Dan Leopold
Graduate Student in Clinical Psychology

Faculty Advisor: Erik Willcutt

Education

  • BA, Dartmouth College (Psychology), 2010
  • MA, University of Colorado Boulder, 2014
  • PhD, expected 2018

Research Interests

My research focuses on developmental learning disabilities, such as reading disability (RD; dyslexia), math disability (MD; dyscalculia), and attention-deficit/hyperactivity disorder (ADHD). I'm particularly interested in the common cognitive and neural correlates of learning differences and comorbid psychopathologies, with the ultimate goal of improving the dissemination and implementation of evidence-based remedial practices.

Publications and Presentations

Willcutt, E.G., Chhabildas, N., Kinnear, M., Leopold, D.R., DeFries, J.C., Olson, R.K., Keenan, J.M., Pennington, B.F. (2014). The internal and external validity of sluggish cognitive tempo and its relation to DSM-IV ADHD. Journal of Abnormal Child Psychology, 42, 21-35. DOI: 10.1007/s10802-013-9800-6

"Learning Disabilities & ADHD in Medical Professional Education." Invited presentation at University of Colorado Medical School, Anschutz Medical Campus. 4/8/14.

Mittal, V.A., Dean, D.J., Bernard, J.A., Orr, J.M., Pelletier-Baldelli, A.L., Carol, E.E., Gupta, T., Turner, J., Leopold, D.R., Robustelli, B.L., & Millman, Z.B. (2013). Neurological soft signs predict abnormal cerebellar-thalamic tract development in negative symptoms in adolescents at high-risk for psychosis: A longitudinal perspective. Schizophrenia Bulletin (accepted).

Mittal, V.A., Gupta, T., Orr, J.M., Pelletier, A.L., Dean, D.J., Lunsford-Avery, J.R., Smith, A.K., Robustelli, B.L., Leopold, D.R., & Millman, Z.B. (2013). Physical activity level and medial temporal health in youth at ultra-high risk for psychosis. Journal of Abnormal Psychology (accepted: manuscript # 2013-1200-RR).

Pennington, B.F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., Leopold, D.R., Samuelsson, S., Byrne, B., Willcutt, E.G., & Olson, R.K. (2012). Individual prediction of dyslexia by single versus multiple deficit models.Journal of Abnormal Psychology, 121, 212-224: DOI: 10.1037/A0025823