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

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

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Image of student walking into middle school with a quote from Dr. Madeline Manning

Navigating the Transition from Elementary to Middle School with ADHD

By | NESCA Notes 2025

Image of student walking into middle school with a quote from Dr. Madeline ManningBy Madeline Manning, Ph.D.
Pediatric Neuropsychologist, NESCA Hingham

The transition from elementary to middle school is a significant developmental milestone, bringing new academic demands, shifting social dynamics, and greater expectations for independence. For students with attention-deficit/hyperactivity disorder (ADHD), who often experience executive function (EF) vulnerabilities, this period can be particularly challenging. Understanding and proactively addressing the academic, social-emotional, and behavioral needs of these students is essential to support their adaptation and long-term success.

Academic Demands and Executive Function

Middle school introduces a significantly more dynamic, fast-paced academic environment, characterized by multiple teachers, changing classrooms, and a heavier workload. Students must manage assignments from various instructors, each with different expectations and communication methods. This environment requires cognitive flexibility and other advanced EF skills, including organization, time management, task initiation, and prioritization. For students with ADHD, these demands can quickly overwhelm existing coping strategies, leading to forgotten assignments, missed deadlines, and difficulty transitioning between classes. This, in turn, can contribute to a reduced sense of self-efficacy as a learner.

Notably, many students have not yet been explicitly taught the EF skills needed for this new level of independence. Evidence shows that many students with ADHD require direct instruction, repetition, clear structure, frequent feedback, and opportunities to practice these skills in real contexts. Early identification of EF difficulties and targeted supports, such as executive function coaching, visual organizers, structured routines, and regular teacher check-ins, can ease the transition and build confidence (Giannakopoulos, 2025).

Social Dynamics and Emotional Development

Middle school is also marked by greater complexity in peer interactions. Friendships shift from more convenience-based connections, often formed through proximity and shared activities in elementary school, to deeper emotional bonds, and students face heightened peer pressure and the formation of social cliques. The onset of puberty, elevated emotional sensitivity, emerging interest in romantic relationships, and the influence of social media can further complicate peer dynamics during this developmental stage.

Students with ADHD are already at increased risk of experiencing challenges with impulse control, emotional regulation, and social problem-solving. The reduced adult scaffolding in middle school means students are expected to navigate social situations with more independence, which can be both empowering and challenging. Difficulties in these areas can negatively affect self-esteem and lead to anxiety or withdrawal.

Fostering resilience involves teaching prosocial coping strategies and promoting self-advocacy. This includes encouraging students to seek support from trusted adults when needed and to practice assertive communication skills. Guidance on managing peer pressure, conflict resolution strategies, and building and maintaining healthy friendships is critical for positive social development and emotional well-being in middle school and beyond.

The Adolescent Brain: Developmental Realities

During early adolescence, the brain undergoes significant changes. The prefrontal cortex (responsible for planning, decision-making, and self-control) is still maturing, while the limbic system (a complex set of brain structures governing emotions and reward systems) develops far earlier. This developmental mismatch means that adolescents are more likely to exhibit heightened emotional responses, increased impulsivity, and a greater sensitivity to rewards and peer influence, often before they have fully developed the cognitive skills necessary for effective self-regulation and long-term planning.

These neurodevelopmental factors mean that even typically developing students may struggle with EF tasks and social functioning during middle school. For those with ADHD, whose brains are already wired for greater difficulty with attention and self-regulation, the challenges can be far more pronounced.

Supporting Skill Development

To help students with ADHD navigate this transition, families and educators can collaborate to provide:

  • Explicit instruction in organizational and planning skills
  • Consistent routines and predictable expectations
  • Visual supports (e.g., checklists, planners)
  • Regular feedback and positive reinforcement
  • Opportunities for guided practice and reflection

These supports help students gradually build independence, resilience, and the executive function skills necessary to meet new demands.

A Critical Window for Evaluation and Intervention

The transition from elementary to middle school is a pivotal time to address concerns around academic, social-emotional, and/or behavioral functioning. A comprehensive neuropsychological evaluation can clarify your child’s unique strengths and challenges, guide targeted interventions, and support the development of formal education plans (e.g., IEPs or 504 Plans) to ensure they are receiving the services they require. Early identification and collaboration between home and school are essential for maintaining self-esteem, fostering self-efficacy, and ensuring access to appropriate supports.

If you have questions or concerns regarding your child’s transition to a new school, executive functioning, or any other aspect of their development, please contact NESCA for guidance. Comprehensive evaluation and targeted strategies can make a meaningful difference in your child’s educational journey and overall well-being.

 

About Dr. Madeline Manning

Dr. Madeline Manning is committed to providing comprehensive, collaborative evaluations that helpMadeline Manning, PhD Headshot families better understand their child’s unique neurocognitive, developmental, learning, and social-emotional profiles. She specializes in the assessment of toddlers, school-aged children, adolescents, and young adults. Her expertise involves working with youth exhibiting a diverse range of clinical presentations, including neurodevelopmental disorders, such as autism spectrum disorder, attention and executive functioning deficits, learning disabilities, developmental delays, intellectual disabilities, and associated emotional challenges. Dr. Manning is also trained in the assessment of children with medical complexities, recognizing how health conditions can impact a child’s development and functioning. She partners closely with families to develop practical, personalized recommendations that support each individual’s success and growth at home, in school, and within the community.

To book a neuropsychological evaluation at NESCA, complete NESCA’s online intake form. 

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

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Image of a child appreciating nature around them along with a quote from Dr. Manning

Growing Grateful Kids

By | NESCA Notes 2025

Image of a child appreciating nature around them along with a quote from Dr. ManningBy Madeline Manning, Ph.D.
Pediatric Neuropsychologist, NESCA Hingham

Growing Grateful Kids: Tips for Fostering Resilience Through Gratitude

Gratitude, or the quality of being thankful and the readiness to appreciate the good in life, is especially important for youth today. It helps promote resilience, emotional well-being, and positive relationships in an increasingly complex and fast-paced world. By fostering gratitude, young people can develop a stronger sense of self-worth and perspective, empowering them to navigate challenges with optimism and empathy. Parents and caregivers play a vital role in helping children and teens develop the practice of gratitude. Research in resilience and positive psychology consistently shows that practicing gratitude helps individuals overcome adversity, enhances everyday well-being, improves mood, and strengthens interpersonal relationships. Cultivating gratitude can also enhance emotional regulation, social skills, and academic performance.

Why Gratitude Matters for Resilience

Our brains adapt and change in response to what we consistently notice and value in our environments. Encouraging youth to attend to and emphasize positive experiences helps strengthen neural pathways that make it easier for them to recognize the positives and protective factors in their lives. This supports well-being and contributes to better mental and physical health (improved immune function, better sleep, reduced cortisol levels).

Studies show that children and teens who practice gratitude regularly experience increased happiness, life satisfaction, and positive emotions. They also report fewer negative emotions and lower rates of depression and anxiety. By focusing on what is present and positive, rather than what is missing, gratitude helps youth cope with challenges and stress in healthier ways.

How Gratitude Builds Resilience and Well-being

  • Emotional regulation: Practicing gratitude engages brain regions involved in emotional processing, helping children manage difficult feelings and recover from disappointment more efficiently.
  • Social connection: Gratitude strengthens empathy and prosocial behavior, making it easier for children to form and maintain relationships with others.
  • Coping skills: Focusing on positive aspects of situations, particularly during tough times, helps children find meaning and hope, buffering against stress and adversity.

Evidence-Based Ways to Build Gratitude in Daily Life

Incorporating gratitude practices into everyday life does not need to require a major time commitment or dramatic changes to your schedule. Gratitude can be woven into everyday routines through simple, meaningful shifts in daily practices:

  • Mealtime gratitude: During meals, take turns sharing one thing each family member is grateful for, big or small. Regular sharing of gratitude strengthens family bonds and increases positive emotions.
  • Finding silver linings: During challenges or setbacks, gently help children identify a lesson learned, a person who helped, or a small comfort. This reframing fosters adaptive coping.
  • Mindful moments in nature: Encourage children to pause and notice something pleasant in their environment, such as a flower in bloom or a bird chirping. Bringing attention to the present moment and combining mindfulness with gratitude can help reduce anxiety and improve mood.
  • Expressing thanks: Encourage thank-you notes, drawings, or messages to teachers, friends, or relatives. Expressing appreciation and being thoughtful of others builds empathy and fosters deeper social connection.
  • Bedtime reflections: End the day by naming three good things that happened. This simple habit can improve sleep quality and increase optimism.

Modeling Gratitude: The Parent’s Role

Children learn gratitude best by observing adults around them. Consistently expressing appreciation and integrating these or similar practices into the daily routine helps make gratitude a family value.

Research-backed strategies include:

  • Verbalizing appreciation: Let children hear adults thank others and explain why their actions mattered to them.
  • Acknowledging effort: Thank children for their hard work, kindness, or cooperation, not just when positive outcomes have been attained.
  • Sharing personal gratitude: Reflect openly on moments from the day that inspire thankfulness.

These small acts show children that gratitude is an everyday mindset, not something reserved for special occasions or major achievements.

Tools to Record and Share Gratitude

Making gratitude tangible can help children and teens integrate it into their lives. A few examples of simple ways to record what we are grateful for include:

  • Gratitude journals: Writing down daily reflections has been linked to increased happiness and decreased depressive symptoms in youth.
  • Digital apps: Online apps like Grateful or Happyfeed can make it easy for teens to track positive moments throughout the day and reflect back on moments of gratitude over time.
  • Gratitude jars: Fill a jar with notes of things that went well, things you appreciate, or things you are looking forward to. Read them together as a family at the end of the week or month.
  • Photo projects: Encourage older kids (and help younger kids) to capture one photo a day of something they appreciate.
  • Family gratitude boards: Post sticky notes with moments of thanks for everyone to see.

Planting Seeds of Resilience for the Future

Much like strengthening a muscle, gratitude is a skill that grows stronger with practice. Creating opportunities to notice and name what is good and supportive builds happier, healthier children and nurtures resilient, thoughtful young adults who can find meaning and hope even in difficult times.

Gratitude does not mean ignoring life’s challenges. Rather, it is about recognizing the positive, fostering connection, and building the emotional strength to navigate whatever comes their way.

Integrating gratitude practices into daily life gives children a lifelong gift: the ability to find joy, connection, and resilience, no matter what the world may bring.

 

References:

Basit, A., Ali, R., Rahman, S., & Shah, A. A. (2024). Exploring how the practice of gratitude can strengthen interpersonal relationships, enhance mental well-being, foster emotional resilience, and promote greater social connectedness and cooperation. Review of Education, Administration & Law, 7(4), 427-441.

Bohlmeijer, E. T., Kraiss, J. T., Watkins, P., & Schotanus-Dijkstra, M. (2021). Promoting gratitude as a resource for sustainable mental health: Results of a 3-armed randomized controlled trial up to 6 months follow-up. Journal of happiness studies, 22(3), 1011-1032.

Klibert, J., Rochani, H., Samawi, H., Leleux-LaBarge, K., & Ryan, R. (2019). The impact of an integrated gratitude intervention on positive affect and coping resources. International Journal of Applied Positive Psychology, 3(1), 23-41.

Kurian, R. M., & Thomas, S. (2023). Gratitude as a path to human prosperity during adverse circumstances: a narrative review. British Journal of Guidance & Counselling, 51(5), 739-752.

Zainoodin, N. N., Hutasuhut, I. J., & Bakar, M. A. A. (2021). Gratitude and its relationship to resilience and academic performance among university students. Journal of Cognitive Sciences and Human Development. Vol, 7, 2.

 

About Dr. Madeline Manning

Dr. Madeline Manning is committed to providing comprehensive, collaborative evaluations that helpMadeline Manning, PhD Headshot families better understand their child’s unique neurocognitive, developmental, learning, and social-emotional profiles. She specializes in the assessment of toddlers, school-aged children, adolescents, and young adults. Her expertise involves working with youth exhibiting a diverse range of clinical presentations, including neurodevelopmental disorders, such as autism spectrum disorder, attention and executive functioning deficits, learning disabilities, developmental delays, intellectual disabilities, and associated emotional challenges. Dr. Manning is also trained in the assessment of children with medical complexities, recognizing how health conditions can impact a child’s development and functioning. She partners closely with families to develop practical, personalized recommendations that support each individual’s success and growth at home, in school, and within the community.

To book a neuropsychological evaluation at NESCA, complete NESCA’s online intake form. 

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

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young child undergoing a neuropsychological evaluation

Early Childhood Evaluations, Lifelong Impact: Why Acting Early Can Make All the Difference

By | NESCA Notes 2025

young child undergoing a neuropsychological evaluationBy Madeline Manning, Ph.D.
Pediatric Neuropsychologist, NESCA Hingham

Early childhood is a time of rapid development, marked by significant growth in physical, cognitive, social, and emotional domains. While every child develops at their own pace, sometimes parents, caregivers, or healthcare providers may notice certain behaviors and developmental patterns that raise questions or cause concern. In such scenarios, a neuropsychological evaluation can serve as a powerful tool to better understand a child’s specific needs and guide interventions to promote their overall growth and well-being.

Common Signs That a Neuropsychological Evaluation May Be Warranted

Identifying the need for a neuropsychological evaluation can be challenging, particularly for young children between the ages of 2 and 6, as this is a time when developmental milestones vary widely. The following signs may indicate that consulting with a qualified professional would be beneficial:

1. Developmental Delays

Children typically reach certain developmental milestones within specific age ranges. Delays in areas such as speech and language, fine and gross motor functioning, adaptive/self-care skills, or social interactions may signal the need for further evaluation. For example:

  • Absence of babbling or only making a few sounds by age 1
  • Not using word combinations by age 2 or speaking in simple sentences by age 3
  • Difficulties with walking, running, or grasping objects
  • Limited eye contact or lack of interest/engagement with peers
  • Unresponsive to their name being called
  • Limited use of gestures (pointing, waving) or facial expressions
  • Difficulties interpreting social cues in others (personal space, tone of voice, body language)

2. Behavioral Challenges

While tantrums and emotional outbursts are common in young children, persistent or extreme behavioral issues may require closer attention. These might include:

  • Frequent, intense, prolonged meltdowns that are difficult to soothe
  • Aggressive behaviors toward others or self-harm
  • Frequent property destruction
  • Unusual rigidity or resistance to transitions and changes in routine

3. Attention and Focus Issues

Young children have naturally short attention spans and are often very active; however, indicators such as an inability to engage with toys or activities for any length of time, or frequently seeming to be in their “own world,” might suggest underlying difficulties.

Attention deficits do not always stem from an attention-deficit/hyperactivity disorder, and may have a myriad of different etiologies, including anxiety, sleep problems, trauma, learning problems, impairment in vision or hearing, or other underlying medical conditions. Neuropsychological evaluations can help to better understand the cause of inattention, which can provide a crucial roadmap to helping address the behaviors.

4. Sensory Sensitivities

A child who is unusually sensitive to sounds, textures, lights, or smells (or in contrast, seems under-responsive to sensory input) may benefit from an evaluation. Sensory sensitivities can impact daily routines and interactions.

5. Regression in Skills

If a child starts to lose previously acquired skills, such as language, motor, or adaptive abilities, this could be a red flag that warrants close attention and prompt assessment.

6. Medical Complexities

A child who has a known history of medical complications (e.g., premature birth, low birth weight, chronic illness, neurological insult, such as stroke or seizures, in utero substance exposure, head injury) may require a neuropsychological evaluation early in life to identify potential developmental challenges and to guide timely interventions that support their growth and learning.

7. Family History

Parents and caregivers of children with a family history of neurodevelopmental disorders, such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and/or learning disabilities, should closely monitor their child’s developmental progress, as these children are at increased risk for developmental challenges.

It’s important to remember that every child learns at their own pace, and variations in reaching milestones are often a normal part of development. Noticing delays or differences does not always mean there’s a major cause for concern. However, if you do have questions or observations you’d like to explore further, speaking with your child’s primary care provider or consulting with a pediatric neuropsychologist can be a helpful step in understanding whether a neuropsychological evaluation may be beneficial.

Families may find the following resource helpful as a detailed guide to understanding the key milestones to watch for at various stages of development:  https://www.cdc.gov/ncbddd/actearly/milestones/index.html

The Benefits of Neuropsychological Evaluations for Young Children

Neuropsychological evaluations are comprehensive assessments that examine how a child’s brain development impacts their behavior, learning, communication, and overall functioning. For children aged 2 to 6, these evaluations are particularly beneficial for several reasons:

1. Early Detection and Intervention

When detection of developmental delays and appropriate intervention begins during these formative, early years, children are set up with the best opportunity to develop essential skills during their most receptive learning period. The earlier challenges are identified, the sooner targeted interventions can begin, which is critical as early intervention has been shown to lead to better long-term outcomes, aiding in the child’s future cognitive, social-emotional, and academic success.

2. Comprehensive Understanding, Guidance, and Coordinated Support

Neuropsychological evaluations offer a thorough understanding of a child’s cognitive strengths and challenges, emotional well-being, and social skills. This holistic approach enables caregivers and professionals to gain insight into the child’s unique learning style, allowing for tailored interventions that address their specific needs.

For parents and educators who may feel overwhelmed or uncertain about how to best support children with developmental delays or dysregulation, these evaluations can provide clear guidance and practical recommendations. These may include strategies to implement at home and in the classroom, therapeutic options, or referrals to specialized services. Additionally, neuropsychological evaluations serve as a roadmap for coordinating essential therapies, such as speech, occupational, physical, behavioral, or parent-child interaction therapies, while facilitating communication among the various professionals involved. This collaborative approach ensures that adults across different settings can work together effectively to support the child’s overall development and well-being.

3. Tracking Progress

Early childhood neuropsychological evaluations establish a baseline to understanding a child’s early cognitive, emotional, and social functioning. These assessments provide a starting point from which progress can be accurately tracked over time. Once children begin receiving developmental support, regular neuropsychological re-evaluations, typically every 2 to 3 years, may be essential in monitoring progress, assessing the effectiveness of interventions, and making timely adjustments to treatment plans as needed.

Embracing the Journey Towards Greater Understanding

The idea of a neuropsychological evaluation may initially feel daunting to some parents, yet it’s important to view an evaluation as a proactive step toward better understanding and nurturing a child’s potential. Every child deserves the opportunity to thrive, and sometimes that journey begins by asking questions, seeking answers to potential barriers in their development, and embracing the valuable insights a neuropsychological evaluation can offer.

By recognizing the signs early and accessing the appropriate resources, caregivers can help to empower their children with the tools and support they need to flourish. Ultimately, the goal is not merely to address identified challenges, but to celebrate, embrace, and amplify the countless ways in which a child can grow and excel.

 

About Dr. Madeline Manning

Dr. Madeline Manning is committed to providing comprehensive, collaborative evaluations that helpMadeline Manning, PhD Headshot families better understand their child’s unique neurocognitive, developmental, learning, and social-emotional profiles. She specializes in the assessment of toddlers, school-aged children, adolescents, and young adults. Her expertise involves working with youth exhibiting a diverse range of clinical presentations, including neurodevelopmental disorders, such as autism spectrum disorder, attention and executive functioning deficits, learning disabilities, developmental delays, intellectual disabilities, and associated emotional challenges. Dr. Manning is also trained in the assessment of children with medical complexities, recognizing how health conditions can impact a child’s development and functioning. She partners closely with families to develop practical, personalized recommendations that support each individual’s success and growth at home, in school, and within the community.

To book a neuropsychological evaluation at NESCA, complete NESCA’s online intake form. 

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

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Madeline Manning Headshot and quote

NESCA Welcomes Neuropsychologist Madeline Manning, Ph.D., to its Hingham Location

By | NESCA Notes 2025

Madeline Manning Headshot and quoteBy Jane Hauser
Director of Marketing & Outreach, NESCA

I recently had the opportunity to get to know the most recent clinician to join NESCA’s neuropsychology practice, Madeline Manning, Ph.D. Dr. Manning is a wonderful addition to NESCA’s Hingham location, where she joins Dr. Moira Creedon in serving families on the South Shore. I hope you can take the time to get to know more about her as well.

Tell us about your background.

My background in pediatric neuropsychology has been shaped within academic medical centers, where I’ve had the privilege of working with children and families navigating complex medical and developmental challenges. During my doctoral training at Northeastern University, my clinical experiences focused primarily on understanding neurocognitive, behavioral, and social-emotional functioning in children with medical complexities—such as epilepsy, brain tumors, cardiac conditions, and genetic disorders—and how these health conditions impact a child’s overall well-being and day-to-day life.

This foundation led me to an APA-accredited internship at Nicklaus Children’s Hospital in Miami, Florida, where I received rich and diverse training in both neuropsychological assessment and therapeutic modalities. It was there that I deepened my understanding of neurodevelopmental disorders and how they often co-occur with complex medical and psychiatric presentations.

From there, I completed a two-year clinical post-doctoral fellowship at Massachusetts General Hospital/Harvard Medical School. At MGH, I gained extensive experience assessing youth with a wide range of neurodevelopmental presentations—including autism spectrum disorder, ADHD, learning disabilities, and complex profiles where psychiatric, neurological, and socioecological factors all play a role.

Throughout this journey, I’ve been incredibly fortunate to learn from and be supported by dedicated mentors, supervisors, and colleagues. Their guidance has been instrumental in shaping the clinician I am today, and I’m excited to bring that training and experience into my work with children and families at NESCA.

You mentioned your experience working with patients with medical complexities. Can you tell us more about who you worked with?

During my internship at Nicklaus Children’s Hospital, I had the opportunity to work closely with medically complex pediatric populations. I provided neuropsychological assessments for children with epilepsy undergoing Phase 1 pre-surgical evaluations, helping to inform surgical planning and overall treatment decisions. I also assessed patients referred through the oncology, hematology, and neurogenetics clinics, which gave me valuable insight into how medical conditions and treatments, such as chemotherapy, can affect cognitive, emotional, and behavioral functioning.

During my postdoctoral fellowship at MGH, I continued to build on this foundation. While many of the presenting concerns for patients were centered around neurodevelopmental and psychiatric symptoms, I also had the opportunity to work with young patients navigating complex medical conditions—including pediatric stroke, epilepsy, and a range of genetic disorders.

These experiences further strengthened my understanding of how neurodevelopmental, medical, and psychiatric factors interact in shaping a child’s development. They also enhanced my ability to conduct comprehensive, individualized evaluations that consider the whole child—not just the diagnosis—and offer tailored recommendations to support them across settings.

What made you explore a new opportunity?

I’m someone who truly values lifelong learning, which in large part is why I’ve appreciated working in hospital settings—they’re often centered around collaboration, teaching, and tackling complex clinical questions as a team. That environment has been incredibly formative for me. At this point in my career, I feel ready—and genuinely excited—to transition into a group practice setting, and NESCA felt like the perfect fit. Their strong commitment to teamwork, continued education, and high-quality, individualized care really stood out to me.

On a more personal note, I recently became a mom, and embracing this new season of life has been so meaningful. Finding a role that allows me to continue growing as a neuropsychologist in a supportive, mission-driven environment, while also being closer to home and more present for my family, is something I feel incredibly grateful for.

Why were you interested in joining NESCA?

NESCA’s mission is closely aligned with my values—both as a clinician and as a person. I’ve long admired NESCA’s reputation for providing the highest level of care to families, and that made me eager to learn more about the organization. When I met Dr. Ann Helmus, NESCA’s founder and director, I was deeply impressed by her dedication to fostering a positive team culture, while also holding an unwavering commitment to clinical excellence. I’ve felt that same sense of respect and appreciation in the way everyone I’ve spoken to during my transition has been incredibly welcoming and clearly proud to be part of this team.

What also excites me about joining NESCA is how it offers the best of both worlds—an organization with the flexibility of a group practice that also emphasizes collaboration and continued learning, similar to a hospital setting. The weekly case conferences and team meetings create a space for discussing clinical questions, sharing resources, and learning from one another, which fosters professional growth and ultimately allows us to provide exceptional care to the families we support. I feel so fortunate to be joining the team at NESCA, and I can’t wait to get started!

What do you think you will be able to bring to NESCA?

What I look forward to bringing to NESCA is my strong foundation in both clinical assessment and developmental psychology, as well as my passion for supporting children and their families with empathy and care. My training has equipped me to evaluate youth across developmental stages—from as young as 2 years old through young adulthood— experiencing a wide range of challenges. I approach each case with a commitment to understanding the whole child and place a strong emphasis on collaboration—with families, schools, and medical providers—to ensure that my evaluations translate into meaningful, practical recommendations. My goal is also to empower families with the knowledge and tools they need to support their child’s growth, and I strive to bring a warm, patient, and culturally sensitive approach to every case.

You will be joining NESCA’s Hingham office? Who will you be seeing there?

At NESCA’s Hingham office, I’ll be seeing a diverse range of children, adolescents, and young adults who are navigating complex neurodevelopmental, social-emotional, and/or medical challenges. This includes children with autism spectrum disorder, ADHD, learning disabilities, developmental delays, executive functioning difficulties, and those managing health-related conditions that impact cognitive and emotional development.

I’m especially looking forward to supporting families who may be seeking clarity around a diagnosis, looking for school-based recommendations, or working through transitions—whether that’s entering preschool, kindergarten, middle school, or preparing for high school and post-secondary life. I’m excited to collaborate with NESCA’s talented team of clinicians and to contribute to the high-quality, comprehensive evaluations that NESCA is known for.

You live on the South Shore. Why is it important to serve families in the South Shore communities?

As a South Shore native, I know there is a high level of need in this area for quality neuropsychological services. Families here are often traveling long distances in order to obtain the level of care their children need, which adds stress and limits access to services, especially for younger children or those with complex needs. That’s why it’s so exciting that NESCA has expanded its practice to Hingham!

There’s a real gap in local resources on the South Shore, and NESCA’s decision to meet families where they are at reflects a deep understanding of both the clinical and practical needs of this community. I’m thrilled to be part of that effort and to contribute to making high-quality neuropsychological care more accessible to families in this region.

Is there anything else you would like the NESCA community to know about you?

I’d love for the NESCA community to know that I’m deeply passionate about helping youth and families feel seen, understood, and supported every step of the way. I take a collaborative approach and aim to make the evaluation process not only informative, but also empowering, compassionate, and grounded in each child’s strengths.

Outside of clinical work, I am someone who values community, connection, and balance. I love being outdoors, spending time with family, and staying active—which helps keep me grounded and present in the work I do.

I’m truly honored to be joining the NESCA team, and I’m excited to grow alongside such an experienced and thoughtful group of professionals while contributing to the care of families in my own community.

 

About Dr. Madeline Manning

Dr. Madeline Manning is committed to providing comprehensive, collaborative evaluations that helpMadeline Manning, PhD Headshot families better understand their child’s unique neurocognitive, developmental, learning, and social-emotional profiles. She specializes in the assessment of toddlers, school-aged children, adolescents, and young adults. Her expertise involves working with youth exhibiting a diverse range of clinical presentations, including neurodevelopmental disorders, such as autism spectrum disorder, attention and executive functioning deficits, learning disabilities, developmental delays, intellectual disabilities, and associated emotional challenges. Dr. Manning is also trained in the assessment of children with medical complexities, recognizing how health conditions can impact a child’s development and functioning. She partners closely with families to develop practical, personalized recommendations that support each individual’s success and growth at home, in school, and within the community.

To book a neuropsychological evaluation at NESCA, complete NESCA’s online intake form. 

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

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