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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NESCA Notes 2024

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18

Transition Goals: What are they and why do they matter in the IEP process?

By | NESCA Notes 2024

By: Kelley Challen, Ed.M., CAS
Director of Transition Services; Transition Specialist

As an evaluator and consultant, I spend a lot of time in team meetings. Usually, I expect to be invited to more of these at the beginning of the school year when teams meet to review assessments or important changes that have occurred during summer months. But May and June are also times when teams cram in meetings, especially for high school students who may be close to exiting public education. Therefore, it seems timely to write my blog on transition goals and their role in the IEP process.

For all students with individualized educational programs (IEPs), teams are accustomed to writing and implementing annual goals. But, for students 16 and older (or students who live in states where transition planning starts earlier such as students 14 and above in Massachusetts), their IEP process also needs to include transition goals. What is confusing about transition goals is that we commonly used this verbiage to describe a few different components of the IEP for transition-aged students.

In my opinion, the most important transition goals, are the measurable postsecondary goals, that are included in the IEP. These describe the outcomes that a team expects for the student to achieve after exiting public education and are based on the student’s own strengths, preferences, interests and vision. Every IEP across the country must include measurable postsecondary goals. In Massachusetts, postsecondary goals are documented in the student’s vision statement at the start of the IEP. For transition-aged students, the vision statement needs to include explicit statements about the outcomes that are expected for the student in transition planning areas. Postsecondary goals for education and/or training as well as employment are required for all students on IEPs, and many students will also have independent living and community participation goals. However, postsecondary goals and transition services are document differently in many states and it is important to familiarize yourself with the location of a student’s postsecondary goals in your own state’s IEP.

Below is a formula for writing a postsecondary goal that is adapted from the National Technical Assistance Center on Transition: The Collaborative (NTACT:C):


Within 2 months of graduation, Joseph will participate in supported employment training and community-based training with assistance from MA Department of Developmental Services. A few examples of measurable postsecondary goals are included below:

  • After earning her diploma, Sarah will attend a four-year college in Massachusetts or New Hampshire (and major in education or child development).
  • After graduation, Tom will work part-time at TJ Maxx with support from his coworkers and supervisor.
  • After high school, Joseph will use public transportation (e.g., subway, bus) to get to and from his apprenticeship.

Unlike annual goals, measurable postsecondary goals are not goals that will be achieved in the calendar year or even while the student is on an IEP. However, there is another type of “transition goal” that is closely related. Once an IEP team has clearly defined a student’s postsecondary goals, they are required to identify transition services that the student will need to make progress toward these goals. When the IEP is developed, the IEP must include annual IEP goals that clearly and directly relate to the student’s postsecondary goals and transition service needs. For example, a student who wants to attend college may need annual goals related to building executive functioning, self-advocacy and college-level academic skills; while a student who wants to use human service supports for community-based employment may need to build communication, self-regulation and work readiness skills. Annual IEP goals should be based on the student’s disability-related needs and also their postsecondary goals—Given the student’s disabilities, what skills does the student need to build this year to be able to attain their postsecondary goals in the future?

Special education is about preparing students for future education, employment, independent living and community engagement. Measurable postsecondary goals are how we make sure that special education is individualized for each student, and transition-related annual IEP goals are how we make sure we are progressing toward the postsecondary goals. When we know what the student wants for their adult postsecondary life, we can use the IEP process to help the student build academic and functional skills that can support the student in achieving that vision.

The next time you look at an IEP, take a look at the vision statement (or the section where your state records measurable postsecondary goals). Can you clearly tell what the student wants to do after high school? Are there both employment and education or training goals included? What about independent living and community engagement? These measurable postsecondary goals are the goalposts that provide direction for the IEP process and ensure that the team is working together to facilitate the student’s progress toward a meaningful adult life.

This link to a presenter’s guide for a presentation on Indicator 13 from NTACT:C is also a great resource for understanding the role of postsecondary goals and annual goals in the IEP process as outlined in IDEA: https://transitionta.org/indicator-13-presenter-guide/

For more information about postsecondary goals and annual IEP goals in Massachusetts, check out Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process from MA DESE: http://www.doe.mass.edu/sped/advisories/13_1ta.html. However, please note that the IEP will be changing in Massachusetts in Fall 2024 and postsecondary goals will be written on the first page of the document.

 

About the Author:

Kelley Challen, Ed.M., CAS, is an expert transition specialist and national speaker who has been engaged in evaluation, development, and direction of transition-focused programming for teenagers and young adults with a wide array of developmental and learning abilities since 2004. Since 2013, Ms. Challen has served as Director of Transition Services at NESCA, where she provides an extensive array of services including individualized transition assessment, planning, consultation, pre-college coaching, training, and program development services. She is particularly skilled in providing transition assessment and consultation for students with complex profiles who may not be able to engage easily with traditional and standardized testing tools. Ms. Challen received her Bachelor of Arts in Psychology as well as a Minor in Hispanic Studies from The College of William and Mary. She pursued her Master’s Degree and Certificate of Advanced Graduate Study in Risk and Prevention Counseling from the Harvard University Graduate School of Education. Ms. Challen has been actively involved in the MA DESE IEP Improvement Project, is a member of the Association of Autism and Neurodiversity (AANE) Program Committee and has mentored multiple transition specialist candidates in the Transition Leadership Certificate Program at UMass Boston. She is also co-author of the chapter, “Technologies to Support Interventions for Social-Emotional Intelligence, Self-Awareness, Personality Style, and Self-Regulation,” for the book Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning. She is also the mother of two children and two puggles who continually help with her inventive and flexible thinking!

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, NY (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.

14

Why Do So Many Girls Get Diagnosed with ASD Later in Life?

By | NESCA Notes 2024

By: Renee Cutiongco Folsom, Ph.D.
Pediatric Neuropsychologist

In the 15 years that I have been doing neuropsychological evaluations, I have made countless diagnoses of Autism Spectrum Disorder (ASD) in females who are already in high school or even in college. Many times, the diagnosis comes as a surprise to the girls and the families alike, because no one has ever suggested it previously and/or their perceptions are colored by the stereotypes created in the media about autistic individuals. However, a discussion about what ASD is and how it manifests in females as opposed to males usually helps my clients and their families understand the nuanced and comprehensive nature of the ASD diagnosis. They often pivot to feelings of relief and gratitude for having a label for what they have been struggling with for a long time. Many of my clients learn to embrace this new diagnosis and use it as a framework for celebrating their strengths and looking for supports to address their vulnerabilities. They often say, “It totally makes sense!”

Autism Spectrum Disorder is a developmental disorder that manifests in challenges with social communication and interaction, and in the presence of repetitive, restricted behaviors that significantly impact functioning. When autism was first introduced by Dr. Leo Kanner in 1943, he described children (boys) who showed little interest in other people, insisted on routines, and displayed unusual body movements, like rocking back-and-forth and flapping their hands. Many of the children could talk but they rarely used their speech to communicate with others, and they had a variety of pervasive learning difficulties. For the most part, this continues to be the image that is conjured when people mention autism. However, with advances in research, especially within the last few decades, we have come to recognize the various manifestations of autism in children and adolescents who are higher functioning, have better communication skills, and have fewer learning issues. Thus, the newer conceptualization of autism as a spectrum with a wide range of capabilities and communication skills. More recently, researchers have also discovered that the presentation of autism varies in boys versus girls. This has made the diagnosis of ASD in girls difficult.

In their book Girls Growing Up on the Autism Spectrum, ASD researchers Shana Nichols, Ph.D., Gina Moravcik, MA, CCC-SLP, and Samara Pulver Tetenbaum, MA, outlined some preliminary findings of differences between males and females on the spectrum. They reported that:

  • The play of boys with ASDs is more restricted in range and more repetitive when compared to girls with ASDs who have stronger pretend-play skills.
  • Girls have stronger communication skills.
  • Sex-related social difficulties emerge over time – boys have more impairments early on (thus leading to earlier diagnoses), whereas for girls, the difficulties appear more in early adolescence.
  • Boys are more easily distracted when compared to girls.
  • Girls with mild difficulties may not be included in research samples.

They added that these differences could impact the assessment and diagnosis of ASD. They wondered if girls with ASD are being missed or overlooked during an evaluation because their presentation does not fit how professionals currently characterize ASD based on a male prototype. Other researchers have suggested that girls with ASD may be better able to compensate for symptoms despite having persistent core deficits associated with ASD, which might contribute to greater social “camouflage” or what is called “masking” (an individual hides or suppresses symptoms, behaviors, or difficulties). Indeed, as I have been learning more and working with girls diagnosed with ASD, I have been keeping in mind these potential sex differences. For example, I often compare my client’s social and communicative abilities to what is considered normative for girls their age and cognitive ability. I have been avoiding comparing my female clients with what has been the prototypical profile of autism in males. I also think about other manifestations of repetitive behaviors and interests in girls with ASD that are more socially acceptable, for example, an obsession on reading or running as opposed to preferred topics of males on the spectrum (e.g., trains, schedules, calendars, etc.).

Researchers have speculated that these differences in the manifestation of ASD in girls versus boys stem from how girls are socialized at an early age to pay attention to social cues/actions as opposed to boys. There is also research that suggests that girls are more able to follow social actions by delayed imitation. They observe and copy other children more effectively than do boys. This could lead to the phenomenon of masking and to milder presentations when compared to boys.

Sources:

Evans, S., et. al. (2019). Sex/gender differences in screening for autism spectrum disorder: Implications for evidence-based assessment. Journal of Clinical Child Adolescent Psychology, 48 (6), 840-854.

Nichols, S., Moravcik, G. & Tetenbaum, S. P. (2009). Girls growing up on the autism spectrum. London: Jessica Kingsley Publishers.

Ozonoff, S., Dawson, G. & McPartland, J. (2002). A parent’s guide to asperger syndrome and high functioning autism. New York: Guilford Press.

 

About the Author

Dr. Renee Cutiongco Folsom, Ph.D. has been working with families in the greater Boston area since 2015. Prior to this, she was on staff at Johns Hopkins University and trained at the University of California, Los Angeles (UCLA). She provides comprehensive neuropsychological evaluations of children, adolescents, and young adults who have learning, behavioral, and socio-emotional challenges. Her areas of expertise include Autism Spectrum Disorder and other conditions that usually co-occur with this diagnosis; Attention-Deficit/Hyperactivity Disorder; Dyslexia and other Specific Learning Disabilities; and Anxiety/Depression. She thinks that the best part of being a pediatric neuropsychologist is helping change the trajectory of children’s lives.

To schedule an appointment with one of NESCA’s pediatric 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 the greater Burlington, Vermont region, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

12

College Myth Buster – Your Child’s 504 from High School Does Not Apply in College

By | NESCA Notes 2024

By: Kristen Simon, M.Ed, Ed.S
Transition Specialist; Psychoeducational Counselor

There can be a lot of confusion for students who have received special education services or accommodations in high school about what stays the same and what changes in college. Some high school families and staff know that if a student has received IEP services throughout school, the IEP does not travel with them to college. This is because an IEP is a document that is developed in accordance with IDEA, a special education law that affords protections to students with disabilities up until they graduate or age out of their local high school. When a student transitions to work or a college or university, this law is no longer relevant and the IEP essentially “expires.”

There is often greater confusion for families around whether colleges are required to follow 504 plans (i.e., accommodation plans) developed in high school. While it’s true that students with disabilities are protected by Section 504 of the Rehabilitation Act, it’s important to understand that high school 504 plans also effectively “expire” once a child graduates. Students can still receive accommodations under Section 504, but they are unlikely to hear the term “504” or to have any written “plan” related to their disability or those accommodations. There are some important differences between Section 504 mandates under subpart E (which covers postsecondary institutions) and those that fall under subpart D (which covers secondary schools). The key differences are described below:

  • Eligibility: Colleges and universities will have their own process for eligibility, and students have to be determined eligible by their university – even if they had been deemed eligible for accommodations in high school. Students will usually need documentation from a doctor or a psychologist that demonstrates the presence of a disability as well as how that disability substantially limits learning.
  • Available Accommodations: Colleges don’t have any obligation to provide the same services and accommodations that students may have received in high school, and not all of the accommodations provided by high schools are available at the college level. Moreover, different accommodations may be available at different colleges because the law mandates that the college provides accommodations which are “reasonable” and effective, not the best or most expensive.
  • Shift in Delivery: Professors will not automatically provide an accommodation as was the case in high school. Students have to seek out accommodations and can register for them after they are officially enrolled. At the college or university level, the expectation is that the young adult knows what support is available to them and that they self-advocate for the accommodations they need. Also, even if a student qualifies for an accommodation, they have to make the choice to actively use that accommodation – if they don’t advocate, they won’t get it.

Students should also know that while accommodations help, they can only go so far (e.g., if you don’t understand the content, having extra time on the exam won’t help). Students should be sure to connect with disability services to hear about tutoring options, academic coaching, writing centers, counseling supports, and anything else that is offered.

Resources:

U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education

Elizabeth Cohen Hamblet Learning Disabilities Consultant website: College Disability Accommodations Information – Elizabeth C. Hamblet (ldadvisory.com)

 

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; and the greater Burlington, Vermont region, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

15

Creating a Kinder, Gentler New Year

By | NESCA Notes 2024

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Counseling Services, NESCA

We use the start of every new year as motivation to set goals for ourselves, and we often ask children to do the same thing. A New Year’s Resolution is a tradition, in which we set our mind, heart, and spirit to change an undesired trait or behavior, accomplish a personal goal, or otherwise improve ourselves in some tangible way. We may set a goal to lose weigh, exercise more, eat less sugar, meditate daily for five minutes, do homework without a fuss, help out with chores around the house, or walk the dog when my parents ask, etc. Often, we make New Year’s Resolutions, but we don’t usually accomplish them. Within a month or so, we start slipping back into our old ways. Habits are hard to change, and we are resistant to change – it is partly due to our wiring. So, if you are one of these people who has good intentions and sets New Year’s Resolutions then fails, know you are not alone. Hopefully, this fact can help you feel less shame and guilt when you “fail” at keeping them.

I’d like to suggest that if you decide to set a New Year’s Resolution, you do it with yourself and other people in mind. There is so much angst and strife in the world right now that if we resolve to be kinder, gentler, and more patient with ourselves and each other, the world would be a better place.

One idea is to make group resolutions that impact the functioning of the collective. For instance, we could consider Family New Year’s Resolutions or Classroom New Year’s Resolutions. With this in mind, here are some sample suggestions for New Year’s Resolutions for families, classrooms, parents, teachers, and children. Keep your resolution(s) manageable – i.e., only pick one that you are truly committed to working on and putting the energy into changing, as your brain is partly “against you” changing! As they say, “May the Force Be With You!”

General New Year’s Resolutions

  • Sleep – It’s important for everyone, so try to set bedtimes for everyone and stick to them (parents included). Bedtimes should be different depending upon the ages of each child. Getting more sleep may afford us the ability to be more patient with others.
  • Unplug – Take time to unplug from your devices for an hour or more every day. Go for a walk, talk to each other, get the kids involved in preparing the dinner, play a board game. (i.e., take part in old fashioned “family time”). Unplugging affords us the opportunity to be more connected with each other, and being with others (Social Engagement) has been proven to improve one’s quality of life.

For All of Us:

  • Develop patience and compassion when you mess up, as you will mess up.
  • Develop patience and compassion with others because they, too, will mess up.
  • Develop a calming practice if you do not currently have one. Stress happens and is a “silent killer” (i.e., higher blood pressure, poor eating habits, etc.). We have smart watches that can remind us to take a breath…set it to remind yourself. Come back to your breath in moments of stress. Just a few minutes a day mindfully breathing can lower your heart rate and, over time, lower your blood pressure and reduce cortisol (a stress hormone) in your body.
  • Listen more/Talk less.

For Classrooms:

  • Encourage each student to identify one area related to Personal Growth (i.e., ask more questions in class, volunteer to help another classmate, remain calm when challenged academically, etc.). I will ___Settle Down___ when asked by the teacher by the end of the count; show ___Kindness___ to others in my class by___; Ask more questions; volunteer to ___.

For Teachers:

  • Start the New Year off with renewed energy and reimagine equity in your classroom.
  • Talk about fairness – Fair doesn’t mean equal; it means everyone gets what they need to succeed.
  • Talk about school-based stressors/triggers for students (i.e., a certain subject/activity type, tests/quizzes, speaking in front of the class, etc.). Teach them that stress is a normal part of life, then teach them simple stress-reduction techniques (i.e., mindfulness, deep breathing, yoga poses, etc.) they can weave into their day.
  • Teach students about perseverance, grit, and effort and how they are all entwined. Involve students in identifying when they are using them.

For Parents:

  • Self-care – Priority #1 for parents. Just like the airlines say, “Put your own oxygen mask on first.” Define what this means for you and make a plan to stick with it. One small step at a time.
  • “Be Present” with your kids. Often, we are “with” our kids a lot, but are we truly present in mind and body? Usually not; we are doing something else when they are talking to us (i.e., cooking, paying attention to our phones, packing lunches, etc.), so our attention is split. Try taking 10 minutes every day with each of your kids to be truly present in mind and body with your attention solely on them in the moment.
  • Talk with your children about home/life stressors/triggers (i.e., not getting to do what they want, having to do something they don’t want to do, moving from a preferred to non-preferred activity, etc.). Teach them that stress is a normal part of life, then teach them simple stress-reduction techniques (see above) and work together to weave them into the day. Model practicing them yourself!
  • Show gratitude for their words and actions.

Here’s to hoping we are blessed in 2024 with more peace in our hearts and a kinder, gentler, and more compassionate family, classroom, and world!

Resources on these topics:

Keeping Resolutions

Family Resolutions

Stress & the Body

Awesome Year by Kid President

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert clinicians, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant/service in the referral line.

 

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

 

44

October is Gap Year Exploration Month – Why Should Teens on IEPs Care?

By | NESCA Notes 2024

By: Kelley Challen, Ed.M., CAS
Director of Transition Services, NESCA

Last September, I received an email from a colleague with the title May I nominate you? The body of the email described that October is Gap Year Exploration Month (GYEM) and asked if I would be willing to be a GYEM Amplifier, meaning would I be willing to share information with my personal and professional network to create awareness about gap years and increase student consideration of gap years as one of their post-secondary options. This was an easy “YES!” for me because I have spent the majority of my career trying to help students and families who I work with to understand that there are many other options besides college, or before college, for students to pursue after high school. A common recommendation that I make for 10th- and 11th-grade students on IEPs is to have a specific goal and objectives that will help to enhance their understanding of a variety of post-12th grade options so that the can make an informed and active choice about their post-high school activities.

In the United States, every student who is on an IEP has the right to postsecondary transition planning. This is a process by which a young person is supported in the setting of goals and expectations for themselves and in building the skills and resources that will enable them to reach those goals. This should be a completely individualized process. However, in working with a large number of clients in Massachusetts and other Northeast states, I have observed that most middle and high school students have the same postsecondary vision: College. There is a strong consensus that college is the only goal to reach after high school, rather than an important step that leads to gainful employment in an area of strength, interest, or aptitude. Students with and without disabilities often know that they want to go to college (or that they are expected to go to college), but they have no career goals or sense about whether a college degree will actually benefit them in finding employment related to their aptitudes. Despite the data, most young people (and their parents) simply take as fact that college is what you do after high school. So how do we empower students to better manage the transition process? First and foremost, we need to start discussing career development, and to help our youth to understand the wide range of postsecondary options available to them, at earlier ages. A bachelor’s degree is one academic pursuit that has a place for many students, but for a great number of students, it is not the best immediate option available after high school. There are many other options worth exploring, such as two-year college programs, vocational or certificate programs, apprenticeships, military, employment, and gap year programs. So today, let’s talk about those gap year programs!

What is a gap year? A gap year is a deliberate period of personal growth typically taken by students after high school and before post-secondary education or career. During a gap year, individuals engage in various activities that foster personal growth, skill development, and exploration of different paths before committing to further education or career choices. These activities may include volunteering, interning, traveling, working, learning new skills, or pursuing other forms of experiential learning. The purpose of a gap year is to gain valuable life experiences, expand one’s perspective, and make informed decisions about future educational and career endeavors.

What can you do on a gap year? The options are endless! Gappers can choose from structured programs like service learning or volunteer projects, or pursue independent activities, such as interning, hiking, or working on organic farms. There are opportunities both within the US and abroad.

Is a gap year expensive? A meaningful gap year can be planned on various budgets. Students can offset costs through work, fundraising, scholarships, and financial aid. Some gap year programs accept funds from 529 Plans. Moreover, gap year students often graduate from college in less time, potentially saving families money in the long run. Explore a comprehensive list of scholarships here.

What are the evidence-based benefits of taking a gap year?

  • Academic Success: Recent studies show that gap year students outperform traditional students academically when they enter college.
  • Employability Boost: 88% of gap year graduates report that their experience significantly enhances their employability.
  • Personal Development: 98% of gap year graduates claim that their gap year helped them grow as a person.
  • Career Exploration: 60% of gap year graduates credit their experience with either confirming their choice of career or setting them on their current path.

References for these statistics can be found here.

Can you still attend college after a gap year? According to the best data on this question, 90% of gap year students who intended to go to college enroll within a year of graduating high school.

How can I learn more about planning a gap year?

Seek guidance from your school counselor.

Attend local USA Gap Year Fairs or online events to meet with programs and gather more information.

Check out some of the following Articles/Videos:

Visit the web sites below:

Listen to a Podcast

Read a Book

Is a transition program the same thing as a gap year program? Not exactly. Postsecondary transition programs are typically programs for young adults with disabilities that target skill development in one or more transition planning areas: life skill development, vocational skill development, and/or readiness for college. Often, developing executive function and social skills is a strong emphasis of these programs. Some of these programs are therapeutic and target the mental health needs of the young adult while supporting skill development in transition planning areas. While some students will participate in transition programs or transitional living programs as gap experiences, transition programs are typically a different category of program. At NESCA, we specialize in helping families determine whether transition programming is needed beyond 12th grade and support families to find – or create –

postsecondary transition programs. We also coordinate with local specialists – Gap Year Consultants, College Consultants, and Therapeutic Educational Consultants—when students may need special expert support in any of those areas.

REFERENCE: Several of the FAQs in this blog are copied directly from GYEM: Digital Dispatch materials created by the Gap Year Association of America and distributed to Gap Year Exploration Month Amplifiers throughout the world.

 

About the Author
Kelley Challen, Ed.M., CAS, is NESCA’s Director of Transition Services, overseeing planning, consultation, evaluation, coaching, case management, training and program development services. Ms. Challen also provides expert witness testimony in legal proceedings related to special education. She is also the Assistant Director of NESCA, working under Dr. Ann Helmus to support day-to-day operations of the practice. Ms. Challen began facilitating programs for children and adolescents with special needs in 2004. After receiving her Master’s Degree and Certificate of Advanced Study in Risk and Prevention Counseling from Harvard Graduate School of Education, Ms. Challen spent several years at the MGH Aspire Program where she founded an array of social, life and career skill development programs for teens and young adults with Asperger’s Syndrome and related profiles. She additionally worked at the Northeast Arc as Program Director for the Spotlight Program, a drama-based social pragmatics program, serving youth with a wide range of diagnoses and collaborating with several school districts to design in-house social skills and transition programs. Ms. Challen is co-author of the chapter “Technologies to Support Interventions for Social- Emotional Intelligence, Self-Awareness, Personality Style, and Self-Regulation” for the book Technology Tools for Students with Autism. She is also a proud mother of two energetic boys, ages six and three. While Ms. Challen has special expertise in supporting students with Autism Spectrum Disorders, she provides support to individuals with a wide range of developmental and learning abilities, including students with complex medical needs.

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 (coming soon), Massachusetts; Londonderry, New Hampshire; and the greater Burlington, Vermont region, 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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