NESCA is currently accepting therapy and executive function coaching clients from middle school-age through adulthood with Therapist, Executive Function Coach, and Parent Coach Carly Loureiro, MSW, LICSW. Carly specializes in therapy for individuals with Autism Spectrum Disorders and individuals who are highly anxious, depressed, suffer with low self-esteem, etc. She also offers parent coaching and family sessions when needed. For more information or to schedule appointments, please complete our Intake Form.

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Pile of tangled holiday lights representing holiday stress

Coping over the Holidays

By | NESCA Notes 2024 | No Comments

Pile of tangled holiday lights representing holiday stressBy: Carly Loureiro, MSW, LICSW
Therapist, Executive Function Coach, Parent Coach

Home for the holidays isn’t always as it appears in a Hallmark movie. For many NESCA families, the holidays bring considerable anxiety and a fear of the unknown. Whether you have a family member returning home from a residential program or have a child coming home for school/college winter break, changes in environment, schedule, and routine can bring significant unpredictability. Below are some suggestions to feel more prepared as you enter this busy holiday season.

  1. Stick to a schedule: make a loose and casual itinerary so all family members are aware of what can be expected over the holiday stretch. Preview plans and activities with family members to ensure everyone can process what is on the agenda.
  2. Prioritize self-care: Schedule time for downtime & relaxation, exercise, healthy eating, and activities you enjoy, even if it’s just a short break during the day. Some family members may require assistance with coming up with ideas on what downtime looks like for them. Block self-care time and activities in your calendar so you don’t neglect the time needed to recharge.
  3. Say no when needed: Boundaries, boundaries, boundaries! Don’t be afraid to decline external invitations or commitments that will overwhelm you and your family. Or, if it’s decided that one or two family members are best staying back home while others attend these commitments, that is okay too. Do what is best for you.
  4. Manage your time: Don’t bite off more than you can chew! Create a plan for holiday tasks like shopping, cooking, and socializing to avoid feeling rushed. Schedule these plans and tasks in your calendar so that you don’t overbook yourself with other commitments.
  5. Limit social media: Reduce exposure to unrealistic holiday portrayals on social media to prevent comparisons and stress. Let’s not forget that social media is a “highlight reel” of someone’s best moments. No one wants to show the depths of what actually goes on.
  6. Communicate openly:
    Talk to family and friends about your needs and expectations during the holidays. Identifying one or two people you can confide in about how you’re feeling will help ease some of that tension that can be hard to carry.
  7. Practice mindfulness:
    Engage in meditation or deep breathing exercises to manage stress and stay present. There are great options available on YouTube. Some of my favorite accounts for guided meditation and visualization are The Honest Guys and Dr. Jennifer Andrews.

Lastly, we at NESCA are here for you. If you need support with implementing any of the above, please do not hesitate to reach out and fill out an intake form. It’s never too late or too early to get started!

  

About the Author

Carly Loureiro is a Licensed Independent Clinical Social Worker practicing in Massachusetts and Rhode Island. Having worked both in private practice and schools, she has extensive experience supporting students, families and educational teams to make positive changes. Mrs. Loureiro provides executive function coaching and psychotherapy to clients ranging from middle school through adulthood, as well as to parents/caregivers. She also offers consultation to schools and families in order to support her clients across home and community environments.

To schedule an appointment with one of NESCA’s counselors, coaches, or other experts, 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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Map of Massachusetts with Plainville identified on the map and a quote from Dr. Erin Gibbons

Why Choose Plainville?

By | NESCA Notes 2024

Map of Massachusetts with Plainville identified on the map and a quote from Dr. Erin GibbonsBy: Erin Gibbons, Ph.D.
Pediatric Neuropsychologist, NESCA

NESCA opened in 2007 in beautiful Newton, Massachusetts, which is a central location for many residents of the state, who are coming from different directions. Over the last 17 years, we have expanded both in Massachusetts and beyond to Londonderry, NH, Plainville, MA, and Hingham, MA (our newest location).

Our amazing intake coordinators frequently tell me that when they are talking with new clients on the phone and explain that their evaluation will take place in NESCA’s Plainville location, they commonly hear, “Where is that?!”

So, I am here to extol the many benefits of coming to NESCA in Plainville!

  • We are conveniently located off I-495 and Route 95. Since Plainville is in the suburban metropolitan areas of both Boston and Providence, there is very little traffic getting to the office. We also have ample free parking.
  • Miranda Milana, Psy.D. and I both work in Plainville. Between us, we evaluate clients ranging from 12 months to 30+ years of age. We both have extensive experience testing clients who have historically struggled to participate in traditional testing; for example, clients who are nonverbal, behaviorally dysregulated, or medically complex.
  • We receive frequent referrals for challenging diagnostic questions related to autism spectrum disorders (ASD), mood disorders, or intellectual disabilities and are comfortable taking on these often-complicated cases.
  • Both Dr. Milana and I evaluate toddlers for autism spectrum disorders in our ASD Diagnostic Clinic in Plainville. Our goal in the clinic is to help provide early detection of autism in children under three-years-old, when interventions are most effective.
  • Our fantastic occupational therapist, Jessica Hanna, MS, OTR/L works in the Plainville office. She is available for both OT evaluations and treatment. She also allows our testing clients to use the sensory gym during their breaks in their evaluation.
  • While your child is engaging in testing sessions during their evaluation, there are several stores, such as Target, that are only a 5-minute drive from our office. If you are looking to get some self-care in during their testing, you can even catch a 60-minute yoga or barre class in the plaza next door.
  • Finally, Patriot Place is a 10-minute drive from NESCA’s office in Plainville. If your child is a football or soccer fan, a visit to Gillette Stadium/Patriot Place is a great way to reward them for their hard work during the evaluation!

We invite you to learn more about the services we offer at NESCA in Plainville, MA, who we serve, and the many benefits of our convenient location. If you have any questions about our Plainville location, please let us know. We are happy to discuss the options for evaluations in Plainville.

 

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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Headshot of Alison Burns and a quote by her

Introducing Alison Burns, Ph.D., NESCA Pediatric Neuropsychologist

By | NESCA Notes 2024

Headshot of Alison Burns and a quote by herBy: Jane Hauser
Director of Marketing & Outreach, NESCA

I had the chance to interview Dr. Alison Burns, a pediatric neuropsychologist who joined NESCA earlier this year. I learned a lot about Dr. Burns, both personally and professionally in my interview. I invite you to learn more about her, her approach to pediatric neuropsychological evaluation, and her expertise in ADHD and concussion, among other domains.  

You returned to the workforce this year after having children. How was your experience returning to work, and how was NESCA instrumental in doing so?

When I had my second and final child, I wanted to take a more extended parental leave to really soak up that precious early childhood time before returning to the workforce. Throughout my time out of the workforce, I completed continuing education classes and remained involved with a research project from my time at Children’s National in Washington DC. Because of the excellent supports at NESCA, it was a smooth transition back to work! I had the support of Dr. Moira Creedon, who served as a mentor for the first six months. In addition to the larger collaborative group of colleagues, I had someone I could go to with any specific questions I had.

Why did NESCA feel like the best fit for you?

I knew that I wanted to join a group practice because I wanted the ability to consult and collaborate with colleagues, particularly when working with more complex patients. It was important to me to join a team that is multidisciplinary as the unique perspectives that other disciplines at NESCA offer allow me to think more holistically about a patient’s profile and needs. NESCA has a culture of professional development and encourages clinicians to continue to learn through continuing education which fit with my core belief in the importance of staying up to speed with new evidence-based research.

I was also looking for a practice that understood family balance, because even though I am working, I am still the primary caregiver for our children, particularly during those morning and afterschool shifts. I knew I would need some flexibility, and everyone I met at NESCA really understood what it’s like to be a working mom and the load that comes with that role. At NESCA, I can make my work schedule fit my family’s needs.

What types of issues do you enjoy figuring out and unraveling for families?

My favorite population of kids to work with is those who have or are showing signs of ADHD. I trained at Children’s National with Gerard Gioia, Ph.D., who is an expert in the field of executive functioning. It was a big focus of my training, and I had the opportunity to evaluate many kids with ADHD throughout my post-doctoral training. It’s a very important population to assess because often times children are diagnosed with ADHD based on a symptom checklist alone. However, there are many other things that cause symptoms of ADHD such as anxiety/depression, learning disorders, or language difficulties just to name a few. This overlap in symptoms can lead to a misdiagnosis which is problematic as interventions for these disorders are wildly different. It’s important to tease apart these symptoms through a comprehensive evaluation so children receive the correct interventions and supports.

You’ve talked about the importance of behavioral observation during evaluations? What makes that so important?

Test scores, or data, can only tell me so much. Really watching a child and understanding how and why they performed a certain way adds critical information that fine tunes my understanding of a child’s neuropsychological profile. While it is important to consider a person’s history and current symptoms from clinical interviews, questionnaire data from a variety of sources, and direct testing scores, I think behavioral observations allow us to “look under the hood” so to speak. Seeing how a child works and thinks often provides me with excellent insight that helps me develop very targeted and specific recommendations for that individual.

You were previously part of a hospital-based multidisciplinary team. Can you explain how your experience with that team helps you in your work at NESCA?

I completed my internship and postdoctoral fellowship at Children’s National and had the opportunity to be a member of two multidisciplinary medical specialties (i.e., epilepsy and hematology/oncology). So far at NESCA, I’ve had the opportunity to work with one child who is post-chemotherapy, and it was rewarding to be able to support that patient with an understanding of the neuropsychological risks that chemotherapy can pose. It’s such a wonderful, unique population to work with. The resilience of child cancer survivors is just remarkable.

In addition, I worked with a range of medical providers across my other training opportunities, including therapists, psychiatrists, speech and language therapists, occupational therapists, physical therapists, behavioral health specialists, and primary care physicians. This experience taught me the importance of working with all providers who may be associated with a given patient in order to provide the most integrated care.

My training in a children’s hospital also taught me how important it is to rule out any medical explanations for the challenges we may see in the individuals we evaluate. For example, while I was a post-doc, I was evaluating a child who came to our ADHD clinic for a general ADHD evaluation. I noticed some things that had me concerned about the possibility of absence seizures. After further testing, it was determined that this child was actually experiencing absence seizures and not ADHD. Thankfully, we were able to refer them to the epilepsy team to get the correct treatment.

How did you gain expertise in evaluating students with concussions and supporting those who have lingering effects from concussion?

That specialty came out of my internship and post-doctoral fellowship at Children’s National. I was fortunate to have been able to work with some of the leading experts in the field of concussion, both clinically and in research pursuits. I am part of a “sports family,” so it was a natural fit for me. It’s also a booming area of research that was so interesting to me. During my fellowship, I saw patients who had suffered a concussion recently (often around a week after injury), following them serially through to the point of recovery. I provided them with guidance about how to safely return to school and physical activities, adapting the plan each week as their recovery progressed. Some children took much longer to recover from their concussion and had ongoing struggles and negative impacts long after the injury. In doing a full neuropsychological evaluation with these kids, we were able to consider the full scope of their needs and whether they needed a 504 plan or IEP in place.

It’s become an increasingly important population to think about because it’s not just kids who play sports that get concussions. It could be anything from a child who falls on ice or runs into playground equipment. It is not uncommon to learn that a patient being seen for an evaluation has a history of concussion at some point in their childhood. Having this training and expertise helps to tease apart what may be related to concussion and what is most likely unrelated to concussion.

 

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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Image of a sign saying, "You Belong Here."

Is Inclusion Enough?

By | NESCA Notes 2024

Image of a sign saying, "You Belong Here."By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

In the United States, we have federal and state laws that support individuals with disabilities: The ADA, IDEA, Section 504 of the 1973 Rehabilitation, Chapter 766, Chapter 688, and more. Each of these laws supports the inclusion of individuals with disabilities at school, in employment, and in the community by mandating wheelchair ramps/automatic doors, mainstreaming children with special needs into general education classrooms, assistive technology for an individual at a workplace, and more. We have made many strides in including people with disabilities; yet there is still a long way to go.

In education circles, the word inclusion has effectively replaced the term mainstream. By definition, inclusion means placing students with disabilities in regular or “mainstream” settings along with their “non-disabled” peers, focusing on the “physical integration” of children with disabilities rather than, what was more common at the time – placing them into separate, segregated or “self-contained” settings with other “disabled peers.”

Inclusion embodies a shift from just physical inclusion/integration to a broader definition that promotes equal access and support for all children, creating an environment that promotes the success of every student regardless of ability (Karlsudd, 2017). Inclusion, at its best should offer universally designed environments/curricula, specialized supports, services, accommodations, modifications, and differentiation in instruction, and more, as all students – whether identified as “special needs” or typical – are unique in their learning profiles.

Education lecturer and researcher Gregor Maxwell, 2018, describes in a published article, three perspectives on inclusion. They are:

  • The Compensation Perspective is like the deficit model or medical model which emphasizes a child’s impairment or limitation as the reason for exclusion. It focuses on Identifying the limitation/deficit and remediating it through individualized accommodations and supports that enable the student to be included.
  • The Critical Perspective is comparable to the Social Model of Disability in that it identifies the problem within the broader context of the environment, and the focus is on changing policies, structures, and attitudes about disability and inclusion.
  • The Dilemma Perspective is a critique of the Compensation and Critical Perspectives. It emphasizes that meaningful participation is central to inclusion, and that inclusive practices need to recognize and celebrate the diversity of all children regardless of whether they have a disability or not. Participation is defined as the involvement in life situations with family, same-aged peers, and other community members, and is distinct from inclusion, according to the International Classification of Function, Disability, and Health (ICF) of the World Health Organization.

While individuals with disabilities are being included and participating in schools, in employment settings, and in the community, there still seems to be the lingering question of, “Is inclusion and participation enough?” Do individuals with disabilities feel valued and honored for who they are? Are their strengths being recognized (ideally, the new Massachusetts IEP form should help with this)? Do they feel like they are “one of the gang,” like they belong/fit it and have friends? Having worked in many public schools, I think many students with disabilities are participating in inclusion activities but don’t feel like they belong nor are valued for who they are.

Erik Carter, professor of Special Education at Vanderbilt University, has studied inclusion and belonging for many years. He concludes, “Where we once pursued integration, we now talk about promoting inclusion. But my sense is that both terms fall short of what really matters most. People want to be more than merely integrated or included. They want to experience true belonging.” In more recent years, schools have been focusing on social and emotional learning (SEL), yet many students with and without disabilities still feel isolated and like they don’t fit in/belong. Belonging, feeling valued for who one is and being recognized for one’s strengths, is more significant than inclusion. It is at the very core of who we are as humans; it is a basic need. Let’s help our special needs students feel that they belong. Let’s hope that as the new MA IEP, with its focus on student strengths and participation, will be afford us the opportunity to focus on what truly matters…a sense of belonging for all of our students.

For more information and helpful handouts about Erik Carter’s approach, visit: Progress Center Reflecting on our Practice: Ten Ways Schools Can Foster Belonging Among Students With and Without Disabilities https://promotingprogress.org/sites/default/files/2022-02/Fostering_Belonging_Handout.pdf

 

Resources

Erik Carter https://www.erikwcarter.com

Karlsudd, P. (2017) The Search for Successful Inclusion. DCID, 28(1), 142-160.

Maxwell, G.R. Granlund, M. & Augustine, L. (2018) Inclusion through participation: Understanding participation in the international classification of functioning, disability, and health as a methodological research tool for investigating inclusion. Frontiers in Education, (3), Article 41, 1- 16.

 

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; the greater Burlington, Vermont region; and Brooklyn, NY, 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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Picture of a teen with a disability at work getting assistance

How Occupational Therapists Can Support Neurodivergent Teens and Young Adults with Self-Regulation in the Workplace

By | NESCA Notes 2024

Picture of a teen with a disability at work getting assistanceBy: Lyndsay Wood, OTD, OTR/L
NESCA Executive Function and Real-life Skills Program Manager

Self-regulation is a critical skill for anyone entering the workplace, but for neurodivergent teens and young adults, it can be particularly challenging. These individuals may face overstimulation, burnout, emotional dysregulation, and many other unexpected challenges in the work setting. Occupational therapy (OT) can play a pivotal role in helping these young adults develop the tools they need to thrive in a work environment.

What is Self-Regulation, and Why is it Important?

Self-regulation refers to the ability to manage your emotions and state of arousal in order to meet the demands of your environment. In the workplace, self-regulation is essential for staying calm under pressure, responding appropriately to feedback, and managing the various sensory and social demands of the job.

For neurodivergent teens and young adults, challenges may arise when dealing with unexpected changes, new work tasks, over or under stimulation of the sensory system, or complex interpersonal workplace dynamics. Learning to regulate within the context of these challenges can make the difference between a successful work experience and one that leads to frustration, anxiety, burnout, or job termination. Below is a list of three different ways occupational therapists can support teens and young adults with self-regulation in the workplace.

Developing a Personalized Self-Regulation Plan

One of the most effective ways to support workplace success is through the development of a self-regulation plan. This plan is individualized to each person and can serve as a guide for both the individual and their supervisors or co-workers. Here is a breakdown of essential items to include within the plan.

  1. Strengths

Before diving into potential challenges, it’s important to highlight strengths. What skills does the individual already possess that can help them succeed in the workplace? For example, a teen with an autism spectrum disorder (ASD) might have exceptional attention to detail, while a young adult with Attention-Deficit/Hyperactivity Disorder (ADHD) may excel in creative problem-solving. Identifying these strengths helps boost confidence and serves as a foundation for skill building.

  1. Triggers

Triggers are external or internal factors that can lead to dysregulation. These can include:

  • Sensory triggers: Bright lights, loud noises, hot rooms, specific textures, etc.
  • Emotional triggers: Criticism, frustration, misunderstandings
  • Cognitive triggers: Task-switching, or multi-tasking demands, large quantities of information being given verbally

A key part of OT intervention is helping the individual recognize their personal triggers, because understanding triggers can help prevent or minimize dysregulation.

  1. Develop Preventive Strategies

Once triggers are identified, the next step is to create strategies to prevent dysregulation before it happens. These strategies might include:

  • Environmental modifications: Wearing noise-canceling headphones, keeping fidgets at your desk, requesting a desk near a window for natural light, adjusting the workload to prevent overwhelm, or bringing a therapy animal to work
  • Routine adjustments: Incorporating short, frequent breaks during the workday, using visual schedules and reminders to manage tasks more efficiently, or requesting that work tasks be provided in writing
  • Emotional prep: Practicing self-talk or role-playing scenarios that may be challenging, engaging in daily mindfulness activities, spending time doing an activity that improves your mood prior to a work shift
  • Medication: Ensuring essential medications are taken daily at a consistent time

By establishing preventive strategies, individuals can feel more in control and reduce the likelihood of becoming overwhelmed.

  1. Create In-the-Moment Strategies

Even with preventive measures in place, there will be moments when the individual feels dysregulated. Developing in-the-moment strategies is critical to managing these situations effectively. Some in-the-moment strategies include:

  • Breathing techniques: Deep breathing exercises to help calm the nervous system and lower anxiety in stressful situations
  • Distraction: Watch a funny or calming video on your phone for a couple of minutes to help your brain reset
  • Physical movement: Taking a short walk or doing some discreet stretching at the desk can help release built-up tension
  • Taking a break: Request or take a 5-minute break from your work tasks to reset

These strategies should be easy to access and implement in the workplace, allowing the individual to regain control without disrupting their workflow.

Building a Toolbox of Sensory Strategies

Sensory regulation is a key part of self-regulation, particularly for neurodivergent individuals. Occupational therapists can help teens and young adults build a sensory toolbox that includes items or activities to help them self-soothe and regulate their sensory systems. Examples of sensory tools might include:

  • Fidget tools for tactile input
  • Aromatherapy oils or scented items to calm or refocus
  • Weighted blankets, heavy work, or pets on the lap (if the work environment allows) for proprioceptive input
  • Noise-canceling headphones or earplugs to manage auditory input

The goal is for the individual to have access to sensory supports that can be used in non-disruptive way while at work. These tools can be critical in maintaining focus and emotional regulation during the workday.

Building Self-Advocacy Skills

An essential part of successful self-regulation in the workplace is the ability to advocate for one’s own needs. Many teens and young adults have a difficult time with this skill, but occupational therapists can help individuals build the skills and confidence they need to successfully advocate for themselves in the workplace. Self-advocacy involves:

  • Knowing one’s needs: The individual should have a clear understanding of their strengths, challenges, and what accommodations are most beneficial. It is extremely beneficial to create a document that the individual can access and update throughout their lifetime that details all of this information.
  • Communicating needs: Learning how to express these needs clearly and assertively to supervisors or co-workers is crucial. This may involve requesting a quieter workspace or asking for a sensory break during particularly stressful tasks. Role-play is often a helpful tool to practice these communication skills.
  • Setting boundaries: Advocating for one’s needs also includes setting personal boundaries to avoid burnout. This could mean learning to say “no” to additional tasks when overwhelmed or asking for extra time to complete certain projects.

Occupational therapy can support the development of these communication skills through role-playing, practicing real-life scenarios, and building confidence in expressing needs.

Conclusion

Occupational therapy can play a crucial role in supporting neurodivergent individuals with self-regulation in the workplace through the development of an emotional regulation plan, the building of a sensory toolbox, and the development of self-advocacy skills. With these tools in place, individuals are empowered to manage their emotions, arousal, and sensory needs, leading to greater success and fulfillment in their professional lives.

 

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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College advisor assisting and supporting a college student in an office, library, or classroom setting.

The Importance of College Campus Resource Planning

By | NESCA Notes 2024

College advisor assisting and supporting a college student in an office, library, or classroom setting.By Jasmine Badamo, MA
Executive Function Coach; Educational Counselor

This year I’ve started working with a new batch of freshmen who are embarking on their college journeys. The first semester is always a whirlwind of emotions: nervousness, excitement, anticipation, but most of all, overwhelm. Even at colleges that prioritize supporting students in their transition to campus life, it can be hard for students to navigate the sea of information they’re given. However, the first several weeks of the semester are the perfect time to explore the various campus resources available to students, many of which are included in the cost of tuition.

Even if students don’t use resources right away, it’s essential for them to be aware of the available services as they progress through their college journey. Understanding what’s offered can help them navigate challenges and take advantage of opportunities when the need arises.

Take a look at the wide range of potential campus resources available:

*click here for a downloadable version of this table

Given that each college (and student!) is different, I work with my clients to create a personalized spreadsheet where they not only compile information on each campus resource, but also make note of how, when, and why they would use each resource.

Students may also want to create step-by-step plans for various college situations:

Organizing all this information can be daunting and time-consuming, so it’s often helpful to work through it with someone else. Consider reaching out to your college’s Disability/Accessibility Services to get a clearer understanding of the campus resources available to you. Ask if you can collaborate with someone in that office to create your own personalized spreadsheet tailored to your needs. Don’t hesitate or feel rushed–remember, these resources are included in your tuition because navigating college life takes a village. This is your college experience, so take full advantage of it!

If you are a struggling student, or parent/caregiver/professional working with a struggling student who might benefit from executive function or life skills coaching with an experienced professional, I am proud to be one of NESCA’s team of expert executive function tutors. Feel free to complete an intake at https://www.nesca-newton.com/intake to learn more about our services!

 

About the Author

Jasmine Badamo, MA, is an educational counselor and executive function coach who works full-time at NESCA supporting students ranging from elementary school through young adulthood. In addition to direct client work, Ms. Badamo provides consultation and support to parents and families in order to help change dynamics within the household and/or support the special education processes for students struggling with executive dysfunction. She also provides expert consultation to educators, special educators and related professionals.

Ms. Badamo is a New York State Certified ENL and Special Education teacher. She has more than 10 years of teaching experience across three countries and has worked with students and clients ranging in age from 7 to adulthood. She earned her bachelor’s degree in Biological Sciences from Cornell University and her master’s degree in TESOL from CUNY Hunter College. She has also participated in graduate coursework focusing on academic strategies and executive function supports for students with LD, ADHD, and autism as part of the Learning Differences and Neurodiversity (LDN) certification at Landmark College’s Institute for Research and Training. In addition to being a native English speaker, Ms. Badamo is also conversationally fluent in verbal and written Spanish.

Having worked in three different New York City public schools, Ms. Badamo has seen firsthand the importance of executive function skills in facilitating student confidence and success. Her coaching and consultation work focuses on creating individualized supports based on the specific needs and strengths of each client and supporting the development of metacognition (thinking about one’s own thought processes and patterns), executive function skills, and independence. She will guide clients to generate their own goals, identify the barriers to their goals, brainstorm potential strategies, advocate for support when needed, and reflect on the effectiveness of their applied strategies.

Ms. Badamo is a highly relational coach. Building an authentic connection with each client is a top priority and allows her to provide the best support possible. Additionally, as a teacher and coach, Ms. Badamo believes in fostering strong collaborations with anyone who supports her clients including service providers, classroom teachers, parents, administrators, and community providers.

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach 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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dictionary entry with the word ready and its definition

Is Your Teen Ready for College? Key Skills for a Smooth Transition

By | NESCA Notes 2024

dictionary entry with the word ready and its definitionBy: Kristen Simon, M.Ed, Ed.S
Transition Specialist; Psychoeducational Counselor

As the school year picks up momentum, many parents of 12th-grade students find themselves wondering if their students will be truly ready to take the plunge into college life. Parents of younger students may also be noticing academic or social challenges and wondering how to ensure their teens are on the right path to college readiness. These are normal concerns, and they often require a closer look.

Transitioning from high school to higher education is a significant step, and it’s essential to gauge your child’s readiness to determine whether college is the right next step or if additional supports will be needed during the transition. While academic abilities that match the rigor of college are essential, there are many practical, non-academic skills that are just as vital for college success.

Below are some important academic and non-academic skills necessary for a smooth transition to higher education. Focusing on these abilities can help you assess whether a student is prepared for this new chapter.

  1. Academic Preparedness
  • Engagement with coursework: Ability to read high volumes of text, think critically about the content and produce organized written work
  • Study habits: Prepare for assessments effectively and in a timely manner
  • Note-taking: Ability to take effective notes during class
  • Executive functioning: Track and manage assignments and grades, plan for future goals, break down long-term assignments and meet deadlines, absorb and follow multiple syllabi, manage significant free time, follow their individualized schedule
  1. Independent Living skills
  • Getting up: Wake up at a designated time without parent support
  • Managing medications: Taking them at the appropriate time, managing refills, and tracking side effects
  • Self-care: An independent hygiene routine (showers, haircuts, brushing teeth) they can follow on their own
  • Health: Ability to treat a cold or minor illness; Can the student identify when an ailment is something more serious? Can they head to the health center independently?
  • Maintain a living space: Room organization, keeping up with laundry, vacuuming, taking out the trash
  • Maintain a basic healthy lifestyle: Nutrition choices, sleep hygiene, regular movement or exercise, coping skills
  1. Self-determination
  • Disclosure: Describe their disability or diagnosis and the accommodations they require
  • Asking for Help: Recognize when they need help and ask for it
  • Self-advocacy: Advocate for accommodations with their college professor
  • Goal setting: Is your adolescent able to make, set, and attain realistic goals?
  • Self-awareness: Identify clear interests, preferences and strengths
  • Career Awareness: Explored career paths based on preferences and strengths; Linked potential careers to college degrees or areas of study
  1. Social/Emotional skills
  • Conflict resolution: Manage social conflict
  • Community engagement: Find a community of peers
  • Self-regulation: Regulate emotions under increased stress
  • Teamwork: Work in a group effectively

Determining if your 12th grader is ready for college involves more than just evaluating their academic skills. Readiness looks different for every student, and knowing which of these areas your 12th grader has not yet mastered allows for skill building prior to college as well as setting them up with some supports to bolster this area as they transition.

Resources:

Landmark College: A guide to assessing college readiness for Parents of College Bound Children with Learning disabilities or ADHD.

College Freshman and Executive Function: The Often Unexpected Demands by Dr. Sophie Bellenis.

 

If you are interested in taking a deeper dive into the questions and concerns around college readiness and have the opportunity to ask questions in a live Q&A to NESCA’s Transition Services experts, register today for our upcoming free webinar on November 6, 2024 at 11:00 AM ET.

Description of a college readiness webinar with registration information on it and an image of a college applicationRegister here: https://nesca-newton.zoom.us/webinar/register/WN_VVXHZBSESCaHAksfl_5oKg

NESCA offers many services designed to help students bridge the transition from high school to college, including executive function coaching, pre-college coaching, transition planning, and neuropsychological evaluation. To learn more specifically about our coaching services, visit: https://nesca-newton.com/coaching-services/ . To schedule an appointment with one of our expert clinicians or coaches, please complete our intake at: https://nesca-newton.com/intake/ .

 

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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Image of clinicians collaborating around a conference table

Why I Started a Group Pediatric Neuropsychology Practice

By | NESCA Notes 2024

Image of clinicians collaborating around a conference tableBy Ann Helmus, Ph.D.
Founder and Director, NESCA

In the field of pediatric neuropsychology, the complexities of child development and the wide array of diagnoses children may face can often be overwhelming for any one practitioner to fully grasp. With this in mind, I chose to open NESCA’s doors as a group practice back in 2007. The advantages of a group practice model were clear to me then and have become even more critical in today’s environment – and with today’s challenges facing children – particularly when it comes to addressing the varied and intricate needs of our young clients and their families.

When I was creating NESCA, I was a mother with much younger children than they are now and thought about the concept of breaking out as a solo practitioner. I was skilled and had plenty of years of education and experience by that time. I knew I could have done it – and likely had much more flexibility and far less stress in my life at a time when that was hard to come by – but, I loved (and still do) the concept of “group think” far too much to go that route.

Group think – or today’s “hive mind” – to me meant bringing together multiple minds to tackle a problem. A group allows for different perspectives to come together, often leading to creative, outside-the-box solutions for families that may not have been considered by me alone, even after seeking outside consultation with another practitioner. My decision to build NESCA as a group practice has since led to a constant cross-pollination of ideas among our group of expert clinicians, through scheduled weekly seminars and case conferences as well as the more casual in-office discussions. All of this collaboration enhances the care we provide and ensures that the recommendations we make are as comprehensive, vetted, and tailored as possible.

From the beginning, we have been and remain committed to offering the highest level of care, and one of the key ways we do this is by nurturing the collaborative environment that NESCA was founded on. We started out as a small group practice with several colleagues who had been working together in a separate organization. Since then, we have grown into a larger team of diverse clinicians and specialists who together have expertise in every diagnosis that presents itself. Each NESCA clinician has their own strengths and areas of focus, allowing our entire team to draw from this collective pool of knowledge. No matter what challenge a child is facing – whether it’s ADHD, autism, a specific learning disorder, or an emotional regulation issue – we can pair them with a clinician who has in-depth experience and a keen understanding of that particular diagnosis.

In addition to specialized knowledge, working as part of a group also provides the invaluable opportunity to check our thinking. Even as highly seasoned professionals who have been assessing and evaluating clients for decades, we still benefit from feedback and fresh perspectives of our colleagues and their own networks. And in a group setting, colleagues are available to consult, offer second opinions, and share resources and recommendations. This collaborative approach ensures that our evaluations and recommendations are not only thorough but also well-rounded, and likely discussed among our team, leading to more accurate diagnoses and more effective interventions and treatment plans.

Ultimately my choice to develop and grow a group practice means that our clients receive the benefit of our individual and collective expertise, collaboration, and shared insights. I’m so grateful that families who come to NESCA are able to benefit from our many minds working together toward the same goal: helping each child or individual reach their full potential. This level of care is why we believe so deeply in the group practice model.

 

About the Author

NESCA Founder/Director Ann Helmus, Ph.D. is a licensed clinical neuropsychologist who has been practicing for almost 30 years. In 1996,Ann Helmus headshot she jointly founded the Children’s Evaluation Center (CEC) in Newton, Massachusetts, serving as co-director there for almost 10 years. During that time, CEC emerged as a leading regional center for the diagnosis and remediation of both learning disabilities and Autism Spectrum Disorders.

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

She is an active participant in the Trauma and Learning Policy Initiative, a collaborative effort between Massachusetts Advocates for Children and Harvard Law School’s Education Law Clinic, a project involving a multi-disciplinary group of professionals working together to better define and meet the educational needs of children who have been traumatized.

She received her undergraduate degree in Neural Science from Brown University and earned her doctorate at Boston University School of Medicine. Her postdoctoral fellowship in pediatric neuropsychology was completed at Children’s Hospital in Boston, where she remained on staff for seven years. Concurrently, she served as neuropsychologist to the Pediatric Brain Tumor Clinic at Dana-Farber Cancer Institute in Boston.

To book an appointment with NESCA’s expert neuropsychologists, please complete our Intake Form today. 

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.

 

11
school student frustrated over the work

Navigating the Post-Honeymoon Phase: Signs Your Child May Need Support This School Year

By | NESCA Notes 2024

school student frustrated over the workBy Miranda Milana, Psy.D.
Pediatric Neuropsychologist

With the start of the school year well underway, we are beginning to see students and teachers settling into their classroom routines. Along with this increase in familiarity and comfortability, parents often start to see bits and pieces of challenges arise around this time of year that may have gone unnoticed during the initial “honeymoon period.” You may be wondering what challenges you should be looking out for and when those challenges warrant an evaluation to determine further supports and services. Let’s take some time to explore what to keep an eye on, and when it might be time to reach out to schedule an evaluation to dive a bit deeper into what is going on. 

Academics

No matter their age, if you ever feel your child is inundated and overwhelmed with schoolwork, it is a great idea to reach out to their teachers; ask how long homework should be taking and whether it should feel like review vs. new material. If homework starts to consistently become a battle, it might be worth taking a closer look into why. It could be because it’s a new and appropriately challenging course. It could also be because there are underlying language-based learning disabilities, a nonverbal learning disability, executive function challenges, or increasing symptoms of anxiety or depression. Some specific things to watch for:

  • Frequent tears during homework that appear to get worse instead of better
  • Not appearing to “get it” even after review and repetition
  • Difficulty studying/holding information in memory
  • Dysfluent reading or not understand what they’ve read
  • Challenges understanding math concepts or memorizing math facts
  • Difficulty applying and generalizing concepts
  • Opposition to handwriting tasks or when asked to compose a writing assignment
  • Poor penmanship that is illegible and/or immature for age
  • Not meeting benchmarks on assessments

Social Skills

At this point in the school year, children are typically starting to be interested in other peers within their classrooms. For younger kids, they are likely to feel more comfortable interacting with other children in their play. Common social concerns can include:

  • Not remembering any names or faces of kids in their class
  • Preferring to play alone, hesitant to join in with a group
  • Appearing unaware of social cues or how to initiate conversation with others
  • Rigidity in play—always wanting to play their own game by their own specific rules
  • Frequent peer conflicts and feeling rejected or left out

Emotional Functioning

A new school year often elicits feelings of anxiety in kids no matter how outgoing and social they may be! When might it be a sign that there is something more?

  • Continued and persistent resistance to going to school
  • Frequent somatic complaints with no apparent cause (e.g., headaches, stomachaches)
  • Change in sleeping patterns – not being able to fall asleep at night or waking up frequently
  • Difficulty with regulating their emotions/frequent tantrums
  • Changes in appetite
  • Negative statements about themselves
  • Increase in irritability
  • Withdrawal from others or previously preferred activities
  • Always wanting to know what is happening next and struggling with changes in routine (i.e., Does a substitute teacher derail their whole day? If a friend is out sick, is there a perseveration on where they are? Do you wait to tell them about changes in plans so they don’t worry in advance?)

Attention/Focus

Have you ever found yourself feeling restless and distracted when sitting through a work meeting? Kids are no different! Sitting still and paying attention for extended periods of time can be really tough – especially after being on summer break! Here are a few things to keep an eye on:

  • Frequently fidgeting in their seat or needing a fidget item to increase concentration
  • Difficulty with multi-step directions
  • Not remembering information presented during lectures
  • Acting impulsively
  • Easily distracted/daydreaming
  • Acting as if run by a motor
  • Blurting out thoughts, interrupting conversations
  • Teacher feedback that they are interrupting other students or not able to sit quietly and attend to class discussions

As always, you know your child best! If you feel like this year is off to a rocky start, or you’re starting to have questions regarding their functioning, do not hesitate to reach out and schedule an evaluation. A comprehensive neuropsychological evaluation is designed to look at ALL aspects of a child to determine what is getting in their way of reaching their potential. We are always here to help!

 

About the Author

Dr. Miranda Milana provides comprehensive evaluation services for children and adolescents with a wide range of concerns, includingMiranda Milana Headshot attention deficit disorders, communication disorders, intellectual disabilities, and learning disabilities. She particularly enjoys working with children and their families who have concerns regarding an autism spectrum disorder. Dr. Milana has received specialized training on the administration of the Autism Diagnostic Observation Schedule (ADOS).

Dr. Milana places great emphasis on adapting her approach to a child’s developmental level and providing a testing environment that is approachable and comfortable for them. She also values collaboration with families and outside providers to facilitate supports and services that are tailored to a child’s specific needs.

Before joining NESCA, Dr. Milana completed a two-year postdoctoral fellowship at Boston Children’s Hospital in the Developmental Medicine department, where she received extensive training in the administration of psychological and neuropsychological testing. She has also received assessment training from Beacon Assessment Center and The Brenner Center. Dr. Milana graduated with her B.A. from the University of New England and went on to receive her doctorate from William James College (WJC). She was a part of the Children and Families of Adversity and Resilience (CFAR) program while at WJC. Her doctoral training also included therapeutic services across a variety of settings, including an elementary school, the Family Health Center of Worcester and at Roger Williams University.

Dr. Milana grew up in Maine and enjoys trips back home to see her family throughout the year. She currently resides in Wrentham, Massachusetts, with her husband and two golden retrievers. She also enjoys spending time with family and friends, reading, and cheering on the Patriots, Bruins, Red Sox, and Celtics.​

To book an appointment with Dr. Miranda Milana or another expert NESCA neuropsychologist, please complete our Intake Form today. 

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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Individualized Education program written on blocks, IEP Symbol

Guide to Transition Planning and the New Massachusetts IEP

By | NESCA Notes 2024

Individualized Education program written on blocks, IEP SymbolBy: Kelley Challen, Ed.M., CAS
Director of Transition Services, NESCA

Transition planning has long been a critical component of special education, mandated by the Individuals with Disabilities Education Act of 2004 (IDEA 2004). Its purpose is to prepare students for life beyond high school in the areas of postsecondary education and/or training, employment, and independent living. While federal law requires transition services to begin at age 16, Massachusetts has gone a step further, requiring that postsecondary goals and transition services be included in a student’s individualized education program (IEP) by age 14.

However, the previous Massachusetts IEP format made it difficult to effectively integrate transition planning. Even with the introduction of a Transition Planning Form (TPF) to facilitate discussions, there was no consistent practice for embedding contents of the TPF into the IEP itself.  As a result, much of the transition planning that was included ended up in the “additional information” section, limiting its visibility and coherence within the broader IEP process.

After over a decade of development, the Massachusetts Department of Elementary and Secondary Education (DESE) released a new IEP document last school year, which all districts are required to adopt during the 2024-2025 academic year. One of the most promising features of this new IEP is its heightened emphasis on transition planning, now driven more clearly by the student’s vision and voice. Notably, the new format embeds transition planning directly into the structure of the IEP, making transition assessments a more visible and integral part of the process. While the legal requirements for transition planning remain unchanged, the new IEP format makes it easier to document these critical steps, ensuring that important aspects of transition planning are not overlooked.

So, what’s important to know about transition planning in the New MA IEP?

Student Voice and Vision are Up Front
One of the most significant improvements in the new IEP is its emphasis on the student’s voice and future vision. The “concerns” section is clearly labeled Student and Parent Concerns, empowering students to express what they want out of their IEP process. This is immediately followed by the Student and Team Vision, placing the student’s aspirations firmly at the center of the IEP process. Students ages 3-13 are encouraged to participate in visioning, fostering earlier goal setting, and encouraging teams to think explicitly about the student’s goals at younger ages. For students who will be ages 14-22, the IEP now more explicitly asks for the student’s postsecondary goals in key planning areas: education and/or training, employment, and independent living. This focus ensures that the IEP reflects the student’s ambitions and drives a more outcome-oriented process for postsecondary success.

Disability Categories are Transparent
The new IEP introduces a more transparent Student Profile section, where teams no longer need to select one “primary” disability category, making a student’s full profile more visible to all team members. While students can participate in the IEP process without fully understanding their disabilities, they can be more fully engaged if they know that they have one or more disabilities as defined by IDEA. Learning to disclose their disability and understand how it affects their learning, work, and daily life is a critical component of the transition process, empowering students to self-advocate and seek the supports they need. The transparency in the new IEP can help students gain a clearer understanding of the connection between their disabilities, their disability-related needs, and the accommodations and services they receive. Although transition-aged students are not required to participate in all aspects of their IEP, they must be invited when transition planning is discussed. Research shows that students who learn to lead their team meetings and self-advocate regarding their disabilities experience more success when transitioning to adulthood. This revision to the IEP offers a more balanced view of how multiple disabilities shape a student’s overall profile and enhances transparency in disability disclosure.

Assistive Technology as a Critical Component of the Student Profile
Assistive technology (AT) plays a vital role in helping students build independence and reduce reliance on prompting and support from adults or paid providers. The new IEP appropriately increases the visibility of assistive technology within the Student Profile. Whether used to support communication, mobility, learning, daily living skills, or work-related tasks, assistive technology empowers students to succeed both in school and in adulthood. The updated IEP format requires teams to specify whether these needs will be addressed through accommodations/modifications, goals/objectives, the service delivery grid, or another method, as documented in the Additional Information section. By thoroughly considering and documenting a student’s assistive technology needs, the IEP ensures students have access to the tools they need for greater independence and long-term success—a critical step in transition planning.

Life Skills and Self-Determination Can Be Explicitly Included at Early Ages
The new IEP organizes a student’s present levels of performance into four main areas—Academics, Behavior/Social/Emotional, Communication, and Additional Areas, including “activities of daily living.” Even before age 14, teams now have more explicit opportunities to describe strengths and needs in a broad range of areas that impact transition planning. Many students with disabilities require earlier planning and support to build independence in areas like personal care, home living, and community integration. When skill development takes longer, being thoughtful about life skills instruction, parent training, referrals to community resources, and assistive technology is crucial at earlier ages. While not explicitly in the document, the new format also provides an opportunity for teams to evaluate self-determination skills at younger ages. Self-determination—encompassing self-awareness, self-advocacy, self-efficacy, choice-making, decision-making, goal setting, and self-regulation—is one of the strongest predictors of successful transition to adulthood. Current performance with these skills can be addressed across various categories (Academics, Social, Communication) or as a key “Additional Area.”

Current Performance Levels for Transition Services are Built-in
A major improvement in the new IEP is the explicit integration of transition assessment data and transition services within the IEP itself. For students turning 14 to 22, the IEP now includes a dedicated postsecondary transition planning section, which can also be used earlier if the team determines transition planning should start sooner. This section starts with documentation of the student’s current performance, strengths, preferences, interests, and disability-related needs in each postsecondary planning area—education/training, employment, and community experiences/postschool independent living. All of this documentation is informed by transition assessment data. Teams will also specify whether accommodations/modifications, goals/objectives, services, or other activities—documented in Additional Information—are needed to support the student’s transition planning. This ensures that all team members know exactly where to find details on how transition services will be implemented. As a caveat, all skills developed through special education support transition planning; thus, all general content in the IEP is relevant. Teams can confidently reference other parts of the IEP when completing the Postsecondary Transition Planning section to avoid unnecessary duplication of content.

Course of Study and Projected Graduation/Exit Date are Centrally Documented
Federal law has always required teams to identify a “course of study” that aligns with the student’s postsecondary goals, but there was no obvious place to include this in the old IEP. The course of study—a semester-by-semester plan of the classes the student will take—is a critical part of transition planning. For instance, a student aspiring to become a doctor will likely need lab science and advanced mathematics in high school. The new IEP provides places for teams to document the student’s course of study, the anticipated type of completion document (diploma, certificate of attainment, etc.), the student’s expected graduation date, and the student’s progress toward meeting exit requirements. This information is essential for monitoring and informing transition planning and creates a clearer link between the student’s transcript and progress toward their individualized postsecondary goals.

Transfer of Rights and Decision-Making
Adult decision-making is a significant milestone, and the new IEP emphasizes discussing the Transfer of Rights at least a year before the student turns 18. The IEP now includes designated space to document when both the student and family have been provided notice of this transfer and a copy of procedural safeguards. In addition, the new IEP encourages teams to discuss and document the student’s Decision-Making Options for adulthood. Although this is a requirement once the student turns 18, its more visible presence in the IEP encourages earlier conversations. This is crucial, because preparing for adulthood may require putting legal, educational, medical, and financial decision-making frameworks in place—processes that can take time to complete.

Community and Interagency Connections
Transition planning takes a village, and a central part of effective planning is to build a supportive network that extends beyond the protections of special education. The new IEP includes a dedicated section for community and interagency connections, ensuring that teams discuss and document connections to community partners (such as independent living centers, job centers, pre-employment transition service providers, etc.) that are supporting the student. Additionally, the IEP incorporates prompts to ensure timely referrals to adult service agencies well before the student’s exit. In Massachusetts, Chapter 688 Referrals—referrals to adult human services to engage in transition planning for students who will need continued support—must be completed at least two years before the student’s expected exit from special education. The new IEP provides even more guidance to ensure that teams can make and document these referrals on time.

Final Thoughts

The new Massachusetts DESE IEP represents a significant advancement in integrating transition planning into the IEP process. As teams implement the new IEP, prioritizing adequate transition assessments will be crucial, as effective transition planning relies on thorough assessment processes that reflect each student’s strengths, needs, and aspirations for the future. The law requires the use of age-appropriate assessments to identify the student’s strengths, interests, preferences, disability-related needs, and, most of all, their postsecondary goals. Involving diverse voices, such as guidance counselors, is also essential for ensuring a seamless connection between a student’s course of study and postsecondary goals. While the law has not changed, the new IEP makes transition planning more transparent. More importantly, it places the student’s vision and voice at the forefront of the process.

Additional Resources

To download a PDF-Version of this Guide, visit https://nesca-newton.com/wp-content/uploads/2024/10/Guide-to-Transition-Planning-and-the-New-MA-IEP.pdf 

About the Author
Kelley Challen, Ed.M., CAS, is an expert transition specialist and national speaker with over 20 years of experience supporting youth andKelley Challen headshot young adults with diverse developmental and learning abilities. Since 2013, she has served as Director of Transition Services at NESCA, offering individualized transition assessments, planning, consultation, coaching, and program development. She specializes in working with students with complex profiles who may not engage with traditional testing tools or programs. Ms. Challen holds a BA in Psychology and a Minor in Hispanic Studies from The College of William and Mary, along with a Master’s and Certificate of Advanced Graduate Study in Risk and Prevention Counseling from the Harvard Graduate School of Education. She is a member of CEC, DCDT, and COPAA, believing it’s vital for all IEP participants to have accurate information about transition planning. Ms. Challen has also been actively involved in the MA DESE IEP Improvement Project, mentored candidates in UMass Boston’s Transition Leadership Program, and co-authored a chapter in Technology Tools for Students with Autism.

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.

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