By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA
Expanding on NESCA’s previous work in the Philippines and other Asian countries, this October, NESCA’s Founder and Director Dr. Ann Helmus and I widened NESCA’s outreach and education around the world, traveling to Central America, specifically Honduras, Nicaragua, El Salvador, and Costa Rica.
During our time in Central America, we presented multiple full-day workshops to various educational

NESCA’s Dot Lucci and Dr. Ann Helmus with a group of Central American Principals at the Association of American Schools of Central America Conference
professional and administrative audiences at the Association of American Schools of Central America conference, the Elementary Principals Conference, and at individual schools. The full-day workshops included information about: the presentations and diagnosis of various conditions, such as ADHD, ASD, SLD, anxiety, etc., how to best serve these students in general education classrooms, and the most current thinking on specific interventions and curriculums.
Along our journey, Dr. Helmus also presented to parents in Nicaragua and Honduras, discussing what exactly makes a high-quality evaluation, what an evaluation should include, and how to integrate all the findings to produce individualized recommendations for students.
On this trip, our consultations consisted of onsite visits that provide professional development, modeling, direct service of instruction/ongoing virtual consultation, and the sharing of resources and tools. We help these teams develop or enhance their programs and systems aimed at supporting students with special needs. While much of this work pertains to educational programming, it also involves expanding the mindsets of some teachers about neurodivergent students, who may require additional time and effort than typically developing students. In our work, we are helping teachers to recognize students’ disabilities, how they present, and how to work with the various challenges while identifying and capitalizing on their strengths.
Consulting internationally allows us to share our knowledge and expertise of neuropsychological assessment and educational practices with schools and families abroad, where resources may be scarce or non-existent. While each country has special education laws pertaining to inclusion, when children struggle in these classrooms, there are unfortunately limited resources for them. Many of these students are expelled and do not receive an education due to aberrant behavior. There are some separate “special education” schools, but these are also limited in their ability to educate neurodivergent children. In all of these countries, the training of teachers in special education is not in-depth, which is why NESCA was there to support their efforts. This work is vital to the improvement of the education of all students and especially those with special needs.
With very few – if any – related service professionals in this region (i.e., neuropsychologists, SLPs, OTs, etc.), many students go without direct services or travel to Miami for evaluations and care during the summer months. Because of the lack of supports in this region, we noticed more clients over the past several years traveling to Boston for evaluations and services. This is one of the reasons NESCA opened an office in Miami, more conveniently offering better supports and services for our Central American clients.
We look forward to continuing this consultation work with schools, organizations, etc., while also making big differences for families on a more individualized level, educating them on how they can support their children.
Our work in international schools and families is rich and rewarding, and is making big differences.
About the Author
NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology,
research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.
Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.
To book a consultation with Ms. Lucci or one of our many expert clinicians, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant/service in the referral line.
NESCA is a pediatric neuropsychology practice and related services center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Coral Gables, Florida, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

families better understand their child’s unique neurocognitive, developmental, learning, and social-emotional profiles. She specializes in the assessment of toddlers, school-aged children, adolescents, and young adults. Her expertise involves working with youth exhibiting a diverse range of clinical presentations, including neurodevelopmental disorders, such as autism spectrum disorder, attention and executive functioning deficits, learning disabilities, developmental delays, intellectual disabilities, and associated emotional challenges. Dr. Manning is also trained in the assessment of children with medical complexities, recognizing how health conditions can impact a child’s development and functioning. She partners closely with families to develop practical, personalized recommendations that support each individual’s success and growth at home, in school, and within the community.
meaningful skills in order to reach their goals. She has spent the majority of her career working in a private school for students with ASD. She has also spent some time working in an inpatient mental health setting. Lyndsay uses occupation-based interventions and strategies to develop life skills, executive functioning, and emotional regulation. While completely her doctoral degree at MGH Institute of Health Professions, Lyndsay worked with the Boston Center for Independent Living to evaluate transition age services. She uses the results from her research to deliver services in a way that is most beneficial for clients. Specifically, she focuses on hands-on, occupation-based learning that is tailored the client’s goals and interests.




attention deficit disorders, communication disorders, intellectual disabilities, and learning disabilities. She particularly enjoys working with children and their families who have concerns regarding an autism spectrum disorder. Dr. Milana has received specialized training on the administration of the Autism Diagnostic Observation Schedule (ADOS).
About the Author
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practicing neuropsychology for 35 years and has been director of NESCA’s Neuropsychology practice for nearly three decades, continuously training and mentoring neuropsychologists to meet the highest professional standards.
and developmental disabilities. She has a particular interest in children with autism spectrum disorders, intellectual disabilities, and those with complex medical histories. In addition, she evaluates adults who have concerns about whether they meet criteria for an ASD or ADHD diagnosis.
attention deficit disorders, communication disorders, intellectual disabilities, and learning disabilities. She particularly enjoys working with children and their families who have concerns regarding an autism spectrum disorder. Dr. Milana has received specialized training on the administration of the Autism Diagnostic Observation Schedule (ADOS).
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