NESCA’s Newton, MA location has immediate availability for neuropsychological evaluations. Our MA clinicians specialize in the following evaluations: Neuropsychological; Autism; and Emotional and Psychological, as well as Academic Achievement and Learning Disability Testing.

Visit www.nesca-newton.com/intake for more information or to book an evaluation.

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executive function coaching Archives - NESCA

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Image of a person's brain with gears working in sync, representing Executive functioning

Executive Functioning: What is it and how do we address weaknesses?

By | NESCA Notes 2026

Image of a person's brain with gears working in sync, representing Executive functioningBy: Alison Burns, Ph.D.
Pediatric Neuropsychologist, NESCA

Although the concept of executive functioning has existed since the 19th century, it began to gain significant attention in the fields of psychology, education, and neuroscience in the late 1990s and early 2000s. Executive functioning can be thought of as the brain’s “management system.” It enables us to plan ahead, stay organized, remember important information, initiate tasks, control impulses, adapt to changes, and manage our emotions. These skills help us get started on homework or chores, remember what we need to buy at the store, keep track of our schedules, stay calm when upset, switch gears when plans change, and finish tasks without getting distracted. When executive functioning skills are strong, individuals are able to juggle responsibilities, solve problems, and cope effectively with everyday challenges.

Executive functioning difficulties can arise from a variety of causes. Neurodevelopmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder, and learning disabilities frequently involve challenges with executive skills. Neurological conditions – including brain injury or stroke, particularly those affecting the frontal lobes – can impair executive functioning. Mental health disorders such as depression, anxiety, bipolar disorder, and schizophrenia may also impact these skills, making it harder to plan, organize, or regulate emotions. Environmental factors, including chronic stress, lack of sleep, poor nutrition, or substance use (alcohol or drugs), can temporarily or permanently weaken executive functioning. Additionally, some individuals may have a genetic predisposition to weaker executive functioning, and developmental delays due to prematurity, or early childhood adversity can further contribute to difficulties in these areas.

Fortunately, executive functioning weaknesses can be improved through targeted interventions. Direct interventions may include cognitive-behavioral therapy to enhance skills such as self-regulation, cognitive flexibility, and self-monitoring. Executive function coaching can also be beneficial, focusing on skills like planning, organization, and time management by identifying barriers and providing practical strategies for implementation.

In addition to direct intervention, accommodations can be provided to help individuals compensate for areas of challenge. Accommodations should be matched to an individual’s specific executive functioning weaknesses. Below are examples of accommodations for specific areas of challenge. This is not meant to be an exhaustive list, but rather to provide examples of the types of accommodations that may be recommended depending on an individual’s specific profile.

Planning & Organization

  • Use a paper planner, wall calendar, or smartphone app to record assignments, appointments, and deadlines. Review these tools daily to clearly see what needs to be done and when.
  • Divide complex assignments or larger projects into smaller, more manageable tasks, and set individual deadlines for each one. This approach will make the overall project less overwhelming and easier to tackle.
  • Use visual tools such as graphic organizers, outlines, or flow charts to organize ideas and information before beginning an assignment or task.
  • Use folders, color-coding, and binders to organize physical belongings. Use trial and error to identify what works best and take time every day to maintain organizational systems (i.e., put it away before it piles up and feels overwhelming).

Working Memory (the brain’s “scratch pad” where we hold and manipulate information)

  • Use detailed checklists for tasks that require memory of several steps to reduce the burden on working memory. Check off each step when completed. Apply this strategy to recurring tasks, such as morning or bedtime routines, but also schoolwork or chores that have multiple steps or components.
  • Give the individual verbal instructions more than once and ask them to repeat the instructions back to ensure they understand what needs to be done. Instructions should be provided in in small chunks, rather than all at once, so the individual can focus on one step before moving to the next.
  • Permit individuals to use audio recorders or AI technology to capture information during lectures or meetings, so they can replay and review content as needed.

Task Initiation

  • Define the first action required for a task, such as “open your book to page 10,” so it is clear exactly how to begin.
  • Sentence starters or example problems can be helpful in clarifying task expectations, and, in turn, improving task initiation.
  • Establish regular routines and schedules, such as starting homework at the same time each day, to make it easier to get started on tasks.

Inhibition (Impulse Control)

  • Have a teacher, supervisor, or caregiver nearby to provide quick feedback or reminders when impulsive behaviors occur.
  • Provide items like fidget spinners, putty, or doodling pads to give individuals a safe way to channel their energy and reduce impulsive actions. Allow individuals to take short movement breaks to help manage restlessness or impulsivity.
  • Provide praise or rewards when individuals demonstrate restraint or appropriate behavior, encouraging them to continue using impulse control strategies.

Cognitive Flexibility

  • Inform individuals ahead of time about changes in plans or schedules so they can mentally prepare and reduce stress. Give warnings ahead of transitions (e.g., “You have five minutes to finish up that essay) to assist in the transition from one activity to the next, particularly when shifting from a preferred to non-preferred task.
  • Using written or visual stories that describe upcoming events and expected behaviors will help individuals anticipate and cope with new experiences.
  • Teachers or supervisors should preview any partner and group work ahead of time, including carefully outlining roles and expectations.

Emotional Regulation

  • Offer designated quiet areas or allow breaks for individuals to calm down when feeling overwhelmed or upset.
  • Use charts, cards, or other visual tools to help individuals recognize and communicate their emotions.
  • Allow individuals a few minutes to reflect or calm down after an emotional incident before discussing their behavior or asking them to resume work or activities.

Self-Monitoring

  • Provide tools that allow individuals to evaluate their own work against specific criteria and track their progress over time. For example, an editing checklist for a writing assignment should include specifics such as a review of content, spelling, punctuation/capitalization, and grammar/run-ons. This would help shift the vague task of “check your work” into a more actionable task with greater success of being beneficial.
  • Schedule frequent reviews and provide constructive feedback to help individuals stay on track and make adjustments as needed.
  • Allow individuals extra time to double-check their work for errors or improvements before turning it in or finishing a task.

This vast network of skills, collectively referred to as executive functioning, plays a critical role in an individual’s ability to function in daily life. Comprehensive neuropsychological evaluations can provide valuable insight into specific areas of weakness and how they impact an individual’s functioning. This understanding allows for tailored, targeted recommendations that are more likely to be effective than implementing broad, non-specific executive functioning supports.

If your child or student can benefit from executive function coaching, complete NESCA’s online inquiry/intake form to receive additional information or book sessions.

 

About the Author

Dr. Burns conducts comprehensive evaluations of school-aged children, adolescents, and young adults with a variety of developmental, learning, and emotional difficulties. She has expertise in the evaluation of individuals following a concussion/mild traumatic brain injury and particularly enjoys working with individuals with attention (ADHD) and executive functioning (EF) difficulties. Dr. Burns is passionate about helping individuals and their families better understand their areas of strength and weakness and provides tailored treatment recommendations based upon that unique profile to make the evaluation most helpful for each client.

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

NESCA is a pediatric neuropsychology practice and related services practice with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and Coral Gables, Florida, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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How Executive Function Coaching and Therapy Complement One Another-Part 2

By | NESCA Notes 2025

Quote from NESCA and an image of two puxxle pieces fitting together showing how therapy and EF coaching can complement each otherBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

Last week I wrote a blog about the complementary nature of executive function coaching and therapy. I discussed the ways in which each service is distinct, as well as where there are overlaps. Today I’d like to share examples of how each service can support the other. If you find the examples helpful, feel free to download the pdf version from our Resources page!

How executive function coaching can support your therapy work:

An executive function coach can…

  • Serve as another person to reinforce the concepts you’re learning in therapy and help you make note of everyday and/or academic situations that connect to your therapy goals.
  • Serve as a source of motivation and accountability to help you implement the recommendations made in therapy, such as improving your sleep hygiene, widening your social circle, or increasing your positive self-talk.
  • Consult with your therapist to provide examples of your everyday struggles and mindset towards them.
  • Provide a safe space for metacognitive and self-reflection discussions, which can serve as a stepping stone if you are not yet ready to embark on therapy or are questioning your current style of therapy. These discussions can promote a new openness to trying therapy or exploring new therapy modalities/approaches.

How therapy can support your executive function work:

A therapist can…

  • Address anxiety, depression, perfectionism, all-or-nothing thinking, or negative self-talk/narratives, all of which can present a significant barrier to coaching because they reduce your motivation and openness to trying new problem-solving strategies.
  • Provide a big picture, comprehensive understanding of the mental and emotional barriers facing you and guide you (and your executive function coach) in choosing motivation and routine-building strategies that would work best.
  • Help you to build coping strategies for managing daily life and novel tasks, freeing up energy for taking on new goals and challenges.

Every service provider brings something important to the table, and therapy and executive function coaching are an extra-special support combination that has truly benefited many of our clients at NESCA. It often takes a team to support an individual through challenging aspects of their life, and NESCA’s coaches are happy to be a part of that team!

NESCA offers executive function coaching for students from elementary school through adulthood who are looking to bolster their organization, scheduling, time management, goal setting, and routine building skills. Students work 1-on-1 with occupational therapists and education specialists to identify specific skills that will help them be more organized and in control of their academic and general life tasks. If you have concerns about your child or student’s executive function challenges and want to try our 1-on-1 coaching, please complete our online Intake Form. 

 

 

About the Author

Jasmine Badamo, MA, is a licensed special educator and seasoned executive function coach. SheJasmine Badamo headshot supports a wide range of clients, ranging from age 7 to adulthood, to develop executive function and independence skills necessary for success with school (including college and graduate school) and in life. She is also uniquely qualified to coach parents and train educators to support EF skill development across settings.

To book executive function coaching with an EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

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

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Image of two puzzle pieces fitting together to represent therapy and EF coaching

How Executive Function Coaching and Therapy Complement One Another-Part 1

By | NESCA Notes 2025

Image of two puzzle pieces fitting together to represent therapy and EF coachingBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

At a recent NESCA case conference, we had a thought-provoking discussion about the relationship between executive function coaching and therapy that inspired me to write this two-part blog series.

Executive function coaching is different from therapy in a few key ways:

  • Most executive function coaches are not trained mental health professionals.
  • Therapy is usually positioned to treat mental health concerns, such as anxiety, depression, OCD, and related emotional patterns.
  • Executive function coaching focuses more directly on improving cognitive skills and strategies (like planning, organizing, prioritizing, time management, focus, and self-regulation) to support clients in reaching their academic, professional, and personal goals.
  • Executive function coaching is often more practical and solution-oriented, while many therapy approaches focus on exploring past experiences and deepening a client’s understanding of themselves.

But there can also be overlap between the two supports:

  • Executive functioning and mental health both impact an individual’s self-regulation and ability to cope with daily life.
  • Executive function coaches and therapists might both implement skill-based activities with clients.
  • Executive function coaches and therapists both focus on improving an individual’s well-being by identifying challenges, setting goals, developing strategies, and building self-awareness.

The truth is that the work we executive function coaches do with our clients frequently relates to their mental health and emotional struggles. For example, we may help individuals strengthen their ability to regulate impulses; reflect inward to better understand their habits and patterns in behavior; move past low motivation to activate and take action; adapt their behavioral patterns to better meet their needs and goals; implement self-care routines; and tackle the logistical challenges of accessing other services, such as therapy.

Additionally, persistent mental health struggles (as well as a person’s naturally fluctuating emotional states) play a large role in a person’s ability to access their prefrontal cortex or “thinking brain,” where our executive function abilities reside. This is because emotional regulation and executive control are both housed in this part of the brain. When one skill set is taxed, the other suffers. Correspondingly, persistent executive function struggles can contribute to increased mental health struggles, such as anxiety or depression.

Given the connected nature of executive functioning and mental health, we recognize that executive function coaching and therapy are distinct, but are also connected and complementary. The two services not only balance each other, but help to amplify the success and effectiveness of each individual service.

Tune in for our blog next week where I’ll delve into the ways executive function coaching can support your therapy work and vice versa!

NESCA offers executive function coaching for students from elementary school through adulthood who are looking to bolster their organization, scheduling, time management, goal setting, and routine building skills. Students work 1-on-1 with occupational therapists and education specialists to identify specific skills that will help them be more organized and in control of their academic and general life tasks. If you have concerns about your child or student’s executive function challenges and want to try our 1-on-1 coaching, please complete our online Intake Form. 

 

About the Author

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

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

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

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

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

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

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high school student working as a grocery store clerk over the summer

What Should My High Schooler Do This Summer?

By | NESCA Notes 2025

high school student working as a grocery store clerk over the summerBy: Lyndsay Wood, OTD, OTR/L
NESCA Executive Function and Real-life Skills Program Manager

As summer approaches, many parents find themselves asking the same question: “What should my high schooler do this summer?” While it’s tempting to let the months slip by in a haze of late mornings and screen time, summer can be an incredible opportunity for teens to grow in ways that go far beyond academics. Whether your child needs to build their resume, explore career interests, or just enjoy some well-earned downtime, there are plenty of ways to use the summer months meaningfully. Here are six ideas to help your teen make the most of their summer break:

  1. Get a Job

It doesn’t have to be glamorous or connected to their dream career; just having a job can make a big difference in a teen’s development. Research shows that teens who work, even part-time in unrelated fields, often have better long-term outcomes, including higher earnings and stronger work habits. A summer job teaches responsibility, time management, and communication skills, while also boosting confidence and independence. Whether it’s scooping ice cream, lifeguarding, or stocking shelves, your teen will be gaining skills that matter.

  1. Volunteer

If a paid job isn’t in the cards this summer, volunteering can be just as valuable. Volunteer work offers teens a chance to develop important job-readiness skills, like collaboration, commitment, and leadership. It can also provide a strong sense of purpose and build self-esteem, especially when the cause is one they care about. From local food banks to animal shelters to community theater, volunteering helps teens learn what it means to contribute and be part of something bigger than themselves.

  1. Attend a Camp Related to a Career Interest

Is your child into coding, engineering, creative writing, or environmental science? Summer camps focused on specific interests or career paths can be an exciting way for teens to dig deeper into a passion. These experiences are not only educational but also energizing, they can spark new goals, introduce teens to mentors and peers who share their interests, and even inspire future college and career plans. Many camps now offer virtual or hybrid options, making it easier to find a good fit.

  1. Build Skills through Coaching

Summer can be the perfect time to focus on the skills that teens don’t always have time to develop during the school year. Executive function skills, self-determination, and future planning are all crucial for a smooth transition to adulthood. One-on-one coaching can help teens explore careers, practice goal-setting, and learn strategies for time management and self-advocacy. At NESCA, we offer a variety of summer intensives focused on transition planning, career exploration, executive functioning, self-awareness, and sexual health and relationship education. Many students benefit from individualized instruction in these areas to stay safe, informed, and confident. These short-term programs are designed to empower students and help them build a meaningful roadmap for the future. If you have any interest in these programs, NESCA’s intake form can be found here: https://nesca-newton.com/intake/

  1. Try an Overnight Experience to Practice Being Away from Home

Whether it’s a traditional sleepaway camp, a weekend college program, a college prep experience, staying with extended family, or planning a trip with friends, having an overnight experience can be a powerful step in your teen’s growth. Being away from home helps young people practice independence, responsibility, and problem-solving in a new environment. It can also reveal areas where they may need more support, like managing personal hygiene, communicating needs, or sticking to routines, giving families a clearer picture of what to work on before college or adulthood. Even short trips away from home can boost confidence and build valuable life skills.

  1. Allow Time for Fun and Independence

While structure and growth are important, don’t underestimate the value of downtime. Summer is also a time for teens to relax, socialize, and explore who they are without the pressures of school. Giving your teen some autonomy (whether it’s planning a trip with friends, trying a new hobby, or managing their own schedule) helps them build self-confidence and a strong sense of identity. Fun and independence aren’t just luxuries; they’re essential parts of growing up.

There’s no one “right” way to spend the summer, but with a little thought and planning, your teen can come away from the break with new skills, deeper self-knowledge, and renewed confidence. Whether they’re working, volunteering, exploring a passion, or simply learning how to manage their time, every experience counts. The goal isn’t to fill every hour; it’s to offer opportunities that support growth, discovery, and a smoother transition into young adulthood.

For more information about NESCA’s summer programming opportunities for students, check out our recent newsletter: https://mailchi.mp/nesca-newton/summer2025.

 

About Lyndsay Wood, OTD, OTR/L

Lyndsay Wood, OTD, OTR/L, Vermont-based Executive Function and Real-life Skills Program Manager, is an occupational therapist who focuses on helping students and young adults with disabilities to build meaningful skills in order to reach their goals. She has spent the majority of her career working in a private school for students with ASD. She has also spent some time working in an inpatient mental health setting. Lyndsay uses occupation-based interventions and strategies to develop life skills, executive functioning, and emotional regulation. While completely her doctoral degree at MGH Institute of Health Professions, Lyndsay worked with the Boston Center for Independent Living to evaluate transition age services. She uses the results from her research to deliver services in a way that is most beneficial for clients. Specifically, she focuses on hands-on, occupation-based learning that is tailored the client’s goals and interests.

Dr. Wood accepts Vermont- and Massachusetts-based transition and occupational therapy assessments. Her in-home and community-based coaching services are available in the greater Burlington, Vermont area. Dr. Wood can accept virtual coaching clients from both Massachusetts and Vermont.

 

To book coaching and transition services at NESCA, complete NESCA’s online intake form. 

 

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

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1:1 EF coaching image with quote from Jasmine Badamo, EF coach

What Sets Executive Function Coaching Apart from Other Study Skill Supports?

By | NESCA Notes 2025

1:1 EF coaching image with quote from Jasmine Badamo, EF coachBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

As families and schools are putting more focus on the importance of study skills for their child’s academic success, the idea of executive function coaching has become more mainstream. There are now more apps, online courses, school curriculum, and private companies offering this kind of support.  When I give families examples of executive functioning skills – organization, planning, time management, focus, prioritization – they immediately recognize them and see how their child could benefit from strengthening these skills. However, it can be difficult to understand exactly how (and why) hiring a 1-on-1 executive function coach is such an effective way to support a child’s executive function development.

While executive function skills overlap with study skills, they go beyond that. They are foundational higher-order cognitive skills that are required for every individual to engage in goal-directed behavior, which is, well…almost everything! Yes, executive function skills are necessary when your child wants to create and execute a study plan for their upcoming math exam, but they are also necessary in order for your child to wake up each morning and complete their morning routine in time to get to school at 8:00am.

A properly trained executive function coach has training and expertise in these cognitive skills and their development, and are equipped with strategies for strengthening these skills across multiple contexts. These strategies may include some of the “tips & tricks” you’ve read about online (e.g. Set a 5-min timer and see how much cleaning you can get done!), but they also include the use of coaching methodologies to guide an individual in recognizing patterns in their past experiences, identifying core barriers, and establishing meaningful goals in their life. Every day in my coaching, I make use of the training I received in my post-graduate coursework, and being a part of a group practice affords me the added benefit of pulling from the knowledge and perspectives of several masters- and doctorate-level occupational therapists, transition specialists, special educators, and neuropsychologists. 

A partnership with a trained coach offers structured, consistent, and personalized instruction that builds executive function skills in a clear progression towards a student’s goals and greater independence. Unlike using online focus apps or joining a group study-skills class, a 1-on-1 coach, especially one that has been thoughtfully matched with your child based on specialty area and personality, is able to facilitate a real connection and trust with a student. This relational approach is essential for sustainable student engagement and effective individualized support.

My colleague Sara LaFerriere perfectly described this when she said, “It’s hard for students to understand their full potential if the providers they work with can’t make a connection with them.” Aside from the increased effectiveness of a 1-on-1 coach, it’s just plain nice for a student to have another trusted adult in their corner, especially when they are struggling and feeling vulnerable (and especially when their parents or caregivers are at the end of their ropes from repeated attempts to improve their child’s executive function challenges).

On the family side, hiring an executive function coach beefs up your child’s support team. At NESCA, we put a lot of weight on collaboration, not just within our practice, but with other professionals. Whenever possible, I like to initiate communication across my students’ different service providers. For me, it provides a more robust understanding of my students and helps me ensure my coaching is aligned with the work they’re doing in other areas of their life. For families, it can provide relief to know that everyone on their child’s team is on the same page and working towards the same big-picture goals. A coach can even serve as another line of communication between a child and their family, sharing feedback with parents about the interventions and strategies that work best for their child, and giving parents ideas for successfully implementing strategies at home.

NESCA offers executive function coaching for students from elementary school through adulthood who are looking to bolster their organization, scheduling, time management, goal setting, and routine building skills. Students work 1-on-1 with occupational therapists and education specialists to identify specific skills that will help them be more organized and in control of their academic and general life tasks. If you have concerns about your child or student’s executive function challenges and want to try our 1-on-1 coaching, please complete our online Intake Form. 

 

About the Author

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

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

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

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

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

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

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Image of two people studying together or Body doubling

The Power of Body Doubling

By | NESCA Notes 2024

Image of two people studying together or Body doublingBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

Have you heard of body doubling before? Body doubling is when two (or more) people lend each other their presence while doing individual work. You can think of it as a “buddy system” for productivity. Having another person with us while we work can increase our motivation to start a task, boost our focus, and even have a calming effect. In fact, the sheer act of scheduling a body doubling session with someone helps hold us accountable to our to-do list.

Body doubling is a powerful accountability strategy that I use with my clients as well as with friends and family. If you think about it, it’s likely that you have used this strategy, too. Have you ever silently studied in a group, with a friend, or in a public space such as a library or cafe? That was body doubling! What about calling up a friend and scheduling a time to go to the gym together? Body doubling! Do you ever chat with a friend while you cook, fold laundry, or grocery shop? Once again, body doubling! (It doesn’t always have to be silent.)

Body doubling is a foundational strategy that I explore with many clients – first explaining the concept and benefits of it, and then providing them with opportunities to practice it.  We may start by body doubling during our video calls, testing out if it’s more effective to keep cameras on or off, mics muted or not, screens shared or not. We’ll experiment with duration to see what’s enough time to get work done, but not too much time to get distracted. Our goal is to find the sweet spot where body doubling is supportive, but not distracting. We also implement structures to make body doubling time as productive as possible. This may look like using a prep checklist to make sure my client has all the materials they need to work; establishing a work plan that includes a goal and the first steps to take; or determining checkpoints when they want me to interrupt with prompts or reminders.

This structured practice is particularly effective because we have fostered a safe and collaborative coaching relationship that is centered on getting work done. With this guided practice, my clients can dip their toes into the world of body doubling and prepare to utilize this strategy on their own – with a natural resource (a person or group of people who is available in their everyday life).

As my clients build independence, we discuss creative ways for them to incorporate this strategy into their everyday lives. We’ll go through the list of people in their lives and think through who would make good body-doubling partners, and who would make socializing too big a temptation to resist. We might remove the temptation to talk altogether and body double with a pet dog or rabbit. I’ve even worked with clients to create “asynchronous” body doubling where they listen to audio messages from friends while they get house chores done.

As body doubling has become more popular, people have found ways to incorporate technology and social media. The YouTube channel @MerveStudyCorner has videos of various lengths showing a person studying in different locations. The Dubbii App by @adhd_love_provides body doubling videos specifically for individuals with ADHD. The FLOWN app offers “coworking” drop-in or power sessions. And some people are hosting TikTok Live while doing chores or working on homework so you can tune in and join. Very clever!

Body doubling is an adaptable and powerful strategy that can help anyone boost productivity, focus, and accountability. Whether you’re experimenting with silent study sessions, enlisting a friend to tackle errands, or exploring innovative tech tools, there’s no shortage of ways to make this strategy work for you. So, why not give it a try? If you need help getting started, reach out to NESCA to work with one of our expert real-life skills and executive function coaches by completing our Intake Form at: www.nesca-newton.com/intake.

Want to do more reading on body doubling? Check out these articles:

Additional Information

Body doubling can also be done outside the context of productivity, often referred to as “parallel play.” Sitting next to a trusted human and allowing yourself to get lost in a preferred task or hobby can be a truly enjoyable experience, deepening your relationship without even talking!  For individuals who find talking tiring or for those who have an easily-drained social battery, this is an accessible way to engage and RESIST isolation.

 

About the Author

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

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

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

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

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

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

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Leah Bridge headshot and quote

Occupational Therapist Leah Bridge, MSOT, OTR, Joins NESCA’s Coaching Team

By | NESCA Notes 2024

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

NESCA welcomed Occupational Therapist Leah Bridge, MSOT, OTR, as a per diem Real-life Skills and Executive Function Coach this past fall. Learn more about Leah and what she brings to her clients from our recent interview. 

How did you become interested in occupational therapy?
As a younger student, I was diagnosed with a learning disability and was exposed to other students with various challenges in my classes and while receiving services. Through that experience, mostly in high school, I became interested in helping other friends and students engage with their work. That kickstarted my desire to work in an area where I was able to support the specialized needs population engage more in their everyday lives.

When I started my undergraduate degree, I actually didn’t know about occupational therapy at all. After ruling out other career paths and with the help of my advisor, I realized that OT was exactly the path I wanted to go down. It encompassed so much of what I love to do.

Once I started my occupational therapy graduate program, I learned about the mental health side of OT, which I hadn’t really known about before. That was very interesting to me, so I did a clinical placement at a behavioral health hospital, which set me on the path to becoming a mental health occupational therapist. From there, I ended up working at Cambridge Health Alliance for the past two years in the inpatient pediatrics, adolescents, and neurodevelopmental unit. Since these are acute settings, the patients mainly come in after a mental health crisis, and my job was to help stabilize them and work with them on self-regulation and coping skills.

Why are you a NESCA Real-Life Skills and Executive Function Coach?
I wanted to work with clients from start to finish, showing them the necessary skills for life. I came on board at NESCA as a per diem coach and quickly learned just how amazing it is to help people build skills. I love working with people, watching them progress, become more resilient, and build skills.

What approaches do you take in working with our coaching clients when they are so unique from one another?
I want my  clients to feel like I’m easygoing and approachable. I use a very warm, empathetic approach and a lot of humor to make connections with them. I also like to see where individuals are at and follow their lead – never pushing someone too quickly and meeting their comfort level throughout the process. Once we have a foundational relationship, I can see where to challenge them.

What skills do you work on in Real-life Skills Coaching?
It can be a whole range of things. So far, I’ve worked on behavioral activation, meal prepping, note taking, folding laundry, taking out the trash, placing things into the dishwasher – generally helping people to take more of an independent approach to their daily tasks.

In the community, it could be anything from going into a store and feeling comfortable interacting with different employees in that store. I may take an individual into a store and practice some of the different types of jobs we are working on, like organizing a shelf in Target that was a bit disheveled and putting items back in their places. It’s a more interactive way to work on the organizational skills we may be building. We may also just walk around a crowded grocery store or mall where we can determine different self-regulation techniques that work in these overstimulating and overwhelming moments. It helps individuals be confident that, in the future, they may be able to go to these places alone and feel completely comfortable there.

What is the profile of some of the students that you’ve worked with?
I like working with people of all ages, and I love the differences among all of the patients, students, and clients I’ve seen. I’ve worked with a whole wide variety. At Cambridge Health, I worked with kids who are struggling from depression, anxiety, or a mood disorder, like bipolar, borderline personality disorder or psychosis. In the neurodevelopmental unit, I worked with a lot of different kids with autism, have an intellectual disability, or a traumatic brain injury. While there, I worked with kids who are both very resistant to working together as well as those who are incredibly self-motivated and really want to do the work.

At NESCA, I’ve also seen a variety of clients who are really fun to work with. We do things like work towards building skills they can use when they go off to college, helping them to be more independent and live on campus more confidently. I’ve also worked with students who are taking some time off from college or graduate school to rebuild their confidence and mental health before going back into the school setting. We’re working on a lot of daily tasks to help them feel more regulated and less overwhelmed, and on strategies to help in those difficult moments and remember that they can do this.

How do you gain buy-in from the individuals you work with?
Meeting coaching students where they’re at is so important. I go in with an open attitude and determine where they are at in each session, adjusting my plan from there. I never force anything, but rather go at their pace. I find I’m more successful when we just take time to get to know each other, build trust and understanding, and then the buy-in comes.

Most people are more willing to participate when they know why they are engaging in an activity or some type of coaching. When they learn that I am trying to teach them skills to help them advocate for themselves, they feel more empowered – not just that their parents are making them do this. It’s been very helpful to show them that they have a say in the process and a voice that helps them get to that place of independence.

How does NESCA’s collaborative approach help you in your coaching practice?
It offers amazing value. As an example, I may be thinking of an approach to use in a session, and then I hear from or consult with someone from another discipline within the practice about how they may approach it. It opens your eyes to a whole other way of looking at something. I’m also someone who is very eager to learn and improve my own skills, so I love getting input from other people and delving into the resources they suggest. I always want what’s best for my clients and my patients, so I am always happy to collaborate with everyone to be able to get that for them.

What’s your approach to designing a program or curriculum for someone?
I start off with doing some assessments to determine the areas that are within the domains of OT, such as activities of daily living, leisure activities, work/school activities, and also looking at what skills the individual can already do on their own, and ranking their performance level within each of those along the way. Some clients are able to complete these assessments independently, and some require input from their parents or caregivers. From there, we choose what areas we want to start with and set goals, mainly based on what the greatest areas of need are. We typically work in increments of eight-week sessions. Near the end of the eight weeks, we reevaluate and see if we want to do more.

What are some of the goals your students are working on?
A person may have the goal to go to a grocery store and pick out items from a shopping list. We may not start with going to the grocery store right away. Instead, we may sit down and look at a map of the grocery store and get a feel for what each aisle looks like and what we can find in each one. We may do this kind of work for the first four sessions and then spend the next four sessions going to different places where we can look at how different stores are set up, and how we can find items when the aisles look different from store to store. If we can’t find the items, we work on how to approach someone and ask where we can find them.

What is your take on using different technology tools or apps?
I’m someone who loves learning all about new approaches, including technology, to see what may work. I’m open to exploring new technology and introducing it to students if I think it is something that will support them in reaching their goals. There are some great ones available for anxiety, which may help them engage in our sessions together. There are others for banking, scheduling, and calendaring. If a student prefers using Google Sheets or Excel to help organize their day, I am definitely willing to work with them using those as long as they are a support.

Is there anything else that you would like people to know about you?
I love working with individuals who are going through mental health challenges, whether short-term or chronic. But it’s not the only area I am interested in. I’m someone who feels I can offer a lot and am willing to do the work to really learn and feel as though I can provide the best care to those with whom I work. So, for me, there’s really nothing that I feel I want to avoid. I’m a very open person in that sense that I really just want to help as many people as I can.

 

About Leah Bridge, MSOT, OTR

Leah Bridge, MSOT, OTR, is a licensed occupational therapist with a passion for helping individuals develop the skills needed toHeadshot of Leah Bridge meaningfully engage in their daily lives. With a Master’s degree in Occupational Therapy from Regis College and a Bachelor’s degree in Kinesiology from the University of Massachusetts Amherst, Leah brings a well-rounded educational background to her practice. She is currently licensed to practice in Massachusetts.

Throughout her career, Leah has specialized in mental health-based occupational therapy across various settings, including inpatient units, partial hospitalization programs, and schools. She has worked closely with individuals aged 4 to 26, addressing critical areas such as activities of daily living (ADLs), self-regulation techniques, executive functioning, and routine development. Her experience spans a wide range of diagnoses, including autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), traumatic brain injury (TBI), and mental health conditions such as depression, generalized anxiety disorder (GAD), and bipolar disorder.

Leah’s therapeutic approach is client-centered and holistic, adapting her interventions to suit the unique needs of each individual and their environment. Whether facilitating community engagement with adolescents in schools, providing vocational consults and life skills groups at partial programs, or teaching coping and self-regulation techniques in inpatient settings, Leah is committed to tailoring her strategies to each client’s specific goals.

Leah’s work is deeply collaborative, and she frequently partners with families and with other professionals such as social workers, psychiatrists, nurses, and psychologists to ensure comprehensive care. Her ability to foster strong therapeutic relationships, combined with her humor and validation techniques, helps clients feel comfortable and supported throughout their therapy journey.

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

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

7

Technology Tools to Boost Your Productivity Part 3

By | NESCA Notes 2024

By: Lyndsay Wood, OTD, OTR/L
NESCA Executive Function and Real-life Skills Program Manager

Summer is coming! We are finally feeling that sunshine on our skin. You may be noticing your motivation increasing as you thaw from your winter hibernation. A lot of people find that this is a great time to start tackling those goals and projects you have been putting off through the dark days of winter. Perhaps now it is time to do that thorough spring clean, or maybe you want to meet a new fitness goal. No matter what you are trying to do, there are technology tools that can help. Below is a list of apps that can help kickstart that renewed sense of motivation you may be feeling. These are just a few tools, but please feel free to check out my previous two blogs on this topic to find even more helpful tools and apps.

  1. Todoist: Todoist is a task management app that helps you organize and prioritize your tasks effectively. Through this app, you can create to-do lists, set deadlines, and manage your activities. Todoist integrates with various other apps and platforms, making it easier to keep track of your tasks across all your devices.
  2. TickTick: No, I do not mean TikTok, which typically has the opposite effect on productivity and motivation! TickTick combines a to-do list and a calendar. It allows you to create tasks, set reminders, and even track your habits.
  3. Shmoody: Shmoody is an app designed to help improve your mood and overall mental health. Whether you’re dealing with stress, anxiety, or just feeling down, Shmoody offers practical activities and tools to boost your spirits. The app provides daily mood check-ins, gratitude journaling, and guided exercises to help you develop a positive mindset. It also allows you to set goals and objectives for the day.
  4. Remove Distracting Apps: Perhaps it is time for a social media detox. Are you finding yourself scrolling endlessly through TikTok, Instagram, etc.? Discover which app you are using the most and take a break. Maybe it is just for the afternoon, or maybe a whole month. See how your productivity, mood, and motivation change when you step away from the scroll. Use built-in features on your smartphone, like Screen Time on iOS or Digital Wellbeing on Android, to track your app usage and set limits. Taking a break from distracting apps can free up your time and mental space, allowing you to focus on more meaningful activities and goals.

Embrace the summer energy and make the most of these tools to boost your motivation and productivity. Whether you’re aiming to improve your mental health, get organized, or eliminate distractions, these apps can help you achieve your summer goals. Happy summer!

 

About Lyndsay Wood, OTD, OTR/L

Lyndsay Wood, OTD, OTR/L, Vermont-based Executive Function and Real-life Skills Program Manager, is an occupational therapist who focuses on helping students and young adults with disabilities to build meaningful skills in order to reach their goals. She has spent the majority of her career working in a private school for students with ASD. She has also spent some time working in an inpatient mental health setting. Lyndsay uses occupation-based interventions and strategies to develop life skills, executive functioning, and emotional regulation. While completely her doctoral degree at MGH Institute of Health Professions, Lyndsay worked with the Boston Center for Independent Living to evaluate transition age services. She uses the results from her research to deliver services in a way that is most beneficial for clients. Specifically, she focuses on hands-on, occupation-based learning that is tailored the client’s goals and interests.

Dr. Wood accepts Vermont- and Massachusetts-based transition and occupational therapy assessments. Her in-home and community-based coaching services are available in the greater Burlington, Vermont area. Dr. Wood can accept virtual coaching clients from both Massachusetts and Vermont.

 

To book coaching and transition services at NESCA, complete NESCA’s online intake form. 

 

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

6

Allow Them to be Challenged! (Examples of Balancing Support with Challenge): Part 2

By | NESCA Notes 2024

By Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

Last week’s blog discussed the “zone of proximal development” and the importance of providing young people with calculated challenges in order to facilitate their executive function development (https://nesca-newton.com/allow-them-to-be-challenged-building-childrens-executive-functions-part-1/). Because the balance between providing support and allowing challenge is highly individual, I wanted to write a follow-up blog providing some examples of how this balance can be implemented:

EXAMPLE 1: A middle schooler is struggling to turn in their assignments on time, even when they already have them completed.

EXAMPLE 2: An elementary-aged child is struggling to keep their work desk clean, and it’s causing a lot of conflict and stress during homework time.

EXAMPLE 3: A high school student wants to find a summer job so they can earn some money and build their resume.

Remember that every child and family is unique, and there is no one right answer. It may take time to find the right balance for your child, but it is well worth the effort!

——————————————————————

Did you know that NESCA offers parent coaching tailored to helping parents facilitate their child’s executive function growth? While many families take advantage of the opportunity to have their student’s work directly with our executive function coach and utilize parent coaching as a support for generalizing the strategies the students are learning, this has also been an invaluable service on its own for many parents.

 

About the Author

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

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

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

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

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

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

6

Allow Them to be Challenged! (Building Children’s Executive Functions): Part 1

By | NESCA Notes 2024

By Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

Executive function – the ability to engage in goal-directed behaviors, such as planning, organization, focus, and self-regulation – is a set of cognitive skills that all individuals possess and use on a daily basis.

Like any skill, each person’s executive function is at varying stages of proficiency and development. Furthermore, a person’s day-to-day capacity for executive functioning can fluctuate based on a variety of factors, including age, cognitive profile, environment demands, emotional state, physical illness, stress, mental health, etc.

As the role of executive function in learning, working, and general life tasks is becoming more widely acknowledged and understood, it is also becoming more common to make accommodations for young people to support their executive function challenges. It is exciting to see more of this consideration and inclusion; however, I often find myself in conversations with families, educators, and related professionals regarding the difficulty of balancing executive function support and accommodation with allowing space and opportunities for growth and skill development.

How can we resist the temptation to completely alleviate a young person’s struggle, especially when we know that the individual needs opportunities to practice the executive function skills they are attempting to master? It comes down to exposing young people to calculated challenges.

Facing challenges is an important part of learning and developing independence. It is also important to be thoughtful about the level of challenge we present to an individual. In my coaching, I like to think of Lev Vygotsky’s theory of learning in which every person has a “zone of proximal development” that encompasses the skills or tasks that they cannot yet do on their own, but that they can achieve with guidance or assistance (often referred to as “scaffolding”). When a learner receives support attempting a task that is just beyond their individual reach or capacity, it allows them to stretch their skills and current knowledge. With guidance and repeated practice, the learner develops the ability to utilize the skills and knowledge independently; their zone of proximal development shifts, and they can tackle more complex and challenging skills (citation).

Challenge is essential to growth. But finding a person’s zone of proximal development is not an exact science – it’s individual, shifts with time and circumstances, and it can be difficult in the moment to know if you’ve struck the right balance between supporting your child while simultaneously allowing for sufficient challenge.

You may be thinking, “What’s too little challenge? What’s too much? Is my child facing an overwhelming amount of executive function demands, or are these challenges good growing and learning opportunities for them?” Next week’s blog will give a few examples of how parents and caretakers may be able to balance support vs. calculated challenge. And, in the meantime, consider collaborating with an executive function coach! It’s a great way to answer these questions and learn how to independently identify the appropriate level of challenge for your child.

——————————————————————–

Did you know that NESCA offers parent coaching tailored to helping parents facilitate their child’s executive function growth? While many families take advantage of the opportunity to have their student’s work directly with our executive function coach and utilize parent coaching as a support for generalizing the strategies the students are learning, this has also been an invaluable service on its own for many parents.

 

About the Author

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

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

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

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

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

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

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