Tag

coronavirus

Positive Coping Strategies for Stress, Anxiety and Trauma During Times of Crisis

By | NESCA Notes 2020

By Renée Marchant, Psy.D.
Pediatric Neuropsychologist

Amidst the global pandemic, children, their caregivers, their teachers and therapists are naturally experiencing heightened stress and anxiety. We are more likely to be sent into “fight, flight, freeze, mode” – the body and brain’s critical survival strategy to prepare and deal with perceived threat. For example, when you see a Grizzly Bear on your hiking trail, you instinctually run, fight back or hide.

However, we can become “stuck” or more sensitive to this instinctual urge, which is not adaptive and can negatively impact physical, emotional and social health. For example, chronic deployment of the “flight, flight, freeze” response occurs for individuals who experience post-traumatic stress disorder. Chronic deployment of “fight, flight, freeze” responses is also more likely amidst a global pandemic, such as COVID-19. Importantly, chronic deployment of “fight, flight, freeze” responses also occurs for individuals and communities who experience chronic racial injustice and oppression.

Under chronic experiences of stress and threat, our body remains activated and hyper-aroused, even when deploying this response is not helpful. For example, children may shut down or dysregulate when faced with even small stressors – making an error on a math worksheet or even accidentally spilling something on the table. Children and teens may be more irritable, defiant or isolative. Overall, chronic deployment of the “fight, flight, freeze” response heightens anxiety, stress and general feelings of malaise.

So, what can we do? What can we do to “turn off” or lessen this stress response? What are some ways to positively cope during these difficult times?

  1. Research shows that the #1 resiliency factor is the reliable presence of at least one supportive relationship with an adult. Build connection and community through shared activities and conversations about your experiences. Remember to always take care of yourself before taking care of others – self-care is critical.
  2. Focus on validation first; problem-solving second. Validating, acknowledging and accepting pain, distress, hurt and the like builds communication and naturally decreases tension and stress. Validation is the essential first step prior to action, problem-solving and positive coping.
  3. In order to grow positive coping, it is helpful to build mastery and self-expression. Strategies that can help to both organize and “release” feelings and stressful experiences rather than “bottle them up” include:
  • Use your body to heal your mind: play, do yoga, engage with nature, exercise;
  • Engage in shared action to promote communication and change at a community and systemic level. Volunteer or advocate for a cause of importance. Contact your local legislators and express your concerns;
  • Write or draw about your experience. Use collages, images or videos to express your goals, experiences and fears;
  • Engage in therapeutic movement. Create a music playlist for various emotions. Dance or engage in rhythmic actions (e.g. knitting, pottery);
  • Identify your strengths and what you value in life. Happiness is fleeting – goals and values last longer and support positive coping. For a free strengths and values survey, check out: https://www.viacharacter.org/;
  • Connect with community resources available in your area, such as therapists, mentors, religious organizations, support groups, local-nonprofits, etc.; and
  • Be kind to yourself and practice self-compassion.

 

About the Author:

Dr. Renée Marchant provides neuropsychological and psychological (projective) assessments for youth who present with a variety of complex, inter-related needs, with a particular emphasis on identifying co-occurring neurodevelopmental and psychiatric challenges. She specializes in the evaluation of developmental disabilities including autism spectrum disorder and social-emotional difficulties stemming from mood, anxiety, attachment and trauma-related diagnoses. She often assesses children who have “unique learning styles” that can underlie deficits in problem-solving, emotion regulation, social skills and self-esteem.

Dr. Marchant’s assessments prioritize the “whole picture,” particularly how systemic factors, such as culture, family life, school climate and broader systems impact diagnoses and treatment needs. She frequently observes children at school and participates in IEP meetings.

Dr. Marchant brings a wealth of clinical experience to her evaluations. In addition to her expertise in assessment, she has extensive experience providing evidence-based therapy to children in individual (TF-CBT, insight-oriented), group (DBT) and family (solution-focused, structural) modalities. Her school, home and treatment recommendations integrate practice-informed interventions that are tailored to the child’s unique needs.

Dr. Marchant received her B.A. from Boston College with a major in Clinical Psychology and her Psy.D. from William James College in Massachusetts. She completed her internship at the University of Utah’s Neuropsychiatric Institute and her postdoctoral fellowship at Cambridge Health Alliance, a Harvard Medical School teaching hospital, where she deepened her expertise in providing therapy and conducting assessments for children with neurodevelopmental disorders as well as youth who present with high-risk behaviors (e.g. psychosis, self-injury, aggression, suicidal ideation).

Dr. Marchant provides workshops and consultations to parents, school personnel and treatment professionals on ways to cultivate resilience and self-efficacy in the face of adversity, trauma, interpersonal violence and bullying. She is an expert on the interpretation of the Rorschach Inkblot Test and provides teaching and supervision on the usefulness of projective/performance-based measures in assessment. Dr. Marchant is also a member of the American Family Therapy Academy (AFTA) and continues to conduct research on the effectiveness of family therapy for high-risk, hospitalized patients.

 

To book an evaluation with Dr. Marchant or one of our many other expert neuropsychologists, complete NESCA’s 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.

 

Kids Want to Do Well and Would If They Could

By | NESCA Notes 2020

By: Cynthia Hess, PsyD
Pediatric Neuropsychologist Fellow and Therapist

Ross Greene, Ph.D., is the author of several books including The Explosive Child, Lost at School, Lost and Found, and his most recent book, Raising Human Beings. He also is the founder of Lives in the Balance, a non-profit dedicated to supporting families with behaviorally challenging children. The foundation of his approach is that all kids want to do well and would if they could. Dr. Greene emphasizes using a collaborative problem-solving approach, which he calls Collaborative and Proactive Solutions (CPS). This model is based on the assertion that challenging behaviors arise when a child is faced with expectations that exceed their capacity to respond adaptively. Thus, adults are encouraged to take a collaborative, proactive approach to managing challenging behavior as opposed to relying on punishment and rewards.

The focus of collaborative problem-solving is not on the child’s challenging behavior, which could range from crying and whining, to hitting and biting, but rather on the expectations the child is having difficulty meeting. Adults work to identify the problematic expectations and the skills the child is lacking to meet the expectations. Dr. Greene refers to unmet expectations as “unsolved problems.” The goal is to solve those problems rather than modify behavior. Dr. Greene describes the CPS model as non-punitive and non-adversarial, and as such, it decreases the likelihood of conflict, enhances relationships and improves communication.

As a result of the pandemic, many parents and children are spending much more time together. For some parents of challenging children, their child’s behavior has been exacerbated by the increase in uncertainty and constantly changing expectations. There are many situations that arise that may lead to power struggles with children. It is important to remember that behavior is communication. Families are encouraged to reconsider their expectations and work collaboratively with their children to solve problems, especially when faced with extraordinary circumstances.

The specifics of collaborative problem-solving are much more detailed than there is space in this blog, and I encourage you to check out the resources listed below. While the consequences of the pandemic are certainly very stressful, they also present a good opportunity for families to enhance communication, uncover unsolved problems, teach skills and foster resilience.

 

Books for families by Dr. Greene:

The Explosive Child

Raising Human Beings

Website – contains educational videos and free resources for families and educators: https://www.livesinthebalance.org/about-cps

There are many YouTube videos available about CPS, but this one is pertinent to our current circumstances

 

About the Author

Dr. Cynthia Hess recently graduated from Rivier University with a PsyD in Counseling and School Psychology. Previously, she earned an M.A. from Antioch New England in Applied Psychology. She also worked as an elementary school counselor and school psychologist for 15 years before embarking on her doctorate. During her doctorate, she did her pre-doctoral internship with RIT in Rochester, N.Y. where she worked with youth ages 5-17 who had experienced complex developmental trauma. Dr. Hess’s first post-doctoral fellowship was with The Counseling Center of New England where she provided psychotherapy and family therapy to children ages 5-18, their families and young adults. She also trained part-time with a pediatric neuropsychologist conducting neuropsychological evaluations. Currently, Dr. Hess is a second-year post-doctoral fellow in pediatric neuropsychological assessment, working with NESCA Londonderry’s Dr. Angela Currie.

 

To schedule an appointment with one of NESCA’s expert 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.

 

A Week in the Life of a Transition Teacher During COVID-19

By | NESCA Notes 2020

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

PPE, 6 feet apart, no sharing of materials, remote learning, handwashing, social distancing, hybrid learning…. These are just a few of the thoughts that went through every educator’s mind prior to the start of the 2020 school year. Making a personal decision to go back to teaching in the midst of a pandemic was a no brainer for me. I love teaching, I love helping students and I love working in the field of special education and transition. Once the reality hit that August was just around the corner, I realized that I needed to be even more creative than ever before in providing transition services to my students and their families. COVID-19 was not going to stop students from getting closer to aging out of the special education system and needing to be as prepared as everyone else before they move into the adult world. I began reading blogs, joining Facebook groups, searching for resources and talking with current and former colleagues. As I was doing all of this, I realized that there was no guide for how special educators were supposed to prepare for the upcoming year. It was up to every educator, including myself, to think outside the box and determine what we were all going to do to continue to provide the services that our students have always needed.

When I found out that I would be teaching in-person four days a week and remote once a week, I was relieved, yet nervous at the same time. The students many of us work with need to be taught in-person to best access the curriculum and learn new skills. They require hands-on learning opportunities, community-based instruction and face-to-face interaction. Many people asked how I was going to do this with all of the safety restrictions and regulations. I always found myself saying the same thing, “I will do it how I always have.” Seems easy enough, right?

I went into week one feeling excited to get back to some sense of “normal” and confident with my preparation of schedules, functional academic activities, lesson plans and all of the COVID-19 safety precautions in place. It hasn’t been perfect, and there are many things that we can’t do that we used to be able to, but we are making it work! My students have shown more resilience and adaptability than I ever could have expected. I swear that sometimes they are more resilient than we are as teachers! My goal is to provide some of the ways that we have made this work so others can see that it is doable – and while overwhelming at times – we are indeed all in this together!

The following are suggestions that I have found to be successful:

  • Grocery Shopping: Take a smaller group out and prepare by reviewing COVID-19 safety within the community. There are many free resources out there to help explain how and why we need to wear masks, social distance, follow the arrows in the store aisles, etc.
  • Cooking: Every student has their own “cooking bucket” that allows for safety to be the top priority. This can include individual measuring cups, a cutting board, spatula, mixing bowl, oven mitts, baking sheet, etc. The dollar store is a great option for these items!
  • Social Skills: We are learning new ways of greeting others and having conversations. The days of fist bumps, handshakes and high-fives are now replaced with “air high-fives,” waves and elbow bumps. Everyone is learning that they have to speak louder and clearer to be heard through masks. It takes practice, but over time it will work!
  • College Exploration: Many colleges are offering virtual tours!
  • Career Exploration: If you are not able to get out and participate in informational interviews or job shadowing, there are virtual ways of exploring different jobs and work environments, such as: https://www.careeronestop.org/Videos/CareerVideos/career-videos.aspx or https://www.candidcareer.com/.
  • Community Access: It is Fall in New England and a great time to explore your community! If you are not within walking distance to places, you could possibly try public transportation (with COVID-19 precautions and parent approval) or have a school bus (if available) drive you to local town centers. Spend time having students use Google Maps prior to going and map out where you will visit, what local businesses do and how they can be used, etc. There are still options for outdoor dining, Dunkin’® trips, bringing a bagged lunch to an area with distanced picnic tables, etc.
  • Let’s not forget about the new skills that all of us are learning! There are many opportunities to teach students about resources and options during our “new normal,” including:
    • Zoom, Google Meet, FaceTime
    • Virtual recreation and leisure activities
    • Ordering food from delivery services that offer contactless delivery, such as DoorDash® or Grubhub
    • Using grocery delivery services
    • Online banking
    • Virtual scavenger hunts

 

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

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.

 

Adapting Academic Accommodations for Return to Learning

By | NESCA Notes 2020

By: Angela Currie, Ph.D.
Pediatric Neuropsychologist, Director of Training and New Hampshire Operations, NESCA

As students with disabilities return to learning, the accommodations provided through their 504 Plan or Individualized Education Program (IEP) may no longer meet their needs within the structure and limitations of remote learning and/or return to school protocols. For example, when remote learning, teachers are not as readily available to provide “in the moment” redirection, check-ins for understanding or modifications to the presentation or length of assignments. When at school, many students are at the same desk all day, for academics, “specials,” snack and lunch, meaning teachers have to identify new ways to provide movement and sensory breaks while maintaining social distancing. For hybrid learners, teachers have to consider how to provide structure and predictability in the face of frequent transition and increased demands on independent work.

Within all return to learning plans, parents and school teams are having to be more creative than ever before, working to quickly and flexibly identify and implement new accommodations to address a range of new challenges. While this is new territory for all, there is fortunately an increasing number of online resources to aid this process, some of which are listed below. Foundational to the success of any COVID-era accommodations plan will be the team’s ability to regularly assess its feasibility and effectiveness, engage in open communication between home and school, and steadfastly and flexibly adapt the accommodation plan as individual needs and/or school instructional plans change.

See the following websites for information about how to implement accommodations during COVID-19:

In IEP Accommodations During Distance Learning, Amanda Morin of www.understood.org presents a list of many standard accommodations for presentation of information, assignment completion and daily management/organization, with ways to adapt each for remote instruction, giving specific consideration of available tools within Microsoft and Google suites.

Socially Distant Sensory and Movement Break Ideas by Katie McKenna, M.S., ORT/L, of The Autism Helper provides a range of creative solutions for meeting regulation needs for a wide range of students.

The State Educational Technology Directors Association (SETDA) eLearning Coalition website provides webinars and a host of information regarding the development and implementation of accessible educational materials during remote learning.

 

About the Author:

Dr. Angela Currie is a pediatric neuropsychologist at NESCA. She conducts neuropsychological and psychological evaluations out of our Londonderry, NH office. She specializes in the evaluation of anxious children and teens, working to tease apart the various factors lending to their stress, such as underlying learning, attentional, or emotional challenges. She particularly enjoys working with the seemingly “unmotivated” child, as well as children who have “flown under the radar” for years due to their desire to succeed.

 

To book an evaluation with Dr. Currie or one of our many other expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Londonderry, NH, Plainville, MA, and Newton, MA serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call (603) 818-8526.

Simple Executive Functioning Strategies When The World Is Anything But Simple

By | NESCA Notes 2020

By: Moira Creedon, Ph.D. 
Pediatric Neuropsychologist, NESCA

Whether your children have returned to school full-time, on a hybrid model or fully virtual learning, we are all juggling. Juggling work demands, family demands, household demands and educational demands in a time of remarkable uncertainty. The start of the school year typically brings the smell of fresh school supplies and our best organizational efforts, but many of us may feel hesitant to use organizing strategies to manage our lives. Why? Because our lives are unpredictable and anything but typical these days. If you’re hesitating to use pen on a calendar, I hear you!

The ability to plan and employ organizational strategies is a key task of our executive functioning system. It’s what allows us to coordinate multiple schedules, dance and sports practices, projects at work, PTO bake sale reminders, and get out the door each day on time. I have been hesitant to adopt routines because I recall vividly how all those plans imploded in March when the world stood still. I hear the buzz about how school will end up fully remote so “put it all down in pencil before it all changes.”  Maybe that will prove true, but in the meantime, let’s consider the ways that we can rally our executive systems to do what they do best: plan, organize and regulate. Some suggestions for how to do this now while the world is unpredictable:

  1. Adopt the Sunday Game Plan. Put information in a family or personal calendar once a week. Spend a few moments on Sunday night catching up on plans for the coming week. Even if we end up transitioning from “hybrid” to “remote” (or all remote), this planning routine can still be adopted. Conclude your Sunday Game Plan by previewing what may be coming the week after in the event of long-term projects. While the content of your game plan may change, the structure can remain consistent.
  2. Keep a consistent schedule for sleep for the family. When we were all in school and work, we had set times to wake up in the morning. We should adopt more consistent bed times at least from Sunday through Thursday nights. Engage kids and teens in a conversation about the plan for sleep. If there are days when children are not waking up to physically attend school, try to keep wake up times no more than an hour off to allow for more consistency in our overall sleep regulation.
  3. As part of your weekly plan, set aside time for exercise. This is particularly important for children who will have reduced physical education activities. Research about the positive impact of exercise on mood, anxiety and attention underscores how important movement is in the day.
  4. Work together with your child to identify a consistent work space. Needing a work space at home is not suddenly and dramatically forced on all of us like it was in the spring. Take the time to arrange a space that is as distraction-free as you can make it. It’s not necessary to run out and buy things as minimal distractions can allow your child to focus on their school work. Keep the supplies nearby in their own bin, basket or box top.
  5. Help your child to create visual schedules or checklists for the day. Include times for virtual school, times for completing assignments and steps to submit the work either electronically or packed for the next day in school. Keep checklists consistent throughout the week when possible.
  6. Plan and schedule breaks. For young kids, try to plan breaks from tasks for every 15-20 minutes. Incorporate movement or stretching when possible to improve focus. For older students, try to plan breaks every 30 minutes of sustained effort. Try to take a full break from screens rather than replacing a tablet/computer screen with a phone or video game.

Children and teens develop their executive functioning skills over time. Keep this in mind as you set up routines and expectations for your whole family as what is expected for a second grader should and will differ from a seventh grader. Again, the content can differ but the structure of using a checklist, planning a break, or working at a desk or table is the same.

Please remember: the pandemic has depleted our executive functioning systems, so it’s important that we are gentle and kind to ourselves. Think about simple and reasonable systems to organize yourself and your family.  And be flexible when we have to go back to the drawing board.

 

Resources:

Positive impact of exercise:

https://www.sciencedirect.com/science/article/abs/pii/S0022347612009948

Executive Functioning tips and sample schedules:

https://www.smartbutscatteredkids.com/

 

About the Author: 

Dr. Creedon has expertise in evaluating children and teens with a variety of presenting issues. She is interested in uncovering an individual’s unique pattern of strengths and weaknesses to best formulate a plan for intervention and success. With experiences providing therapy and assessments, Dr. Creedon bridges the gap between testing data and therapeutic services to develop a clear roadmap for change and deeper of understanding of individual needs.

 

If you are interested in booking an evaluation with Dr. Creedon or another NESCA neuropsychologist, please fill out and submit our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton 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.

How Do I Prepare My Child for a Neuropsychological Evaluation?

By | NESCA Notes 2020

By: Erin Gibbons, Ph.D.
Pediatric Neuropsychologist, NESCA

Parents often ask us what they should tell their child about their upcoming neuropsychological evaluation, especially when it is their first experience with testing. I advise parents to refer to the neuropsychologist using his or her first name, as the term “doctor” can be scary and raise fears about medical exams. I might also add that the visit will not involve any shots! In order to describe the evaluation itself; here is some helpful language:

  • They are going to ask you questions, and you just need to do your best to answer.
  • They might ask you to do some drawing or writing.
  • Some activities might feel like you’re in school; for example, reading stories or doing math problems.

It may also be helpful to create a simple social story prior to the evaluation to help preview what to expect for your child.

To explain the reasons for doing the evaluation, some key phrases to use with your child include:

  • We want to understand how you learn, because everybody learns differently.
  • We are going to be “brain detectives” and figure out how your brain works!
  • This will help us identify your strengths and areas that we need to work on. That way, we can help you with things that are harder for you.
  • This will help your teachers understand your learning style so they can help you better at school.
  • Just try your best!

Testing in the age of Covid-19 is different. It can be harder to help children feel at ease when everyone is wearing masks, and we can’t offer a high five for good work. But as we are all learning, children are often more resilient than adults. Prior to coming in for an evaluation, you might want to remind your child to wear their mask, wash their hands and not approach people too closely.

It is also important to understand that a neuropsychological evaluation is a lot of work for your child! Finding a way to reward them for their effort will go a long way in helping them stay motivated and positive. This could be as simple as swinging by the drive-thru for a donut or something more extravagant, like a new video game. Whatever you choose to do, create a plan with your child and let the neuropsychologist know. When I have a child in my office who is starting to fatigue, it’s always a great motivator to remind them of the special prize they’ll get at the end of the visit!

 

About the Author: 

Erin Gibbons, Ph.D. is a pediatric neuropsychologist with expertise in neurodevelopmental and neuropsychological assessment of infants,

children, and adolescents presenting with developmental disabilities including autism spectrum disorders, Down syndrome, intellectual disabilities, learning disabilities, and attention deficit disorders. She has a particular interest in assessing students with complex medical histories and/or neurological impairments, including those who are cognitively delayed, nonverbal, or physically disabled. Dr. Gibbons joined NESCA in 2011 after completing a two-year post-doctoral fellowship in the Developmental Medicine Center at Boston Children’s Hospital. She particularly enjoys working with young children, especially those who are transitioning from Early Intervention into preschool. Having been trained in administration of the Autism Diagnostic Observation Schedule (ADOS), Dr. Gibbons has experience diagnosing autism spectrum disorders in children aged 12 months and above.

 

If you are interested in booking an evaluation with Dr. Gibbons or another NESCA neuropsychologist, please fill out and submit our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton 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.

Compensatory Services for Transition-aged Individuals

By | NESCA Notes 2020

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

Since the start of COVID, a top concern for many parents and guardians of students who receive IEP services, such as Occupational Therapy, Physical Therapy, Speech and Language, etc., has been how to make up for those services that were missed during school closures and remote learning. One group of parents and guardians who have been especially worried are those who support students who turned 22 and aged out of special education services or will be aging out in the near future.

As we near the end of summer, the Department of Elementary and Secondary Education (DESE) recently released important guidance for schools and families on this topic. Below you will find the links to specific resources, including the presentation from DESE that was given on August 20th during the Special Education Leaders’ Meeting, the official guidance on compensatory services that was shared on August 17th, as well as a very informative article from the Boston Globe that highlights all reopening models.

There is a lot of important information in these documents. To assist with everyone’s busy lives, I have opted to point out some of the key pieces of information.

Helpful Links:

Zoom Meeting Presentation for Special Education Directors on August 20, 2020

Coronavirus (COVID-19) Special Education Technical Assistance Advisory 2021-1: COVID-19 Compensatory Services and Recovery Support for Students with IEPs

List of Reopening Models by District for Fall 2020 (as of noon, August 18, 2020

Boston Globe Reopening Plan Tracker

Important Information:

  • When a student with services and/or related services on their IEP has not been afforded those services due to a failure on the school’s part, compensatory services (i.e., services to make up for something missed) are a consideration by the IEP team through an IEP team process.
  • “COVID-19 Compensatory Services” (CCS) refers to services that a student’s IEP Team determines are needed to remedy a student’s skill or knowledge loss, or lack of effective progress, that resulted from delayed, interrupted, suspended, or inaccessible IEP services because of the emergency suspension of in-person education related to the COVID-19 pandemic.”
  • COVID-19 Compensatory services are NOT the same as typical compensatory services. These services are for students who are on IEPs that have had a lack of effective progress related to changes in service delivery during the COVID-19 pandemic.
  • “Students with disabilities who did not receive or were unable to access any special education services during the suspension of in-person education are likely to require CCS and should be prioritized. Other students with IEPs, including students with significant and complex needs,1 are also likely to require CCS and should be prioritized for consideration.”
  • The Department recommends prioritizing the scheduling of IEP meetings to discuss CCS for several student populations, including “students who turned 22 during the suspension of in-person education or who will turn 22 during the first three months of the 2020-21 school year, and whose transition programs were interrupted or suspended before they aged out.”1
  • For priority populations, the Department recommends that CCS determinations be made as soon as possible but not later than December 15, 2020.
  • Schools and districts are urged to use ongoing parental engagement along with their own judgment when determining which IEP meetings to prioritize this fall.
  • Appendix B Questions and Answers on the Transition to Adult Life for Students Turning 22 between March 17 and December 23, 2020 (pages 14-17 of the Special Education Technical Assistance Advisory)1 has detailed information regarding students turning 22 during COVID.

Transition COVID-19 Compensatory Examples:

There are several examples in the DESE document regarding types of compensatory services that an IEP team might consider providing for transition-aged individuals. I have listed many of the DESE examples below. I have also added some ideas and suggestions in smaller bullets that further break down the examples, which may be helpful for families and teams.

  • Accessing agency/community resources and services
    • Looking at adult resources, such as DDS, DMH, MRC, Centers for Independent Living
  • Instruction in activities for daily living, including personal finance and accessing healthcare
    • Cooking and domestic skills
    • Opening a bank account
    • Learning online banking
    • Make a monthly budget
    • Practice making change
  • Continue specialized instruction for the completion of an MCAS portfolio appeal for students who are seeking to earn a high school diploma
  • Community-based instruction
    • This can still occur!
  • Community participation
    • Accessing local outdoor parks, hiking trails, etc.
    • Grocery shopping
    • Identifying virtual offerings within your community
  • Health and safety
    • COVID safety
    • Learning how to order medication and organize it for the week
  • Pre-vocational/employment support services
    • As the job market has changed for the time being, this may be an opportunity for informational interviews
  • Job search and retention skills
    • Individuals who lost their job due to COVID may need assistance in returning to that place of employment if they are hiring again
  • Job coaching/training opportunities
  • Preparation for college and/or postsecondary training
    • Virtual college tours
    • Making a list of pros and cons for schools
  • Related services, e.g., counseling, occupational therapy, physical therapy, speech-language services
  • Self-advocacy skills
  • Social skills
  • Travel Training
    • Obtaining your Charlie Card
    • Filling out the application for The Ride
    • Studying the driver’s ed manual and taking free online tests
    • Using Google maps to identify distances to and from common places

Our transition team at NESCA is always here to offer consultation and creative options for families and school teams if you find that you and your student are having a difficult time finding ways to make up for lost transition services or implement current transition services.

 

References

1.      Massachusetts Department of Education. Coronavirus (COVID-19) Special Education Technical Assistance Advisory 2021-1: COVID-19 Compensatory Services and Recovery Support for Students with IEPs; Accessed on August 26, 2020.

 

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

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.

 

What In-person School Looks Like During COVID-19

By | NESCA Notes 2020

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

Fall is approaching, and school is starting. As a student, I always knew summer was close to ending when Staples started their “Most Wonderful Time of the Year” commercial. The joy that parents and the community feel as fall approaches and another year of learning begins is understandably absent this year. Many parents, teachers and students are still unsure if they will be remote, in-person or both. All are too aware that even if students and teachers return to the school building, school will not look as it did in the fall of 2019. The comradery that our children experience through recess and interactive group work will be limited. Lunch will not be the boisterous room of students comparing who is in each class and what teachers are giving homework the first week.

What can we expect then–especially our students who need the small in-person support they have received from their special education teachers, teaching assistants and related service providers? I was able to get a glimpse of what our new in-person normal would look like providing vocational counseling and support during an extended-school year (ESY) program this summer. When returning to school, the first thing I learned—remembered, is how resilient children are. Most students in the programs had very few issues with masks. For those who did, more frequent mask breaks and workarounds, such as face shields, greater distance between them and other students or neck scarves let them still participate in much needed in-person support. Hand-washing and sanitizer have become the norm, and staff and students had frequent opportunities to use both. Social Skills groups still occurred but were modified to continue to be possible. Community-based opportunities were limited, but again, teachers and service providers have long been accustomed to finding out of the box solutions for their students.

Yes, the first day was nerveracking. How were the students going to tolerate wearing a mask for hours on end? How were my co-workers and I going to wear a mask all day long? How was I going to get a drink safely while wearing a mask? But we did. Staff and students alike remained diligent with hand-washing, and the students were ready to learn. Teachers and teaching assistants (TAs) were available and came together for short periods to help students understand challenging tasks. Some of our children and students have behaviors or need activities of daily living (ADL) support that may have us more uneasy with their health and safety returning to in-person learning. Teachers and TAs were prepared for that, too. Whether it was a face shield with a mask, an extra set of clothes to change into or an additional layer of PPE, the student’s needs were met, and we all returned the next day.

Every district seems to have its own approach and plan. Still, in the end, each plan’s goal is the same: have every student continue to learn and prepare for life after high school and have each person return home safe and healthy.

 

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.

 

The Next Pandemic: Mental Health Issues

By | NESCA Notes 2020

By: Ann Helmus, Ph.D.
NESCA Founder/Director

The return to school, whether remotely or in person, will be a transition that is bound to be stressful for many children and adolescents as well as their parents and teachers. Coming on the heels of five stressful months of lockdown, remote learning, loss of social contact and so many other changes,  children will be meeting this challenge with depleted resources for coping with stress and may show new signs of anxiety or mood issues. This will be particularly true for children and adolescents who have underlying issues with mental health, attention or learning. Prioritizing the mental health of students and focusing on providing emotional support will be key to helping children manage the transition back to school. “When children feel connected, they’re going to learn better, do better, stay on track,” commented Dr. Nadine Kaslow, professor of psychiatry at Emory School of Medicine and past president of the American Psychological Association, in this article. She emphasized that “loving warm interactions need to take precedence” over struggling with them about behavior or about schoolwork.”   Remembering that undesirable behaviors are often driven by emotional distress and are a form of communication can be helpful for parents in responding in a positive and supportive manner. As we continue through this period of unprecedented levels of stress and change, children need to feel connected to and supported by their parents even more than is usual; maintaining this connection is far more important than any academic goals, no matter how far behind parents fear their child is as a result of the interruption to regular schooling.

If you have concerns about your child’s mental health, clinicians at NESCA are available for expert consultation or evaluation of your child’s emotional functioning so that the appropriate supports can be put in place. This work can be done either through teletherapy or in-person through contactless evaluations in all three of our locations (Newton and Plainville, MA and Londonderry, NH). NESCA has several suites in which there is a large plexiglass panel in the shared wall between two offices so that the child/parent and evaluator/therapist are in separate offices but have the benefit of full visibility and communication through headphones. For more information, please view, “Testing in the Age of COVID-19” on our Video Resources page.

If you have questions about your child’s mental health and would like professional help, please reach out to Dot Lucci, M.Ed., CAGS: dlucci@nesca-newton.com for an intake and screening.

 

About the Author: 

NESCA Founder/Director Ann Helmus, Ph.D. is a licensed clinical neuropsychologist who has been practicing for almost 20 years. In 1996, she jointly founded the  Children’s Evaluation Center (CEC) in Newton, Massachusetts, serving as co-director there for almost ten 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.

Dr. Helmus specializes in the evaluation of children with learning disabilities, attention and executive function deficits and primary neurological disorders. In addition to assessing children, she also provides consultation and training to both public and private school systems. She frequently makes presentations to groups of parents, particularly on the topics of non-verbal learning disability and executive functioning.

To book an evaluation with Dr. Helmus, NESCA Founder and Director, or one of our many other expert neuropsychologists or therapists, complete NESCA’s 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, as well as Londonderry, New Hampshire. NESCA serves clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

“Doomscrolling” and Creating Space for Gratitude

By | NESCA Notes 2020

By: Cynthia Hess, PsyD
Pediatric Neuropsychologist Fellow and Therapist

A recent article in the New York Times (July 15, 2020) discusses a newly coined term for a coping strategy that has become pervasive amidst all the uncertainty: “Doomscrolling.” In the article, doomscrolling is defined as, “…the experience of sinking into emotional quicksand while bingeing on doom-and-gloom news.” It has become so common, it has a name.

We are collectively experiencing a great deal of anticipatory anxiety, which occurs when we feel anxious or stressed about an event that will happen in the future. We know there will be an event, but we do not know when or what that event will be. For those who participate in doomscrolling, perhaps it is an effort to find a sense of certainty. If we know what is coming next, it helps us feel more in control. However, while doomscrolling may provide a short-term sense of control, like many maladaptive ways of coping, it will eventually take a toll on our mental and physical well-being. Several wonderful suggestions are offered in the article and a follow-up piece to deal with doomscrolling. Another positive strategy for coping with anxiety and stress is practicing gratitude.

According to the National Institutes of Health, early research suggests that a daily habit of practicing gratitude may improve emotional and physical health. Practicing gratitude reduces stress and anxiety by regulating stress hormones in the brain. It also enhances the production of dopamine and serotonin, two neurotransmitters responsible for our emotions and sense of well-being. Practicing gratitude can be as simple as taking a moment to appreciate a good cup of coffee or a refreshing breeze on a hot day. There are many ways to create space for gratitude:

  • Take a few moments each day to write down as many things as you can that you are grateful for
  • Try to notice positive moments as they are happening
  • Compliment yourself each day and say it out loud
  • Keep a gratitude journal that includes: Compliments that you give yourself, current challenges and what you are learning, people you are grateful for, and significant assets of your life right now.
  • Start a gratitude jar with your family where each person writes one thing they are grateful for that day on a slip of paper and adds it to the jar. The notes can be read aloud at the start of each new week.

For further reading check out these articles:

https://www.nytimes.com/2020/07/15/technology/personaltech/youre-doomscrolling-again-heres-how-to-snap-out-of-it.html

https://www.nytimes.com/2020/07/16/technology/coronavirus-doomscrolling.html?searchResultPosition=2

https://positivepsychology.com/neuroscience-of-gratitude.

 

About the Author

Dr. Cynthia Hess recently graduated from Rivier University with a PsyD in Counseling and School Psychology. Previously, she earned an M.A. from Antioch New England in Applied Psychology. She also worked as an elementary school counselor and school psychologist for 15 years before embarking on her doctorate. During her doctorate, she did her pre-doctoral internship with RIT in Rochester, N.Y. where she worked with youth ages 5-17 who had experienced complex developmental trauma. Dr. Hess’s first post-doctoral fellowship was with The Counseling Center of New England where she provided psychotherapy and family therapy to children ages 5-18, their families and young adults. She also trained part-time with a pediatric neuropsychologist conducting neuropsychological evaluations. Currently, Dr. Hess is a second-year post-doctoral fellow in pediatric neuropsychological assessment, working with NESCA Londonderry’s Dr. Angela Currie.

 

To schedule an appointment with one of NESCA’s expert 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.