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

Tag

Inclusion

Autism Awareness Month

By | NESCA Notes 2021

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

So what? What does it really mean to have an awareness month and a designated day? April is Autism Awareness month, and this year April 2 was World Autism Awareness Day, established by the United Nations (UN) in 2008. In general, these designations are meant to bring awareness to ”causes.” You will see a lot of blue in April as blue is the color of autism spectrum disorder (ASD) awareness. There will likely be many federal, state and local municipal buildings, private homes, as well as national and international monuments bathed in blue lights. People will wear blue, there will be blue autism products to buy, and our air waves will be flooded with autism awareness commercials. In a typical year, many commemorative and educational events would be held. It is usually a time of celebration for people with autism as well as their families and friends everywhere. For instance, in pre-pandemic years, sports teams, movie theatres, museums, Broadway and other venues would host ASD-friendly days. Autism Speaks has its “Light it Up Blue” initiative and is celebrating this year specifically with its #LightUpWithKindness campaign. The United Nations (UN) has a different theme every year, and this year’s theme is The Transition to Adulthood.

When the United Nations established April 2 as Autism Awareness Day, it had high hopes.

In 2008, the Convention on the Rights of Persons with Disabilities entered into force, reaffirming the fundamental principle of universal human rights for all. Its purpose is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. It is a vital tool to foster an inclusive and caring society for all and to ensure that all children and adults with autism can lead full and meaningful lives.”

Well said…but far from the reality of many individuals with autism and their families. If only our schools, communities and societies were as inclusive, respectful and welcoming as this statement. If it were today’s reality, many people diagnosed with ASD and their families wouldn’t have to struggle as much as they do on a day to day basis with stigmatization, discrimination and a lack of respect and inclusive opportunities.

Autism is a lifelong neurological condition that originates in childhood, and its presentation changes over time. Autism is a spectrum with social, communication, sensory and behavioral differences manifested uniquely in each individual. While we have come a long way in understanding autism, recognizing the breadth and diversity of those with it; embracing their talents, unique abilities and strengths; and addressing the day to day challenges that autistic people face. The UN’s vision is still far from a reality, and there is still much work to do.

It is my hope that during Autism Awareness Month, you become more aware. If you support the “cause” and buy a shirt, bracelet or puzzle piece and shine a blue light on your porch, that’s great – spread the word.  Take the Autism Speaks #LightUpWithKindness” campaign to heart do something to create a world that is kinder, gentler, more respectful and inclusive of autistic people with autism. Watch a movie about ASD, read a book by an autistic author, take the time to educate yourself and your children. If your child has autism, educate your child’s classmates, neighbors, family members and community members. If a child with autism is in your child’s class or school, connect with them and their parents. You are modeling for your own kids and those around you, so spread kindness, acceptance and inclusiveness. If you are an employer, connect with your local school district and offer to partner with them to provide internships for transition-aged youth with autism and maybe even hire them as employees! While this is a financially challenging time for so many, if you do have the means, donate and give to an ASD agency (whether it be locally-, nationally-, medically- or research-based, etc.) – whatever brings you joy. Donate your time at an autism support center.  There are so many ways to recognize Autism Awareness Month that go beyond the color blue – choose something that resonates with you and be the light! Be the light that goes beyond Autism Awareness to Autism Action, Autism Acceptance, Autism Access and Autism Advancement.

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

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.

 

Media’s Portrayal of our Differences

By | NESCA Notes 2021

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

Media has portrayed all aspects of society’s strengths, as well as its ugliness, the diversities of its peoples and cultures, political topics, events in history and so much more for as long as television and movies have existed. Often, television and movies try to stay within norms, while, at other times, they push boundaries or raise controversial topics.

  • In 1952 on the “I Love Lucy” show, the episode, “Lucy is Enceinte,” aired in which Lucy learned she was pregnant. But the show never uttered the word, “pregnant,” and then she had the first child brought into a family on TV.
  • Prior to 1965, black actors did not have leading roles and were not portrayed favorably, until “I Spy” starred a black actor in a leading part.
  • Interracial relationships did not appear until 1968 when “Star Trek” aired the first interracial kiss.
  • In 1971, “All in the Family” had the first disclaimer for mature audiences due to its content and language.
  • In the 1950-60s, gays were portrayed in films but again not favorably. It wasn’t until after the Stonewall Riots in 1970 where “The Boys in the Band” depicted gay people in a more honest light. In 1997, Ellen DeGeneres announced on her sitcom, “Ellen,” that she was gay, making it the first prime time major TV sitcom with an openly gay lead character.

Did these shows “get it right?” Did they represent the people, cultural mores, times and issues accurately? You can be the judge. We each judge the shows we watch, and many of us have different criteria for what is right, good, funny, truthful, accurate, scary, etc. Media’s representation of society’s peoples is hard-pressed to “get it right” when it comes to portraying social groups, including most marginalized people (i.e., people with disabilities, races, genders, ethnic groups, LGBTQ, etc.). It is hard to get it right as we are not a monolith. So, even after research is done, movie producers, writers, directors, actors and actresses can still not quite get it right. When portraying a member of any of these groups, they often miss the mark by over-generalizing, simplifying, sugar-coating, missing the point or highlighting things that we wouldn’t highlight about ourselves. When weaving these characters into media, many factors play their own role in the plot – political climate, story line, social norms and monetary ratios, etc. Even with the best of intentions, movies and shows still miss the mark and offend.

Media has often portrayed these groups through stereotypical eyes, not capturing the depth and diversity within each group – even with the right due diligence in depicting these characters. So, how do they portray the breadth of us in ways that satisfy all of us with accurate representations – when each one of us is so uniquely different?

In 1990, on the series “Life Goes On,” Chris Burke, who has Down Syndrome, played the character Corky. He was the first person with Down Syndrome in a leading role. In 2018, Samantha Elisofon and Brandon Polansky – both autistic actors – were featured in a full-length feature called “Keep the Change.”

Over the years many actors/actresses have portrayed people whom they are not – it is what actors do as their job. In “Rainman,” Dustin Hoffman played an autistic savant. Did he get it right? Did he miss the mark? Did he act in ways that offended some and not others? The answer to these questions is yes and no. This has been happening for years – as long as TV and movies have existed. They portray gay people when they are straight, abused people when they have not been abused, killers when they are kind and gentle people.

Likewise, portrayals of people with disabilities have changed over the years, just like other aspects of our society. Historically, portrayals have often included characters who are one-dimensional, stereotypical and pity-provoking. Disability rights activists often use phrases like “inspirational-porn,” “super-crip,” or “cripping-up” to describe the attempts at representing them in media. Autism, like most disabilities, is challenging to portray. Over the years, representation has changed, but it may still be perceived as exaggerated, stereotyped or unrealistic (i.e., “Good Doctor,” “Big Bang Theory,” “Rainman,” etc.).

“Music,” a new movie about an autistic girl (not played by an autistic person) was recently released, sparking outrage among many people, especially within the autism community (Full disclosure – I have not seen the movie yet). The criticisms are that the character is one-dimensional, the girl is not played by an autistic person and there is the use of restraint to deal with aberrant behavior. No one movie or TV show can represent the breadth of those who are diagnosed with an autism spectrum disorder. As the saying goes, if you’ve met one person with autism, you’ve met one person with autism. Autism is a spectrum, and a movie character will not be able to hold the diversity of the population; just like a gay character portrayal cannot tell the whole gay experience. Perhaps even if an autistic person played the role, there might still be controversy. Just like when Chris Burke played Corky, there were people who praised the show and others who disliked it because it wasn’t their experience with Down Syndrome.

We have a long way to go in our society regarding equality, acceptance and inclusion of neurodiverse, racial, ethnic, sexual topics and people. So why do we expect movies and TV shows to be different? Our movie and television history demonstrates that we’ve come a long way, change can happen and media does “tackle” issues of the times. Is change slow? Yes, it is. Do we have a long way to go? You bet, especially when it comes to portrayal of people with disabilities and their inclusion in movies as actors and actresses.

I like to approach watching movies about these issues with a wide-angle lens and limited expectations. I view them as being made to inform; enlighten; open the door to others asking questions; promote thinking, awareness, inclusion, acceptance; mirrors to see ourselves in characters – fictional or otherwise; increase understanding and empathy; or share a perspective or different point of view. I also think that the intentions of most directors, actors/actresses, screen writers, etc. are coming from the right place (even if flawed). They are trying to make movies that make a point, share a perspective, increase awareness, promote inclusion, comfort, knowledge, etc. Movies that highlight sensitive topics, controversial topics and marginalized groups are good for us whether we agree with the portrayal or not. If we are outraged and we begin talking and sharing our opinions, especially our first-person opinions, we broaden awareness and knowledge. So even if you strongly dislike a movie, something good may come from it. By my writing this blog and mentioning the movie “Music,” my guess is I have piqued your curiosity if you didn’t know about it. And maybe you might check it out on Google, read the reviews and learn about the controversy. What’s wrong with that? If you do explore it, wherever you land – liking or disliking it – I’m glad you took the time to think about it, asked yourself questions, felt emotions and hopefully will continue to think about how marginalized groups are portrayed in movies.

References


https://www.insider.com/kate-hudson-responds-to-sia-music-movie-casting-criticism-2021-2
https://www.dazeddigital.com/film-tv/article/51253/1/autistic-person-responds-sia-film-music-maddie-ziegler-autism-speaks
https://www.teenvogue.com/story/trailer-for-sias-music-hurts-autistic-girls

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

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.

 

Having a Seat at the Table

By | NESCA Notes 2019

By Dot Lucci, M.Ed., CAGS

Many people come to NESCA because their child/children or they are struggling in some aspect of their life, school or work. They come to be evaluated, counseled or to access our integrative services. Often, they are hoping to gain insight into what is amiss and ultimately receive recommendations to help develop a “roadmap” toward improving their lives. The roadmap provides them with a greater understanding of themselves or their child/children, including strengths, challenges and possibilities. Through the neuropsychological evaluation, a diagnostic label is often provided, if warranted, that conceptualizes their learning and psychological profile. This label typically implies a difference from the “norm” – a disability. So, is getting a label of a disability a relief, a shock, a curse, a dream shattered or an “ah ha” moment? It may be all of these, and these feelings may change over time. Is a disability a “bad thing” or a “good thing” or both? I like to say, “It just is.” It is a piece of who we are, but it isn’t everything – nor does it define us in our totality.

Did you know that 60 million Americans have a disability? That’s 20% of our population. Many of us will enter this category of disability as we age; therefore, all of us will know someone with a disability or will develop one ourselves. As Jay Ruderman, disability advocate, says, “It’s the only minority group almost all of us are guaranteed to join at some point in our lives.” If we look at it this way, wouldn’t we all be better off if we embraced people with disabilities across all aspects and stages of life? Wouldn’t it be nice to know that there’s a place for us at the table and one that we didn’t have to fight for?

It’s been 30 years since the Americans with Disabilities Act (ADA), the civil rights law that prohibits the discrimination against individuals with disabilities in all areas of life (work, schools, housing, etc.), was passed. It states that people with disabilities should have the same rights and opportunities as everyone else, meaning they belong at the table and should be included. But do individuals with disabilities truly have the same rights as non-disabled people? On paper, yes, but in practice, not necessarily. While people with disabilities do have many more rights today than they did before the ADA was passed, barriers still exist – people are still marginalized and fighting for equality. The law says everyone is equal, yet people are still discriminated against in profound and subtle ways every day.

Compared to 30 years ago, public education, communities and businesses are doing a much better job at recognizing individuals with disabilities and providing opportunities for them. We now have universal design principles utilized in architecture, community planning, schools and businesses. However, there is still much to be done! Data from the National Center for Education Statistics shows that in 2017, 63% of students across all disability categories spend 80% or more of their school day in classrooms with typically developing peers. That’s a dramatic increase from pre-ADA years. Yet in contrast, only 17% of students with intellectual impairment and 14% with autism spend their time in general education classrooms.

When disabled students age out of the educational system, they are not faring as well as their nondisabled peers in opportunities for housing, community and employment inclusion. Data from the Department of Labor Statistic states that the employment to population ratios in 2018 are still lagging for persons with a disability. In fact, 20.8 % are employed, whereas 69.2% of “non-disabled” persons are employed. Why is that? This is an untapped workforce. What holds back employers, communities and housing authorities from hiring and including people with disabilities? Is it fear? Is it a belief that they can’t do the job, or that it will cost more to hire/include a person with a disability? The reasons/excuses cited are endless, and unfortunately inhibit us from including people with disabilities from being truly valued and contributing members of society.

So, even 30 years later, there is much work to be done to improve outcomes for individuals with disabilities. We have to look inside ourselves and ask, “What are we doing to create an inclusive society?”. How have we fostered an inclusive community at school, work, as we walk down the street or at a café? How have we overcome our own biases and fears, or helped to alleviate the fear of other people? How have we helped to change the hearts, minds and beliefs of others so we have true inclusion and true equality? Much like the civil rights movement did – it’s taking a stance and doing what’s right for everyone. Inclusion is about creating a better world, where everyone belongs, is valued and honored for who they are and what they contribute to our society.

Remember, in the word “disability” is “ability.” This should be the guiding principle. See the ability before you see the disability in people. Everyone has abilities, interests and strengths that can be used to better our world. Recognize the abilities and strengths of individuals who learn and work differently, for it is what makes the world a better place. We hope that after coming to NESCA for an evaluation, counseling or integrative services, our clients leave with a better understanding of themselves or their child/children, recommendations for next steps, an acceptance of who they are and hope for the future.

For additional resources, please visit:

Commit to Inclusion www.committoinclusion.org

National Center for Educational Statistics www.nces.ed.gov

Disabled World www.disabled-world.com

 

About the Author:

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

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.

 

Improving Life Outcomes through Self-awareness, Stress Management and Social Competency

By | NESCA Notes 2019

By Dot Lucci, M.Ed., CAGS

Currently many school districts have social-emotional learning (SEL) goals as part of their mission. They include goals, such as students will: think critically and solve problems; communicate and collaborate effectively; attend to physical, social and emotional health; contribute to and care about their community and world; and, recognize the uniqueness and dignity of individuals of differing religions, classes, ethnicities, sexual orientations, learning abilities and more. These goals are part of what is expected in our workforce and as citizens in general. If children and adults could attain these goals, our world would be a more tolerant and compassionate place.

Given the neurological, psychological, behavioral or cognitive challenges many students diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), nonverbal learning disorder (NLD), intellectual disability (ID), anxiety, depression, etc. may have, they will often experience difficulty attaining these goals. Direct teaching as well as embedded instruction of Mindsets, Essential Skills & Habits (MESH) and SEL is imperative for these students to succeed in school, relationships, work and in their own quality of life. In fact, MESH and SEL can help all students with or without special needs. Students of today become the adults of tomorrow. With SEL and MESH instruction, they become mindful, compassionate and socially competent adults – and potentially leaders!

In our consultation work with schools, NESCA focuses on three primary areas that we call the 3-Ss: self-awareness, social competency and stress management. Many adults with learning or developmental challenges have not yet reached their potential because they struggle in one or more of these areas. They do not know who they are and “what makes them tick,” or understand that stress is a part of life that we all deal with. They may struggle to recognize that getting along with and being kind and respectful to others is a necessary part of life, even when we do not agree with others. Some of these adults have advanced degrees but sadly cannot get or keep a job or a relationship. By directly addressing the 3-Ss, we help individuals develop life-long skills to be the best they can be.

Self-awareness

Self-awareness is the ability to recognize one’s strengths/challenges, interests, likes/dislikes, learning style, personality and more. It allows us to self-reflect and accurately identify emotions and thoughts and how they influence our behavior. Being optimistic when dealing with life’s setbacks is also central to self-awareness. As we mature, the ability to make responsible decisions – constructive and respectful choices about personal behaviors based on safety concerns, ethical standards and social norms – also falls under self-awareness.

The earlier we begin to help children develop self-awareness, the better off they are in the long run. Teaching them about their personalities earlier allows them to understand themselves better and themselves in relation to others. Through consultation, we normalize the neurodiversity of learners in a classroom. For example, we may have everyone (teachers and students) complete a learning style checklist and discuss the variety of learning profiles in a class. This makes self-awareness more concrete and accessible to all students.

Social Competency

Social competency allows self-awareness to be applied in relationships with others. Social competency is the ability to establish and maintain healthy and rewarding relationships with others in one’s family, school, community and work. It is what allows us to demonstrate perspective-taking and empathy with others of diverse backgrounds and cultures. It includes knowing the social and cultural norms of behavior and also understanding why demonstrating those matters and helps us to communicate clearly, listen actively, negotiate conflicts, cooperate with others, and ask for help when needed. It can also include nonverbal cues and communication when sharing space with others, which is what makes it possible to ride on public transportation, wait in line, ride in an elevator, watch a movie at a theatre, etc. – all in accordance with unwritten, hidden, yet expected social norms. It is critical to work on social competency from preschool through middle and high school and beyond as the expectations and challenges change throughout our lives – and as we change, too.

Stress Management

No matter how self-aware someone is, stress happens and we need to learn to cope or we will suffer both physically and psychologically. Stress is neither good nor bad – it just is. Therefore, stress management is critical to living a life that is as healthy and satisfying as possible. Stress management is the ability to identify one’s emotions, thoughts, feelings and behaviors, and to regulate them effectively – identifying internal and external triggers, controlling impulses, motivating oneself and developing a toolbox to cope with stress. By teaching stress management skills early on, we help children identify how stress feels in their bodies and how our bodies and emotions are linked. All too often, we tell children to “calm down” without teaching them how and what that actually means. If we teach children and adolescents a variety of ways to calm themselves (breathing, progressive muscle relaxation, mindfulness, exercise, problem solving, etc.), and we offer regular opportunities to practice these skills in a range of settings and activities, our hope is that they will gravitate to those techniques and eventually use them independently and successfully. Teaching children about resilience and optimism is key so they can cope when adversity happens – as we know it will.

By highlighting the 3-Ss in our work, we have witnessed significant growth and a positive impact on students’ learning and ultimately their lives. By directly modeling and teaching these MESH skills, students diagnosed with disabilities improve their understanding of self, others and their ability to manage stress and cope with adversity. We are fostering the development of the adults of tomorrow.

To learn more about NESCA and its consultation services, visit: https://nesca-newton.com/.

To learn more about SEL and MESH, visit:

 

About the Author:

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

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

 

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.