Real-life Skills Coaching Alert!

NESCA now has two Occupational Therapists offering in-person, community-based Real-life Skills Coaching in the Newton area. To learn more or book sessions, complete our Inquiry/Intake Form.

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Therapy session image

Finding the Right Therapist for Individuals with ASD

By | NESCA Notes 2024

Therapy session imageBy: Carly Loureiro, MSW, LICSW
Therapist, Executive Function Coach, Parent Coach

Finding the right therapist for individuals diagnosed with Autism Spectrum Disorder (ASD) can be challenging to come by. Finding an appropriate fit has more to do with the therapist’s background, style, and experience than it does with their license type (LICSW, PhD, LMHC, or LPC). As a therapist who specializes in ASD with a background in special education, I have developed a list of general guidelines when searching for an appropriate mental health provider.

  • Their ASD specialty should be visible on their website or profile: Websites or profiles on databases like Psychology Today and Zencare should highlight whether or not a clinician specializes in working with individuals with ASD. Not all, but some of these providers may have the letters CAS (Certified Autism Specialist) next to their name as well. A CAS is a professional who has obtained a certification that demonstrates specialized knowledge and training in working with individuals with ASD. Though this certification isn’t necessary, now you’ll know what it represents if you see it.
  • Schedule a free consultation if offered: If you see an ASD specialty or focus, schedule that introduction call or consultation! Ask the provider about their experience and approach with the population, and see if what is explained resonates with your needs.
  • They emphasize the importance of rapport building: Individuals diagnosed with ASD may struggle to communicate things like their preferences, needs, feelings, emotions, opinions, interests, and humor. An ideal therapist for this population will take the time to learn these unique attributes through a variety of different approaches and integrate them into treatment. This won’t be achieved in the intake or even within a specific number of sessions, but when the client is ready and able to share and open up.
  • They offer a strengths-based approach rooted in self-determination and self-empowerment: Often working with specialists all their lives, folks with ASD are more likely to have low self-esteem due to the amount of professionals who have been working to help them. Therapy should feel completely different from any other service. It should be a safe space where the individual feels in control, practicing self-advocacy as they learn new skills and strategies.
  • There is a family/caregiver component: If the client lives with a caregiver, partner, or other family members, it will be important for the provider to offer family work, if deemed necessary. Oftentimes, communication challenges exist in families and households where one or more members are diagnosed with ASD. By identifying and working through these challenges with a trained professional, life at home can get a whole lot easier.
  • They display flexibility and patience: Timelines and therapeutic frameworks should be approached gently and with curiosity, with an understanding that no two people with ASD are alike. Given this, a provider with a “one size fits all” approach or therapy framework will not be successful with this population. When you book an introduction call, make sure to explore this with the provider to check for flexibility regarding what a treatment plan may look like.

  

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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Julie Weieneth headshot and quote

NESCA Welcomes Julie Weieneth, Ph.D., to its Team

By | NESCA Notes 2025

Julie Weieneth headshot and quoteBy: Jane Hauser
Director of Marketing & Outreach, NESCA

NESCA is excited to welcome Pediatric Neuropsychologist Julie Weieneth, Ph.D., to its Newton, Massachusetts location! Read more about Dr. Weieneth’s past experience, areas of specialization, and what brought her to NESCA as a pediatric neuropsychologist.

 

What drew you to neuropsychology?

Part of what interested me is that I’ve always done and have always enjoyed testing. I did my post-doc at the Developmental Medicine Center at Children’s Hospital Boston and did plenty of testing there. Then, with each subsequent role I was in – whether at a therapeutic school or in a group practice – I was conducting evaluations.

Neuropsychology is a really helpful way to integrate school-based evaluations. If we’re looking at diagnostic clarification, which is one of my areas of interest, that’s what a neuropsychological evaluation and subsequent report can do.

What settings have you worked in previously?

A lot of my background has been as a staff psychologist in therapeutic school settings, including the Manville School and New England Academy for many years, including during Covid.

I then moved on to a group neuropsychology practice so I could better balance my work and life schedules. My own kids were transitioning back to in-person school, and I wanted more flexibility in my schedule to support them as well as the students I evaluate.

What are your specialty areas?

My years in the therapeutic school setting gave me a good understanding of the various challenges students have as well as the complex educational needs that come with supporting them through those challenges.

Taking a step back, my dissertation was on the early development of ADHD, so that is an area that I am very familiar with and still really interested in. I also enjoy working with students with complex presentations, helping to provide diagnostic clarification as well as the kind of supports the individual and family will need to foster their education and development. In addition, I’d say I am also a bit of a generalist, able to work with most children and adolescents who are struggling.

What were you looking for in a new environment?

I am really excited about NESCA being a multidisciplinary practice. I’m looking forward to being part of a team made up of providers from different specialty areas. It will be great to refer children and students to people and providers in-house who I trust for executive function coaching, real-life skills coaching, transition planning, therapy, consultation, and more.

What do you find most rewarding as a neuropsychologist who works with children and adolescents?

I find it particularly rewarding when a student who has struggled with school refusal, meaning they are not actively attending school, is fully back in school and thriving. It’s a great feeling to be part of the team that helps figure out what is  happening for them, and helps direct them to the right resources so they can get back into school. I recently heard from a parent of a student I evaluated, who was really struggling and not engaging in any aspects of their schooling or life overall. They let me know that their child sought out and stuck to the interventions we recommended, and their child is back in school and doing well. That’s what our job is all about.

What do you think are the benefits of working in a group practice?

Sometimes the children we work with have a really hard time during the evaluation process, and we can’t finish all of the testing in the first session. I like having the ability to be flexible with them and bring them back in for another session if necessary. If we rush or force the testing, we will not get accurate results. Being in a group practice – rather than a hospital setting where the flexibility in schedules just isn’t there – allows me, as a neuropsychologist, to meet kids where they are at and get the best data and observations that I can.

Working as part of a group practice allows us to share insights, perspectives, connections, and experiences of the entire team. The cases that we all see are complicated, and sometimes, it’s really helpful to take all the information we have available and consult with those around us. To me, it’s a best practice to consult on cases with others. You gain the perspectives and experiences of others in the practice, and it also helps to develop solid recommendations with specific referrals from other experts in the practice to help a family move forward.

As neuropsychologists, we’ve all had different training and previous work experiences, and this is particularly important when cases are complicated. I’m open to hearing information and feedback from others, especially if I think it’s going to help the family move forward. When you work with a team of experts, it makes our reports so much more meaningful for the families we serve.

What are some of the strategies you employ when you are evaluating a child or adolescent who is struggling during the assessment?

Oh, there are so many. Sometimes, I will use Collaborative Problem Solving techniques. I’ve also had sessions where I have waited children out, offered them rewards, provided lots of nurturing and praise – again just meeting them where they are at. I also involve the parent or caregiver in the sessions if the child needs that support.

I’ve learned through the years how to be comfortable in most situations or settings, and I’m not easily thrown by emotional intensity. I always try to end on a positive note, whether the evaluation was smooth or challenging. If they struggled and needed an extra session, I involve the child in the decision to come back the next day and praise them for everything they accomplished in the initial session. They worked hard and should be positively reinforced for that.

Parents and caregivers come to NESCA for answers. How do you help guide parents and caregivers through the evaluation process?

Just like with children and adolescents, I meet the parents and caregivers where they’re at. And everyone is so different in their own experience when they are exploring or seeking out a neuropsychological evaluation. It may be their first time, and they are afraid, or it could be the sixth neuropsychological evaluation their child has had, and they know the drill. No matter where they are at, you do your best to explain what the process is and inform them about what to expect. I let them know that the whole process is designed to understand an individual’s learning strengths and challenges. I let them know that when I develop the report,  I will write highly personalized recommendations that build on their child’s strengths and how they can help to understand and work through their challenges.

People often say that I have a “matter of fact” way about me. I approach things practically, and I like to share input, feedback, and guidance with parents, caregivers, and students in that way. While I am practical, I am also empathetic and understanding of everyone’s stories.

How important do you think observation of the individual being evaluated is? What can you tell from the observations?

I was trained to pay attention to the observations. What’s behind the numbers is super important. I would never write a report without a lot of behavioral observations and interpretations around what things mean, because that is so critical.

Behavioral observations can provide insight into what comes easy to the students. And even if they have an average score in a particular area, it’s critical to look at how they approached that task. This can be really meaningful in an evaluation and in providing recommendations.

When you are working with students who are complicated, their struggles emerge in many ways beyond what the typical data show. If you just looked at the numbers, you might not see any struggle. Because the tasks are administered in a 1:1 setting, you see how they approach a task, how they complete it, or whether they can complete it. It informs us about things like their working memory and processing speed, and how that may impact them in real-life or educational settings. Children with high variability in their scores can “fall through the cracks” in school. They may appear like they are doing just fine from their grades and other test scores, but they are often dealing with an internal struggle or an uneven profile. The risk in saying they are doing fine is that, as they progress through their education, the struggle often just gets worse.

What have you noticed in the students you’ve evaluated since Covid?

I see a lot more school refusal among students, meaning the students who are not able to attend school or those who may be in school but need to arrive late or leave early on a consistent basis.

In addition, there has been a lot of anxiety, depression, isolation, and those sorts of things. Everything seems to be far more complex than it had been before Covid. And that’s a lot, considering it was already getting more complex before, with social media other stressors.

I’ve also noticed that there’s a lot of anxiety among adults. The parents and caregivers seem to have a heightened sense of anxiety and uncertainty.

How did you work through Covid?

It certainly was challenging, but there were two important silver linings that emerged from that experience. I learned to meditate and get more interested in mindfulness throughout that time. It has been really helpful to me.

Professionally, Covid actually helped me grow and transition from the therapeutic school setting to a group neuropsychology practice. While I loved my roles within schools, I was looking to delve deeper into diagnostic assessment. Doing so also provided me with more flexibility to balance things between my professional and personal lives. So, there were at least two positives that came out of the experience.

 

About the AuthorJulie Weineth headshot

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

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

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

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Welcome 2025 banner with quote from Dr. Ann Helmus

NESCA Welcomes 2025!

By | NESCA Notes 2024

Welcome 2025 banner with quote from Dr. Ann HelmusBy Ann Helmus, Ph.D.
Founder and Director, NESCA

At NESCA, we are thrilled to share how 2025 has gotten off to an incredible start! During the very first week of the year, we had the pleasure of welcoming three new neuropsychologists to the NESCA team. These talented clinicians started their NESCA careers with an intensive week-long training, during which many of our seasoned NESCA clinicians presented on their areas of specialization. This immersive onboarding experience underscored our commitment to professional growth and ensuring that every team member has the tools to provide the highest level of care to our clients.

Adding to the richness of the week, we were joined by a neuropsychologist from Florida, who is considering relocating to Boston to become part of our team. Her perspectives on regional differences in neuropsychological practice, including bilingual evaluations,  added a valuable dimension to our discussions, enhancing the exchange of ideas. All of our new neuropsychologists are mid-career professionals, and the week was characterized by vibrant discussions where everyone learned from each other. This mutual sharing of knowledge exemplifies the collaborative and collegial spirit that makes NESCA a leader in the field of pediatric neuropsychology.

We also had the honor of hosting a special evening for pediatric neuropsychology postdoctoral fellows and interns, aimed at supporting them in their career exploration. Over dinner, these early-career clinicians heard from a panel of four experienced pediatric neuropsychologists working in diverse settings, including hospital-based roles, solo practices, and group practices like NESCA. The panelists shared insights on what drives career satisfaction, how to achieve work-family balance, and considerations around compensation. The discussions were lively and thought-provoking, providing invaluable guidance to those embarking on their careers in pediatric neuropsychology.

At NESCA, our mission goes beyond delivering exceptional neuropsychological evaluations. We are deeply committed to fostering an environment of learning, professional development, and collaboration. Whether it’s through welcoming new team members, creating opportunities for knowledge-sharing, or helping early-career clinicians chart their career paths, we strive to build a professional community that embodies support and excellence.

What I saw unfold and experienced during our training week – from both NESCA’s seasoned clinical staff and our newest additions – gives me immense job satisfaction and gets me out of bed in the morning. While I am no longer seeing clients myself, I am now inspired by creating opportunities for people to learn from each other and exchange ideas; watching people meet and collaborate; and working closely with NESCA’s leadership team to continuously improve NESCA. All these things drive me personally, but, more importantly, lead to better client care.

Here’s to a 2025 filled with growth, connection, and continued dedication to our mission of helping children and families thrive. We look forward to the year ahead and all that we will accomplish together!

 

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.

 

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Girl with Down Syndrome in a job training

Pre-Employment Transition Services (Pre-ETS)

By | NESCA Notes 2024

Girl with Down Syndrome in a job trainingBy: Kelley Challen, Ed.M., CAS
Director of Transition Services, NESCA

Did you know that vocational rehabilitation (VR) agencies are required to provide services to students with disabilities in order to prepare them for future employment?

The Workforce Innovation and Opportunity Act (WIOA), enacted in 2014, mandates Pre-Employment Transition Services (Pre-ETS), which may be provided through VR agencies, contracted community partners, or even schools.

And importantly, Pre-ETS services are available to all students with disabilities, not just those on IEPs.

There are five key components of Pre-ETS:

  1. Job Exploration Counseling: Helps students understand various career options and what is required for different jobs.
  2. Work-Based Learning Experiences: Provides opportunities for students to gain practical, hands-on work experience through internships, job shadowing, or apprenticeships.
  3. Counseling on Post-Secondary Education: Assists students in exploring post-secondary education options, such as college or vocational training, and understanding the necessary steps to achieve their educational goals.
  4. Workplace Readiness Training: Focuses on developing essential skills needed for employment, such as communication, problem-solving, and social skills.
  5. Instruction in Self-Advocacy: Teaches students how to advocate for themselves, including understanding their rights and responsibilities, and how to request accommodations in the workplace or educational settings.

Pre-ETS benefits students in several ways:

  • Enhances students’ understanding of career and education options
  • Provides exposure to real-world work environments
  • Develops essential soft skills required for employment
  • Helps promote confidence and independence
  • Supports a smoother transition from school to adulthood

By participating in Pre-ETS, students with disabilities can better prepare for their future, ensuring they have the skills and knowledge needed to achieve their career and life goals.

If you want more information about Pre-ETS in any state, you can try some of the following steps:

  1. Visit your state VR web site: https://rsa.ed.gov/about/states
  2. Google it! Use key terms like “Pre-Employment Transition Services [state name]”
  3. See if your state department of education or special education agency has information about Pre-ETS on their web site
  4. Ask your local school district

The U.S. Department of Education’s Office of Special Education and Rehabilitative Services recently published guidance with additional information about Vocational Rehabilitation, Pre-ETS, and Transition Services. To download a copy of the guidance, visit: Coordinating-Transition-Services-and-Postsecondary-Access.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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Neuropsychologist observing the behavior of a child being evaluated

The Importance of Behavioral Observations in Neuropsychological Evaluations

By | NESCA Notes 2024

Neuropsychologist observing the behavior of a child being evaluatedBy: Alison Burns, Ph.D.
Pediatric Neuropsychologist, NESCA

Neuropsychological evaluations integrate information collected from multiple sources: (1) history and presenting concerns obtained during clinical interviews with a parent/guardian and the patient, (2) information from a review of records (e.g., past testing reports, school plans, such as IEPs or 504 plans, medical documentation), and (3) neuropsychological and psychological test findings. While these sources of information are important components of an evaluation, behavioral observations are essential to truly understanding a child’s strengths and weaknesses.

Behavioral observations are the qualitative observations made by a clinician that help to understand the child’s unique set of strengths and weaknesses. This includes overall impressions of the child throughout the evaluation process, such as their cooperation level and general attentiveness, their mood/affect and interpersonal skills, any nuances noted in their expressive or receptive language skills, and their fine motor abilities. This provides a “big picture” context to help the interpretation of more specific test findings. For example, if a child appears depressed and, as a result, thinks and completes tasks slowly, this can provide context for test scores which indicate processing speed deficits. In addition, these “big picture” behavioral observations can highlight the daily life impact that results from a weakness. For example, a child may be observed having difficulty opening a food container during a snack break which relates to the fine motor weaknesses seen during direct testing. Lastly, observations during unstructured times (e.g., waiting room behavior, separation from parents, social chit chat in between tasks) can often contribute invaluable information that would otherwise not be elicited from structured standardized testing.

Behavioral observation during testing tasks is necessary to look for any factors that may help elucidate the specific strengths or challenges a child may be experiencing. For example, a child may receive a Low Average score on a “Block Design” task in which they are asked to use blocks to recreate a visual-spatial design within a time limit. However, this Low Average performance could occur for many reasons. First, it could be due to a child having a hard time perceiving the correct angles and shapes within the design, suggesting a visual-spatial deficit. Second, a child may answer all items correctly but had done so after the time limit, suggesting a processing speed weakness. Third, a child may make an error as they rush through each item, suggesting difficulties with attention to detail or impulsivity.

Behavioral observations allow the clinician to identify a child’s unique profile of strengths and weaknesses to a greater specificity, which, in turn, allows for more tailored treatment recommendations. For example, knowing a child has a fine motor weakness that results in difficulty opening food containers could suggest a more specific and targeted treatment goal for a school-based intervention plan or private occupational therapy than simply knowing the child scored below age expectations on a fine motor task. In addition, three children who performed similarly on a block design task would require very different treatment approaches (e.g., visual-spatial accommodations, extended time, attention/impulsivity accommodations). As such, good behavioral observations are the key to a comprehensive evaluation that can provide the most tailored treatment recommendations.

 

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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Rebecca Dautoff headshot and quote

Pediatric & Adult Neuropsychologist Rebecca Dautoff, Psy.D., Joins NESCA

By | NESCA Notes 2024

Rebecca Dautoff headshot and quoteBy: Jane Hauser
Director of Marketing & Outreach, NESCA

You adapt your approach with neuropsychological evaluations for each individual based on their developmental stage. Tell us about that.

With younger kids, it’s a much more interactive experience. Their attention spans are shorter, so they often need a warmer environment that feels less intimidating. Sometimes it’s getting on the ground and playing with them, other times it is starting testing under a table until the individual feels confident enough to sit at a table. I try to make it feel like a collaborative process.

It ultimately comes down to how you connect with someone. I connect very differently with a four-year-old than I do with a 14-year-old or a 20-year-old.

How do you get older adolescents, who may not be eager to be evaluated, to buy-in on engaging in evaluations?

This can be tricky. Usually, we can find a reason that they are comfortable sharing about why they are being evaluated, and I use that to explain what an evaluation can do to help them with that reason or issue. I try to understand what they want to get out of an evaluation and what it will help clear up for them.

Sometimes parents and adolescents are not aligned. Maybe a parent wants their child evaluated because they think that they have ADHD. The individual being evaluated may agree that they are neurodivergent, but may feel like their symptoms align better with Autism than ADHD. We can work with whatever that individual is feeling, even if it’s different from their parents’ concerns. We take the information and feelings from both the parents and adolescents – as well as input from educators and professional providers – and combine that history with the testing data, our observations during the evaluation, and synthesize it all to identify a diagnosis (when applicable). Then we develop highly personalized recommendations for interventions and hope to partner with the family along the way to support both parents and the adolescent.

You conduct neuropsychological evaluations and also projective testing here at NESCA. What is your approach to projective, or psychological testing?

If you’re questioning major psychiatric diagnoses that often feel very scary and are hard to talk about, projective testing can be very useful. It gives us a way to look at someone’s inner world or emotions, especially when they’re unwilling or unable to talk about it directly.

Describe the most challenging but rewarding individuals you’ve evaluated.

I enjoy working with the kids who think differently from their parents. It can be really rewarding to validate their feelings, explain their concerns to their parents and do some psychoeducation for their parents to get the adolescent or young adult and the parents back on the same page. Getting members of a family to understand each other’s perspectives is a really rewarding experience.

I also enjoy working with families who have gone through some kind of really hard experience, perhaps for a long time – whether that’s a traumatic experience or an adoption. And again, the part that I like so much is the feeling of bringing people back together and giving them some hope for the future.

Finally, I like incredibly complicated cases where there isn’t a clear answer – the ones where it’s a bit of a struggle to figure out or, in some instances, you work with a family as part of a longer-term partnership to gradually see a path forward. It’s not always clear-cut. When you can’t immediately clarify all of the pieces, you need to find a path forward for the family to start out on, revisit that path and potentially change or enhance that path. I like knowing that I can be part of someone’s team for the long term, like I’m joining the family and other providers, who are all working for that child. I’m talking about the ones that aren’t one-offs, rather the ones where we can build lasting relationships on behalf of a child.

You’ve worked in private and public schools and at a clinical treatment center. What brought you to NESCA, and how do you feel your past experiences impact your work with NESCA families?

Having lots of different experiences at different places and settings makes it easier for me to connect with a huge variety of people. I’m very rarely uncomfortable or fazed by the families or individuals I work with, their comments, or experiences, because I feel like I’ve heard so much from so many different people throughout my career.

I enjoy working with adolescents and young adults. Since they spend so much time in school, it has been beneficial for me as a clinician to have spent years working in the school setting. You have that perspective on schools – where they spend more waking hours than even at home. I have a good understanding of how schools work and the social dynamics for adolescents in schools. That has been especially useful in my work as a neuropsychologist.

What brought you to NESCA and why?

In my last position, I was in a mostly administrative role, doing a lot of supervision and teaching, which I really liked, but I missed the clinical work.

I was also looking for more exposure to different ways of doing things.

Since NESCA’s Founder and Director Dr. Ann Helmus is such a phenomenal clinician and is so well-known and respected, it felt like a great opportunity to learn from her. I had also trained as an intern with Dr. Miranda Milana, who is in NESCA’s Plainville office, and she talked a lot about the culture, the people, and how great everyone was. She was right! It’s a very supportive environment.

What I’ve found in the several months that I’ve been with NESCA is that the people are very smart here. I remember coming to one of NESCA’s weekly Case Conferences before I had agreed to join and thinking, “Wow, these people certainly know what they’re doing!” I learned something new in that Case Conference that I hadn’t thought about before, even though I had been practicing for years. I thought that was really powerful. NESCA is a group of professionals who truly love what they do and are so passionate about it. It is impressive to see so many people who have different perspectives and experiences come together to be so skilled at what we do. To be quite frank, I have learned a ton since being here and it hasn’t even been that long!

 

About the Author

Dr. Rebecca Dautoff provides comprehensive neuropsychological and psychological (projective) evaluation services for children, adolescents,Headshot of Rebecca Dautoff, Psy.D. and young adults who have complex presentations with a wide range of concerns, including attention deficit disorders, psychiatric disorders, intellectual disabilities, and autism spectrum disorders (ASD). She also values collaboration with families and outside providers to facilitate supports and services that are tailored to each child’s specific needs.

 

If you are interested in booking an appointment for an evaluation with Dr. Dautoff or another NESCA neuropsychologist/clinician, please fill out and submit 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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Perfectly sharpened pencil showing perfectionism

When Perfectionism Is Making Things Imperfect

By | NESCA Notes 2024

Perfectly sharpened pencil showing perfectionismBy: Cynthia Hess, PsyD
Pediatric Neuropsychologist

Perfectionism is a personality trait characterized by setting unrealistically high standards for oneself and striving for flawlessness. It often includes having idealized goals that are unrealistically ambitious. Many factors contribute to the development of perfectionism. Living in a culture that values achievement, especially in academics, sports, or arts, and messaging on social media that amplifies idealized standards have contributed to increased anxiety and perfectionism in vulnerable individuals. While striving for excellence can be a positive motivator, perfectionism often leads to negative consequences such as fear of failure, procrastination, and an inability to cope with setbacks.

Perfectionism in children and adolescents can develop due to a combination of genetic, environmental, and psychological factors. Parents with high expectations may unintentionally display criticism and signal that love and approval are conditional on success. Or they become overly involved, shielding their child from failure, discomfort, or risk, even when age-appropriate, and intervening in conflicts, homework, or responsibilities that the child could reasonably handle themselves. Peer comparison, amplified by social media, may also contribute to perfectionism, causing children to feel they must meet unrealistic standards to fit in. Moreover, some children may have a natural predisposition toward conscientiousness, making them more vulnerable to developing perfectionism. They may also have a heightened sensitivity to failure or a strong desire for structure and predictability, leading to perfectionistic tendencies.

While perfectionism can foster determination, high standards, and resiliency, it becomes problematic when the young person experiences adverse effects, such as an unusually intense fear of making mistakes, leading to procrastination or over-checking, rigid thinking, and an overwhelming desire for control, predictability, and the avoidance of uncertainty. The individual may over-commit to activities or struggle with feelings of inadequacy despite their achievements. Perfectionism and anxiety are closely linked, as the drive to achieve flawlessness or meet impossibly high standards is often fueled by fear and worry. Additionally, perfectionism is associated with an increased risk of obsessive-compulsive disorder, depression, and stress.

Intervening to address perfectionism in children is crucial when it begins to negatively impact their well-being, hindering rather than supporting their growth and development. Look for signs such as excessive self-criticism, procrastination stemming from fear of failure, rigid adherence to rules, an inability to tolerate mistakes or overwhelming anxiety related to performance. Intervention should focus on fostering a growth mindset, emphasizing effort and progress over outcome. Encourage self-compassion by helping the child understand that mistakes are inevitable and valuable learning opportunities. Collaborate with them to set realistic and flexible goals, breaking down large tasks into smaller, manageable steps. Parents and educators play a vital role in creating supportive environments that value learning and resilience, praising effort and persistence rather than solely focusing on achievement. If perfectionism significantly impacts the child’s daily life or mental health, a thorough evaluation and professional guidance from a therapist or counselor is recommended. Early intervention and a supportive, understanding approach can empower children to navigate challenges, embrace imperfections, and develop a healthier relationship with achievement.

 

About the Author

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

 

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

 

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

 

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Leah Weinberg headshot and quote

NESCA Adds Pediatric Neuropsychologist Leah Weinberg, Ph.D. to its Team

By | NESCA Notes 2024

Leah Weinberg headshot and quoteBy: Jane Hauser
Director of Marketing & Outreach, NESCA

NESCA is pleased to welcome Dr. Leah Weinberg to its team of expert neuropsychologists. Learn more about her professional experiences and what she hopes to bring to NESCA and the families it serves. 

Tell us about your career path and what made you get into neuropsychology.

My path to neuropsychology was not a direct one. My initial field of interest was in school psychology, a discipline that focuses on the mental health, behavioral, and academic needs of students within the school setting. The program I went to at Fordham University had a focus on testing, but also offered very strong consultation and counseling components. That’s how I got into psychology, broadly speaking. I did my internship at and worked as a school psychologist in a large private school for different age groups. During that time, I worked in early childhood, elementary, and in high school grades. As a school psychologist, I engaged in psychoeducational assessment, provided direct therapeutic support to students, and collaborated closely with educators, parents, and administrators to promote positive student outcomes.

And as a side job during and after graduate school, I dipped my toes into some teaching – assistant teaching, regular classroom instruction, some special education settings, and school counseling, primarily with middle to high schoolers. From there, I got into neuropsychology, which brought together my love of testing and helping children/students – and by extension, their families – by helping to figure out what is going on and how to direct them to the appropriate intervention(s).

I was a post-doctoral fellow at a group practice in the greater Boston area and stayed with them as a pediatric neuropsychologist for a total of 10 years.

What are your areas of expertise in evaluating students?

As far as ages go, I like to work with individuals from age six through the college years or into young adulthood. Regarding the profiles of students I evaluate, I have experience in a little bit of everything, but largely focus on children with executive function and attention deficits. I also evaluate for learning disabilities, including reading, math, and writing challenges, nonverbal learning disability, as well as children with concerns of various types of anxiety, depression, or mood issues. I also see a lot of children with emotional regulation issues, presenting as emotional outbursts, behavioral outbursts, meltdowns, or ADHD-type symptoms.

It’s really interesting to me to determine the cause of the various forms of regulation challenges. It may stem from being born prematurely or could also be related to a disorder or disability. The behaviors that children with regulation challenges exhibit may look similar from one child to another, but no two children are the same. The root cause is unique within each child or individual.

I really enjoy working with these kids and helping their parents or caregivers understand what’s going on with them. It’s often mind-blowing to see their parents or caregivers finally understand that there is a reason behind the difficult behaviors and that they have a chance to support them. You can watch them start to connect the dots or see things start to make more sense to them. It’s like pulling the veil off of something that looks and feels very complex, but through evaluation, we are giving them a path to go down to support the child and mitigate the challenges. This is why I love my job. I can provide clarity to parents and other providers. And with that clarity, we can empower them to seek appropriate and tailored care and support for their child.

What were you looking for in choosing to join the NESCA team?

I was hoping for a more supportive and collaborative environment and with a strong peer group. I wanted to be in a setting surrounded by colleagues who love their jobs as much as I do and who can work well together and independently.

I am hoping to nurture the relationships I have with the families I work with and also with my colleagues. From what I’ve experienced, NESCA is a supportive environment that will assist me in doing my job through its collaborative, enriching peer group, and that benefits the families we serve and strengthens our skills as neuropsychologists. I love learning from the different perspectives, experiences, and insights into schools, providers, and interventions we recommend.

What do you tell parents or caregivers who are hesitant to have their child evaluated?

Often, parents are setting out trying to find answers for their child’s struggles, maybe for the first time. Very frequently, they are unsure of the process and what it all means. They are worried about their child getting a label, what the implications of having a label will be  and for how long their child will carry this. They are scared of what they don’t know. Those who have been seeking answers for quite some time may be skeptical that a neuropsychological evaluation won’t deliver the answers they are desperate for.

Parents and caregivers exploring whether to get a neuropsychological evaluation carry a lot of fear, and rightfully so. In my role, I try to put myself in their shoes. They feel as if they are putting their child under a microscope and are unsure and afraid of what we will find. I keep their journey or experiences, which are often frustrating and tumultuous, in mind and educate them about the different ways in which a neuropsychological evaluation can be beneficial. For example, beyond assisting the family in understanding their child’s strengths and weaknesses in a thorough fashion, a diagnostic label may just be the key to giving their child (and them) some relief from their struggles. With a diagnostic label, they may finally access the services needed to help their child realize their full potential as a student, friend, or community member. Our goal is always to make things better for the child.

What have you been seeing in children, teens, and young adults since Covid hit?

I am seeing more emotionally driven scenarios, stemming from the increase in anxiety. I am also seeing kids with more of a mood component to their profiles. In addition, we are seeing an increase in learning disabilities alongside that mood piece. In many cases, it is more difficult to distinguish what exactly is the root cause of the challenges, whether each issue they have exists independently of or is part of another disorder, or which of the issues they are experiencing is at the forefront of the challenges. We also are seeing younger students taking much more time to learn to develop their academic skills, such as reading. Since Covid, there have been more cases involving questions about gender identity

We are also seeing a large population of students who are struggling with those important developmental and educational transitions, such as with the jump from elementary school to middle school and middle school to high school. The time that should have been dedicated to preparing students for these types of milestones was wildly disrupted. These students were left struggling to navigate so much on their own – things like how to work with multiple teachers, how to get around in a new environment and with a different schedule than they were used to. Their transitional preparation was essentially bypassed and children were required to carry out their education in developmentally unsuitable ways that they were not prepared for.

Finally, schools scaled down the level of work so much during Covid, which made it more challenging for the students when they came back to school. Since being back in the school setting, their demands were raised back up. It’s been difficult  for students and families to rebound, especially if there is some kind of identified need or challenge with the student. We’re still very much dealing with the ramifications of these shifts.

 

About the Author

Dr. Leah Weinberg specializes in the assessment of school-aged children and adolescents with a wide range of concerns including development disorders, such as Autism spectrum disorder, learning disabilities (e.g. dyslexia, dysgraphia), language-based learning difficulties, Attention Deficit Hyperactivity Disorder (ADHD), Nonverbal Learning Disability (NVLD), and executive functioning disorders (e.g. slow processing speed). She also has experience in working with individuals with psychiatric difficulties, such as anxiety, mood disorders (e.g. depression), and behavioral disorders. Dr. Weinberg has expertise in working with children with complex profiles or multiple areas of strength and weakness that cannot be encapsulated by a single diagnosis. Dr. Weinberg is passionate about helping families better understand their child’s neuropsychological profile and the impact it may be having on their behavior or functioning in order to best support them in all areas of their life.

 

If you are interested in booking an appointment for an evaluation with Dr. Weinberg or another NESCA neuropsychologist/clinician, please fill out and submit 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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Sean O'Brien headshot and quote

Introducing Pediatric Neuropsychologist Sean Hyde O’Brien, Psy.D., ABPdN

By | NESCA Notes 2024

Sean O'Brien headshot and quoteBy: Jane Hauser
Director of Marketing & Outreach, NESCA

NESCA is excited to welcome Sean Hyde O’Brien, Psy.D., ABPdN, to our team, conducting evaluations in the Newton, Massachusetts office! My interview with Dr. O’Brien offers an opportunity for readers to get to know him, his professional background, experiences and expertise, and his approach to working with children, adolescents, and young adults as a pediatric neuropsychologist.

You covered a broad swath of academic, emotional, and developmental challenges in your career as a pediatric neuropsychologist. Tell us more about that.

I think I’m a good generalist as far as pediatric neuropsychology goes, covering a lot of the high-incidence disorders, like ADHD, autism spectrum disorder, and learning disorders, but there are a couple groups that I really like working with.

What are the groups of children or students you find the most interesting?

I really like kids that are on the high functioning end of the autism spectrum, so I did one of my post-doctoral years at McLean at the Center for Neurointegrative Services, which is a DOE-approved special education school for kids who used to have what was called Asperger’s Disorder, which is now part of the ASD diagnosis. I got to spend a lot of time honing my assessment skills, but also spending quality time getting to know this group of students. They have a special place in my heart.

Another area I enjoy is working with children who came from other countries and may have moved because of war, famine, or simply for better opportunities for their families. They often come to this new country, perhaps not with the best English skills, and a lot of complex developmental and psychiatric challenges. Teasing all of those components apart and helping them acclimate to a new school, culture, and world has been interesting to me.

It takes a lot of thinking on your feet from an assessment standpoint to work with this population. For example, when you evaluate a child who speaks Russian and has only been learning English for six months, you’re not going to be able to do your standard battery of tests to figure out what their cognitive functioning is like. You have to think creatively and find ways to work slightly outside the domain of standard evaluation procedures. I’ve learned so much being with them, watching, and observing them in different settings, and, of course, getting the information from multiple sources, like teachers and parents. Those kids along with those who come from other countries through adoption are the most challenging, but also probably the most rewarding to me.

My wife and I were both adopted, so I come from a family of people who know and are part of the adoption community. I did a lot of research and clinical work involving international adoption. I love working with children who are coming from China, India, Korea, or domestically and their adoptive parents who are trying to figure out how to best support them with the range of strengths and weaknesses that they might have. These are also some of the kids who stick out to me.

Why did you come to NESCA?

I was looking for a change. I’ve been a partner in a private practice that we built from scratch for about 15 years, handling all of the many aspects of running a small business and evaluating students. I felt that the operational and clinical duties became too time-consuming to have a healthy work-life balance. I decided that it was time for a recalibration that would allow me to continue to evaluate children, but not have to stress over all of the other time-consuming operational details.

Throughout my career, I’ve had many NESCA reports come across my desk. They were very well done, and the practice has an incredible reputation. I met with NESCA’s founder and I knew it was the right place. She values the same things that I value – collegiality, warmth, and child-centric care. I was looking for a place where I could do good work and do it in a way that feels good at the end of the day. I found that in NESCA.

What do you feel you can contribute to NESCA families and staff?

The feedback I received over the years is that my ability to connect with children makes me an ally to them, especially those who may be a little resistant to the process. Some kids come in and are scared or angry that they have to be there for an evaluation. I always find a way to let them know this is in their best interest. I will explain what an evaluation will do for them in the end and that I want to work with them to figure out their “operating system” to make life work better for them. Families feel that I’m warm, approachable, and just a nice guy. I make sure that the individuals I evaluate don’t see me as Dr. O’Brien – I’m just Sean, and I’m a “learning detective,” of sorts, who helps figure out what’s going on with them.

I’ve had a number of students who I’ve seen three or so times over the course of the past 15 years. They may have come to me as a struggling six- or seven-year-old and are now in college. It’s the long-term relationships and knowing that the work I did, or that we did together, changed their developmental trajectory and helped them start to feel better about themselves as a learner and/or a person. That’s the piece that keeps me loving the work that I do and feeling young, fresh, and energized. I couldn’t ask for a better job.

What are your thoughts on the field of neuropsychology overall?

We’re a field that is a mixture of art and science. We are students of the brain; not experts, and we are all still learning about how the brain works. That is continuously being questioned, refuted, and remodeled. Since I first started studying neuroanatomy, we have come so far and yet we still know so little.

We can’t become rigid or complacent in the evaluation of children, adolescents, or adults, because that will be the biggest disservice we can give to our clients. We have to always be learning and evolving. Using antiquated models, not being open to new tests or new ways of thinking about things will not help anyone. I have the feeling I will learn a lot of new, creative, proven approaches while I am at NESCA, and that is very exciting to me.

I don’t think you get that kind of ongoing learning and exposure to innovative ways of doing things in many places. Often, neuropsychologists have to go outside of their practices to get that kind of knowledge from colleagues. Having that built in here at NESCA is something I am excited about.

 

About the AuthorHeadshot of Sean Hyde O'Brien

Dr. Sean Hyde O’Brien has been providing comprehensive neuropsychological evaluations in the Greater Boston area since 2006. He specializes in the assessment of children and adolescents who present with a wide range of developmental conditions, such as  Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder (reading, writing, math), Intellectual Disability, and Autism Spectrum Disorder; as well as children whose cognitive functioning has been impacted by medical, psychiatric, and genetic conditions. He also has extensive experience working with children who were adopted both domestically and internationally.

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

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

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Someone moving freely, symbolizing transition

Five Good Reasons to Choose NESCA for Transition Assessment and Services

By | NESCA Notes 2024

Someone moving freely, symbolizing transitionBy: Kelley Challen, Ed.M., CAS
Director of Transition Services, NESCA

  1. Expert Clinicians with Specialized Training
    Our team of transition specialists brings decades of experience supporting teens and young adults with a wide range of needs, from mild to complex. As Director of Transition Services, I have closely trained and supervised each of our specialists. Together, we have multidisciplinary expertise spanning guidance counseling, school psychology, special education, occupational therapy, and vocational rehabilitation counseling. This breadth of knowledge allows us to deeply understand each student’s needs as they relate to postsecondary living, learning, training, and working. Additionally, our team collaborates with NESCA’s neuropsychologists and other expert clinicians, ensuring every assessment is thorough, individualized, and aligned with best practices.
  2. Comprehensive, Individualized Approach
    We believe transition planning should be as unique as each student we serve. Assessment at NESCA always begins with a thorough intake and record review to build a complete picture of the student’s known abilities and areas of need—and an understanding of what must be uncovered through the evaluation process. We combine formal and informal tools, functional evaluations, and input from students, families, schools, and other providers. We also offer situational assessments in school, home, and community environments. This comprehensive approach ensures we uncover meaningful goals and develop actionable strategies to support postsecondary success.
  3. Clear, Comprehensive Recommendations
    Transition assessments lay the foundation for effective transition planning and IEP services. NESCA’s evaluations clearly identify measurable postsecondary goals in the required areas of living, learning and/or training, and employment. We take the time to uncover students’ strengths, preferences, and interests while providing tailored recommendations for the instruction, services, community experiences, and progress monitoring needed to progress toward their goals. Our expertise extends to essential areas, such as planning for age of majority, course of study, and graduation timelines, and we always fully adhere to special education guidelines as independent evaluators.
  4. A Culture of Collaboration and Support
    Collaboration is at the heart of NESCA’s approach. Our clinicians meet regularly to share insights and strategies, ensuring every evaluation reflects our collective expertise. We also maintain strong connections with schools, agencies, and community resources, providing families with actionable plans and ongoing guidance. Transition planning requires teamwork, and we want to be active members of our students’ teams. We’re here to support schools and families, whether through team meetings, follow-up evaluations, ongoing coaching, or consultations at key points in a student’s journey.
  5. Empowering Youth, Families, and Schools
    At NESCA, we prioritize the student’s voice. We empower students to foster self-determination, independence, and confidence as they prepare for the future. We also recognize the critical roles of families and educators in the process, ensuring their perspectives are included and valued. NESCA’s transition assessments provide not just a roadmap but the tools, understanding, and collaboration needed to move forward with purpose.

 

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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