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Music and the Mind – Musicianship Impacting Executive Functions

By | NESCA Notes 2019

By: Zachary Cottrell, Psy.D., LMHC

Pediatric Neuropsychology Fellow, NESCA

At NESCA, we work with many children with ADHD and issues with executive functions. Fortunately, there is a wide variety of interventions that can be used to aid executive function development, such as martial arts, aerobics, yoga, mindfulness and cognitive-behavioral therapy. However, another option to keep in mind is learning a musical instrument. Most children are naturally drawn to music, and recent research suggests that musical training can positively influence the development of executive functions.

In 2014, Dr. Nadine Gaab at Boston Children’s Hospital found that adult musicians had stronger working memory, greater cognitive flexibility and verbal fluency than non-musicians. Child musicians showed better verbal fluency and faster processing speed than non-musicians. fMRI scans showed that child musicians have more activation in the frontal regions of the brain – the home of executive functions – than non-musicians. Dr. Gaab’s study concludes that children who study music have stronger executive function skills and that studying music may build those skills. For the full details and results of the study, a link is provided below.

In another 2014 study, Dr. James Hudziak at the University of Vermont found that playing a musical instrument was associated with more rapid cortical thickness maturation within the areas of motor planning and coordination, visuo-spatial ability, and emotion and impulse regulation, the latter being correlated with increased executive functions. For the full details and results of the study, a link is provided below.

So, what do these studies really show us? Basically, learning a musical instrument can improve and strengthen our executive functions, such as planning and organizing, working memory, processing speed, task management and initiation as a whole. Musical performance requires a high level of active engagement, which leads to less off-task behaviors. While engaging in music, the individual is more likely to be practicing such skills as attending, inhibiting and shifting. Additionally, musical training involves significant demands on working memory for processing auditory, visual and tactile cues simultaneously. Working memory is required for learning any complex activity, such as understanding language. There are plenty of research studies that show correlating executive skills in musicians and bilinguals.

In my experience as a therapist and when teaching music, these skills are highly translatable to other forms of learning. Music is not only rewarding and fun, but is also effective in developing and improving executive functions. Below are some links for further reading and exploration.

 

 

Book:

This Is Your Brain on Music: The Science of a Human Obsession, by Daniel J. Levitin

Articles:

Investigating the impact of a musical intervention on preschool children’s executive function (Bowmer, et al., 2018)

References:

Behavioral and neural correlates of executive functioning in musicians and non-musicians (Dr. Nadine Gaad, et al., 2014)

Cortical thickness maturation and duration of music training: health-promoting activities shape brain development (Dr. James Hudziak, et al., 2014)

 

About the Author: 

Formerly a therapist, Dr. Cottrell has extensive experience working with children, adolescents and emerging adults as a therapist, behavioral health consultant and evaluator in community, college, private practice and hospital settings. At NESCA, he provides thorough and in-depth neuropsychological evaluations to support youth to not only develop, but also to maximize, their potential. Dr. Cottrell is a graduate of William James College, participating in the Doctorate of Psychology in Clinical Psychology Program. Dr. Cottrell also has 25 years of experience with the guitar, performing and teaching music. 

Dr. Cottrell recently completed a 2 year APA internship placement at North Shore Medical Center (Salem, Mass.) where he was immersed in the world of neuropsychological, personality, psychological and educational testing at the Neuropsychological Assessment Center at MassGeneral for Children. While there, Dr. Cottrell’s work predominantly involved providing evaluation and consultation to children, adolescents and adults with ADHD, ASD, learning disabilities and other neurocognitive developmental and behavioral concerns in addition to providing psychological evaluations to adult patients considering bariatric surgical procedures.

 

To book an evaluation with Zachary Cottrell one of our expert neuropsychologists, complete NESCA’s online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

8 Tips You Need to Know about SAT and ACT

By | NESCA Notes 2019

 

By: Dina Karlon, M.A.
Transition Specialist, NESCA

Starting to think about the college admissions/testing process? It can be costly and confusing, so we’ve compiled some tips to help you navigate the testing landscape.

Tip 1 – SAT or ACT – Which test should a student take? Most colleges will take either, but there are differences to the tests. SATs, which were revamped a few years ago, has Reading, Math and Writing, while the ACT adds a Science section. SAT questions assess problem-solving abilities, while ACT questions are more fact-based, similar to school testing. Typically, SATs use much higher-level vocabulary than the ACT. The ACT tests math concepts through trigonometry, while SATs stop at geometry. SAT divides its scores into two areas – Reading/Writing and Math, with a perfect score of 1600 (800 for each). ACT scoring is based on 4 sections that are averaged into a composite, with a perfect score of 36. While SAT is more well-known by many New Englanders, the ACT is taken slightly more often, having gained popularity in the past 5 to 10 years. A student may prefer one test over the other if the individual:

Still not sure which one to take? Visit the tests’ websites to take/score a practice test. See which one may be better through this conversion chart: https://www.studypoint.com/ed/sat-act-concordance/.

Tip 2 – SAT Subject Tests – In addition to the general SAT, students can register for tests in specific subject areas. There are 20 specialized tests, and an individual would usually only take 2, if any. Most colleges do not require them, although a student may take them to demonstrate a strong interest or aptitude in a subject or area of passion. For example, a bilingual student could demonstrate proficiency in a language. Subject tests could be a way for students to strengthen their application among similar candidates. If a student wants to major in a science, a strong score on a science subject test could set that person apart from others.

Tip 3 – Apply Early – Standardized testing is pricey, and hidden costs can creep up. Register early to avoid late or waiting list fees. Doing so also allows students to reserve a slot at their own school (if offered there). Whether students are neuro-typical or not, there is comfort in taking tests in one’s own school. For students with anxiety, it is very important, as familiarity with their environment can reduce anxiety.

Tip 4 – Vouchers – Visit SAT and/or ACT sites to determine eligibility for test fees being waived through a voucher. Work with high school counselors to obtain a waiver.

Tip 5 – Costs – There are registration fees for standardized tests. The current fees for the exams are:

There’s good news for New Hampshire residents. A few years ago, the SAT replaced the New England Common Assessment Program (NECAP) as the state test for high school juniors. Therefore, all juniors have the opportunity to take one free SAT. Factor this in for next year, as the deadline to take the test is in March.

Tip 6 – Free Test Scores Sent to Colleges – To lower costs, take advantage of having 4 free test scores sent to colleges. When you register to take both the SAT and ACT, students have the option to send up to 4 tests to 4 colleges at no charge, saving $52 ($13 per test) for the ACT and $48 ($12 per test) for the SAT. Individuals have up to nine days after taking the SAT test to register for score reports. It’s best to sign up for them when you register as it’s easy to forget to do so after. Some students may not opt to do this because they want to see their scores before they are sent to colleges. The benefit of sending them with the SAT is – regardless of your scores – if taken again, a person’s entire history will be sent to colleges where they take the highest score from each section. For example, if a student scores a 400 on English and a 500 on Math in April, then chooses to retake the test in October and scores a 500 on English and a 400 on Math, the school will take the two 500 scores for a total of 1000. If a student is very unhappy with a score on a particular day and they don’t want a college to see that score, students can research whether the schools they are applying to will accept score choice. While this may be an option, it will incur an additional fee. In general, I recommend sending all of the scores and letting the admissions team select the highest. With ACT, score histories are not sent to colleges. Instead students pick a specific test date’s scores to send. Unlike the SAT, if a student gets a higher score in separate sections on various test dates and wants the colleges to see the scores from each test date, they will have to pay for each test date’s score to be sent.

Tip 7 – Accommodations – The process for requesting accommodations and when to apply for them is different for each test. Check the SAT and ACT websites for exact processes for each. Here are some tips:

– Apply early as it can take up to 7 weeks to hear which accommodations are approved. Accommodation request applications may be due at the time one registers for the test – or even before.

– Students should talk with their SAT/ACT school representative about accommodations. While ACT only accepts requests through students’ schools, SAT allows students to apply for accommodations independently. I recommend working with the Accommodations Coordinator at the high school (school counselors will know who this is).

– It is up to SAT and/or ACT if they will allow students accommodations, not the high school.

– Once accommodations are determined for a school year, students can take the test several times (though it’s not recommended to take it several times each year) and not have to reapply for accommodations. SAT accommodations last for one year after high school graduation.

– Lists of accommodations and procedures for requesting them are at: https://www.understood.org/en/school-learning/partnering-with-childs-school/tests-standards/how-to-apply-for-sat-and-act-accommodations.

Tip 8 – Test-optional Schools – Some of us just don’t test well and are terrified of taking such tests. If a student doesn’t feel standardized tests reflect their academic ability and don’t want them considered in their admissions application, consider applying to test-optional schools. These schools review admission materials (transcript, recommendations, etc.) to determine if a student is a good fit for their institution. Here is a list of test-optional schools: https://www.fairtest.org/university/optional.

References

SAT website: Collegeboard.org

ACT website: ACT.org

https://www.understood.org/en/school-learning/partnering-with-childs-school/tests-standards/how-to-apply-for-sat-and-act-accommodations

https://www.understood.org/en/school-learning/choosing-starting-school/leaving-high-school/sat-or-act-how-to-know-which-is-best-for-your-child

https://www.huffpost.com/entry/differences-between-the-s_b_3451049

 

About the Author: 

Dina DiGregorio Karlon, M.A., is a seasoned counselor who has worked as both a school counselor and vocational rehabilitation counselor, guiding and coaching students and adults through transitions toward independence in both college and the working world. With NESCA, she offers transition assessment services in Londonderry, New Hampshire as well as transition planning consultation and coaching to students and families throughout New England.

 

To book an evaluation with one of our expert neuropsychologists, complete NESCA’s online intake form. To book Transition Services in N.H., ask for Dina Karlon. 

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

Staying Values-driven During Growth: A Director’s Update

By | NESCA Notes 2019

By: Ann Helmus, Ph.D.
NESCA Founder/Director

It’s finally Spring here in New England – and we are seeing signs of growth and emergence from the winter. At NESCA, we’ve had our own exciting growth over the past few months:

  • In Londonderry, N.H., we brought Dina Karlon on full-time as a Transition Specialist, guiding students and young adults to their next life transition – moving from high school to college, taking a gap year, finding the right residential living environment or entering the workforce.
  • We opened a new office in Plainville, Mass. to serve clients in South Eastern Mass. and Rhode Island communities, with Pediatric Neuropsychologists Reva Tankle and Erin Gibbons available to take on evaluations in the region.
  • Dot Lucci joined our practice to direct our Consultation Services to families, schools, school districts, colleges and universities, businesses and community groups and agencies in Mass., R.I., and N. H.

While growth within an organization is exciting, it’s not without its risks. In previous work experiences, I’ve seen once thrilling and uplifting growth changes turn to a loss of values and culture, and confusion about an organization’s vision. With the recent growth NESCA has experienced, it’s led me to pause and reflect on who we are as a team.

At our core, we are a neuropsychological and educational services organization whose clinicians and practitioners are passionately driven both individually and as the NESCA team to do their best to help children, adolescents, young adults and their families get the information and support they need to be their best. We hire truly committed and dedicated neuropsychologists who want to live, eat and sleep neuropsychology. We take the time to work with families and individuals to unravel stories, dig into their concerns or struggles and identify the correct diagnosis/es (if warranted). Each clinician takes the time to develop relationships with individuals, often through multiple evaluation meetings, school or community observations and talking to stakeholders in the individual’s life to get a complete picture of each and every individual we evaluate. We aren’t about churning out reports or handing off evaluations to less experienced clinicians. Yes, we get reports out in a timely and expected manner, but not at the expense of doing what’s right and being thorough.

We value continued education and strive to stay up on the latest evidence-based treatments. We frequently invite professionals in to meet with our team and present on new resources, treatments, etc. We are always learning through formal continued education courses, the speakers we host, and most importantly, our own NESCA team.

The NESCA team is comprised of dedicated professionals who have grown their networks over the course of many years, both in discipline and geography, and use these connections to benefit our clients. If one of our clinicians is challenged with identifying the right camp, therapist, or other resource for a client, chances are very good that one of our clinicians has built – not just a knowledge base of referrals to recommend – but relationships there as well. If there is a particularly challenging case, our clients benefit from our entire team of experienced clinicians’ insights, ideas, recommendations, perspectives, experiences and resources to help. In fact, we meet on a weekly basis as a team to discuss these cases and come to the best conclusions and recommendations as a cohesive team. That’s why we can take on the difficult, complex cases and come out with the right diagnosis/es and recommended next steps and strategies.

We’ve carefully built and nurtured a work environment where we all feel supported by each other and by the company. NESCA’s staff knows that they aren’t being pushed to rush through neuropsychological evaluations to get the next client in the door. That would only be penny-wise and pound-foolish and would completely fly in the face of our values-based principles that guide our work daily.

Our staff – both new to NESCA and those who have been with us for years, if not from our inception – know they have my full support to conduct the best, most thorough and comprehensive evaluations. This is how we get to know, develop and foster relationships with our clients for years, all the while helping them succeed academically and in life. I’m proud to say that many of our staff clinicians and clients have been with NESCA for many years. As we grow, we will continue to evaluate the efforts we are putting forth to not just maintain but enhance who we are and what we do here at NESCA.

 

About the Author: 

NESCA Founder/Director Ann Helmus, Ph.D. is a licensed clinical neuropsychologist who has been practicing for almost 20 years. In 1996, she jointly founded the  Children’s Evaluation Center (CEC) in Newton, Massachusetts, serving as co-director there for almost ten years. During that time, CEC emerged as a leading regional center for the diagnosis and remediation of both learning disabilities and Autism Spectrum Disorders.

In September of 2007, Dr. Helmus established NESCA (Neuropsychology & Education Services for Children & Adolescents), a client and family-centered group of seasoned neuropsychologists and allied staff, many of whom she trained, striving to create and refine innovative clinical protocols and dedicated to setting new standards of care in the field.

Dr. Helmus specializes in the evaluation of children with learning disabilities, attention and executive function deficits and primary neurological disorders. In addition to assessing children, she also provides consultation and training to both public and private school systems. She frequently makes presentations to groups of parents, particularly on the topics of non-verbal learning disability and executive functioning.

 

To book an evaluation with Dr. Helmus, NESCA Founder and Director, or one of our many other expert neuropsychologists, complete NESCA’s online intake form. To book an evaluation in Plainville, ask for Reva Tankle on the intake form. To book Consultation Services, ask for Dot Lucci. To book Transition Services in N.H., ask for Dina Karlon. 

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, as well as Londonderry, New Hampshire. NESCA serves clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

 

What is Working Memory and How Can We Address It?

By | NESCA Notes 2019

By: Nancy Roosa, Psy.D.
Pediatric Neuropsychologist, NESCA

Melanie is a sweet, hard-working 11-year-old girl whose parents brought her to NESCA for an evaluation to try to understand why she was struggling in school. Melanie was a cheerful, vivacious girl who seemed intelligent, curious and articulate. But she was barely getting by in fifth grade, putting in hours on homework every night on assignments her teachers thought should take 30 minutes. Her parents were concerned about how she was going to manage middle school next year.

During the evaluation, Melanie did quite well on most tests. Her intelligence measured in the “Above Average” range, and her academic skills were solid. She worked hard and even did well on a test of sustained attention. So, it was clear she did not have a classic case of attentional dysregulation.

Upon further analysis, a few striking results emerged. Melanie had a good ability to remember information or work on structured tasks, but got confused on multistep tasks. One important result: she was able to remember and repeat back long strings of digits when repeating them verbatim, but she really struggled when she had to repeat them in reverse. The mental manipulations involved flummoxed her.

This is working memory: the ability to hold multiple bits of information in memory banks while there is another, distracting bit of information processing going on. Working memory is the “working” part of memory, as it holds information long enough for us to use it or store it away in longer-term memory banks. Analogies can be made to computer storage, where current information is held while processing occurs; or a mental chalkboard, where we jot down our ideas while working out a problem. For some children, like Melanie, that computer storage or chalkboard space is quite limited, causing difficulty with many aspects of learning. As a first grader, Melanie easily learned the sounds of letters, but it was harder for her to remember and apply that knowledge while reading words. Similarly, she easily learned math facts, but got stymied on multistep math problems. Finally, she had trouble with multistep directions. When her parents or teachers told her three things to do, her response was typically, “Wait, what?”.

Melanie’s parents were right to be concerned about middle school, since this is when students are presented with more complex assignments, such as lengthy reading and writing assignments, PowerPoint presentations and many other multistep projects, which were going to be hard for her.

Working memory deficits are related to other cognitive processes. Children with attentional regulation deficits or learning disabilities often – but not always – have working memory deficits. However, every child is unique, with an individual set of strengths and weaknesses. Therefore, a comprehensive and well-done evaluation is essential to clarify a child’s specific profile – a vital first step in crafting an appropriate plan for support and treatment.

Now that we identified Melanie’s difficulties as primarily due to working memory deficits, how do we help her?

My recommendations centered first on the types of accommodations Melanie would need in school to manage an uptick in demands.

  • Any complex or multistep assignment needed to be presented in writing so Melanie can refer back to the directions. She should be shown completed models and provided with scoring rubrics.
  • Melanie might need support from a learning specialist to manage complex tasks, by dividing them into component parts, then completing each part and integrating the whole.
  • Melanie should not be expected to take notes while simultaneously listening to a teacher’s instruction. She should be provided with notes or given an outline of the teacher’s talk that she could fill in.
  • Melanie’s pace of work was slow, given the need to frequently check back and remind herself what she was doing. Therefore, teachers should consider giving her shorter homework assignments that focus on quality not quantity, and extra time to complete tests and assignments.

We also discussed the strategies that Melanie would need to learn to compensate for working memory deficits. She was already using some important strategies, likely based on coaching from some talented teachers in her past. She knew she needed to write things down to remember them, so she had become good at creating outlines before she started writing and drawing pictures of math problems. However, as assignments got longer, Melanie was going to need additional strategies. For example, for lengthy reading assignments, Melanie might need to jot down sticky notes on pages or develop an ongoing “story board” to keep track of main character descriptions or plot points.

Once the family brought this information to Melanie’s educational team, they were able to meet and establish important accommodations, including time to work with a learning specialist several times weekly. The team also agreed to continue to monitor her ability to manage future challenges.

Beyond accommodating working memory deficits, there is ongoing research into programs that could actually improve an individual’s working memory. The hope is that by targeted practice, one could strengthen one’s working memory the way we strengthen muscles by working out at the gym. Despite a great deal of research, the preponderance of evidence does not indicate that these kinds of training programs are effective in improving working memory, except on the specific tasks used in the training program itself. At NESCA, we remain optimistic that further research and refinements will eventually yield more promising treatments.

Finally, one of the most important outcomes of the evaluation was a feedback session with Melanie herself, where I explained her learning profile to her in age-appropriate terms. My goal was to help her appreciate her many strengths and understand that her learning challenge was relatively small and specific. She might have to work harder in certain ways, but would be able to be successful in school and life.

At NESCA, we find that when a child is old enough to process this information about their profile, it is vital to provide it. We find that many children, even teenagers and young adults, tend to be black-and-white thinkers. When they struggle in school in any way, they conclude they are “stupid.” It is obviously vital to prevent this kind of global, negative self-concept from developing. Rather, we hope to give the child the self-awareness and confidence to develop and use compensatory strategies, no matter the area of weakness. We need Melanie and children like her to be confident enough to ask a teacher, college professor or even a job supervisor to provide written instructions to a task or go over directions more than once. Our goal is to arm her with enough self-awareness and confidence that she can go into any new situation, as a student or adult, and be successful while not letting her challenges define or limit her.

 

About the Author: 
Roosa

Dr. Roosa has been engaged in providing neuropsychological evaluations for children since 1997. She enjoys working with a range of children, particularly those with autism spectrum disorders, as well as children with attentional issues, executive function deficits, anxiety disorders, learning disabilities, or other social, emotional or behavioral problems. Her evaluations are particularly appropriate for children with complex profiles and those whose presentations do not fit neatly into any one diagnostic box. As part of this process, Dr. Roosa is frequently engaged in school visits, IEP Team Meetings, home observations and phone consultations with collateral providers. Dr. Roosa has also consulted with several area schools, either about individual children or about programmatic concerns. She speaks to parent or school groups, upon request.

 

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

Improving Life Outcomes through Self-awareness, Stress Management and Social Competency

By | NESCA Notes 2019

By Dot Lucci, M.Ed., CAGS

Currently many school districts have social-emotional learning (SEL) goals as part of their mission. They include goals, such as students will: think critically and solve problems; communicate and collaborate effectively; attend to physical, social and emotional health; contribute to and care about their community and world; and, recognize the uniqueness and dignity of individuals of differing religions, classes, ethnicities, sexual orientations, learning abilities and more. These goals are part of what is expected in our workforce and as citizens in general. If children and adults could attain these goals, our world would be a more tolerant and compassionate place.

Given the neurological, psychological, behavioral or cognitive challenges many students diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), nonverbal learning disorder (NLD), intellectual disability (ID), anxiety, depression, etc. may have, they will often experience difficulty attaining these goals. Direct teaching as well as embedded instruction of Mindsets, Essential Skills & Habits (MESH) and SEL is imperative for these students to succeed in school, relationships, work and in their own quality of life. In fact, MESH and SEL can help all students with or without special needs. Students of today become the adults of tomorrow. With SEL and MESH instruction, they become mindful, compassionate and socially competent adults – and potentially leaders!

In our consultation work with schools, NESCA focuses on three primary areas that we call the 3-Ss: self-awareness, social competency and stress management. Many adults with learning or developmental challenges have not yet reached their potential because they struggle in one or more of these areas. They do not know who they are and “what makes them tick,” or understand that stress is a part of life that we all deal with. They may struggle to recognize that getting along with and being kind and respectful to others is a necessary part of life, even when we do not agree with others. Some of these adults have advanced degrees but sadly cannot get or keep a job or a relationship. By directly addressing the 3-Ss, we help individuals develop life-long skills to be the best they can be.

Self-awareness

Self-awareness is the ability to recognize one’s strengths/challenges, interests, likes/dislikes, learning style, personality and more. It allows us to self-reflect and accurately identify emotions and thoughts and how they influence our behavior. Being optimistic when dealing with life’s setbacks is also central to self-awareness. As we mature, the ability to make responsible decisions – constructive and respectful choices about personal behaviors based on safety concerns, ethical standards and social norms – also falls under self-awareness.

The earlier we begin to help children develop self-awareness, the better off they are in the long run. Teaching them about their personalities earlier allows them to understand themselves better and themselves in relation to others. Through consultation, we normalize the neurodiversity of learners in a classroom. For example, we may have everyone (teachers and students) complete a learning style checklist and discuss the variety of learning profiles in a class. This makes self-awareness more concrete and accessible to all students.

Social Competency

Social competency allows self-awareness to be applied in relationships with others. Social competency is the ability to establish and maintain healthy and rewarding relationships with others in one’s family, school, community and work. It is what allows us to demonstrate perspective-taking and empathy with others of diverse backgrounds and cultures. It includes knowing the social and cultural norms of behavior and also understanding why demonstrating those matters and helps us to communicate clearly, listen actively, negotiate conflicts, cooperate with others, and ask for help when needed. It can also include nonverbal cues and communication when sharing space with others, which is what makes it possible to ride on public transportation, wait in line, ride in an elevator, watch a movie at a theatre, etc. – all in accordance with unwritten, hidden, yet expected social norms. It is critical to work on social competency from preschool through middle and high school and beyond as the expectations and challenges change throughout our lives – and as we change, too.

Stress Management

No matter how self-aware someone is, stress happens and we need to learn to cope or we will suffer both physically and psychologically. Stress is neither good nor bad – it just is. Therefore, stress management is critical to living a life that is as healthy and satisfying as possible. Stress management is the ability to identify one’s emotions, thoughts, feelings and behaviors, and to regulate them effectively – identifying internal and external triggers, controlling impulses, motivating oneself and developing a toolbox to cope with stress. By teaching stress management skills early on, we help children identify how stress feels in their bodies and how our bodies and emotions are linked. All too often, we tell children to “calm down” without teaching them how and what that actually means. If we teach children and adolescents a variety of ways to calm themselves (breathing, progressive muscle relaxation, mindfulness, exercise, problem solving, etc.), and we offer regular opportunities to practice these skills in a range of settings and activities, our hope is that they will gravitate to those techniques and eventually use them independently and successfully. Teaching children about resilience and optimism is key so they can cope when adversity happens – as we know it will.

By highlighting the 3-Ss in our work, we have witnessed significant growth and a positive impact on students’ learning and ultimately their lives. By directly modeling and teaching these MESH skills, students diagnosed with disabilities improve their understanding of self, others and their ability to manage stress and cope with adversity. We are fostering the development of the adults of tomorrow.

To learn more about NESCA and its consultation services, visit: https://nesca-newton.com/.

To learn more about SEL and MESH, visit:

 

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 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 neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.