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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High school student image who is struggling with the overwhelm of school pressures

When High School Feels Overwhelming: How Neuropsychology Can Help Students Thrive

By | NESCA Notes 2026

High school student image who is struggling with the overwhelm of school pressuresBy: Moira Creedon, Ph.D. 
NESCA Hingham Director & Pediatric Neuropsychologist

I frequently meet high school students and families who are feeling the weight of academic expectations, especially at this point in the school year. Maybe your child recently finished midterms and the results weren’t what you hoped for. Maybe the daily stress of managing coursework of AP classes, standardized test preparation, extracurriculars, and college research feels like too much. The pressure to keep up can buckle even a strong student, and small vulnerabilities can suddenly be amplified in this context. If this sounds familiar, there are steps to take to support the daily midwinter stress.

Why Are So Many Students Struggling?

The challenges of high school are not limited to academics alone. It is a time of rapid growth in physical size, independence, academic demands, social environment, and emotional development. For some students, it is a time to shine with increased independence and responsibility. For others, the demands quickly exceed their skill set. The minor organizational and study challenges of middle school are amplified with more content and the burden to juggle simultaneous demands. Put simply, the executive functioning system gets put to the test in high school. These struggles do not mean you have a student who is not capable or intelligent. It may mean they need support for their unique learning profile.

What are Some Warning Signs of the Mid-year Slump?

Warning signs can include trouble keeping track of deadlines or assignments. It can be studying for hours for a test with a lackluster performance that doesn’t match the effort. It can come in the form of increased procrastination, trouble finishing tasks, and poor follow-through. It can also come in the form of increased fatigue, a sense of “burn out,” anxiety, or overall perception of stress. For some students, it can feel like their plate is too full but without a great plan for how to prioritize to make life manageable.

What Can Help?

  1. Consider a Neuropsychological Evaluation

A neuropsychological evaluation is a comprehensive assessment that looks at how a student learns with an eye toward their unique pattern of strengths and weaknesses. A neuropsychological examination can help clarify a diagnosis or diagnoses (ADHD, anxiety, or a learning disability, to name a few), but it can also provide a detailed understanding of the overall process of learning. Bright students who feel overloaded can learn valuable information about their approach to learning so they can figure out how to study smarter, not longer. These evaluations can also include tailored recommendations for how to approach the stress, with suggestions for where and how to seek the appropriate help.

  1. Explore Executive Functioning Coaching

Executive functioning coaches work with students to develop practical strategies for organization, time management, and study skills. Unlike a tutor in a specific subject domain, executive functioning coaches work across subject areas. Coaching sessions are individualized and can help students learn how to break down large assignments, create effective study schedules, prioritize tasks, and manage distractions. In addition to improvement in your academic performance, coaching can help students build independence and confidence.

  1. Seek Support at School

Start with your academic advisor, adjustment counselor, or favorite teacher. Let them know your student is struggling to manage all the demands of their academic life. Many students pursue learning supports or accommodations at school via special education. Your school will need to review evaluations to determine if your child qualifies for a 504 Plan or Individualized Education Program (IEP) as these formalized supports require a diagnosis of a disability. Outside of these more formal support avenues, many schools offer peer tutoring or after-school homework support. Your student does not have to hide their struggles from their teachers!

  1. Take Care of Yourself

With all of the growth in high school, it is important to remember to prioritize emotional health. Your academic success cannot last if it comes at the expense of your mental health. I encourage students to prioritize the basics – to get enough sleep, eat nutritious foods, exercise or move daily, and leave time for fun. If you sit down to create a calendar or task list with your child, keep these items on the list. A rested and restored brain is far more effective at learning.

We Can All Be in This Together

It is normal for your teen to feel a little overwhelmed at times in high school. Instead of viewing this as an opportunity for panic, let’s see it as an opportunity for growth. It does not have to be a journey you and your child take alone. With the right supports, your high schooler can manage their workload, develop more effective study habits, and build resilience to handle future stress. Neuropsychologists at NESCA are happy to support you in this journey through evaluations, consultation, and to connect you to executive functioning and school resources.

 

About the Author

Dr. Creedon offers her expertise in evaluating children and teens with a variety of presenting issues. SheMoira Creedon headshot is interested in uncovering an individual’s unique pattern of strengths and weaknesses to best formulate a plan for intervention and success. She tailors each assessment to address a range of referral questions, such as developmental disabilities, including Autism Spectrum Disorder, learning disabilities, attention challenges, executive functioning deficits, and social-emotional struggles. She also evaluates college-/grad school-age/adult individuals with developmental issues, such as ASD and ADHD, particularly when there is a diagnostic clarity or accommodation question.

 

If you are interested in booking an evaluation with Dr. Creedon or another NESCA neuropsychologist, please fill out and submit our 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 student being testing in school

When School-based Testing Is Not Enough

By | NESCA Notes 2026

Image of a student being testing in schoolBy: Sean Hyde O’Brien, Psy.D., ABPdN 
Pediatric Neuropsychologist, NESCA

Often when a child is struggling at school — whether related to academic, behavioral, or social-emotional functioning — they may be referred for testing by a member of their educational team (often at the parents’ request). Such testing can include psychological, educational, speech-language, occupational, and physical therapy assessments conducted by qualified school personnel, as well as more specialized transition, functional/adaptive behavioral, and autism-related assessments. These evaluations are generally conducted to determine a student’s eligibility for special education services, identify appropriate supports, and establish goals to monitor progress.

In many cases, school-based testing is sufficient to meet the needs of the student and family by facilitating access to services and supports. However, there are situations in which school-based testing may not be sufficient on its own:

Need for a Clinical Diagnosis
School evaluations are designed to determine eligibility for special education services under educational categories (e.g., “Health Impairment,” “Specific Learning Disability,” or “Sensory Impairment”), rather than to establish diagnoses for medical or treatment purposes. When a formal diagnosis is needed to guide treatment, medication decisions, or access to private insurance-based services, a neuropsychological evaluation may be necessary.

Complex or Co-occurring Issues
Neuropsychological evaluations are designed to integrate information across multiple domains, offering a more comprehensive understanding of the student as a whole.

Disagreement with School Findings
If parents have concerns about the conclusions or recommendations from a school evaluation, they may pursue an Independent Educational Evaluation (IEE) or seek private testing with a neuropsychologist to obtain an additional perspective.

Evaluation of Non-academic Concerns
Concerns such as anxiety, depression, trauma, or family stressors — which can significantly affect learning — may fall outside the primary scope of school-based testing and may be more fully explored through a comprehensive neuropsychological evaluation.

Legal or Eligibility Requirements
Certain services, accommodations, or agencies (such as Social Security Disability benefits, specific therapies, or independent schools) may require documentation or diagnoses from a licensed clinical provider. Neuropsychologists are licensed psychologists with specialized doctoral and post-doctoral training in brain-behavior relationships who can provide this type of documentation when needed.

In summary, school-based testing is often a valuable and important first step in understanding a child’s needs within the educational setting. In some cases, however, a comprehensive neuropsychological evaluation can provide additional insight into a student’s profile as well as medical documentation needed to access a variety of services.

 

About the Author

Dr. Sean O’Brien has been providing comprehensive neuropsychological evaluations in the GreaterSean Hyde O'Brien Boston area since 2006. He specializes in the assessment of children and adolescents who present with a wide range of developmental conditions, such as  Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder (reading, writing, math), Intellectual Disability, and Autism Spectrum Disorder; as well as children whose cognitive functioning has been impacted by medical, psychiatric, and genetic conditions. He also has extensive experience working with children who were adopted both domestically and internationally.

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

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and 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 student struggling to write and a quote from Alissa Talamo, Ph.D.

Why Does My Child Struggle With Writing?

By | NESCA Notes 2026

Image of a student struggling to write and a quote from Alissa Talamo, Ph.D.By: Alissa Talamo, PhD
Pediatric Neuropsychologist, NESCA

A concern I often hear from parents is that their child is bright, creative, and articulate—able to express ideas clearly in conversation—but gets “stuck” when asked to put those same thoughts into written form. Instead of demonstrating the full extent of their knowledge, these children often write just enough to complete the assignment, leaving teachers and parents wondering what’s holding them back.

Difficulties with written expression can arise for a variety of reasons. For some children, an expressive language disorder makes it challenging to find the right words and organize their thoughts on paper. Others may have fine motor difficulties, making the physical act of writing laborious and frustrating. Children who struggle with spelling often limit themselves to simple words, even if their spoken vocabulary is much richer. These challenges are relatively straightforward to identify, but there are many children who don’t fit these patterns—children who seem to have all the necessary skills yet still find writing to be an uphill battle.

In these cases, neuropsychological testing often confirms what parents already suspect: the child is intelligent, insightful, and capable of high-level thinking, but something is interfering with their ability to express themselves in writing. One of the most common underlying issues is difficulty with executive functioning. Executive functioning is a set of mental skills that includes planning, organization, time management, working memory, attention control, task initiation, self-monitoring, impulse control, emotional regulation, cognitive flexibility, goal setting, and problem-solving. Writing is a uniquely demanding task because it requires the simultaneous use of many of these skills. To write effectively, a student must generate ideas, organize those ideas, keep track of them in working memory, and attend to mechanics like spelling, punctuation, and grammar—all at the same time. It’s no wonder that writing can feel overwhelming!

The good news is that once a child’s specific areas of weakness are identified, there are many strategies and supports available to help them improve their writing skills. Executive functioning tutoring can be especially beneficial, teaching students how to use graphic organizers (such as compare/contrast charts, part/whole relationships, or cause/effect diagrams) and writing templates to structure their thoughts. Tutors can also help students develop strategies for catching mistakes that result from inattention to detail, such as errors in grammar, spelling, or capitalization. In addition, tailored recommendations can be made for in-class support, allowing the student to build their writing skills in a supportive environment.

Why Neuropsychological Testing Can Make a Difference

If your child is struggling with writing, neuropsychological testing can be an invaluable tool. This comprehensive assessment goes beyond surface-level observations to identify specific strengths and weaknesses in cognitive, language, motor, emotional, and executive functioning skills. By pinpointing the root causes of writing difficulties, neuropsychological testing provides a roadmap for targeted interventions and accommodations. With the right supports in place, children can overcome barriers to written expression, gain confidence in their abilities, and more fully demonstrate their knowledge and creativity—both in school and beyond.

 

About the Author

Alissa Talamo headshotWith NESCA since its inception in 2007, Dr. Talamo had previously practiced for many years as a child and adolescent clinical psychologist before completing postdoctoral re-training in pediatric neuropsychology at the Children’s Evaluation Center.

After receiving her undergraduate degree from Columbia University, Dr. Talamo earned her doctorate in clinical health psychology from Ferkauf Graduate School of Psychology and the Albert Einstein College of Medicine at Yeshiva University.

She has given a number of presentations, most recently on “How to Recognize a Struggling Reader,” “Supporting Students with Working Memory Limitations,” (with Bonnie Singer, Ph.D., CCC-SLP of Architects for Learning), and “Executive Function in Elementary and Middle School Students.”

Dr. Talamo specializes in working with children and adolescents with language-based learning disabilities including dyslexia, attentional disorders, and emotional issues. She is also interested in working with highly gifted children.

Her professional memberships include MAGE (Massachusetts Association for Gifted Education), IDA (International Dyslexia Association), MABIDA (the Massachusetts division of IDA) and MNS (the Massachusetts Neuropsychological Society).

She is the mother of one daughter.

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

NESCA is a pediatric neuropsychology practice and related services 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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Image of a sign saying, "You Belong Here."

Is Inclusion Enough?

By | NESCA Notes 2024

Image of a sign saying, "You Belong Here."By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

In the United States, we have federal and state laws that support individuals with disabilities: The ADA, IDEA, Section 504 of the 1973 Rehabilitation, Chapter 766, Chapter 688, and more. Each of these laws supports the inclusion of individuals with disabilities at school, in employment, and in the community by mandating wheelchair ramps/automatic doors, mainstreaming children with special needs into general education classrooms, assistive technology for an individual at a workplace, and more. We have made many strides in including people with disabilities; yet there is still a long way to go.

In education circles, the word inclusion has effectively replaced the term mainstream. By definition, inclusion means placing students with disabilities in regular or “mainstream” settings along with their “non-disabled” peers, focusing on the “physical integration” of children with disabilities rather than, what was more common at the time – placing them into separate, segregated or “self-contained” settings with other “disabled peers.”

Inclusion embodies a shift from just physical inclusion/integration to a broader definition that promotes equal access and support for all children, creating an environment that promotes the success of every student regardless of ability (Karlsudd, 2017). Inclusion, at its best should offer universally designed environments/curricula, specialized supports, services, accommodations, modifications, and differentiation in instruction, and more, as all students – whether identified as “special needs” or typical – are unique in their learning profiles.

Education lecturer and researcher Gregor Maxwell, 2018, describes in a published article, three perspectives on inclusion. They are:

  • The Compensation Perspective is like the deficit model or medical model which emphasizes a child’s impairment or limitation as the reason for exclusion. It focuses on Identifying the limitation/deficit and remediating it through individualized accommodations and supports that enable the student to be included.
  • The Critical Perspective is comparable to the Social Model of Disability in that it identifies the problem within the broader context of the environment, and the focus is on changing policies, structures, and attitudes about disability and inclusion.
  • The Dilemma Perspective is a critique of the Compensation and Critical Perspectives. It emphasizes that meaningful participation is central to inclusion, and that inclusive practices need to recognize and celebrate the diversity of all children regardless of whether they have a disability or not. Participation is defined as the involvement in life situations with family, same-aged peers, and other community members, and is distinct from inclusion, according to the International Classification of Function, Disability, and Health (ICF) of the World Health Organization.

While individuals with disabilities are being included and participating in schools, in employment settings, and in the community, there still seems to be the lingering question of, “Is inclusion and participation enough?” Do individuals with disabilities feel valued and honored for who they are? Are their strengths being recognized (ideally, the new Massachusetts IEP form should help with this)? Do they feel like they are “one of the gang,” like they belong/fit it and have friends? Having worked in many public schools, I think many students with disabilities are participating in inclusion activities but don’t feel like they belong nor are valued for who they are.

Erik Carter, professor of Special Education at Vanderbilt University, has studied inclusion and belonging for many years. He concludes, “Where we once pursued integration, we now talk about promoting inclusion. But my sense is that both terms fall short of what really matters most. People want to be more than merely integrated or included. They want to experience true belonging.” In more recent years, schools have been focusing on social and emotional learning (SEL), yet many students with and without disabilities still feel isolated and like they don’t fit in/belong. Belonging, feeling valued for who one is and being recognized for one’s strengths, is more significant than inclusion. It is at the very core of who we are as humans; it is a basic need. Let’s help our special needs students feel that they belong. Let’s hope that as the new MA IEP, with its focus on student strengths and participation, will be afford us the opportunity to focus on what truly matters…a sense of belonging for all of our students.

For more information and helpful handouts about Erik Carter’s approach, visit: Progress Center Reflecting on our Practice: Ten Ways Schools Can Foster Belonging Among Students With and Without Disabilities https://promotingprogress.org/sites/default/files/2022-02/Fostering_Belonging_Handout.pdf

 

Resources

Erik Carter https://www.erikwcarter.com

Karlsudd, P. (2017) The Search for Successful Inclusion. DCID, 28(1), 142-160.

Maxwell, G.R. Granlund, M. & Augustine, L. (2018) Inclusion through participation: Understanding participation in the international classification of functioning, disability, and health as a methodological research tool for investigating inclusion. Frontiers in Education, (3), Article 41, 1- 16.

 

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 clinicians, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant/service in the referral line.

NESCA is a pediatric neuropsychology and related services practice 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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Visuals of a covid and pregnancy test not the same as the visual with a child being tested; quote from Dr. Ann Helmus

Test Results Are Not The Answer

By | NESCA Notes 2025

Visuals of a covid and pregnancy test not the same as the visual with a child being tested; quote from Dr. Ann HelmusBy Ann Helmus, Ph.D.
Founder & Director, NESCA

A few days ago, a routine blood test showed high cholesterol. My doctor was concerned and suggested I start on a life-long medication.

But here’s what was missing from that recommendation:

Six weeks earlier, I had Covid. When I tested negative, I launched into a grueling stretch of all-day meetings, international travel, public speaking, and disrupted sleep. I never fully recovered.

At the time of my blood test, I was still in a post-viral fatigue phase, which is known to increase cholesterol. All other medical tests showed normal results. Instead of looking at the pattern of test results, my doctor focused on the one abnormal value, which likely reflects my lack of adequate recovery from Covid and travel stress, not an underlying problem with cholesterol.

This experience illustrates an important principle in neuropsychological evaluation: An individual test result rarely speaks for itself. It must be interpreted in the context of other results, history, and clinical observation.

There is no test for ADHD or for ASD or for LD or any of the other conditions that we see. There are only data points to be connected. There is no single test result that can explain: why a child is struggling, what the underlying issue is, or the type(s) of support that will help them thrive.

Those answers come from interpretation that involves:

  • Deep developmental history-taking
  • Pattern analysis across multiple measures
  • Direct clinical observation
  • Integration of cognitive, emotional, academic, and behavioral data
  • And years of diagnostic experience

A neuropsychological evaluation is not like a Covid test, the results of which can be easily interpreted by a layperson. Neuropsychological testing results need to be carefully analyzed and interpreted by a highly trained professional relying on their experience and clinical judgement to determine the meaning of the results, and, most importantly, what they mean for treatment.

When interpretation is shallow, children are likely to be improperly diagnosed, which leads to:

  • Wrong educational placements
  • Inappropriate medications
  • Mismatched interventions
  • Years of frustration for a child who was misunderstood

A high-quality evaluation does not simply label. It provides a proper explanation that leads to meaningful intervention. We don’t treat numbers. We don’t treat checklists. We don’t treat isolated test results. We treat human beings.

 

About the Author

NESCA Founder and Director Ann Helmus, Ph.D., is a licensed clinical neuropsychologist who has beenAnn Helmus headshot practicing neuropsychology for 35 years and has been director of NESCA’s Neuropsychology practice for nearly three decades, continuously training and mentoring  neuropsychologists to meet the highest professional standards.

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

NESCA is a pediatric neuropsychology and related services group practice 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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Dot Lucci and Dr. Ann Helmus consulting internationally

Advancing Inclusion and Education Internationally

By | NESCA Notes 2025

Dot Lucci and Dr. Ann Helmus consulting internationallyBy Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

Expanding on NESCA’s previous work in the Philippines and other Asian countries, this October, NESCA’s Founder and Director Dr. Ann Helmus and I widened NESCA’s outreach and education around the world, traveling to Central America, specifically Honduras, Nicaragua, El Salvador, and Costa Rica.

During our time in Central America, we presented multiple full-day workshops to various educational

NESCA’s Dot Lucci and Dr. Ann Helmus with a group of Central American Principals at the Association of American Schools of Central America Conference

professional and administrative audiences at the Association of American Schools of Central America conference, the Elementary Principals Conference, and at individual schools. The full-day workshops included information about: the presentations and diagnosis of various conditions, such as ADHD, ASD, SLD, anxiety, etc., how to best serve these students in general education classrooms, and the most current thinking on specific interventions and curriculums.

Along our journey, Dr. Helmus also presented to parents in Nicaragua and Honduras, discussing what exactly makes a high-quality evaluation, what an evaluation should include, and how to integrate all the findings to produce individualized recommendations for students.

On this trip, our consultations consisted of onsite visits that provide professional development, modeling, direct service of instruction/ongoing virtual consultation, and the sharing of resources and tools. We help these teams develop or enhance their programs and systems aimed at supporting students with special needs. While much of this work pertains to educational programming, it also involves expanding the mindsets of some teachers about neurodivergent students, who may require additional time and effort than typically developing students. In our work, we are helping teachers to recognize students’ disabilities, how they present, and how to work with the various challenges while identifying and capitalizing on their strengths.

Consulting internationally allows us to share our knowledge and expertise of neuropsychological assessment and educational practices with schools and families abroad, where resources may be scarce or non-existent. While each country has special education laws pertaining to inclusion, when children struggle in these classrooms, there are unfortunately limited resources for them. Many of these students are expelled and do not receive an education due to aberrant behavior. There are some separate “special education” schools, but these are also limited in their ability to educate neurodivergent children. In all of these countries, the training of teachers in special education is not in-depth, which is why NESCA was there to support their efforts. This work is vital to the improvement of the education of all students and especially those with special needs.

With very few – if any – related service professionals in this region (i.e., neuropsychologists, SLPs, OTs, etc.), many students go without direct services or travel to Miami for evaluations and care during the summer months. Because of the lack of supports in this region, we noticed more clients over the past several years traveling to Boston for evaluations and services. This is one of the reasons NESCA opened an office in Miami, more conveniently offering better supports and services for our Central American clients.

We look forward to continuing this consultation work with schools, organizations, etc., while also making big differences for families on a more individualized level, educating them on how they can support their children.

Our work in international schools and families is rich and rewarding, and is making big differences.

 

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 clinicians, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant/service in the referral line.

NESCA is a pediatric neuropsychology practice and related services 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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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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Picture of a teen with a disability at work getting assistance

How Occupational Therapists Can Support Neurodivergent Teens and Young Adults with Self-Regulation in the Workplace

By | NESCA Notes 2025

Picture of a teen with a disability at work getting assistanceBy: Lyndsay Wood, OTD, OTR/L
NESCA Executive Function and Real-life Skills Program Manager

Self-regulation is a critical skill for anyone entering the workplace, but for neurodivergent teens and young adults, it can be particularly challenging. These individuals may face overstimulation, burnout, emotional dysregulation, and many other unexpected challenges in the work setting. Occupational therapy (OT) can play a pivotal role in helping these young adults develop the tools they need to thrive in a work environment.

What is Self-Regulation, and Why is it Important?

Self-regulation refers to the ability to manage your emotions and state of arousal in order to meet the demands of your environment. In the workplace, self-regulation is essential for staying calm under pressure, responding appropriately to feedback, and managing the various sensory and social demands of the job.

For neurodivergent teens and young adults, challenges may arise when dealing with unexpected changes, new work tasks, over or under stimulation of the sensory system, or complex interpersonal workplace dynamics. Learning to regulate within the context of these challenges can make the difference between a successful work experience and one that leads to frustration, anxiety, burnout, or job termination. Below is a list of three different ways occupational therapists can support teens and young adults with self-regulation in the workplace.

Developing a Personalized Self-Regulation Plan

One of the most effective ways to support workplace success is through the development of a self-regulation plan. This plan is individualized to each person and can serve as a guide for both the individual and their supervisors or co-workers. Here is a breakdown of essential items to include within the plan.

  1. Strengths

Before diving into potential challenges, it’s important to highlight strengths. What skills does the individual already possess that can help them succeed in the workplace? For example, a teen with an autism spectrum disorder (ASD) might have exceptional attention to detail, while a young adult with Attention-Deficit/Hyperactivity Disorder (ADHD) may excel in creative problem-solving. Identifying these strengths helps boost confidence and serves as a foundation for skill building.

  1. Triggers

Triggers are external or internal factors that can lead to dysregulation. These can include:

  • Sensory triggers: Bright lights, loud noises, hot rooms, specific textures, etc.
  • Emotional triggers: Criticism, frustration, misunderstandings
  • Cognitive triggers: Task-switching, or multi-tasking demands, large quantities of information being given verbally

A key part of OT intervention is helping the individual recognize their personal triggers, because understanding triggers can help prevent or minimize dysregulation.

  1. Develop Preventive Strategies

Once triggers are identified, the next step is to create strategies to prevent dysregulation before it happens. These strategies might include:

  • Environmental modifications: Wearing noise-canceling headphones, keeping fidgets at your desk, requesting a desk near a window for natural light, adjusting the workload to prevent overwhelm, or bringing a therapy animal to work
  • Routine adjustments: Incorporating short, frequent breaks during the workday, using visual schedules and reminders to manage tasks more efficiently, or requesting that work tasks be provided in writing
  • Emotional prep: Practicing self-talk or role-playing scenarios that may be challenging, engaging in daily mindfulness activities, spending time doing an activity that improves your mood prior to a work shift
  • Medication: Ensuring essential medications are taken daily at a consistent time

By establishing preventive strategies, individuals can feel more in control and reduce the likelihood of becoming overwhelmed.

  1. Create In-the-Moment Strategies

Even with preventive measures in place, there will be moments when the individual feels dysregulated. Developing in-the-moment strategies is critical to managing these situations effectively. Some in-the-moment strategies include:

  • Breathing techniques: Deep breathing exercises to help calm the nervous system and lower anxiety in stressful situations
  • Distraction: Watch a funny or calming video on your phone for a couple of minutes to help your brain reset
  • Physical movement: Taking a short walk or doing some discreet stretching at the desk can help release built-up tension
  • Taking a break: Request or take a 5-minute break from your work tasks to reset

These strategies should be easy to access and implement in the workplace, allowing the individual to regain control without disrupting their workflow.

Building a Toolbox of Sensory Strategies

Sensory regulation is a key part of self-regulation, particularly for neurodivergent individuals. Occupational therapists can help teens and young adults build a sensory toolbox that includes items or activities to help them self-soothe and regulate their sensory systems. Examples of sensory tools might include:

  • Fidget tools for tactile input
  • Aromatherapy oils or scented items to calm or refocus
  • Weighted blankets, heavy work, or pets on the lap (if the work environment allows) for proprioceptive input
  • Noise-canceling headphones or earplugs to manage auditory input

The goal is for the individual to have access to sensory supports that can be used in non-disruptive way while at work. These tools can be critical in maintaining focus and emotional regulation during the workday.

Building Self-Advocacy Skills

An essential part of successful self-regulation in the workplace is the ability to advocate for one’s own needs. Many teens and young adults have a difficult time with this skill, but occupational therapists can help individuals build the skills and confidence they need to successfully advocate for themselves in the workplace. Self-advocacy involves:

  • Knowing one’s needs: The individual should have a clear understanding of their strengths, challenges, and what accommodations are most beneficial. It is extremely beneficial to create a document that the individual can access and update throughout their lifetime that details all of this information.
  • Communicating needs: Learning how to express these needs clearly and assertively to supervisors or co-workers is crucial. This may involve requesting a quieter workspace or asking for a sensory break during particularly stressful tasks. Role-play is often a helpful tool to practice these communication skills.
  • Setting boundaries: Advocating for one’s needs also includes setting personal boundaries to avoid burnout. This could mean learning to say “no” to additional tasks when overwhelmed or asking for extra time to complete certain projects.

Occupational therapy can support the development of these communication skills through role-playing, practicing real-life scenarios, and building confidence in expressing needs.

Conclusion

Occupational therapy can play a crucial role in supporting neurodivergent individuals with self-regulation in the workplace through the development of an emotional regulation plan, the building of a sensory toolbox, and the development of self-advocacy skills. With these tools in place, individuals are empowered to manage their emotions, arousal, and sensory needs, leading to greater success and fulfillment in their professional lives.

 

About Lyndsay Wood, OTD, OTR/L

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

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

 

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

 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and 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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Dr. Luisa Hernandez Medellin evaluating a child

NESCA’s Heading South to Care for Children and Empower Families

By | NESCA Notes 2025

Dr. Luisa Hernandez Medellin evaluating a childBy Jane Hauser
Director of Marketing & Outreach, NESCA

Dr. Luisa Hernandez Medellin Discusses NESCA’s Miami Launch

NESCA recently opened its latest pediatric neuropsychology office in Coral Gables/Miami, Florida, headed up by Dr. Luisa Hernandez Medellin. I had the opportunity to speak with Dr. Luisa Hernandez Medellin to get to know more about her background, the current evaluation landscape in South Florida, Latin America, and the Caribbean, and to hear from her what unmet needs NESCA addresses in bringing its expertise to that region.

Tell us about your background and how you chose to become a pediatric neuropsychologist.
I was born and raised in Mexico City in a family that valued service and helping others. As a teen, I considered becoming a missionary nun because I wanted to travel to deliver services and support to children in need. During those years, I spent time in Cuba, Nicaragua, Guatemala, and Costa Rica, where I witnessed numerous disparities in the way people lived. That experience shaped my commitment to serving children and families.

When I returned to Mexico, I explored different careers, including teaching and medicine, as my father was a doctor, and eventually landed in psychology almost by chance—but it felt like home as soon as I discovered it. Later, when I moved to Miami, I completed my bachelor’s degree and entered a doctoral program in child psychology. During my training, I discovered neuropsychology, and it was a perfect fit: a way to combine psychology with the medical world, caring for both the mind and the body of an individual.

I trained at Jackson Memorial Hospital, where I fell in love with pediatric neuropsychology, working with children with neurodevelopmental disorders in both inpatient and outpatient settings. That experience set the foundation for my career. Since then, I’ve worked in hospitals, private practice, and now with NESCA, where I get to provide high-quality evaluations in a compassionate way that will help children and their families have a path to move forward on.

What is your philosophy when working with children and families?
I treat every child as I would my own. I’m a mother of three, all neurodivergent in different ways, so I understand how hard it can be to navigate the challenges of having children with disabilities while also loving them so deeply. My role is to get to know each child who comes in for an evaluation—what makes them unique, what’s important to them—and to help uncover what’s happening so they can flourish.

How do you feel neuropsychological evaluations benefit individuals and families?
Evaluations give us a deeper, objective understanding of a child’s strengths and challenges. Parents often come to me worried that they’ve done something wrong that caused their child’s struggles. I reassure them that no one is at fault. The goal is not to find problems or identify something or someone to blame; rather, it’s to identify the root cause of a child’s challenges while also highlighting each child’s strengths. It’s about finding the “lights AND the shadows.” For example, if a child struggles in math but loves music, we lean into music as a source of joy and growth for the child while knowing how to  properly provide support in areas like math, that may be more stressful.

How do you approach parents or caregivers who are resistant to the evaluation process or the possibility of their child receiving a diagnosis from it?
In Miami, many families are hesitant about their child receiving a diagnosis(es). I take the time during the intake process to listen to their concerns and gently plant seeds about the types of issues we may be seeing. That way, parents aren’t shocked during the feedback session where they learn the findings from the evaluation, which may include one or more diagnosis(es). It helps them process the information and reduces their fears. I emphasize that neurodivergence isn’t caused by parenting choices or styles, screen time, or the Covid experience. It’s just how a child is wired. My focus is on supporting families and children and building hope with new information from the evaluation.

How did you connect with NESCA, and what excites you about bringing NESCA to Miami?
While considering a move to Boston, I met NESCA’s founder and director, Dr. Ann Helmus, and our conversation felt like meeting a kindred spirit. She reminded me of my attending supervisor from Jackson Memorial Hospital in that they both expect very high quality evaluations, really care about their patients, and truly value the quality of the training provided to their trainees. That’s not always the way with providers, so that was very important to me.

She shared that NESCA was planning to open a Miami office, which felt like the perfect match. Now, I get to help NESCA bring its 30 years of expertise to our region, while I’m also contributing my own 20 years of experience right here in Miami. Together, we’re offering high-quality, culturally-sensitive evaluations in both Spanish and English.

Why does Miami need a practice like NESCA?
The system here in South Florida often creates delays in the identification of developmental, emotional, or learning disabilities. Pediatricians sometimes use a “wait and see” approach; bilingualism is sometimes mistaken for a speech delay when it’s really a sign of autism; and schools often face huge, lengthy backlogs for testing students.

It can be tricky to find the right resource or professional to help identify challenges early on. Neurologists tend to be trained in the brain as “hardware,” whereas we examine the brain’s operating system and how it functions when there is a brain injury, a developmental disorder, or other issue. More often, they look to scans and imaging for answers, where we look at the child’s wellbeing and growth, especially when there is a more complex presentation that may lead to several diagnoses, like ADHD, autism, and anxiety, all co-occurring. And due to productivity pressures in large Miami hospitals, they are only able to see patients for 15 minutes or so and often via telehealth.

And again, with our medical system not being optimized, there is a lot of overwhelm among pediatricians who are forced to operate in a factory-like system. Many people here in South Florida don’t actually have a dedicated pediatrician who knows them and their families. It’s more of a walk-in urgent care system, and that means there is no follow-up in six months or even a year to see how a child is progressing or not. No one is tracking them and is dedicated to their developmental well-being. This is another reason for the frequent delays in diagnosis here.

Because of all of these issues, too often, families don’t receive timely or comprehensive evaluations, and diagnoses and services are delayed. NESCA offers an alternative: in-depth, individualized assessments that consider the whole child—what their lives look like and how they do in school, at home, and in the community. NESCA coming to Miami is filling a very large gap in getting families the answers they are looking for and getting children the support they need to thrive.

What do you evaluate at NESCA in Coral Gables?
I focus primarily in pediatric neurodevelopmental disorders, ADHD, Autism Spectrum Disorders, and learning disabilities, providing evaluations and highly tailored recommendations for interventions. I have also been training practicum students in the Miami area, which we will continue to do as part of the NESCA practice in Coral Gables. There are currently only two sites in Miami where doctoral-level students can train at a practicum level in pediatric neuropsychology, and one of them is now NESCA.

What are your plans for working with schools and international families?
International families and private schools are actively seeking support for their students. Many families from Latin America and the Caribbean face limited resources in their home countries. They come to NESCA for specialized, highly personalized evaluations and recommendations on how to support their child or student at home or in school, in their country. NESCA in Miami will provide these families with the guidance and expertise they need—tailored to their cultural context and delivered with compassion.

Any final thoughts?
NESCA offers families in South Florida, Latin America, and the Caribbean the best of both worlds. We’re bringing NESCA’s legacy of excellence from 30 years of practice in New England, along with my decades of experience living and practicing in Miami, to serve families in this diverse, multicultural community. My goal is simple: to help every child be understood, supported, and given the guidance and tools necessary to thrive.

Headshot of NESCA Pediatric Neuropsychologist Dr. Luisa Hernandez MedellinAbout the Author

As a bilingual pediatric neuropsychologist, Dr. Hernandez Medellin conducts comprehensive and culturally sensitive neurodevelopmental and neuropsychological assessments, comprehensive diagnostic evaluations, and effective care plans, providing appropriate recommendations for the client’s school, home, and the community. She specializes in the identification and assessment of neurodevelopmental disorders such as Autism Spectrum Disorders, ADHD, developmental and learning disorders, and their co-occurrence with anxiety and mood disorders. She also works with children and young adults with acquired brain injuries, epilepsy, brain tumors, strokes, general medical conditions, and genetic disorders affecting the nervous system. She is a native Spanish-speaker, passionate about serving the eclectic and vibrant South Florida community, as well as international patients looking for high-quality and compassionate care.

To book evaluation services at NESCA in Coral Gables, Florida, complete NESCA’s online intake form. 

To book a neuropsychological evaluation or other services at NESCA’s New England offices, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Miami/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.

6

Engineered for Excellence

By | NESCA Notes 2025

Image of NESCA clinicians conferring with each other and a quote from Dr. Ann HelmusBy Ann Helmus, Ph.D.
Founder & Director, NESCA

NESCA supports your clinician—so your clinician can support you and your child

When you choose NESCA, you’re not just hiring an individual clinician—you’re accessing an entire organization built to deliver excellence to each family who works with us. From the first intake call to the final report, every step of our process is designed to ensure quality, accuracy, and the best outcomes for your family. Parents invest in this process to resolve complex questions about their child’s learning, development, or emotional well-being—questions that can only be addressed by a thoughtful, thorough evaluation leading to recommendations that will truly make a difference.

At NESCA, we believe that the best way to provide this level of care is to take extraordinary care of our clinicians. Our equation is simple:

Lower Case Volume + High Clinician Support =

Exceptional Evaluations + Better Outcomes

Supporting Clinicians in Doing Their Best Work
In some practices and settings, clinicians face heavy caseloads, which can make it difficult to dedicate as much time to each child as they’d like. With larger caseloads, clinicians are often left with little time for reflection, professional growth, or collaboration. At NESCA, we intentionally structure things differently. We greatly value our clinicians as highly educated professionals with many years of training and provide them with the support, environment, and opportunity to produce their most thorough and careful work.

From the beginning, NESCA was intentionally designed for clinicians to typically work with six or fewer clients each month—a low volume compared to many other practices or settings. This structure ensures that every child’s evaluation receives the time, attention, and individualized analysis it deserves.

We Care for Our Clinicians—So They Are Able to Care for Your Child
Behind the scenes, our clinicians are supported in ways that are uncommon in many private practices:

  • Professional Development: Weekly seminars, ongoing mentorship, and access to senior clinical directors to ensure that every clinician is continually learning and growing.
  • Collaboration: Regular case conferences provide a forum for discussing complex cases and drawing on the expertise of their NESCA colleagues who specialize in multiple disciplines, providing well-rounded and forward-looking perspectives. Your child’s clinician is never working in isolation.
  • Dedicated Support Staff: Psychometricians handle test scoring, and administrative staff manage scheduling and logistics. This frees clinicians to focus entirely on the heart of their work—understanding your child.
  • Quality over Quantity: Because we are not driven by volume, clinicians can invest the time needed to observe your child carefully, analyze test results holistically, speak with educators and providers on your team, and craft thoughtful recommendations.

What This Means for Families
We know that clinicians do their best work when they feel secure, valued, and engaged. That’s why NESCA provides stability, top notch administrative support, and a professional community. When challenges arise, we work with our clinicians to resolve them, offering mentorship and guidance rather than leaving them to struggle and produce work that doesn’t meet NESCA’s high standards.

This culture of care is not just good for our staff—it’s essential to the families we serve. It means that when you come to NESCA, you are working with professionals who are deeply committed, well supported, and fully equipped to provide the highest quality evaluations and recommendations.

We take care of our clinicians so that they can take the best possible care of your child.

 

About the Author

NESCA Founder and Director Ann Helmus, Ph.D., is a licensed clinical neuropsychologist who has beenAnn Helmus headshot practicing neuropsychology for 35 years and has been director of NESCA’s Neuropsychology practice for nearly three decades, continuously training and mentoring  neuropsychologists to meet the highest professional standards.

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

NESCA is a pediatric neuropsychology practice with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Miami/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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