Exciting announcement! NESCA is accepting clients for home- and/or community-based Real-life Skills and Executive Function Coaching with Leah Bridge, MSOT, OTR. Leah is available for in-person occupational therapy (OT) and coaching services in the Newton, MA and Central MA areas. NESCA’s team of coaches offer Real-life Skills, Executive Function, Functional OT and Parent/Caregiver Coaching remotely for those outside of the Newton area. To learn more or book coaching services, complete our Intake Form.

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executive function

Pediatric Neuropsychologist Ferne Pinard, Ph.D., Joins NESCA

By | NESCA Notes 2022

By: Jane Hauser
Director of Marketing & Outreach

I recently had the opportunity to learn more about Pediatric Neuropsychologist Ferne Pinard, Ph.D., who joined NESCA in this August. We are thrilled to have her on board and hope you learn more about her background and specialty areas in today’s blog interview.

How did you choose pediatric neuropsychology as a profession?

I’ve had an interesting journey to get to where I am today professionally. I started working with adolescents in the West Indies as a high school teacher. There I quickly learned that meant not just teaching to the curriculum, but also looking at each student as a whole person – often along with their parents – providing counseling to them and additional academic support as needed to meet their needs. That sparked my initial interest in working to support children.

That spark turned into a deep interest in psychology. In college I decided to major in psychology. I became involved in research examining various aspects of child development and learned about statistical methods.

In graduate school, I worked with my mentor on research projects that involved administration of neuropsychological tests and examining how performance on these tests were related to various outcomes (e.g., academic performance, externalizing behaviors). I enjoyed doing assessment as part of the research project and other training experiences. Although I toyed with the idea of becoming a therapist – as I was trained to provide therapy and conduct assessment – I decided to further my knowledge in the brain/behavior relationship

How have your previous work experiences prepared you to be a neuropsychologist with NESCA?

I spent the last 11 years at Boston Children’s Hospital, first as a post-doctorate fellow and later as an attending neuropsychologist.

As a fellow at Boston Children’s, I had the opportunity to work in various specialty clinics, gaining exposure to patients with a range of medical and genetic conditions, including neurofibromatosis, cancer, etc.

Later, I went on to gain specialty experience in the Pediatric Neuro-immunology and Learning Disabilities programs. As an attending neuropsychologist, I worked with, trained, and supervised pre-doctorate psychology interns and post-doctoral fellows.

As part of the neuroimmunology program, you assisted with research on the impact of post-acute sequelae of COVID-19 (PASC) – also known as Long Haul Covid – on children and their education. Tell us about that.

Yes, I had the opportunity to provide consultation to a previous colleague examining the cognitive impact of Long Covid. I also conducted a few assessments of adolescent struggling with persistent symptoms after being diagnosed with Covid. Difficulties with attention, mood, executive functioning (e.g., working memory and slow processing speed), and fatigue are commonly reported among individuals with Long Covid. These students also experienced disruption in school due to their illness then ongoing symptoms and understandably find it difficult to keep up and meet academic expectations. So many young people were sadder and more anxious throughout Covid…layer Long Haul Covid on top of that, and it’s a huge problem.

How do you see your previous work experiences translating to the families we work with at NESCA?

I bring a lot of knowledge and evaluation experience to NESCA, but most importantly, I bring expertise and compassion in working with families – creating and maintaining relationships with them. The greatest thing I can do for a family is to listen to their concerns, let them feel heard, and allow them to express their feelings about what they and their child are going through. This helps the parents and the child’s school gain a better understanding of the child.

How do you tailor your evaluations for different children, say an anxious child?

Patience and validation are key. I think it is also important to include the child and their caregiver in the discussion. Perhaps I add additional structure to the evaluation (e.g., use of a checklist, breaks at predetermined times), integrate strategies to reduce anxiety (e.g., deep breathing, use of fidgets), or modify the evaluation to take place over three sessions instead of two. Sometimes, the child is allowed to have the parent in the room with them throughout the evaluation. There are different approaches that can be taken based on each individual, and it’s my role to work with the child and caregiver to identify what would work best for the child.

You’ve had a lot of experience evaluating medically complex children and children who are dealing with medical conditions that many think only affect adults. Tell us about that.

It’s true. I’ve worked closely with children who have gone through cancer treatments, including chemotherapy, radiation, and surgery. These are always very touching experiences. These children have been through so much medically that sometimes the medical experiences lead to mental health challenges. They may have gotten through the cancer itself, but there can be residual and sometimes long-term fears of a reoccurrence. Often, there is an intensely emotional component to these assessments because of what the children and their families have endured. I’ve heard the fear in the voices of both the children and their parents’ voices. It’s my job to listen and provide them with a safe space.

Some of the children seen may not be able to maintain engagement for a typical evaluation due to fatigue related to their medical condition and treatment, for example. In these cases, the evaluation will need to be carefully tailored to address the referral question (s). And again, the approach to the evaluation would have to be modified to meet the child where they are.

I’ve also worked with children who have been diagnosed with Multiple Sclerosis and other autoimmune conditions. With these children, I always factor in the amount of stress they are experiencing in life and school as well as the fears they have about how MS may impact them later in life. The stress they feel, whether at school or based on their diagnosis, can have a negative impact on their symptoms. There’s a cascading effect from the brain and all of its thoughts and worries, and that is what we help them deal with. I am always eager to advocate for these children who bear such a heavy load.

What is the most rewarding part of your job as a neuropsychologist?

I feel that I have added value to a child’s life, when I can provide them and their families with a meaningful and comprehensive understanding of their profile—one that includes strengths, not just a focus on weaknesses. I think this is essential as it enables the family and child to advocate for their needs.

Why did you want to be part of NESCA’s team?

Initially, I was really drawn to the integrative approach to care for the children who are with NESCA. Coordination of care, whenever possible, and consultation among professionals involved in a child’s care leads to better outcomes. I was also excited to work with the professionals who specialize in different areas than I am accustomed to working with, such as postsecondary transition. The team here is very willing to collaborate so we can all teach and learn from each other. While I know I will gain great knowledge from the group, it really best serves the families with whom we work.

 

About Pediatric Neuropsychologist Ferne Pinard, Ph.D.

Dr. Pinard provides comprehensive evaluation services for children, adolescents, and young adults with learning disabilities, attention deficit/hyperactivity disorders (ADHD), and psychiatric disorders as well as complex medical histories and neurological conditions. She has expertise in assessing children and adolescents with childhood cancer as well as neuro-immunological disorders, including opsoclonus-myoclonus-ataxia syndrome (“dancing eyes syndrome”), central nervous system vasculitis, Hashimoto’s encephalopathy, lupus, auto-immune encephalitis, multiple sclerosis (MS), acute disseminated encephalomyelitis (ADEM), and acute transverse myelitis (ATM), and optic neuritis.

To book a neuropsychological evaluation with Dr. Pinard or another expert neuropsychologist at NESCA, 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.

College Freshman and Executive Function: The Often Unexpected Demands

By | NESCA Notes 2022

By: Sophie Bellenis, OTD, OTR/L
Occupational Therapist; Real-life Skills Program Manager and Coach, NESCA

It is no surprise that the experience of a high school student is vastly different than that of a college student. This transition is seen as a pivotal step towards independence as we send students off to learn, grow, and explore in an often substantially less supported and less controlled environment. The hope is that after 13 years of K-12 education, our students have developed the academic, communication, and organization skills needed for success in school. They know the tricks of the trade. They have systems to employ and even more systems to fall back on if needed. They have become experts at learning, and they know the drill. But what happens when students get to college and everything, from the style of instruction, to the flow of coursework, all the way to the demands outside of learning are just…a little bit different? For some students, this is a welcome opportunity to rise to the challenge, but for others, this is a daunting, overwhelming, and seemingly impossible ask. As an occupational therapist specializing in executive function, I have spent the last few years directly supporting those college freshman – the ones who look at the new demands and think, “I was never prepared for this, I don’t know if I can do this.” And I don’t blame them for feeling that way! The demands and expectations truly change. Here are a few that stand out:

  • Time management – High school schedules are rigid. Students are expected to arrive at a specific time, follow a block schedule, and make it to each of their classes (generally all in one building). If they forget what period it is, they can ask a friend, teacher, or almost anyone in the hallway. Conversely, every student in college has their own schedule that they are expected to track and manage. On Monday, they may be in class from 10am-2pm, while on Tuesday they are in class from 3pm-5pm on the other side of campus. There is no one to quickly ask or check in with regarding when and where they are supposed to be and consistency is rare. This trouble is further compounded by the fact that college coursework requires a substantial amount of work to be done outside of the classroom that must be planned for and built into the weekly schedule.
  • Reading a syllabus – While “reading a syllabus” may sound simple, these documents are often over 20 pages long, providing information about course content, course expectations, professor’s preferred method of communication, grading systems, and a full schedule of what is due and when. Additionally, each of these documents uses a different format and is frequently amended during the semester. High school students are used to an online portal that is consistently used by their teachers and provides built-in reminders and updates. Syllabi are tricky, and many students skim them without absorbing.
  • Assignment tracking – As mentioned above, college portals are nowhere near as comprehensive, up-to-date, or accurate as most ex-high school students expect. Professors may change a due date in class without updating a syllabus or expect students to keep track of a paper that is due more than a month away. Many college students need support putting a system in place to quickly consolidate due dates, set internal deadlines, and track what they need to hand in. This is especially important when breaking down large assignments into manageable chunks or learning to prepare in advance to for busy times in the semester, such as midterms or finals week.
  • Communicating with instructors – Many college students need support in pushing themselves to attend office hours, reach out early and often via email if they have questions about classwork or assignments, and even introduce themselves to their professors.
  • Developing healthy habits and routines – On top of academic executive function demands, college students are dealing with an increase in life-based executive function demands. They are managing their own eating habits, morning routines, evening routines, and organizing all of their personal belongings in their own space. Completing all of this while maintaining life balance can be tricky, and may require some support.
  • Accessing accommodations – The accommodation process at a college level is vastly different from the IEP or 504 process in high school. While this topic could be a blog on its own, the biggest takeaway for me is the level of responsibility that falls on the students. They are in charge of letting each professor, at the beginning of every semester, know about their accommodations for sitting in classes, taking exams, or turning in assignments. This requires a level of self-advocacy and functional communication that they may not have had to demonstrate in high school. This demand does not disappear throughout the semester, as they often need to remind professors a week before an exam about their needs or independently book a room to take their test.

While this may seem like a lot, the good news is that our students have learned how to learn. Their systems may need updating, and their strategies may need fine tuning, but with guidance I have found college success to be a truly achievable goal. I often find that once provided with a foundation and tips for how to be successful, my college freshmen do rise to the challenge and eventually build the ability to do all of this independently. If you feel that your student could benefit from some executive function support as they embark on their college journey, please reach out about NESCA’s EF Coaching Program!

 

About the Author
Sophie Bellenis is a Licensed Occupational Therapist in Massachusetts, specializing in educational OT and functional life skills development. Bellenis joined NESCA in the fall of 2017 to offer community-based skills coaching services as a part of the Real-life Skills Program within NESCA’s Transition Services team. Bellenis graduated from the MGH Institute of Health Professions with a Doctorate in Occupational Therapy, with a focus on pediatrics and international program evaluation. She is a member of the American Occupational Therapy Association, as well as the World Federation of Occupational Therapists. Having spent years delivering direct services at the elementary, middle school and high school levels, Bellenis has extensive background with school-based occupational therapy services.  She believes that individual sensory needs and visual skills must be taken into account to create comprehensive educational programming.

 

To book an appointment or to learn more about NESCA’s Executive Function Coaching Services, please fill out our online Intake Form, email info@nesca-newton.com or call 617-658-9800.

 

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

 

Making the Most of Summer – Setting a Few Life Skill Goals (for College and Life in General after High School)

By | NESCA Notes 2022

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

Summer in the United States is in full swing. If you have teenagers, they may be working, completing driver’s education, visiting colleges, travelling, or even getting started with their college application this summer. No matter what your teenager is doing, this is great time to sit down and set a few “simple” life skill goals for the summer.

In 2020, I wrote a two-part blog series focused on eight life skills that are critical to build before college:

  1. Getting up “on time” each morning
  2. Washing, drying, and putting away laundry—including sheets
  3. Basic kitchen skills
  4. Using basic tools (e.g., screwdriver, hammer, measuring tape, etc.)
  5. Medication management
  6. Money management
  7. Routine exercise
  8. Using a calendar for scheduling

For teenagers in high school or heading off to college, these are great skills to begin tackling over the summer months. For example, getting up by a certain time is something that can be especially important to work on when consequences are low. For instance, it is hard to let a teen sleep in when they are going to miss an AP exam, but it can be easier to let them practice using an alarm (and possibly oversleeping) when they are going to a movie with a friend or attending a camp. Summer is a great time for teens to be able to experience natural consequences as they practice taking on new risks and responsibilities associated with some of the life skills above.

A challenge when working with, or parenting, teenagers who have a lot of skills to develop is figuring out where to start or how to gain “buy-in.” One of the ways that I like to work with students to set life skill goals is to have the student take a basic life skills inventory, such as the Casey Life Skills Toolkit, Life Skills Inventory, or Adolescent Autonomy Checklist. After a student rates their own skill levels, I ask them to review skills that they cannot already do and identify how important those skills are on a scale of 1 to 10. Then, we go through the list again, and I ask which skills they would like to learn in the next 2 months, 6 months, and year. Once the teenager has identified the importance of a skill and the desire to work on the skill in the near future, it is much easier to set short-term goals. We can work out a skill-building plan for the summer. including how much time to dedicate on a daily or weekly basis. We can also talk about the types of barriers or challenges that might get in the way of the teenager practicing these skills. Additionally, we can set expectations for how often the teen is going to report back to me on the skill so that there is built-in accountability, and the teen knows to expect the check-ins rather than feeling like someone is checking up on them.

Every teenager is different. If you are a parent wanting to help your child make the most of summer, you may find that you can go through the same process that I do to help your child set a few short-term goals. Other teenagers will be able to work on goals themselves—once they have gone through the exercise of setting them. And others, may benefit from having a coach who can build a relationship, support development of executive function and coping skills, and partner with the teen in making the most of summer. If you think your child would benefit from some coaching or an “expert” to work with them, we have a great team of professionals here at NESCA who are ready to help.

If you are interested in working with a transition specialist, executive function coach or real-life skills coach at NESCA for consultation, coaching, planning or evaluation, please complete our online intake form: https://nesca-newton.com/intake-form/.

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

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

Learning with Executive Dysfunction—How Graphic Organizers Can Help

By | NESCA Notes 2022

By Olivia Rogers, MA, CCC-SLP
Speech-Language Pathologist, NESCA

When it comes to executive dysfunction, we often see students struggle with the organization of language. This presents differently in each student, but may be seen as difficulty comprehending information, and getting ideas out of their heads and organized into words or on paper. They might recognize the words when listening or reading, but they hit a wall when it comes to making sense of the message or describing it. This often results in students feeling lost, confused, and overwhelmed.

When students struggle to organize language and grasp concepts independently in the classroom, we need to break it down and teach it differently. Graphic organizers help us to do so.

What is a graphic organizer?

Graphic organizers are tools that use visual symbols to express knowledge, concepts, thoughts, or ideas, and the relationships between them. The main purpose of a graphic organizer is to provide a visual aid to facilitate learning and instruction. They help students see visually what is expected of them, what they should focus on, and break complex tasks down for them.

What does the evidence show?

There is plenty of evidence demonstrating the benefits of using graphic organizers. The results of most studies have voiced the positive effects of graphic organizers in mainly comprehension and writing, in addition to remembering course content. One such study recommended the use of graphic organizers for teaching expository text structures with students to improve reading comprehension. A popular strategy to help students understand expository texts is to teach the various types of text structures: cause-and-effect, compare/contrast, problem/solution, etc. When students know the underlying organization of the information, it helps them create a working model of it in their minds, resulting in a better understanding and ability to recall. (Pyle et al., 2017). Another study sought to investigate how pre-writing activities based on graphic organizers, such as webs, and beginning, middle and end charts, affect the overall quality of student writing. The results of the study indicate that using appropriate pre-writing strategies based on graphic organizers and giving enough time for the students lead to better quality writing (Servati, 2012).

How are Graphic Organizers Used in Speech Language Therapy?

1. Graphic Organizers Help Students Focus

Many students exhibit disorganized thinking processes, poor initiation skills, word recall difficulties, poor attention, and decreased task endurance. These weaknesses can impact a student’s ability to get started on a project, organize a writing assignment, or even complete a math task. Graphic organizers help students access prior knowledge and get them actively engaged in learning.

2. Graphic Organizers Provide a Visual Map and Help Clarify Abstract Concepts

Have you ever had so much information that you couldn’t hold onto it all? Graphic organizers bring together large pieces of information and tie the relationships together. The concepts and linguistic relationships flow better and make sense to students.

3. Graphic Organizers Help Build Vocabulary

Students benefit from graphic organizers as they expand their word knowledge and make connections. Graphic organizers are great for teaching concepts like descriptive adjectives, antonyms/synonyms, items in a category, part/whole relationships, and definitions.

4. Graphic Organizers Improve Expressive Language

Graphic organizers support oral and written language in all areas of academic learning. Some students have difficulty creating pictures in their head, retrieving words to verbalize their ideas, and putting their thoughts in order. Utilizing a graphic organizer can help students when they need to present information orally or develop a draft for writing.

 

Resources:

Architects For Learning. (2022, May 18). Helping students manage what’s hard about school and thrive as life-long learners. Retrieved June 21, 2022, from https://www.architectsforlearning.com/students-parents/about-us/

Erwin, L. (2017, May 26). 5 reasons to use graphic organizers in speech therapy. My Speech Tools. Retrieved June 21, 2022, from https://myspeechtools.blogspot.com/2017/05/5-reasons-you-should-use-graphic-organizers-speech-therapy-sessions.html

Servati, Katrina, “Prewriting Strategies and their Effect on Student Writing” (2012). Education Masters. Paper 242. https://fisherpub.sjfc.edu/education_ETD_masters/242

Sherman, H. (2017, December 23). Using Graphic Organizers is Essential in Speech Therapy. Speech Time Fun Speech and Language Activities. Retrieved June 21, 2022, from https://speechtimefun.com/using-graphic-organizers-is-essential-in-speech-therapy/

Pyle, N., Vasquez, A. C., Lignugaris, K., & B., Gillam, S.L., Reutzel, D.R., Olszewski, A., Segura, H., Hartzheim, D., Laing, W., and Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. Reading Research Quarterly, 52(5), 1–33. https:// doi. org/ 10. 1002/ rrq. 179

 

About the Author

Olivia Rogers received her Master of Arts in Speech-Language Pathology from the University of Maine, after graduating with a Bachelor of Arts in Communication Sciences and Disorders and concentrations in Childhood Development and Disability Studies. She holds a Certificate of Clinical Competence in speech-language pathology from the American Speech-Language-Hearing Association, as well as a professional license in speech-language pathology from the Commonwealth of Massachusetts.

Ms. Rogers has experience working both in the pediatric clinic setting as well as in public schools, evaluating and treating children 2-18 years of age presenting with a wide range of diagnoses (e.g., language delays and disorders, speech sound disorders, childhood apraxia of speech, autism spectrum disorder, social communication disorder, and Down syndrome). Ms. Rogers enjoys making sure therapy is fun and tailored to each client’s interests.

In her free time, she enjoys listening to podcasts and spending times with friends and families.

 

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

 

To book an appointment with Olivia Rogers, please complete our Intake Form today. For more information about NESCA, please email info@nesca-newton.com or call 617-658-9800.

 

Executive Function: Skill Building and Maintenance over the Summer

By | NESCA Notes 2022

By: Sophie Bellenis, OTD, OTR/L
Occupational Therapist; Real-life Skills Program Manager and Coach, NESCA

With summer right around the corner, many students are thinking of warm evenings outside, days at the beach, pool or park, summer camps, and summer jobs. For parents, summer can sometimes feel like both a time of fun and a time of struggling to keep up with skills mastered and learned throughout the past school year, all while acclimating to a completely new summer routine. While some students receive summer services to keep up with important academic and executive function skills, there are absolutely ways for us to help support children and adolescents at home. Consider these three ways to incorporate executive function skill building into your child’s summer.

  1. Plan and Complete a Project – Work with your child to brainstorm a project that they would like to complete this summer. Some examples include having a lemonade stand, building a tree fort, doing a full bedroom makeover, or raising money for a cause they care about. Help your child figure out how to put together a plan to complete their goal. This will likely include a timeline complete with a comprehensive “To Do List,” a list of materials or supplies, and a list of people they may need to ask for help. The more intentional the planning of these steps is, the more a child will internalize the level of planning and prioritization that goes into accomplishing such a goal. You may need to jump in to help, but take every opportunity to defer to them and let them actively think things through before making suggestions or solving problems for them. Planning and executing a personal summer project helps to build organization, planning and prioritizing, flexible thinking, working memory, and task initiation.
  2. Organize a Family Outing – Summer can absolutely be a whirlwind, but reserve a day in the calendar for your child to plan a family outing or activity. This could be as big as a full day at the beach or as simple as a trip to lunch at their favorite restaurant. Help them think through everything that will be needed. What time will we leave? How long will it take to get there? How can you find that information? Should we check Google Maps together? How will we pay for the meal? By guiding your child through all of the steps before these activities, you help them recognize the level of planning and forethought that is necessary. For older children or adolescents, consider giving them a budget and asking them to plan a family outing independently, taking into account each family member’s preferences and schedules.
  3. Add a Weekly Task – During the school year, parents often do not have time to add chores or anything new at all to their child’s calendar. Dinners are often prepared and eaten on the fly between rehearsals, appointments, practices, and homework, and laundry gets done when someone has a free moment. Summer can be a great time of the year to add in an expectation for students who have been a bit overloaded with homework or other distractions. Consider adding a weekly task that student both need to complete and figuring out a way to remember (often a digital reminder!). One of my favorite options is to have a student cook a meal for the family one night per week. Have them set an alarm for 12pm that day, or even the day before, that prompts them to “figure out the plan for dinner.” This may look drastically different at various ages. An eight-year-old may be very proud of themselves for serving boxed macaroni and cheese (made with supervision), while a high school student may be up for trying to recreate a family recipe. The goal is not a gourmet Tuesday night meal, but practice with prior planning, sequencing, following directions, and building time management skills.

Incorporating children and adolescents into the planning, hard work, and many executive function tasks that go in to making a summer run smoothly allows them to build skills naturally. By handing down responsibility and increasing expectations bit by bit, we can allow our students to build their skills slowly and confidently. It’s important that students realize all of these many steps before they are expected to do everything on their own. Often, allowing children to feel this level of control and responsibility leads them to feel quite accomplished and proud of themselves! If you feel that facilitating this may be tricky, consider reaching out about executive function coaching, as all of these strategies can be practiced one-on-one with a coach!

 

About the Author
Sophie Bellenis is a Licensed Occupational Therapist in Massachusetts, specializing in educational OT and functional life skills development. Bellenis joined NESCA in the fall of 2017 to offer community-based skills coaching services as a part of the Real-life Skills Program within NESCA’s Transition Services team. Bellenis graduated from the MGH Institute of Health Professions with a Doctorate in Occupational Therapy, with a focus on pediatrics and international program evaluation. She is a member of the American Occupational Therapy Association, as well as the World Federation of Occupational Therapists. Having spent years delivering direct services at the elementary, middle school and high school levels, Bellenis has extensive background with school-based occupational therapy services.  She believes that individual sensory needs and visual skills must be taken into account to create comprehensive educational programming.

 

To book an appointment or to learn more about NESCA’s Executive Function Coaching Services, please fill out our online Intake Form, email info@nesca-newton.com or call 617-658-9800.

 

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

 

Pediatric Neuropsychologist Maggie Rodriguez, Psy.D., Joins NESCA

By | NESCA Notes 2022

By: Jane Hauser
Director of Marketing & Outreach

In today’s blog, I have the pleasure of introducing you to NESCA Pediatric Neuropsychologist Maggie Rodriguez, Psy.D., who recently joined our team of expert clinicians.

How did you discover your interest in neuropsychology?

It was a long and winding road! I went into college, interested in a wide range of subject areas, including medicine. Eventually, I realized my area of interest was truly in psychology. I discovered that I really enjoyed neuropsychological evaluations, since they combined my interests in psychology, neuroscience, working with medical providers, educators, as well as writing and the creativity involved in making a child come alive in a report.

In graduate school, I was fortunate to learn from a number of extremely talented neuropsychologists in a variety of settings. While completing a placement at Children’s Hospital Boston, I remember hearing my very wise supervisor say that, “one year in the correct school placement is worth two years of therapy.” As I continued on with my coursework and clinical training, I repeatedly saw the truth in that statement. I witnessed the value of nuanced neuropsychological assessment in allowing students to receive accurate diagnoses and, in turn, the correct academic accommodations and interventions. I wanted to be part of that, not only to help children and teens succeed academically but to prevent the secondary effects that undiagnosed and untreated learning disorders, neurodevelopmental disorders, and cognitive challenges can have on emotional health, self-esteem, and social functioning.

On the personal side, my interest in neuropsychology was sparked again when I had my own child evaluated. It was surprisingly powerful to go through the process on the parent side, and after taking some time off to have a family, I knew that I wanted to get back into neuropsychology again!

Why did you choose to come to NESCA when re-entering your professional career?

There were several reasons that I looked into NESCA and ultimately opted to join its team. I learned about NESCA while researching neuropsychologists for my child’s evaluation and was impressed with what I saw. Additionally, one of my former testing supervisors told me NESCA is among the best in the business. Having that kind of endorsement from such a trusted source provided me with great confidence being part of NESCA.

I also was really drawn in by NESCA’s emphasis on the continued growth and learning for its clinicians. It was obvious that NESCA is comprised of a highly invested and collaborative team. Every one of us has a lot to learn still, and I valued the opportunity for not just a job, but the continued learning.

NESCA also offers a great work/life balance. Having a family of my own and parents who are approaching the stage where they also require care is a lot to balance. NESCA’s emphasis on supporting its staff in balancing work and life has made it very rewarding. I’ve seen several examples of how the culture of understanding is very much active.

On a very practical level, having clear protocols for handling day-to-day Covid strategies, like masking, cleaning, etc., has been comforting. Returning to clinical work in the midst of a pandemic has been a big transition, and knowing NESCA has put in place measures for keeping staff and clients safe is tremendously important to me. Seeing the creativity and agility in the way the team here tackled the larger challenges—evaluating clients safely and in-person—during Covid was inspiring and told me a lot about the team and culture. Learning that NESCA adapted its methods of testing via the two-office model demonstrated to me that they, as a practice, they are able to roll with those kinds of challenges. That was also very reassuring.

Finally, the interview process provided me with the chance to speak with a number of NESCA’s clinical staff. I was able to get a great feel for the culture and high standards the practice has, which made me confident that this was the right fit for me.

What kinds of concerns do you evaluate or enjoy the most?

I really enjoy working with kids of varying ages, but I do have a keen interest in working with families and children who are just hitting the adolescent years. I get the opportunity to help them understand how all the, sometimes confusing, pieces fit together.

I really enjoy working with kids who may be deemed as “complicated,” where things may have previously been overlooked. Maybe things were going fine for them until they hit a wall academically. Perhaps they got to middle school or high school or even college and began to wonder why things seemed to be falling apart for them. I enjoy the challenge of working with kids who are experiencing executive function deficits, social communication issues, kids whose disability or disabilities are not as straightforward. I like to tease apart whether there are executive function (EF) issues, Attention-Deficit/Hyperactivity Disorder (ADHD), or sensory integration challenges…or perhaps explore whether it could be something else altogether. Is a child’s rigidity due to anxiety, an Autism Spectrum Disorder (ASD), Obsessive-Compulsive Disorder (OCD), cognitive issues or a combination of overlapping challenges? I love teasing all of these things apart. I also work with children whose families have concerns about potential language-based learning disabilities (LBLD), communication issues and challenges with social pragmatics.

It’s incredibly rewarding when you are able to help families understand answers to these kinds of questions that they may have been grappling with for a long time.

 

About Pediatric Neuropsychologist Maggie Rodriguez, Psy.D. 

Maggie Rodriguez, Psy.D., provides comprehensive evaluation services for children, adolescents, and young adults with often complex presentations. She particularly enjoys working with individuals who have concerns about attention and executive functioning, language-based learning disorders, and those with overlapping cognitive and social/emotional difficulties.

Prior to joining NESCA, Dr. Rodriguez worked in private practice, where she completed assessments with high-functioning students presenting with complex cognitive profiles whose areas of weakness may have gone previously undiagnosed. Dr. Rodriguez’s experience also includes pre- and post-doctoral training in the Learning Disability Clinic at Boston Children’s Hospital and the Neurodevelopmental Center at MassGeneral for Children/North Shore Medical Center. Dr. Rodriguez has spent significant time working with students in academic settings, including k-12 public and charter school systems and private academic programs, such as the Threshold Program at Lesley University.

Dr. Rodriguez earned her Psy.D. from William James College in 2012, where her coursework and practicum training focused on clinical work with children and adolescents and on assessment. Her doctoral thesis centered on cultural issues related to evaluation.

To book a neuropsychological evaluation with Dr. Rodriguez or another expert neuropsychologist at NESCA, 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.

Anxiety-based Procrastination: Tips for Getting over the Hurdle

By | NESCA Notes 2022

By: Lyndsay Wood, OTD, OTR/L
NESCA Transition Specialist & Occupational Therapist

Despite our best efforts, procrastination happens. There are many reasons that you may be putting off that large paper, important phone call or those dishes that are stacking up. You may not have the motivation, you may be tired, you may have more fun plans, or maybe it makes you feel anxious. In fact, one of the top reasons people procrastinate is anxiety. Anxiety rates have increased since the start of the COVID pandemic in 2020, and tasks that previously felt easy can now be daunting to think about. It is important to both treat yourself with kindness AND build up your toolbox so that you can tackle the day ahead. Below is a list of nine tips on getting over the procrastination hurdle when anxiety is taking over.

  1. Five minute max – For this strategy, set a five-minute timer and start the activity you have been putting off. Tell yourself that you can stop the activity after five minutes. More than likely, once you start, you will be able to keep going, but you have the option to stop after just five minutes. This strategy helps with perfectionism and all-or-none thinking that can stop you from starting your tasks.
  2. Task breakdown – Big tasks can often feel overwhelming, so breaking your big project, chore, etc., into small steps can help you get going. Tell yourself you will complete step one today and move on to step two tomorrow.
  3. Seek help – Take a step back. Do you have the skills to complete this task? Is there someone you could ask for help if needed? Do not be afraid to seek the help of others to get started!
  4. Reduce the standard – Identify one task that you would be less likely to avoid if you make it easier. For example, have you been putting off exercise because you are worried about going to the gym? Start with a 10-minute walk and build up to a longer exercise period once you are ready. This method is especially helpful to combat an all-or-none mindset.
  5. Notice negative predictions – Be aware of your thoughts and how they can impact, or even control, your actions. Are you making a negative predication about the outcome? If so, it can be helpful to go through the following questions in your mind to reframe your thinking:
    1. What is the worst outcome?
    2. What is the best outcome?
    3. What is the most realistic outcome?
    4. What might I learn if I am willing to take a risk?
  6. Recognize your strengths and challenges – If you find initiating, planning or sequencing tasks difficult when compared to your other skills, don’t misattribute procrastination to laziness or poor motivation. Mislabeling yourself as lazy can lead to further procrastination and decrease self-confidence. You may instead decide to seek extra support or tools to develop your executive function skills.
  7. Visualize – Visualize the finished product AND the feeling associated with completing the task. It is easier to start a task if you feel like you have already succeeded at it.
  8. Accomplishment journal – Keep a running list of accomplishments (even small ones) and check back in to boost your self-confidence for the tasks ahead. It is much easier to start a task when you are in a positive head space and see that you are capable of meeting your goals.
  9. Treat yourself with small rewards – Sometimes a small reward can help you get over a big scary hump. Perhaps after scheduling all of the health care appointments you have been putting off, you sit down and watch the movie you have been wanting to see.

There is no perfect strategy that works for everyone in every situation, but add these strategies to your toolbox and test them out. See if you can find just one tool to help you in those moments when anxiety is impacting your ability to get moving. You’ve got this!

 

About Lyndsay Wood, OTD, OTR/L

Lyndsay Wood, OTD, OTR/L, 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.

 

To book coaching and transition services at NESCA, 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.

Executive Function and Goal Setting

By | NESCA Notes 2022

By: Sophie Bellenis, OTD, OTR/L
Occupational Therapist; Real-life Skills Program Manager and Coach, NESCA

Personal, professional, and academic goals are a large part of what drives us as we transition from one stage of life to the next. They also provide direction as we choose and maintain the habits and routines that we feel are important to daily life. Determining what our goals are is a big step, one that students are often working on with their families, school supports, and friends as they start to figure out their next steps in life. But once these goals are solidified, what’s next? How  do we get there? As an executive function coach working with high school and college students, I can attest that this can unexpectedly be the most difficult step in the process. Let’s talk about some ways that we can support students in these endeavors.

  1. Break down goals into manageable chunks. Many goals tend to be large or long-term and can feel daunting and amorphous. For example, a common goal for high school seniors might be, “I will apply to five colleges by their application deadlines.” We can help students by breaking a goal like this down and creating step by step lists, such as: put together a list of preferences for my ideal school, research schools that fit these preferences, meet with guidance counselor to review my research, finalize list of five schools, ask teachers for letters of recommendations, fill out each section of the Common App, write personal essay, have English teacher or other support person review personal essay and give feedback, etc. This list is not comprehensive, but it does show how much goes into the seemingly simple initial goal.
  2. Help them prioritize. Once students have created a comprehensive list of steps, help them to understand what steps need to be attended to right away and which can wait. Continuing with the example of applying to college, figure out what steps need to happen before the Thanksgiving or winter break! It may also be helpful to figure out which steps seem difficult for your specific student. For some, this may be writing the personal essay; for others, it may be building up the courage to ask a favorite teacher to write them a recommendation. Busy students who are already taking multiple classes may have trouble figuring out how to add the steps needed to reach another goal into their schedule.
  3. Put together a plan. Set a timeline. Put internal deadlines into a calendar. Figure out specific times to work towards the goal. Find people who can be solid supports and help to make things happen.
  4. Check in on them. Offer to check in along the way. Some students will love having a partner to track their progress with, while others simply need help setting the foundation.

While this example is very concrete and includes working towards a specific predetermined deadline, not all goals need to be. Whether your student’s goal is to find a summer job they enjoy, get an average of a B in all of their classes, or find a new hobby that makes them happy, using these strategies can help to make a goal feel more manageable.

Finally, you might notice that these steps are quite similar to some of the strategies for completing specific academic tasks, and you would be right! Take, for example, writing a research paper. We want students to break that task down into smaller pieces, such as finding sources, creating an outline, writing a rough draft, and developing a final draft. We then help them to prioritize which steps will need more time to complete and eventually put together a plan so they dedicate sufficient time to each section and submit a final draft on time. Many of the academic executive function tasks that we learn in school create processes and roadmaps for how to tackle life skills that require similar executive function skills. However, not all students can transfer these skills to setting goals without some direct support or help seeing the similarities in the process.

 

To learn more about Executive Function from Dr. Bellenis, join her along with Dan Levine from Engaging Minds, for a free webinar, “Executive Function in the Covid Era: Managing School and Life (Kindergarten through High School),” on March 8 at 7:00PM ET.

Register now: https://engagingmindsonline.zoom.us/webinar/register/WN_vWNlilZkS36imBqvr4IMZQ

 

About the Author
Sophie Bellenis is a Licensed Occupational Therapist in Massachusetts, specializing in educational OT and functional life skills development. Bellenis joined NESCA in the fall of 2017 to offer community-based skills coaching services as a part of the Real-life Skills Program within NESCA’s Transition Services team. Bellenis graduated from the MGH Institute of Health Professions with a Doctorate in Occupational Therapy, with a focus on pediatrics and international program evaluation. She is a member of the American Occupational Therapy Association, as well as the World Federation of Occupational Therapists. Having spent years delivering direct services at the elementary, middle school and high school levels, Bellenis has extensive background with school-based occupational therapy services.  She believes that individual sensory needs and visual skills must be taken into account to create comprehensive educational programming.

 

To book an appointment or to learn more about NESCA’s Occupational Therapy Services, please fill out our online Intake Form, email info@nesca-newton.com or call 617-658-9800.

 

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

 

Meet NESCA Transition Specialist & Occupational Therapist Lyndsay Wood, OTD, OTR/L

By | NESCA Notes 2022

By: Jane Hauser
Director of Marketing & Outreach

NESCA is thrilled to have welcomed a new Occupational Therapist who is serving as a Transition Specialist on the Transition Services Team. Learn more about Lyndsay Wood, OTD, OTR/L, in my interview with her below.

How did you become interested in Occupational Therapy, specifically for transition-aged students?

Right after college, I worked in an assisted living center in an administrative role. I got to know the Occupational Therapist (OT) there, who was amazing at what she did. She helped people with the skills they needed to do on a daily basis. I asked to shadow her so I could learn more about the profession and what kind of skills she was teaching the residents to do. Energized by what I learned, I then became a Teaching Assistant (TA) in the CASE Collaborative’s high school program. This is where I started to learn about the needs of transition-aged students and how Occupational Therapy played a role in that area. Again, I was fortunate to learn so much from another talented OT, particularly around the importance of transition, with our students who are often underserved on that front. Moving into adulthood is so challenging, and it’s even harder when coupled with a disability. I found that the environments these students encountered every day just aren’t set up for them to succeed. I was able to help them move into adulthood and practice skills they would need to achieve their goals within these environments.

What made you realize that you wanted to work as a Transition Specialist?

I had already developed a passion for working with transition-aged students in the school setting both during my time as a TA and as an occupational therapist at The League School of Greater Boston. I loved working with the students on life skills, emotional regulation, and executive functioning. I found that I most enjoyed working with the students on hands-on, real-life learning. It seemed to be the most important and most effective way that, as an OT, I could help young adults and teens become more self-determined and thrive. They were able to see what they were able to do, and that was exciting!

Why did you join NESCA?

I loved working with students, but I wanted the opportunity to work with transition-aged youth out in the community. It’s often really difficult for this group to generalize what they learn in the school setting to the experiences they face in the community or even at home. I wanted to help them do just that.

I was thrilled to learn that NESCA offers Transition and Coaching services since I didn’t know anything like that existed outside of an academic setting. I initially joined NESCA as an Occupational Therapist; Executive Function and Real-life Skills Coach on a per diem basis during the summer of 2021. I got to take the skills our teens and young adults learn in school and tailor them to be put into place in the community in a hands-on way. We’re able to teach clients skills like grocery shopping, using the subway or Uber to get to where they need to go, making a deposit at the bank and any other skills they may need to succeed in real life. Having recently moved into a full-time Occupational Therapist; Transition Specialist position here, I look forward to doing much more of these kinds of activities!

What is the most rewarding part of what you do?

The most rewarding aspect of what I do is when I actually get to see the client perform the skill(s) that they have had a hard time with and that they have been working toward for so long. Watching them accomplish their goal is so gratifying. When you see that success, it’s a wonderful feeling!

I also love that I am able to do what I do – not only within the walls of a classroom or school – but in the outside world. I always wanted my students to practice the skills that we were working on in the school environment out in the real world so I knew they would be prepared for experiences they were likely to face in their daily lives. This could be anything from placing an order at Starbucks, riding the bus or refilling a prescription. I get to do that with them here at NESCA…and so much more.

What’s your specialty area? Who do you most enjoy working with?

My passion is working with those who are on their way to adulthood. I am definitely where I want to be with the transition-aged youth and young adults! When working with teens, you get to see them prosper and make monumental changes that can help them build a high quality of life, allowing them to be successful and happy for a greater portion of their lifespan.

I really enjoy working with a wide population of clients, including those with mental health challenges, Autism Spectrum Disorders (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). I especially find it rewarding to work with young adults with mental health issues, such as anxiety or depression, to help manage those challenges and lead a fulfilling life.

Tell us a little about yourself. What do you like to do in your spare time?

I grew up in Acton, Massachusetts, and I’m a big outdoors person. I like to spend most weekends in Vermont or New Hampshire, exploring new places to hike. I also enjoy skiing, kayaking and most other outdoor activities. I also like to read, play weekly board games and dance when I get the chance!

 

About Lyndsay Wood, OTD, OTR/L

Lyndsay Wood, OTD, OTR/L, 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.

 

To book coaching and transition services at NESCA, 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.

The Power of a List

By | NESCA Notes 2021

By Yvonne M. Asher, Ph.D. 
Pediatric Neuropsychologist

For so many children, adolescents, and young adults, I find myself recommending something that seems too simple to be of much use – a list. The power of lists has been identified and described in depth by several experts, such as Atul Gawande (The Checklist Manifesto – an excellent read). These books often discuss efficiency in the workplace, health and safety practices, and maintaining consistency in products or services. As adults, these are the things we often care about – ensuring that we are efficient, consistent, and getting things done.

In my practice, I recommend lists for different reasons. I recommend lists to teach executive functioning skills, such as planning, task initiation, organization, and task monitoring. Lists are also incredibly helpful for children who struggle to hold on to information. These children often miss information that is stated aloud, such as a parent giving directions or a teacher explaining instructions. Their brains often struggle to “keep up” with the pace of information presented in the world. Having the information written down in an organized manner, such a list, can help them access the information without time constraints.

Here is a quick example:

On a typical weekday morning, parents alternate checking on their 8-year-old as he gets ready for school. They give reminders of all the things left to do – “Brush your teeth!” “Get dressed!” “Put your homework in your backpack!” Time before the bus becomes shorter and shorter, as does everyone’s patience. Parents think, “We do the same things every single morning! Why is it so hard for him to remember?” Child thinks, “Why can’t they just leave me alone!” Voice volumes increase, tone shifts, and before anyone knows it or means to, there is a shouting match as the bus is pulling up.

Of course, a list won’t stop hurt feelings or eliminate frustration. However, if the child’s “morning routine” is posted somewhere easy to see, he may need far fewer reminders from his parents of all the tasks he has left to do. Frustration may be reduced, and the child can feel successful completing tasks with greater independence.

A list may be steps in a routine, as illustrated above. A list could also be of materials the child needs for baseball practice, the chores that should be done each week, or the limits and expectations around “screen time.” I often spend time with parents discussing the contents of a list, where the list should be placed, and the format it might take. For example, do you want checkboxes next to each item? Do you want the steps to be numbered? Maybe you love arts and crafts, and you want to laminate the list and have Velcro tabs with a “checkmark” that can be placed next to each completed task. The format and purpose vary, but lists are infinitely useful.

For many children, practice using lists is not only helping them to build skills in the moment, but is excellent practice for later life. Developing comfort with the tools and strategies that work best for you is an invaluable aspect of raising our children to become independent adults who can achieve their goals.

 

About the Author

Dr. Yvonne M. Asher enjoys working with a wide range of children and teens, including those with autism spectrum disorder, developmental delays, learning disabilities, attention difficulties and executive functioning challenges. She often works with children whose complex profiles are not easily captured by a single label or diagnosis. She particularly enjoys working with young children and helping parents through their “first touch” with mental health care or developmental concerns.

Dr. Asher’s approach to assessment is gentle and supportive, and recognizes the importance of building rapport and trust. When working with young children, Dr. Asher incorporates play and “games” that allow children to complete standardized assessments in a fun and engaging environment.

Dr. Asher has extensive experience working in public, charter and religious schools, both as a classroom teacher and psychologist. She holds a master’s degree in education and continues to love working with educators. As a psychologist working in public schools, she gained invaluable experience with the IEP process from start to finish. She incorporates both her educational and psychological training when formulating recommendations to school teams.

Dr. Asher attended Swarthmore College and the Jewish Theological Seminary. She completed her doctoral degree at Suffolk University, where her dissertation looked at the impact of starting middle school on children’s social and emotional wellbeing. After graduating, she completed an intensive fellowship at the MGH Lurie Center for Autism, where she worked with a wide range of children, adolescents and young adults with autism and related disorders.

 

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

 

To book an appointment with Dr. Yvonne Asher, please complete our Intake Form today. For more information about NESCA, please email info@nesca-newton.com or call 617-658-9800.

 

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