in pediatric neuropsychology at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine. Dr. Zabel is board-certified in clinical neuropsychology by the American Board of Professional Psychology and is a licensed psychologist in Maryland. He joined the Hopkins/KKI faculty in 2002. He is active in the mentoring programs at the Kennedy Krieger Institute, and participates in the neuropsychological training of externs, pre-doctoral interns and post-doctoral residents. Dr. Zabel is the clinical director of the Department of Neuropsychology, and is active in the development of clinical services and provision of neuropsychological assessments at KKI.
Dr. Zabel's research focuses upon the adaptive and neuropsychological functioning of individuals with congenital and acquired brain disorders, with particular emphasis placed upon persons with hydrocephalus, Spina Bifida, Cerebral Palsy, and Sturge-Weber Syndrome. Publications and presentations have included the manner in which memory, attention, and executive functions can be disrupted by these conditions at different stages of brain development. Current projects utilize brain-imaging methodologies such as diffusion tensor imaging (DTI) to clarify the nature of white matter injury and further elucidate brain-behavior relationships in these patient groups. An over-arching research interest involves the manner in which white matter injury increases the challenges associated with transition into adolescence and young adulthood.