Developmental Neuropsychology Clinic

In this clinic, we conduct evaluations for children, teens and emerging adults who are experiencing problems in school and have concerns for dyslexia or other learning disabilities, ADHD, or other neurodevelopmental differences (e.g., intellectual disability; autism spectrum disorder). Evaluations are also available for children and teens whose difficulties may be more widespread or who may have experienced specific risk factors for neuropsychological problems, such as certain medical or neurological conditions. Evaluations consider many factors that may contribute to children's difficulties, including general cognitive, learning, attention and executive skills, and social/emotional functioning. We aim to provide an in-depth understanding of an individual’s strengths and challenges, and specific recommendations for how they can be effectively addressed in school (e.g., recommendations for an Individualized Education Program (IEP), 504 Plan, READ Plan, as applicable) and at home.

  • Who Might Benefit from a Neuropsychological Assessment:

    Children or youth who:

    • Have a history of problems learning to read, spell or do math
    • Have difficulties attending to and organizing schoolwork and other tasks
    • Have a history of a medical condition or neurological injury (e.g., head injury; prenatal drug or alcohol exposure) that affects school and daily functioning
    • Are experiencing a combination of learning and other challenges and are seeking diagnostic clarity
    • Are looking for recommendations that can be used to inform both school-based (e.g., IEP, 504 Plan) and other supports
    • Have received some supports and are seeking more in-depth evaluation and/or formal diagnosis
  • Assessment Steps
    1. An intake appointment with Laura Santerre-Lemmon, PhD, and a doctoral graduate student to define the scope of the assessment and gather relevant background information
    2. Two (or sometimes three) assessment sessions that include objective testing activities (e.g., IQ test, academic measures, ADHD continuous performance tests, etc.), questionnaires and interviews
    3. Review of any provided previous records (e.g., previous evaluations; school testing and report cards; previous or current IEP, 504 Plan or other school support documents)
    4. Conversations with teachers, therapists or other professionals who know the client well
    5. A feedback session with Santerre-Lemmon and the doctoral graduate student, to be followed by a detailed written assessment report that focuses on recommendations for supports and interventions.
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