NESCA has unexpected availability for Neuropsychological Evaluations and ASD Diagnostic Clinic assessments in the Plainville, MA office in the next several weeks! Our expert pediatric neuropsychologists in Plainville specialize in children ages 18 months to 26 years, with attentional, communication, learning, or developmental differences, including those with a history or signs of ADHD, ASD, Intellectual Disability, and complex medical histories. To book an evaluation or inquire about our services in Plainville (approx.45 minutes from NESCA Newton), complete our Intake Form.

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

By | Nesca Notes 2023

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

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

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

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

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

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

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

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

References for these statistics can be found here.

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

How can I learn more about planning a gap year?

Seek guidance from your school counselor.

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

Check out some of the following Articles/Videos:

Visit the web sites below:

Listen to a Podcast

Read a Book

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

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

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

 

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

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

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

Age of Majority: Preparing Students to Make Special Education Decisions as Adults

By | Nesca Notes 2023

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

One of the exciting aspects of being a transition specialist who evaluates and provides consultation to students and schools across the country is that transition services are dictated by the Individuals with Disabilities Education Act (IDEA 2004), a federal law. Students have similar rights across all 50 states regarding how their IEPs must prepare them for postsecondary learning, living, and employment experiences. However, there are additional rights and responsibilities related to special education that are dictated by state laws and regulations. Age of Majority and the Transfer of Rights to students is one of these issues that varies from state to state.

At the Age of Majority, or the age of legal adulthood, in each state, young adults are granted certain legal rights (e.g., voting, marrying, opening a credit card, signing contracts). Each state determines which rights will transfer to young adults within their state. IDEA 2004 gives states the right to transfer educational decision-making rights to students who have reached the Age of Majority—this means that all of the educational rights previously accorded to parents/guardians may transfer directly to the student. The Age of Majority is 18 in most, but not all, states.

In states that transfer educational rights at the Age of Majority, school districts are required to provide notice to parents and students ahead of time so that families are not surprised that the parents’ rights will transfer to the student. Additionally, at least one year before the student reaches the Age of Majority, the student’s Individualized Education Program (IEP) needs to include a statement indicating that the student was informed of their rights under IDEA.

There are exceptions to the Transfer of Rights when a student has been determined to be “incompetent” under state law—this often involves a parent/guardian taking partial or complete guardianship of the student. Students may alternatively have a Power of Attorney drawn up so that a parent can continue to represent their educational interests. States may also have their own processes for electing decision-making when the student reaches the Age of Majority. For example, in Massachusetts, students who have turned 18 are presented with a choice to take over decision-making, share decision-making with a parent or other willing adult, or delegate decision making to their parent or another willing third party; They sign a document indicating their elected choice on or after their 18th birthday.

There are many educational rights that a student may assume when they reach the Age of Majority. Some of these include receiving notice of IEP meetings, consenting to evaluation, placement, and/or an IEP, deciding to drop out of school, or deciding to accept a diploma and end eligibility for transition services. Parents and professionals can help students prepare for the Age of Majority and Transfer of Rights ahead of time. Pacer’s National Parent Center on Transition and Employment has put together a handout with tips for doing this important work. Some of the tips are included within my longer list of preparatory activities below:

  1. Start building choice-making and decision-making skills as young as possible.
  2. Teach students about the IEP process in elementary or middle school.
  3. Encourage students to observe and participate in IEP meetings.
  4. Allow students to invite preferred educators, family members, and community members to IEP meetings for support.
  5. Role-play IEP meetings prior to participation.
  6. Begin talking about Transfer of Rights when students first begin attending IEP meetings.
  7. Prior to reaching the Age of Majority, talk about how the student thinks they will want to make decisions across areas of life—What decisions do you want to make totally alone? What decisions do you want to make in collaboration with others? What decisions do you want other people to make for you?
  8. Help students to develop good working relationships with school personnel and team members.
  9. Stay involved in the IEP process even after a child reaches the Age of Majority—but allow the student to be the primary participant in the development of their IEP.

If you suspect that your child will not be competent to handle educational decision-making, it will be important to consult with clinical and legal experts well in advance of your child reaching the Age of Majority. It is also important to keep your IEP team informed regarding any legal proceedings or arrangements that may impact educational decision-making. However, many students who are not competent to manage complex medical or financial decisions can still be strong participants in their educational processes and transition services. For tools that you can use to help educate students regarding the IEP process, please check out the video and document resources from imdetermined.org. For tools that you can use to explore decision-making and supported decision-making as students approach adulthood, please review these resources from Charting The Lifecourse.

 

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

 

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

Ready for Summer?

By | NESCA Notes 2022

By: Tabitha Monahan, M.A., CAGS, CRC
NESCA Transition Specialist/Counselor

It may seem an odd time to start thinking about summer plans with so much snow on the ground, but spring is less than 45 days away, and summer will be here before we know it! NESCA offers various coaching and counseling services, from executive function and real-life skills coaching to transition counseling and career counseling for high school students and young adults who are looking for support in determining their next steps. This summer, NESCA will also be offering two transition programs from July 11th-August 11th. Each program will meet for two hours twice a week.

 

It can be challenging for many of our teens and young adults to fit transition skills into their school day schedule. Additionally, most students benefit and require repeated opportunities to build skill mastery and generalize the skills across settings. NESCA’s summer transition programs are designed to fulfill that need. Program participants will be guided through interactive and engaging lessons with 3-8 peers to develop a detailed postsecondary vision plan that incorporates all aspects of adult life (i.e., education/training; employment; independent living; social, recreation, and leisure; and community engagement).

 

The College Transition: How, When, and What to Prepare program focuses on connecting strengths and interests to college majors and potential post-college careers. This program is an excellent fit for high school students who plan to attend a 2-year or 4-year program immediately after finishing 12th grade.

 

The Postsecondary Options Leading to Adulthood program focuses on exploring various postsecondary options and is an ideal fit for students who plan to attend non-traditional college programing, post-12th grade transition programs, or are still exploring/undecided about their next steps.

For questions, more information, or to obtain the Intake Form for either of the Summer Transition Planning Programs, please contact:

Crystal Jean

cjean@nesca-newton.com

617-658-9818

About NESCA’s Summer Transition Planning Programs

NESCA’s Postsecondary Transition Specialist and Counselor Tabitha Monahan, MA, CAGS, CRC, will be leading both summer transition courses.

College Transition: How, When and What to Prepare

Who: Students who are considering going directly to a 2-year or 4-year college after leaving public education

When: Mondays and Wednesdays from 2:00 to 4:00PM ET between July 11 and August 10, 2022

Where: NESCA’s offices @ 55 Chapel Street, Newton, MA

Participants Will:

    • Learn how to connect skills to college majors and potential post-college careers
    • Understand the differences between high school and college accommodations
    • Understand their current accommodations, explore those they use most and identify the most beneficial ones for success in college
    • Create a list of priorities when researching colleges; create a document to help conduct college research and when attending college tours

Postsecondary Options Leading to Adulthood


Who: Students who plan to attend non-traditional college programming, training programs, or receive employment/day service supports after leaving public education or are still exploring/undecided about their next steps after completing 12th grade

When: Tuesdays and Thursdays from 2:00 to 4:00PM ET between July 12 and August 11, 2022

Where: NESCA’s offices @ 55 Chapel Street, Newton, MA

Participants Will:

    • Explore postsecondary options other than college (i.e., MAICEI, Job Corps, certificate programs, MRC and DDS programs, other resources, etc.)
    • Work through strengths and challenges with more emphasis on general job skills and independent living skills
    • Learn about transferable skills and how skill-building at school, home, and in the community connects with success
    • Discuss resume development and learn about different resume formats
    • Understand why contacts are important
    • Learn about reasonable accommodations in the workplace and rights to request accommodations
    • Talk through how and when to disclose a diagnosis(es)

 

About the Author

Tabitha Monahan, M.A., CAGS, CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

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

 

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

 

Assessing Work Motivation and Values

By | NESCA Notes 2021

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

Over the past few months, my colleague Tabitha Monahan and I have dedicated several of our blog entries to vocational assessment as a critical tool for helping students learn about employment and set career goals for themselves. Previous blogs have provided an overview of vocational assessment as well as an in depth look at career interest inventories, vocational aptitude testing, and real-life experiences, such as informational interviews and job shadows. However, there is another type of vocational assessment that we have not yet discussed that can be an invaluable tool for helping students to learn about their “vocational selves” and ultimately choosing occupations that are a good fit—a work motivation or work value assessment.

Work motivations or values are the qualities, principles, or standards that really matter to a person as a worker. Essentially, if you are going to get out of bed every day and go to a job, what are the characteristics that your job needs to have in order for you to feel that going to work is worthwhile? Certainly, money can be an important characteristic of a job, but is that more important to you than helping others, creativity, or recognition? Each of us has a different set of values that will drive us to make choices and take action in our lives, and having an occupation that satisfies those values is just as important as having a job that aligns with our interests and skills.

Similar to career interest inventories, work motivation and value assessments come in many shapes and sizes, some formal (e.g., lengthy and standardized) and some informal (e.g., short checklists or rating scales). Also, similar to career interest inventories, it can be helpful to administer or self-administer more than one of these assessment tools to get a sense of how clear one’s work motivations and values are (i.e., how often an individual responds to assessments with a similar pattern of expressed values). Additionally, it is recommended that students not just take assessments, but that educators and career counselors engage students in qualitative conversations about their results so that students have the opportunity to clarify their values as well as more quantitative exercises, such as comparing work values with career interests.

While there are many different work motivation and value classification systems, I’m choosing to highlight the four work motive categories and eight value constructs from one of my favorite assessment tools, the Work Motivation Scale below.

Fulfillment Motives: The need for work that provides the individual with opportunities to reach their maximum potential. Creativity, curiosity, foresight, and competence are attributes that are often observed in individuals with high fulfillment motives. Fulfillment motives are comprised of the following work value constructs:

  • Success Orientation: Individuals scoring high on this construct are motivated toward accomplishing career goals and reaching their full potential through their work. Passionate about their work, they are willing to endure periods of hardship to be successful.
  • Mission Orientation: Individuals scoring high on this construct are oriented toward seeing the big picture and tend to be less concerned with details. Goal directed, they recognize how their current work fits into and contributes to the overall direction of the organization.

Self-Esteem Motives: The need for achievement, responsibility, and challenging and meaningful work tasks. Links between leadership and achievement are usually present for individuals with high self-esteem motives. Self-esteem motives are comprised of the following work value constructs:

  • Managing Others: Individuals scoring high on this construct value opportunities to direct and supervise the work of others. They willingly take responsibility for worker  performance and the productivity of a work unit, department, or work function.
  • Task Orientation: Individuals scoring high on this construct are oriented toward completing tasks. Planning their work, making the most of resources, and maintaining their focus are important to them. They may hesitate to perform functions outside of those tied to a specific job description.

Affiliation Motives: The need for the acceptance and support of coworkers and supervisors. Cooperation and collaboration toward meeting work goals are sought by individuals with high affiliation motives. Affiliation motives are comprised of the following work value constructs:

  • Supervisor Relations: Individuals scoring high on this construct feel that cooperating with and relating to their supervisor are important. They strive to meet their supervisor’s expectations and highly appreciate their supervisor’s recognition and support.
  • Coworker Relations: Individuals scoring high on this construct feel that relating to peers is important. They prefer to be actively involved in employee related organizations at work and outside of work. They highly value collaboration and teamwork.

Survival and Safety Motives: The need for employment with an adequate livable wage and a safe and secure work environment. The need for favorable benefits packages is also valued by individuals with high survival and safety motives. Survival and safety motives are comprised of the following work value constructs:

  • Working Conditions: Individuals scoring high on this construct believe that a good work environment and creature comforts (climate control, privacy, adequate lighting) are important. They value having the materials, equipment, and resources to do their work effectively and efficiently.
  • Earnings and Benefits: Individuals scoring high on this construct value salary, raises, health insurance plans, pensions, and retirement planning. Vacation, sick leave, personal days, and family leave policy are important considerations in their employment choices as well.

Definitions provided by/taken from the Work Motivation Scale Administrator’s Guide.

Understanding which of these constructs and categories matter most to a student, and a student understanding this about themselves, can have a huge impact on helping a young person to find fulfilling work.

To read more about vocational assessment, check out the following blog entries:

For more information about vocation assessment and transition assessment at NESCA, visit our transition services page and our transition FAQs.

 

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

 

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

Career Counseling at NESCA

By | NESCA Notes 2021

By: Tabitha Monahan, M.A., CRC
NESCA Transition Specialist/Counselor

Career Counseling is a fluid process that typically occurs throughout a person’s lifetime. It begins when children are young and learning about different jobs that their family members have and what they see on television. As children get older, more pieces get added to that initial exploration.

What does Career Counseling through NESCA look like? It can be broken down into three distinct categories. Still, students and young adults frequently jump back and forth between the categories several times throughout the process. Today’s blog focuses on discussing these categories in a little more detail.

Who am I?

Each case begins with an initial interview with the client to learn more about them, their interests, goals for the future, and goals they wish to achieve in counseling. Often formal assessment measures are given to discover the client’s areas of interest and aptitude. We will then explore those results and connect them to their stated goal. Sometimes the results align well with the person’s initially stated goal; frequently, this is an eye-opening experience. Depending on the client’s needs and goals, additional formal and informal exploration activities will be completed to allow the client to build further understanding about who they are as a learner, worker, and what motivates them.

Exploration

Career Counseling at NESCA is a data-driven process. Whether the data is from formal or informal measures, the client is guided through and assisted in understanding who they are and how that can connect to a happy and successful career. At this stage, clients will be assisted in exploring careers of interest that they have identified and learn about the careers in more detail, such as learning education requirements, typical job tasks, and how their strengths and areas of challenge will affect their potential success in the identified jobs. Additional skills worked on will include writing resumes and cover letters, interview preparation, and identifying possible reasonable accommodations and disclosure. If appropriate, informational interviews and job shadowing opportunities will be explored.

Moving forward

Once a client has learned the type of work they would like and understands foundational work skills, the next step they will take with the career counselor is to start the job search. In a systematic fashion, clients will be supported in finding available openings, applying for specific jobs, customizing cover letters and resumes for individual jobs, and pre-interview preparation. Additionally, goal setting, time and task management, and other employment success skills are explored during this process.

Continued success

Once a client has successfully been hired for a position, many continue their work with a career counselor. Typically, sessions decrease after a person becomes employed, but it is recommended that follow-up meetings occur at 1-week, 1-month, and 3-months post-employment to check in and problem solve any areas of concern that arise. Clients are encouraged to reach out before these times if an issue occurs to assist in finding a solution before the problem affects their employment.

Who is a good fit for Career Counseling at NESCA?

  • High school students who are not sure of what they want to do after high school and have a hard time developing their vision for their future (whether in creating their IEP vision or in general).
  • High school or college students who do not know what major to pick as they do not know the type of work they want to do after college.
  • Recent college graduates who need support in their job search and interview preparation.
  • Young adults who are looking to figure out their next employment steps or have had difficulty remaining employed once hired.

While the above is a general idea of what a Career Counseling client can expect, each person’s journey through the process is unique. For an in-depth conversation on how Career Counseling at NESCA may support you or your child in meeting their career goals, please fill out our intake form or call our main office at 617.658.9800. Services are currently being offered remotely, with limited in-person services starting this fall.

 

About the Author

Tabitha Monahan, M.A., CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

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

 

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

 

Vocational Aptitude Testing

By | NESCA Notes 2021

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

Over the past month, my colleague Tabitha Monahan and I have been dedicating our blog entries to vocational assessment as a critical tool for helping students learn about employment and set career goals for themselves. Previous blogs have provided an overview of vocational assessment as well as an in depth look at career interest inventories and real-life experiences, such as informational interviews and job shadows. Many of these tools provide opportunities for students to learn more about the world of work and types of jobs that match with their interests and things that they know they like. Today, I am going to share information about a different type of assessment, vocational aptitude testing.

It is not uncommon for middle and high school students to have job aspirations that do not fully align with their physical and cognitive strengths or even their general preferences for daily work (e.g., being seated, indoors, casually dressed, etc.). When you have had very little exposure to employment and you spend most of your time in a structured educational environment, it is hard to picture yourself as a worker and fully appreciate the skills, knowledge, education, abilities, and experience needed for a particular job. Vocational aptitude testing is formal testing of a set of abilities known to impact an individual’s potential for success and satisfaction in a variety of occupations.

Similar to intelligence or cognitive assessment tools, vocational aptitude tests vary in format, activities, and the defined abilities or factors that are tested. For instance, at NESCA three of the most common vocational aptitude tests we use are quite different from one another—an online computer-based assessment tool that is designed for self-administration, a paper-based assessment tool that is formally administered in an office or classroom with both a test booklet and scantron answer sheets, and a functional hands-on set of performance activities that simulate actual work activities (e.g., sorting mail by zip code, alphabetizing post cards, assembling pipes, tightening screws, etc.). However, most vocational aptitude tests include tests designed to evaluate the following aptitude factors (i.e., abilities):

Verbal Aptitude – The ability to understand and use words effectively, to comprehend verbal concepts and language, and to express ideas clearly in words. People who score highly generally do well in school, particularly in subjects where verbal concepts are important.

Numerical Aptitude – The ability to do arithmetic and other numerical computations quickly and accurately. People who score highly on this aptitude may do well in such school subjects as math and physics.

Spatial Aptitude – The ability to visualize two-dimensional objects in three-dimensional space, and to mentally manipulate objects through different spatial orientations. People who get high scores have the aptitude to perform well in school subjects and work involving drafting, art, architecture, clothes designing, and so on.

Perceptual Aptitude – The ability to compare and discriminate words, numbers, symbols, or other graphic material to see if slight differences exist between them. People who score highly in this area should do well in proofreading, copyediting, and nonverbal tasks that require attention to detail and rapid visual discriminations.

Manual Dexterity – The ability to coordinate eye and hand movements and perform manual tasks rapidly and accurately. High scores indicate the ability to manipulate tools and objects with speed and precision.

General Ability – The ability to learn and achieve in training or academic situations. People who get high scores “catch on” quickly in new situations, and are proficient in making judgments and in grasping underlying principles and solving problems. (This is often computed through summing or averaging an individual’s verbal and numerical aptitudes.)

Definitions provided by/taken from the Occupational Aptitude Survey and Interest Schedule Aptitude Survey (OASIS-3: AS) Examiner’s Manual.

If a student has participated in other kinds of standardized testing over time, especially intelligence testing and occupational therapy testing, it is likely that quite a bit of information is already known regarding the students’ aptitudes for employment. However, there are many vocational aptitude tests that are bundled with interest inventory tests, enabling a quick and clear comparison of the student’s vocational aptitudes and interests. For example, the OASIS-3 Aptitude Survey mentioned above is part of a testing kit that includes the OASIS-3 Interest Schedule and an Interpretation Workbook for easily comparing jobs within a student’s interest areas with their current career abilities.

Career aptitude testing can give a student a clear sense of their relative strengths and areas of challenge as well as a sense of how their current abilities compare with the abilities required for jobs of interest. However, it is important to caution that career aptitude testing does not predict the kind of work that a student should do. Results of career aptitude testing may differ considerably based on many factors, including new learning and work experiences. Results of testing should change as a student gains education and work exposure and can certainly be used to help us understand what skills might need remediation for a student to have a better chance of participating in certain kinds of employment.

One final thought regarding career aptitude testing is that while it can sometimes be an option to administer standardized testing with accommodations, I would encourage only providing accommodations that would reasonably be provided on a work site. For example, offering a student who has comprehension or processing speed difficulties the opportunity to take aptitude testing with unlimited time may not help the student to get a sense of how their aptitudes truly match up with the demands of a particular job. The reality is that most employers are not able to give employees unlimited time to do their jobs. Using text-to-speech during computer-based administration of a test may be far more relevant as long as test results are interpreted with the need for this accommodation in mind.

To read more about vocational assessment, check out the following blog entries:

For more information about vocation assessment and transition assessment at NESCA, visit our transition services page and our transition FAQs.

 

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

 

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

Informational Interviews & Job Shadowing

By | NESCA Notes 2021

By: Tabitha Monahan, M.A., CRC
Transition Specialist/Counselor

The last several transition blogs have covered different areas of vocational assessment. Today, I will discuss two further career exploration activities that are incredibly beneficial for students who have an idea of one or several careers they would like to pursue. For these students, an informational interview and/or job shadowing opportunity is an important way for them to gain additional insight that may not be available through typical resources such as O*NET. An informational interview is a conversation a person will have with a person in the field and can give the individual a better sense of the day-to-day aspects and needs for the job. As discussed in the blog I wrote about interest inventories, the workplace environment and preferences play an important role in job satisfaction and success. Having the opportunity to explore the real-life experiences a person has, may allow the individual to gain understanding if this is a career path they think is suited for them. Additionally, the act of requesting and participating in the informational interview can increase networking skills and build confidence as they build job search preparation skills. Questions individuals should consider asking in an informational interview include:

  1. What is a typical day like for you?
  2. What do you like most about your work?
  3. What do you dislike most about your work?
  4. What led you to becoming a ____?
  5. What training did you find most beneficial for you?
  6. What are the most important skills to have to be successful in this job?
  7. What advice would you give to someone looking to begin a career in your field?

And, of course, it is essential to follow up after the informational interview with a thank you note.

Another incredible strategy that is beneficial for many individuals in search of learning more about a potential career is job shadowing. Job shadowing is when an individual observes a person in their career of interest for a period of time (often a day) to truly view what it is like to work within the desired career. A colleague shared a story years ago about a client interested in becoming a police officer. By having the opportunity to shadow a police officer for part of a detail assignment, the client was able to connect what they had researched around skills and expectations to real-world applications. This was an important exercise for the client to have a firm understanding and was able to make a well-educated choice when deciding to pursue a career as a police officer. And again, job shadowing is an essential tool in finding out if a specific career and company meet the characteristics that will lead to high job satisfaction and enjoyment.

Resources:

https://career.berkeley.edu/Info/InfoQuestions

https://hbr.org/2016/02/how-to-get-the-most-out-of-an-informational-interview

https://www.sdstate.edu/ness-school-management-and-economicsblog/importance-job-shadowing

 

About the Author

Tabitha Monahan, M.A., CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

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

 

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

 

Interest Inventories

By | NESCA Notes 2021

By: Tabitha Monahan, M.A., CRC
Transition Specialist/Counselor

In the last Transition Thursday blog, Kelley Challen, Director of Transition Services at NESCA, discussed vocational assessments and aptitude testing. As Kelley stated, vocational assessments should be the start of the career exploration process, not the end. When most people think of vocational assessment, interest inventories and surveys are the first things that may come to mind. While each inventory asks and reports information differently, inventories generally ask individuals to rank how much they like the concept of a job or activity. Individuals are not supposed to consider whether they can do a task (such as in aptitude testing or skill inventories), but if completing the task seems enjoyable or of interest. Results are frequently displayed as occupational themes that help individuals have a starting point on a wide variety of jobs that may be worth exploring. The most well-known of which is based on the work of John Holland. Holland Codes are used as the basis of many well-known interest inventories (including the O*NET Interest Profiler). Other inventories that utilize different occupational themes may also loosely relate to Holland Codes. Thus, the information from multiple inventories may provide clarification of a person’s interest. As many of the shorter inventories have a limited number of activities per career cluster, it can be helpful to take more than one inventory to establish areas of interest. If a person has the same code (or sets of codes) in multiple inventories, it further indicates strong areas of interest. Frequently, however, results may indicate a different career code, indicating many areas of interest and the need for broader career exploration in order to develop a better sense of their working selves.

Most inventories indicate a career code of a person’s top 3 career clusters, e.g., RIC. What does that mean? It means that the individual identified that they would likely most enjoy careers that include interests in the Realistic, Investigative, and Conventual career themes. Examples of such jobs could include dental laboratory technicians, RV service technicians, computer support specialists, electricians, model makers, and many others (www.onetonline.org). The types of work and preferences for the different themes include:

Realistic – Individuals interested in this area like to work with things, use tools and machines and prefer physical, outdoors, and mechanical work.  They are doers and often described as persistent and practical.  They prefer a structured work environment.  Workers with high realistic interest are found in construction and skilled trades, production and manufacturing, agriculture, transportation, hospitality and recreation, food service, and natural resources.

Investigative – Individuals interested in this area like to work with ideas and data and prefer figuring out problems mentally.  They are thinkers and often described as curious, intellectual, and independent.  They favor jobs that require abstract thinking, research, and analysis.  Workers with high investigative interest are found in the life and physical sciences, health and behavioral sciences, applied technologies, academics, research and development, mathematics, and engineering.

Artistic – Individuals inter5ested in this area like to work with forms, designs, and patterns and prefer creative and self-expressive work.  Artistic individuals are creators and often described as imaginative and original.  They favor flexible and less predictable work environments.  Workers with high artistic interest are found in design, applied arts, architecture, culinary arts, performing arts, fine arts, education, communication and media, and fashion.

Social – Individuals interested in this area usually like to work with people and prefer helping, teaching, and healing work.  Social individuals are helpers and often described as supportive, understanding, patient, and generous.  They favor jobs that require listening, comforting, serving others, and advising.  Workers with high social interest are found in education, health and human services, recreation and fitness, safety and service, and religious vocations.

Enterprising – Individuals interested in this area alike to work with start-up ideas and new projects and prefer leading.  Enterprising individuals are persuaders and often described as confident, ambitious, and energetic.  They generally favor jobs that involve selling and achieving set goals.  Workers with high enterprising interest are often found in business and administration, marketing, finance and insurance, sales, regional planning, and law.

Conventional – Individuals interested in this area usually like to work with set procedures, data, and details and prefer clerical and computational work.  Conventional individuals are organizers and often described as organized, efficient, and careful.  They generally favor jobs that involve routine work with numbers, machines, and computers to meet required goals.  Workers with high conventional interest are found in accounting, banking, office work, and computer applications.

Definitions provided by/taken from the PICS-3 Administrator’s Guide 2020[i].

Knowing the types of careers which may be of interest is just the first step. An individual’s preferred work setting can make the difference in a person’s success. Having a preferred setting is also likely to increase work satisfaction. A great way to take an extensive and potentially overwhelming list of career options is to determine the most critical factors for that person. These aspects can be explored through informal conversations and worksheets or even more formal assessment measures. Basics, such as whether a person wants to spend most of their time standing or sitting, being inside or outside, or having a consistent schedule, can help the individual more easily decide which career options are worth a deeper look. From there, options, such as beginning salary, needed education and training, and career outlook, are important to consider. Research, including finding videos showing a typical day and tasks, informational interviewing, job shadowing, and internships, helps provide individuals with an extensive understanding of their career choices and determine the skills they need to build to meet their vocational goals. Be sure to check out the next Transition Thursday blog in our vocational assessment and career exploration series as it will go into more detail about these later career exploration activities.

[i] Picture Interest Career Survey-Third Edition.  Administrator’s Guide Robert P. Brady, EdD.  Published 2020 by JUST Publishing, Inc.

 

About the Author

Tabitha Monahan, M.A., CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

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

 

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

 

Career Counseling at NESCA

By | NESCA Notes 2021

By: Tabitha Monahan, M.A., CRC
NESCA Transition Specialist/Counselor

Career Counseling is a fluid process that typically occurs throughout a person’s lifetime. It begins when children are young and learning about different jobs that their family members have and what they see on television. As children get older, more pieces get added to that initial exploration.

What does Career Counseling through NESCA look like? It can be broken down into three distinct categories. Still, students and young adults frequently jump back and forth between the categories several times throughout the process. Today’s blog focuses on discussing these categories in a little more detail.

Who am I?

Each case begins with an initial interview with the client to learn more about them, their interests, goals for the future, and goals they wish to achieve in counseling. Often formal assessment measures are given to discover the client’s areas of interest and aptitude. We will then explore those results and connect them to their stated goal. Sometimes the results align well with the person’s initially stated goal; frequently, this is an eye-opening experience. Depending on the client’s needs and goals, additional formal and informal exploration activities will be completed to allow the client to build further understanding about who they are as a learner, worker, and what motivates them.

Exploration

Career Counseling at NESCA is a data-driven process. Whether the data is from formal or informal measures, the client is guided through and assisted in understanding who they are and how that can connect to a happy and successful career. At this stage, clients will be assisted in exploring careers of interest that they have identified and learn about the careers in more detail, such as learning education requirements, typical job tasks, and how their strengths and areas of challenge will affect their potential success in the identified jobs. Additional skills worked on will include writing resumes and cover letters, interview preparation, and identifying possible reasonable accommodations and disclosure. If appropriate, informational interviews and job shadowing opportunities will be explored.

Moving forward

Once a client has learned the type of work they would like and understands foundational work skills, the next step they will take with the career counselor is to start the job search. In a systematic fashion, clients will be supported in finding available openings, applying for specific jobs, customizing cover letters and resumes for individual jobs, and pre-interview preparation. Additionally, goal setting, time and task management, and other employment success skills are explored during this process.

Continued success

Once a client has successfully been hired for a position, many continue their work with a career counselor. Typically, sessions decrease after a person becomes employed, but it is recommended that follow-up meetings occur at 1-week, 1-month, and 3-months post-employment to check in and problem solve any areas of concern that arise. Clients are encouraged to reach out before these times if an issue occurs to assist in finding a solution before the problem affects their employment.

Who is a good fit for Career Counseling at NESCA?

  • High school students who are not sure of what they want to do after high school and have a hard time developing their vision for their future (whether in creating their IEP vision or in general).
  • High school or college students who do not know what major to pick as they do not know the type of work they want to do after college.
  • Recent college graduates who need support in their job search and interview preparation.
  • Young adults who are looking to figure out their next employment steps or have had difficulty remaining employed once hired.

While the above is a general idea of what a Career Counseling client can expect, each person’s journey through the process is unique. For an in-depth conversation on how Career Counseling at NESCA may support you or your child in meeting their career goals, please fill out our intake form or call our main office at 617.658.9800. Services are currently being offered remotely, with limited in-person services starting this fall.

 

About the Author

Tabitha Monahan, M.A., CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

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

 

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

 

Interview with Dina DiGregorio Karlon, NESCA North Transition Specialist

By | NESCA Notes 2019

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

 

What are Transition Services?

Transition means the process of moving from one life stage to another. In context to NESCA, we are referring to the transition from high school to post-secondary life, and we specialize in working with nontraditional students who often have had accommodations or special education services. While the prospect of leaving high school is exciting, it can be overwhelming as well. The prospect of figuring out what you want to do with your life causes some level of anxiety in all of us; transition services helps to relieve this anxiety by working with individuals in setting short and long term goals and participating in guidance and psychoeducation related to college and/or employment.

How did you get interested in this field?

Helping people understand their strengths and weaknesses while exploring their vision for adulthood is my passion. Upon reflection, I believe that I have always been a transition specialist, long before there was a name for this work. Having worked with adolescents and young adults for more than 25 years, I understand the demands and expectations placed on them and how that can be daunting. Helping people to recognize that their path may be different than they expected is very rewarding, and I do not take that responsibility lightly.

What do you like about your job?

I particularly enjoy working with adolescents and families through the college process; while the process is not difficult to understand, it is time-consuming and can often feel overwhelming. I enjoy assisting students and helping them to accomplish new tasks. I love to help people identify their strengths and use those to minimize and overcome their challenges. Being able to assist people in setting their own personal goals and achieve them is very gratifying to me. Getting to know new people, teaching important skills, presenting a different perspective, piecing together a plan; these are all things I love about the work I do.

Do you have a specialty? What do you specialize in?

I specialize in both college and career counseling. I am experienced in working with high school students as well as young adults.

What do you enjoy about your job?

I particularly enjoy working with adolescents and families through the college process; while the process is not difficult to understand, it is time-consuming and can often feel overwhelming. I enjoy assisting students and helping them to accomplish new tasks. I love to help people identify their strengths and use those to minimize and overcome their challenges. Being able to assist people in setting their own personal goals and achieve them is very gratifying to me. Getting to know new people, teaching important skills, presenting a different perspective, piecing together a plan; these are all things I love about the work I do.

What brought you to NESCA?

My experience as a school counselor and a vocational rehabilitation counselor have given me a unique skill set and provide me with the experience needed to do transition planning for students who are college bound and also students or adults who are seeking employment or support with career exploration. My passion for working with adolescents and helping them maneuver the challenges of early adulthood matches the philosophy of NESCA and I am eager to work as part of a team of specialists providing this support to young people.

What are you most looking forward to about working full-time at NESCA?

I am excited to work with adolescents to help them with the journey into adulthood. The variety of clients and their needs at NESCA is a real draw for me. Whether my work takes me to teaching a teenager how to do laundry, practicing interviewing for a first job or new school, or identifying a college list, it all sounds challenging and rewarding to me.

Who are your favorite students/clients to work with?

I have a lot of expertise in working with all kinds of students. I have worked with students who have been identified with Autism Spectrum Disorders, ADD/ADHD, mental health disorders, and other profiles. With the myriad of clients I worked with at Vocational Rehabilitation, I have developed a solid understanding of many diagnoses and disabilities and how clients’ lives are impacted by the related challenges. I have often worked with students who face multiple barriers; seeing those students work through their challenges and develop resiliency is professionally rewarding.

What advice do you have for parents or young adults who are not sure if they need a transition specialist?

Working with a transition specialist can be very helpful for parents to understand what their children’s strengths and weaknesses are in relation to adult-readiness. Are they ready for a 4-year college? Do they need a gap year? What would that look like? Do they know how to interview for a job? Do they need help getting a job? Do they know what kind of job fits their skills? Do they know to self-advocate? Do they know how to access resources?

Teenagers will often not work with their parents to do goal setting and transition planning, so having a transition expert to work with can often help. Working with a transition specialist can also be a great step toward a student taking ownership of their future planning and a parent releasing some control and responsibility. Most teenagers or young adults would benefit from doing transition planning; but it is a highly personal family decision as to whether to work with a transition specialist.

If you are not sure if you need a transition specialist, you can always come in for a consultation appointment. This is a one-hour meeting that helps a family determine if this is the right time to work with a transition specialist and what type of transition service may be best. For example, does the family need assessment and a report for an IEP process or just help with appropriate college planning? Talking things through with a transition expert can be extremely helpful for knowing what is needed and when.

We are very excited to announce that as of February 1, 2019, Ms. Karlon is working as a full-time staff member delivering assessment services in the state of New Hampshire and college and career coaching services to clients throughout New England! NESCA is thrilled to be able to offer these expanded transition services in our New Hampshire Office in addition to the services we already offer in Newton, MA.

To schedule an appointment with Dina DiGregorio Karlon in Londonderry, please complete our online intake form: https://nesca-newton.com/intake-form/  The address of NESCA-North is 75 Gilcreast Rd #305, Londonderry, NH 03053.

 

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