NESCA’s Londonderry, NH location has immediate availability for neuropsychological evaluations. Our NH clinicians specialize in the following evaluations: Neuropsychological; Autism; and Emotional and Psychological, as well as Academic Achievement and Learning Disability Testing. Our NH clinicians also conduct evaluations for students who are at boarding schools, and two of our NH clinicians have PsyPACT authorization, allowing them to conduct evaluations out-of-state.

Visit www.nesca-newton.com/intake for more information or to book an evaluation.

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Image of teo children reading outside on the grass with a quote from NESCA Pediatric Neuropsychologist Alissa Talamo, Ph.D.

How to Encourage Summer Reading with Your Child

By | NESCA Notes 2025

Image of teo children reading outside on the grass with a quote from NESCA Pediatric Neuropsychologist Alissa Talamo, Ph.D.By: Alissa Talamo, PhD
Pediatric Neuropsychologist, NESCA

Summer is an important time for children to relax and recharge, but it also provides a valuable opportunity to make reading enjoyable. Research consistently shows that students who do not read over the summer are at risk for the “summer slide,” which is a decline in reading skills acquired during the school year. In contrast, children who continue to read during the summer not only maintain but can even improve their literacy abilities.

The benefits of summer reading extend well beyond academics. Regular reading helps expand general knowledge, improve vocabulary and spelling, and strengthen focus and attention. According to Dr. Sally Shaywitz, author of Overcoming Dyslexia, children who read for just 20 minutes a day are exposed to approximately 1.8 million words each year, compared to only 8,000 words for those who read just a few minutes daily. This increased exposure to language supports both language development and writing skills.

Reading for just 20 minutes each day offers numerous advantages. Children experience significant vocabulary growth, encounter diverse perspectives that foster empathy, and develop stronger critical thinking skills as they engage with stories and information. Additionally, reading can be a relaxing activity, particularly before bedtime, helping children unwind after a busy day.

Despite these benefits, some children may be reluctant to read due to reading difficulties, uncertainty about their interests, or a preference for other activities. To encourage reading, it is important to let children choose books that interest them, set aside time to read together, and create a cozy reading environment at home. Pairing reading with interactive activities, such as visiting a museum, landmark, or travel destination related to a book’s topic, characters, or setting, can also make reading more appealing. Regular library visits, audiobooks, and a variety of reading materials—including magazines, comics, and graphic novels—can also help sustain interest. Introducing children to book series and modeling your own enjoyment of reading are additional strategies to foster a positive reading culture.

Helpful Resources and Tools

There are many excellent websites and apps that can support your child’s reading journey. Here are some sites to consider:

  • Unite for Literacy: A collection of audio/picture books read aloud to your child.
  • Reading Rockets—Reading Adventure Packs: Downloadable guides with book suggestions and activities.
  • Starfall.com: Early literacy games and books, ideal for young children.
  • Talking is Teaching: Encourages parents to talk, read, and sing with children to boost early brain and vocabulary development.

Other Resources:

Conclusion

Encouraging your child to read over the summer—and throughout the year—can have lasting benefits for their academic, social, and emotional development. By making reading enjoyable and accessible, and by supporting their individual interests and needs, you can help your child build a lifelong love of reading.

 

References:

  • Sally Shaywitz, MD, Overcoming Dyslexia (2020 Edition): Second Edition, January 4, 2005
  • https://specialedresource.com/benefits-of-reading-20-minutes-a-day
  • https://www.k12reader.com/why-read-20-minutes-a-day/
  • https://www.understood.org/articles/en/14-ways-to-encourage-your-grade-schooler-to-read

 

About the Author

Alissa Talamo headshotWith NESCA since its inception in 2007, Dr. Talamo had previously practiced for many years as a child and adolescent clinical psychologist before completing postdoctoral re-training in pediatric neuropsychology at the Children’s Evaluation Center.

After receiving her undergraduate degree from Columbia University, Dr. Talamo earned her doctorate in clinical health psychology from Ferkauf Graduate School of Psychology and the Albert Einstein College of Medicine at Yeshiva University.

She has given a number of presentations, most recently on “How to Recognize a Struggling Reader,” “Supporting Students with Working Memory Limitations,” (with Bonnie Singer, Ph.D., CCC-SLP of Architects for Learning), and “Executive Function in Elementary and Middle School Students.”

Dr. Talamo specializes in working with children and adolescents with language-based learning disabilities including dyslexia, attentional disorders, and emotional issues. She is also interested in working with highly gifted children.

Her professional memberships include MAGE (Massachusetts Association for Gifted Education), IDA (International Dyslexia Association), MABIDA (the Massachusetts division of IDA) and MNS (the Massachusetts Neuropsychological Society).

She is the mother of one college-aged daughter.

To book a consultation with Dr. Talamo or one of our many other expert neuropsychologists, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Image of a couple with disabilities and a quote from Sarah LaFerriere

How We Teach Sexual Health Education at NESCA

By | NESCA Notes 2025

Image of a couple with disabilities and a quote from Sarah LaFerriereBy: Sarah LaFerriere, M.Ed.
Transition Specialist & Special Educator, NESCA

Sexual health education is often overlooked when it comes to students with disabilities—but it’s one of the most important subjects we can offer. In my last blog post, “Why Sexual Education is Crucial,” I explored the reasons why this kind of instruction is essential for adolescents and young adults with learning, developmental, and emotional challenges.

Today, I want to take that conversation further by sharing what sexual health instruction looks like in practice and how NESCA is helping students gain the knowledge, skills, and confidence they need to navigate relationships and their own well-being.

Meeting Students Where They Are

Sexual health education isn’t “one-size-fits-all,” especially for students with disabilities. Many of the individuals I work with have had limited or no access to comprehensive sexual health instruction. Some have received fragmented or confusing messages about consent, safety, or their own bodies. Others are at a developmental stage where typical school-based programming doesn’t match their learning profile.

At NESCA, our goal is to meet each student exactly where they are intellectually, socially, and emotionally. That’s why our sexual health instruction is individualized, paced appropriately, and rooted in respect and inclusion.

Using the Elevatus Curriculum

At NESCA, we use the Elevatus curriculum, a nationally respected sexual health education program designed specifically for individuals with disabilities. The curriculum offers two levels of instruction:

  • One for students with moderate support needs
  • Another for students with high support needs

This allows us to tailor content to the cognitive and communication levels of each learner. The curriculum emphasizes concrete language, repetition, and visual supports, making it accessible and meaningful for a wide range of students.

Instruction is available in-person or virtually, and we can modify both format and pacing to fit your student’s specific needs. Whether your child thrives in one-on-one sessions or small groups, we’ll work with you to design a program that supports learning and comfort.

What the Curriculum Covers

The Elevatus curriculum spans 22 lessons and includes topics such as:

  • Anatomy and puberty
  • Consent and personal boundaries
  • Healthy vs. unhealthy relationships
  • Online safety and media literacy
  • Understanding feelings and attraction
  • Decision-making and communication

Lessons are engaging and interactive, using visuals, stories, discussions, and role-play activities. We also incorporate functional goals, like understanding personal space on public transportation or recognizing signs of coercion in online messages.

Collaborating with Families and Schools

Sexual health instruction doesn’t exist in a vacuum; it works best when it’s integrated into a student’s broader learning and transition planning. At NESCA, we collaborate with families, educators, and support staff to align lessons with IEP goals, social-emotional supports, and the student’s overall educational plan.

We also guide families on how to reinforce learning at home, answer questions in developmentally appropriate ways, and create an open, respectful dialogue.

Why It Matters

At the core of sexual health education is empowerment. When students understand their bodies, their rights, and their choices, they’re safer, more confident, and more connected to others. This kind of instruction isn’t just about preventing risk it’s about promoting dignity, autonomy, and well-being.

If you’re interested in learning more about our sexual health instruction services, or want to explore whether it’s a fit for your child or student, please reach out to us here at NESCA via our Inquiry/Intake Form and visit our page about our Sexual Health Education Services.

About the AuthorHeadshot of Sarah LaFerriere, M.Ed.

Sarah LaFerriere, M.Ed., is a transition specialist and special educator who has nearly a decade of experience working with transition aged students in public schools, college, and home-based settings. She provides transition assessment, consultation, and coaching services to a wide range of clients, and specializes in supporting students with autism, intellectual disabilities, developmental disabilities, mental health conditions, and medical conditions.

To book a consultation with Sarah LaFerriere or one of our many other expert transition specialists, neuropsychologists, or other clinicians, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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image of a teen stressed out, using a phone

Stress, Anxiety, and Social Media: Supporting Pre-Teens in a Digital World

By | NESCA Notes 2025

image of a teen stressed out, using a phoneBy: Cynthia Hess, PsyD
Pediatric Neuropsychologist, NESCA

In recent years, stress has become a more prevalent part of childhood. Fast-paced lives, evolving educational expectations, and the decline of unstructured social interactions have reshaped the developmental experience of today’s youth. One significant factor in this shift is the ever-expanding role of technology and social media.

Stress, fundamentally, is the body’s response to challenge. While short-term stress can be helpful, chronic stress has more lasting effects, keeping the body in a heightened state of arousal and often leading to anxiety. Anxiety differs from typical stress in that it is persistent, disproportionate to the situation, and frequently arises without a clear trigger. This type of emotional overload can significantly impede a child’s ability to learn, grow, and connect with others.

My own research, conducted with over 100 fifth- and sixth-grade students, revealed a strong correlation between time spent on social media and internalizing behaviors, such as anxiety and depression. Many pre-teens in the study reported having multiple devices and profiles on several social media platforms, with some spending an exceptional amount of time per week online, raising concerns about what is being lost in the process, both developmentally and emotionally.

Social media can disrupt nearly every area of development. Physically, pre-adolescents are navigating puberty and changes in body image, which are already sensitive subjects that curated online content can exacerbate. Neurologically, the brain is experiencing significant changes that facilitate higher-order thinking. However, constant digital stimulation can derail these processes, especially the development of executive functions such as attention, planning, and impulse control.

Cognitively, children at this age are becoming more curious, organized, and future-focused, but excessive screen time can reduce their attention span, ultimately making learning feel overwhelming. Emotionally, they are beginning to ask important questions about their identity and becoming more vulnerable to social pressures. When their emotional experiences are shaped more by online interactions than face-to-face ones, their ability to develop empathy, emotional intelligence, and resilience may be hindered.

Social development also takes a hit. The need to belong intensifies in pre-teen years, and social media often becomes a double-edged sword, offering connection, but also exposing kids to harmful trends, superficial relationships, and online bullying. Real-life communication skills can lag, leaving children less equipped to handle the challenges of peer relationships and conflict.

So, what can we do? First, we must recognize that our children are anxious. National data shows that a significant percentage of youth already carry a diagnosis of anxiety, and many more experience symptoms that go unnoticed. Repeated exposure to stress and the instant feedback loops of social media can create a cycle where children become increasingly anxious and reliant on screens to self-soothe.

As caregivers, educators, and community members, we can begin by fostering emotional awareness. Talk regularly with children about their feelings, help them differentiate between healthy stress and anxiety, and model appropriate emotional expression. Encourage healthy coping strategies, such as regular exercise, mindfulness practices, creative outlets, and spending time outdoors. Monitor their online activity, not from a place of punishment, but one of partnership, curiosity, and learning. Show genuine interest in what they’re doing online, who they’re talking to, and what content they’re consuming.

It’s also crucial to protect the basic developmental needs of children: ample sleep, nutritious food, physical activity, and unstructured playtime. Avoid overscheduling, set clear screen-time boundaries, and follow through with consistent expectations. Community matters, too, and building a culture where we support one another, share resources, and stay informed is essential. We are navigating uncharted and dynamic technological territory. But by staying connected to the needs of our children, both online and offline, we can help them build the emotional resilience and skills they need to thrive.

References:

Turkle, S. (2017). Alone together: Why we expect more from technology and less from each other. Basic Books.

Small, G., & Vorgan, G. (2008). iBrain: Surviving the technological alteration of the modern mind. New York: Harper Collins.

Uhls, Y. T., Michikyan, M., Morris, J., Garcia, D., Small, G. W., Zgourou, E., & Greenfield, P. M. (2014). Five days at an outdoor education camp without screens improve preteens’ skill with nonverbal emotion cues. Computers in Human Behavior, 39, 387-392. doi:10.1016/j.chb.2014.05.036

 

About the Author

Dr. Cynthia (Cindy) Hess conducts neuropsychological evaluations as a pediatric neuropsychologist at NESCA. Dr. Hess enjoys working with children and young adults with complex emotional and behavioral profiles. She is skilled at evaluating social and emotional challenges as well as a range of learning profiles. Her experience allows her to guide families in understanding the supports and services their child requires to be successful in school.

 

To schedule an appointment with one of NESCA’s expert neuropsychologists, please complete our online intake form. 

 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and staff in the greater Burlington, Vermont region and Brooklyn, New York, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

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Image of a middle schooler writing and a quote about summer intensive therapy by Dr. Ann Helmus about summer intensive therapy

Supercharge Communication Skills This Summer: The Case for Intensive Speech & Language Therapy

By | NESCA Notes 2025

Image of a middle schooler writing and a quote about summer intensive therapy by Dr. Ann Helmus about summer intensive therapyBy Ann Helmus, Ph.D.
Founder & Director, NESCA

For many students, summer is a much-needed break from the pressures of the long school year. But it’s also a unique opportunity to make powerful strides in speech and language development—far more than is often possible with weekly sessions during the academic year.

At NESCA, we offer intensive summer therapy that targets both verbal communication (such as listening comprehension, expressive language, and social communication) and written expression, an area where many students struggle.

Here’s why summer intensives can be especially effective:

  1. More Frequent Sessions = Greater Momentum
    When sessions are scheduled every other day (rather than once a week), skills are reinforced more consistently. Students retain strategies better, build habits faster, and make visible progress over a shorter period of time.
  2. Longer Sessions Allow for Deeper Work
    Without the time constraints of school-day schedules, therapy sessions can go beyond the traditional one-hour format. This gives students and therapists time to dig into more complex language tasks, problem-solve in real time, and practice generalizing skills across different contexts.
  3. Less Time Lost Re-Orienting
    With weekly sessions, valuable time is often spent reviewing what was last covered. Frequent summer sessions minimize this start-up time and allow therapy to pick up right where it left off—keeping the focus on forward movement.
  4. Fewer Distractions, Better Focus
    The relaxed pace of summer means students are often more receptive to learning. Without competing demands like homework, tests, and extracurriculars, they can be more focused and emotionally available for therapeutic work.
  5. Support for Written Expression with Proven Methods
    Our speech-language pathologist is trained in the EmPOWER method, a structured approach to teaching written expression. EmPOWER helps students organize their thoughts, clarify their ideas, and express themselves in writing with greater clarity and confidence—skills that are essential for success in school and beyond.
  6. A Stronger Start to the School Year
    Students who make gains in the summer enter the fall with more confidence, stronger foundational skills, and better self-awareness as communicators and learners.

If your child struggles with speaking, listening, or writing, summer can be the perfect time to make meaningful gains that will carry over into the school year. Intensive speech and language therapy can provide just the boost they need.

To explore next steps with NESCA’s Speech and Language Pathologists, fill out our Inquiry/Intake Form or visit our Speech and Language Evaluation and Therapy page. Our team will be in touch with you shortly to provide more information or set up a schedule of sessions that work with your family’s summer plans.

 

About the Author

NESCA Founder and Director Ann Helmus, Ph.D., is a licensed clinical neuropsychologist who has beenAnn Helmus headshot 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.

To book a neuropsychological evaluation at NESCA, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Image of a child doing an obstacle course and a quote by Julie Weieneth, Ph.D.

Summer Treatment Ideas for Children with ADHD

By | NESCA Notes 2025

Image of a child doing an obstacle course and a quote by Julie Weieneth, Ph.D.By: Julie Weieneth, Ph.D.
Pediatric Neuropsychologist, NESCA

For many families with children who have ADHD, the end of the school year brings both relief and anxiety. While the break is welcome, the sudden loss of routine can be daunting, leading to unstructured days and endless requests for screen time. But what if this summer could be different? The season’s freedom presents a powerful opportunity to build new skills, strengthen family bonds, and explore creative ways to manage ADHD symptoms. To help you begin, we have gathered summer treatment and planning ideas for every age, including preschoolers, elementary schoolers, middle schoolers, and young adults preparing for college. If any of these ideas resonate with you, try one out this summer and let us know how it goes. We would love to share your experiences with other families!

Preschool (Ages 3-5)

For the little ones, learning through play and interaction is key.

  1. Parent-Child Interaction Therapy (PCIT): PCIT is a hands-on approach that helps parents build better relationships with their kids using play and clear discipline strategies, with real-time coaching from a therapist. It focuses on boosting positive behaviors and reducing the tough ones to create a happier home life. For more information, check out PCIT.org or reach out to NESCA for provider recommendations.
  2. Occupational Therapy (OT): OT can support young children with ADHD by targeting sensory processing, self-regulation, and fine motor skills.
  3. Academic Readiness through Play: Head to a local craft, school supply, or thrift store, or a learning store, like Lakeshore Learning, to find games and activities that build fine motor skills, counting, sorting, and creativity. Here are some additional fun ideas to try out:
    • Treasure Hunts: Create simple treasure hunts with clues to improve attention, focus, and listening skills.
    • Storytime with Puppets: Use puppets to act out stories, encouraging participation and retelling to boost language skills.
    • Craft Projects: Try out different crafts involving cutting, gluing, and coloring to strengthen fine motor skills and creativity.
    • Obstacle Courses: Set up indoor or outdoor courses to enhance physical coordination and follow instructions. If you have an older sibling, get them involved in setting up and running the obstacle course.
    • Cooking Together: Involve your child in cooking simple recipes to improve focus, following directions, and fine motor skills.
    • Memory Games: Play memory games with cards or objects to boost attention and recall.
    • Building Challenges: Use blocks or LEGO sets to encourage planning and problem-solving.
    • Dance and Movement Games: Play games, like freeze dance or follow-the-leader, to help with self-regulation and listening skills.

Elementary School (Ages 6-10)

Kids in this age group thrive with structured activities that enhance social skills and organization.

  1. Behavioral Therapy: Enroll your child in therapy sessions targeting goals including impulse control and organization.
  2. ADHD Summer Camps and Social Skills Groups: These camps/group programs offer structured environments tailored for kids with ADHD, focusing on social skills, self-esteem, and executive functioning.
  3. Bibliotherapy or Self-Help: Summer is a great time to read books on parenting children with ADHD, like “Taking Charge of ADHD” by Russell A. Barkley. There are also many children’s books, such as “The Secret Superpowers of ADHD” by Jennifer Everly. Explore resources on CHADD and ADDitude for more ideas.

Middle School (Ages 11-13)

As your child enters adolescence, focus on fostering independence and self-awareness.

  1. Cognitive Behavioral Therapy (CBT): CBT helps middle schoolers learn strategies to manage impulsivity and improve attention, with summer sessions focusing on real-life situations, such as managing social conflict and academic stress.
  2. Mindfulness and Relaxation Techniques: Introduce mindfulness practices –  meditation or yoga – to improve focus and reduce stress. Many apps can help integrate these into daily routines.
  3. Volunteer Opportunities: Encourage community service projects to boost self-esteem, teach life skills, and reinforce social skills and early vocational skills.

Young Adults Transitioning to College/Vocational Endeavors (Ages 14-18)

For these young adults, it is all about preparing for college or vocational work, and managing academic, social, and daily living demands more independently.

  1. Executive Function Coaching: Consider hiring a coach to work on time management, organization, and goal setting, which are key skills for college and career success. NESCA offers transition-related assessments and coaching services tailored to transition-age youth. Explore NESCA Transition Services to help determine if college or a different path is right for you, and NESCA Coaching Services to build and practice skills that will be needed for all future paths.
  2. Medication Management: Check in with your healthcare provider to review medications and make any necessary changes before college starts. Learn more about what they are, what they are for, how to refill them, and when a new prescription is needed.
  3. Transition Workshops and College Immersion Programs: Look for workshops or programs that focus on transitioning to college or postsecondary life, covering self-advocacy, stress management, academic strategies, and social problem-solving.
  4. Updated Neuropsychological Evaluation: Ensure updated testing within three years of starting college or work to receive accommodations. If you have relied on accommodations in high school, have a support plan in place before your first college semester in order to ensure your success. Get to know more about on-campus resources to support you. If you are interested in learning about neuropsychological evaluations, please check out our website or contact us by filling out an Intake Form for more information.

We hope that you have a relaxing, fun, and rewarding summer! Feel free to reach out with any questions or concerns, or if you have any additional ideas to share with the NESCA community!

 

About the AuthorJulie Weineth headshot

Dr. Weieneth is a licensed clinical psychologist who has worked with children and families with complex diagnostic and treatment needs for the last twenty years. Her areas of specialty include ADHD, autism spectrum disorders, anxiety, mood disorders, learning disabilities, executive functioning, and school-related challenges. That being said, Dr. Weieneth also understands that not all individuals fit cleanly into diagnostic groups or labels. Her goals for each evaluation are to help families feel comfortable with the process, use all the tools available to best understand each individual’s unique strengths and needs, and to write a clear and comprehensive report that will guide educational and treatment planning.

To book a consultation with Dr. Weieneth or one of our many other expert neuropsychologists or other clinicians, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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high school student working as a grocery store clerk over the summer

What Should My High Schooler Do This Summer?

By | NESCA Notes 2025

high school student working as a grocery store clerk over the summerBy: Lyndsay Wood, OTD, OTR/L
NESCA Executive Function and Real-life Skills Program Manager

As summer approaches, many parents find themselves asking the same question: “What should my high schooler do this summer?” While it’s tempting to let the months slip by in a haze of late mornings and screen time, summer can be an incredible opportunity for teens to grow in ways that go far beyond academics. Whether your child needs to build their resume, explore career interests, or just enjoy some well-earned downtime, there are plenty of ways to use the summer months meaningfully. Here are six ideas to help your teen make the most of their summer break:

  1. Get a Job

It doesn’t have to be glamorous or connected to their dream career; just having a job can make a big difference in a teen’s development. Research shows that teens who work, even part-time in unrelated fields, often have better long-term outcomes, including higher earnings and stronger work habits. A summer job teaches responsibility, time management, and communication skills, while also boosting confidence and independence. Whether it’s scooping ice cream, lifeguarding, or stocking shelves, your teen will be gaining skills that matter.

  1. Volunteer

If a paid job isn’t in the cards this summer, volunteering can be just as valuable. Volunteer work offers teens a chance to develop important job-readiness skills, like collaboration, commitment, and leadership. It can also provide a strong sense of purpose and build self-esteem, especially when the cause is one they care about. From local food banks to animal shelters to community theater, volunteering helps teens learn what it means to contribute and be part of something bigger than themselves.

  1. Attend a Camp Related to a Career Interest

Is your child into coding, engineering, creative writing, or environmental science? Summer camps focused on specific interests or career paths can be an exciting way for teens to dig deeper into a passion. These experiences are not only educational but also energizing, they can spark new goals, introduce teens to mentors and peers who share their interests, and even inspire future college and career plans. Many camps now offer virtual or hybrid options, making it easier to find a good fit.

  1. Build Skills through Coaching

Summer can be the perfect time to focus on the skills that teens don’t always have time to develop during the school year. Executive function skills, self-determination, and future planning are all crucial for a smooth transition to adulthood. One-on-one coaching can help teens explore careers, practice goal-setting, and learn strategies for time management and self-advocacy. At NESCA, we offer a variety of summer intensives focused on transition planning, career exploration, executive functioning, self-awareness, and sexual health and relationship education. Many students benefit from individualized instruction in these areas to stay safe, informed, and confident. These short-term programs are designed to empower students and help them build a meaningful roadmap for the future. If you have any interest in these programs, NESCA’s intake form can be found here: https://nesca-newton.com/intake/

  1. Try an Overnight Experience to Practice Being Away from Home

Whether it’s a traditional sleepaway camp, a weekend college program, a college prep experience, staying with extended family, or planning a trip with friends, having an overnight experience can be a powerful step in your teen’s growth. Being away from home helps young people practice independence, responsibility, and problem-solving in a new environment. It can also reveal areas where they may need more support, like managing personal hygiene, communicating needs, or sticking to routines, giving families a clearer picture of what to work on before college or adulthood. Even short trips away from home can boost confidence and build valuable life skills.

  1. Allow Time for Fun and Independence

While structure and growth are important, don’t underestimate the value of downtime. Summer is also a time for teens to relax, socialize, and explore who they are without the pressures of school. Giving your teen some autonomy (whether it’s planning a trip with friends, trying a new hobby, or managing their own schedule) helps them build self-confidence and a strong sense of identity. Fun and independence aren’t just luxuries; they’re essential parts of growing up.

There’s no one “right” way to spend the summer, but with a little thought and planning, your teen can come away from the break with new skills, deeper self-knowledge, and renewed confidence. Whether they’re working, volunteering, exploring a passion, or simply learning how to manage their time, every experience counts. The goal isn’t to fill every hour; it’s to offer opportunities that support growth, discovery, and a smoother transition into young adulthood.

For more information about NESCA’s summer programming opportunities for students, check out our recent newsletter: https://mailchi.mp/nesca-newton/summer2025.

 

About Lyndsay Wood, OTD, OTR/L

Lyndsay Wood, OTD, OTR/L, Vermont-based Executive Function and Real-life Skills Program Manager, is an occupational therapist who focuses on helping students and young adults with disabilities to build 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.

Dr. Wood accepts Vermont- and Massachusetts-based transition and occupational therapy assessments. Her in-home and community-based coaching services are available in the greater Burlington, Vermont area. Dr. Wood can accept virtual coaching clients from both Massachusetts and Vermont.

 

To book coaching and transition services at NESCA, complete NESCA’s online intake form. 

 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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young child undergoing a neuropsychological evaluation

Early Childhood Evaluations, Lifelong Impact: Why Acting Early Can Make All the Difference

By | NESCA Notes 2025

young child undergoing a neuropsychological evaluationBy Madeline Manning, Ph.D.
Pediatric Neuropsychologist, NESCA Hingham

Early childhood is a time of rapid development, marked by significant growth in physical, cognitive, social, and emotional domains. While every child develops at their own pace, sometimes parents, caregivers, or healthcare providers may notice certain behaviors and developmental patterns that raise questions or cause concern. In such scenarios, a neuropsychological evaluation can serve as a powerful tool to better understand a child’s specific needs and guide interventions to promote their overall growth and well-being.

Common Signs That a Neuropsychological Evaluation May Be Warranted

Identifying the need for a neuropsychological evaluation can be challenging, particularly for young children between the ages of 2 and 6, as this is a time when developmental milestones vary widely. The following signs may indicate that consulting with a qualified professional would be beneficial:

1. Developmental Delays

Children typically reach certain developmental milestones within specific age ranges. Delays in areas such as speech and language, fine and gross motor functioning, adaptive/self-care skills, or social interactions may signal the need for further evaluation. For example:

  • Absence of babbling or only making a few sounds by age 1
  • Not using word combinations by age 2 or speaking in simple sentences by age 3
  • Difficulties with walking, running, or grasping objects
  • Limited eye contact or lack of interest/engagement with peers
  • Unresponsive to their name being called
  • Limited use of gestures (pointing, waving) or facial expressions
  • Difficulties interpreting social cues in others (personal space, tone of voice, body language)

2. Behavioral Challenges

While tantrums and emotional outbursts are common in young children, persistent or extreme behavioral issues may require closer attention. These might include:

  • Frequent, intense, prolonged meltdowns that are difficult to soothe
  • Aggressive behaviors toward others or self-harm
  • Frequent property destruction
  • Unusual rigidity or resistance to transitions and changes in routine

3. Attention and Focus Issues

Young children have naturally short attention spans and are often very active; however, indicators such as an inability to engage with toys or activities for any length of time, or frequently seeming to be in their “own world,” might suggest underlying difficulties.

Attention deficits do not always stem from an attention-deficit/hyperactivity disorder, and may have a myriad of different etiologies, including anxiety, sleep problems, trauma, learning problems, impairment in vision or hearing, or other underlying medical conditions. Neuropsychological evaluations can help to better understand the cause of inattention, which can provide a crucial roadmap to helping address the behaviors.

4. Sensory Sensitivities

A child who is unusually sensitive to sounds, textures, lights, or smells (or in contrast, seems under-responsive to sensory input) may benefit from an evaluation. Sensory sensitivities can impact daily routines and interactions.

5. Regression in Skills

If a child starts to lose previously acquired skills, such as language, motor, or adaptive abilities, this could be a red flag that warrants close attention and prompt assessment.

6. Medical Complexities

A child who has a known history of medical complications (e.g., premature birth, low birth weight, chronic illness, neurological insult, such as stroke or seizures, in utero substance exposure, head injury) may require a neuropsychological evaluation early in life to identify potential developmental challenges and to guide timely interventions that support their growth and learning.

7. Family History

Parents and caregivers of children with a family history of neurodevelopmental disorders, such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and/or learning disabilities, should closely monitor their child’s developmental progress, as these children are at increased risk for developmental challenges.

It’s important to remember that every child learns at their own pace, and variations in reaching milestones are often a normal part of development. Noticing delays or differences does not always mean there’s a major cause for concern. However, if you do have questions or observations you’d like to explore further, speaking with your child’s primary care provider or consulting with a pediatric neuropsychologist can be a helpful step in understanding whether a neuropsychological evaluation may be beneficial.

Families may find the following resource helpful as a detailed guide to understanding the key milestones to watch for at various stages of development:  https://www.cdc.gov/ncbddd/actearly/milestones/index.html

The Benefits of Neuropsychological Evaluations for Young Children

Neuropsychological evaluations are comprehensive assessments that examine how a child’s brain development impacts their behavior, learning, communication, and overall functioning. For children aged 2 to 6, these evaluations are particularly beneficial for several reasons:

1. Early Detection and Intervention

When detection of developmental delays and appropriate intervention begins during these formative, early years, children are set up with the best opportunity to develop essential skills during their most receptive learning period. The earlier challenges are identified, the sooner targeted interventions can begin, which is critical as early intervention has been shown to lead to better long-term outcomes, aiding in the child’s future cognitive, social-emotional, and academic success.

2. Comprehensive Understanding, Guidance, and Coordinated Support

Neuropsychological evaluations offer a thorough understanding of a child’s cognitive strengths and challenges, emotional well-being, and social skills. This holistic approach enables caregivers and professionals to gain insight into the child’s unique learning style, allowing for tailored interventions that address their specific needs.

For parents and educators who may feel overwhelmed or uncertain about how to best support children with developmental delays or dysregulation, these evaluations can provide clear guidance and practical recommendations. These may include strategies to implement at home and in the classroom, therapeutic options, or referrals to specialized services. Additionally, neuropsychological evaluations serve as a roadmap for coordinating essential therapies, such as speech, occupational, physical, behavioral, or parent-child interaction therapies, while facilitating communication among the various professionals involved. This collaborative approach ensures that adults across different settings can work together effectively to support the child’s overall development and well-being.

3. Tracking Progress

Early childhood neuropsychological evaluations establish a baseline to understanding a child’s early cognitive, emotional, and social functioning. These assessments provide a starting point from which progress can be accurately tracked over time. Once children begin receiving developmental support, regular neuropsychological re-evaluations, typically every 2 to 3 years, may be essential in monitoring progress, assessing the effectiveness of interventions, and making timely adjustments to treatment plans as needed.

Embracing the Journey Towards Greater Understanding

The idea of a neuropsychological evaluation may initially feel daunting to some parents, yet it’s important to view an evaluation as a proactive step toward better understanding and nurturing a child’s potential. Every child deserves the opportunity to thrive, and sometimes that journey begins by asking questions, seeking answers to potential barriers in their development, and embracing the valuable insights a neuropsychological evaluation can offer.

By recognizing the signs early and accessing the appropriate resources, caregivers can help to empower their children with the tools and support they need to flourish. Ultimately, the goal is not merely to address identified challenges, but to celebrate, embrace, and amplify the countless ways in which a child can grow and excel.

 

About Dr. Madeline Manning

Dr. Madeline Manning is committed to providing comprehensive, collaborative evaluations that helpMadeline Manning, PhD Headshot 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.

To book a neuropsychological evaluation at NESCA, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Image of child with profound autism and quote from Erin Gibbons

Understanding and Supporting Profound Autism

By | NESCA Notes 2025

Image of child with profound autism and quote from Erin GibbonsBy: Erin Gibbons, Ph.D.
Pediatric Neuropsychologist, NESCA

In April, I had the good fortune to attend the Profound Autism Summit, a multidisciplinary conference hosted by the Profound Autism Alliance and Nashoba Learning Group. Presentations were given by a variety of specialists from behavior analysts to pediatricians to speech pathologists… I am eager to apply my newfound knowledge and help educate those around me about this important and often overlooked population within the autism community.

In my role as a neuropsychologist, I often see clients with autism spectrum disorder (ASD). As its name implies, ASD represents a broad spectrum of individuals whose strengths, weaknesses, and behaviors vary widely. During the 1980s and 1990s, much of the research devoted to ASD included individuals with significant challenges, such as lack of speech, self-injurious behaviors, and limited independent living skills. Over the last 20 years or so; however, there has been a shift in the research such that most of the recent studies exclude autistic individuals who are nonverbal and/or exhibit unsafe behaviors. As a result, this portion of the autism community has become increasingly marginalized, under-researched, under-funded, and under-served. This was part of the impetus for the Profound Autism Alliance, an organization created by parents and other activists who saw a need for more awareness of and education about the needs of their dependents.

The term profound autism is used to describe autistic individuals who require 24/7 care throughout their lives. Individuals who fit criteria for profound autism experience a unique set of challenges that make them one of the most vulnerable communities in our society. The statistics show that profoundly autistic individuals are significantly underserved in preventative medical and dental care because they have such difficulty tolerating the appointments. Through the Summit I attended, I learned about local organizations that are working to improve access to healthcare for this population. The Lurie Center at MGH offers behaviorally-based exposure treatments so that profoundly autistic patients learn the skills to endure what many people would consider simple procedures, such as blood draws. The Arc is pairing with local medical schools to improve the training of medical students in how to work effectively with autistic patients. I was inspired by so many individuals and felt moved to do my part as well.

I have been working with profoundly autistic individuals for over 20 years. As a college student, I worked as a behavior therapist at a residential school for students with ASD and other developmental disabilities. Throughout graduate school and into my early career years, I turned my focus to neuropsychological testing and have been fortunate to continue supporting the autistic community in this capacity. Having worked at NESCA for almost 15 years, I provide evaluations to children, adolescents, and young adults with profound autism, many of whom have been unfairly deemed “untestable.” It is true that many of our standardized assessment tools were not developed for individuals who are nonverbal or have limited fine motor precision, for example. However, test scores are not the only way to capture a student’s strengths and potential. Providing quality evaluations for profoundly autistic students is incredibly important. Not only can the findings help caregivers and educators better understand the student’s learning style, but the information helps create road maps for the future, a key component of NESCA reports.

Through my work as a neuropsychologist, I am dedicated to supporting families of profoundly autistic individuals, helping them to find the supports and services they need. Further, I strive to educate schools, medical professionals, and other providers about the unique needs of this population. I learned an immense amount at the Summit I attended and felt honored to be further educated by some of the top researchers in the world of ASD. Please read more about the Profound Autism Alliance here: www.profoundautism.org.

 

About the Author

Since 2011, Dr. Gibbons has been a trusted expert at NESCA where she evaluates children presenting with a range of attentional, learning,Erin Gibbons headshot 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.

If you are interested in booking an evaluation with a NESCA neuropsychologist/clinician, please fill out and submit our online intake form. 

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

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Inattentive student image and quote from Dr. Alison Burns

To Test or Not to Test (for ADHD)?

By | NESCA Notes 2025

Inattentive student image and quote from Dr. Alison BurnsBy: Alison Burns, Ph.D.
Pediatric Neuropsychologist, NESCA

Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that is characterized by difficulty with sustained attention, hyperactivity, and/or impulsivity. Some kids mostly have difficulty with attention (referred to as ADHD, Predominantly Inattentive Presentation, formerly called ADD), some kids mostly have symptoms of hyperactivity and impulsivity (referred to as ADHD, Predominantly Hyperactive-Impulsive Presentation), and some kids have difficulty with both attention and hyperactivity/impulsivity (referred to as ADHD, Combined Presentation).

The diagnosis of ADHD can be very straightforward for a subset of children. These kids may demonstrate highly impairing, overt symptoms of ADHD, often from a young age. These children tend to have symptoms of hyperactivity and impulsivity that are quickly noted by parents and preschool or kindergarten teachers. This group of children may appear as if they are driven by a motor or always on the go, and they have trouble paying attention within a very short period of time. The diagnosis of ADHD for this subset of children is frequently made by a pediatrician after parents and teachers complete a questionnaire (often the Vanderbilt Assessment Scale) and the child scores above a certain threshold.

However, the larger majority of children exhibit symptoms of inattention, hyperactivity, and impulsivity that are not as overt or clear cut. This may present as a lack of focus for certain tasks or in certain situations, daydreaming or distractibility, poor attention to detail or rushing through work, talking constantly, or fidgeting. Parent and teacher questionnaires may show levels of inattention and hyperactivity/impulsivity that are above the threshold, but this subset of children would greatly benefit from testing to confirm the diagnosis. That is because there are many other reasons why a child may be distracted, inattentive, rush through their work, not start a task independently, fidget, or chat excessively. Here are a few examples:

  • A child with anxiety may be distracted because they are focused on their worries (e.g., “I forgot to study for my next period’s test!” “What if people laugh at me when it’s my turn to read aloud?”). They may rush through their work because they are worried about completing the test in the allotted time period or have trouble starting a task as they “freeze.” They may fidget or talk excessively when feeling nervous.
  • A child with a learning disability may zone out or appear distracted when they are having trouble understanding a concept or completing an assignment. They may get bored or frustrated and begin to move around in their seat, and they may rush through their work to get it done as quickly as possible out of embarrassment. They may also have trouble starting a task independently as they do not know how to complete the work.
  • A child with a language disorder may become inattentive and distracted when they cannot understand what the teacher is saying. They may become fidgety and “check out,” and they may not start tasks independently as they did not understand the task instructions.

These example children (a child with ADHD, anxiety, a learning disability, and a language disorder) may all present in a similar fashion, with the same behaviors endorsed on a questionnaire (e.g., does he have trouble paying attention? Is he fidgety or restless?). But the reasons why these behaviors are occurring are fundamentally different. Making an accurate diagnosis is critical to getting the right treatment plan in place. We would not want to treat a child with a stimulant medication if the underlying cause of inattention is a language disorder, just as we would not recommend speech and language therapy for a child with ADHD (without language issues).

This is where testing comes into play. A neuropsychological assessment is an excellent tool for teasing out the underlying root cause behind the surface symptoms. A comprehensive neuropsychological assessment, such as the ones done at NESCA, assesses a child’s intellectual ability, academic skills (e.g., reading, writing, math), expressive and receptive language skills, visual-spatial skills, learning and memory style, fine motor skills, attention and executive functioning, social-emotional well-being, and adaptive living skills. This breadth and depth of testing can help to rule out alternative explanations and ensure that attention difficulties are truly caused by ADHD.

Testing also allows us to compare a child’s performance on testing to a sample of children the same age. This objective information is considered along with a host of other information (e.g., history given by the parents/caregivers, record review, questionnaires completed by parents and teachers, behavioral observations during testing). This comprehensive evaluation provides a great deal of information and increases the likelihood of an accurate diagnosis and effective treatment plan.

 

About the Author

Dr. Burns conducts comprehensive evaluations of school-aged children, adolescents, and young adults with a variety of developmental, learning, and emotional difficulties. She has expertise in the evaluation of individuals following a concussion/mild traumatic brain injury and particularly enjoys working with individuals with attention (ADHD) and executive functioning (EF) difficulties. Dr. Burns is passionate about helping individuals and their families better understand their areas of strength and weakness and provides tailored treatment recommendations based upon that unique profile to make the evaluation most helpful for each client.

To book a consultation with Dr. Burns or one of our many other expert neuropsychologists, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Teen reaching his or her goal at the top of a mountain with a quote from Kristen Simon

Building Self-determination Skills: Goal Setting without SMART Goals

By | NESCA Notes 2025

Teen reaching his or her goal at the top of a mountain with a quote from Kristen SimonBy: Kristen Simon, M.Ed, Ed.S
Transition Specialist; Psychoeducational Counselor

Summer break offers more than just a pause from school—it can be an opportunity for personal growth. With fewer academic pressures and a more flexible schedule, teens can use this time to build self-determination skills. Self-determination is a foundational skill that includes the ability to make choices, set goals, and advocate for oneself. Improving on these skills can mean the difference between total overwhelm and having the confidence to steer your own path.

Many teens come to coaching with vague goals in mind but have little practice in breaking their goals down and following through with planned steps. For some adolescents, using the SMART framework (Specific, Measurable, Achievable, Relevant, Time-Bound) helps them to set clear and realistic goals. For others, this framework can feel like too much pressure (e.g., leaves lots of room for “failure”). If the SMART goal framework is too constricting, the following supports may be helpful:

  • Build flexible systems: create routines and timelines that can flex with your energy and focus levels
  • Develop multiple lines of success (e.g., if your goal is to scroll on your phone less, you can track 1 hour less, 3 hours less, or 10 minutes less as tiers of success)
  • Use external scaffolding: body doubling, accountability partners, coaches, or scheduled time in a separate environment
  • Allow for play and novelty: Make sure your goals excite you; be sure to add fun reinforcers
  • Make them short term (e.g., seasonal or monthly)

Learning the best strategies to help adolescents plan for and stick to a goal is a great use of time over the summer.

NESCA offers coaching services for students who are looking to bolster their organization, scheduling, time management, goal setting, and routine building skills. Students work 1-on-1 with occupational therapists and education specialists to identify specific skills that will help them be more organized and in control of their academic and general life tasks. If you would like to explore ways to support your student in building executive function or real-life skills, please complete our online Intake Form.

 

About the Author

Kristen Simon, M.Ed, Ed.S, has worked with transition-aged youth as a licensed School Psychologist for more than a decade. She has extensive experience working with children and adolescents with a range of learning and social/emotional abilities. Kristen’s strengths lie in her communication and advocacy skills as well as her strengths-based approach. She is passionate about developing students’ self-awareness, goal-setting abilities, and vision through student-centered counseling, psychoeducation, social skills instruction, and executive functioning coaching. Mrs. Simon has particular interests working with children and adolescents on the Autism spectrum as well as individuals working to manage stress or anxiety-related challenges.

Mrs. Simon is an expert evaluator and observer who has extensive working knowledge of the special education process and school-based special education services, particularly in Massachusetts. She has been an integral part of hundreds of IEP teams and has helped to coordinate care, develop goals, and guide students and their families through the transition planning process. Mrs. Simon further has special expertise helping students to learn about their diagnoses and testing and the IEP process in general. She enjoys assisting students, families, and educators in understanding a student’s disability-related needs as well as the strategies that can help the student to be successful in both academic and nonacademic settings. Mrs. Simon has often been a part of teams in the years when students are initially participating in transition services, and she has helped countless students to build the skills necessary to be part of their first team meetings. She is committed to teaching students—as well as parents and educators—how to participate in student-centered team meetings and the IEP processes.

At NESCA, Mrs. Simon works as a transition specialist and psychoeducational counselor. She works with adolescents, their families, and their school communities to identify and build the skills necessary to achieve their postsecondary goals. Mrs. Simon provides transition assessment (including testing, functional evaluations, and observations), program observations and evaluations, case management and consultation, and individualized counseling and skills coaching.

To schedule an appointment with one of NESCA’s transition specialists, please complete our online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

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