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.

Tag

Newton Archives - Page 5 of 6 - NESCA

Subscribe to NESCA Notes

19

Transition Assessment: What is it anyway? How is it different from neuropsychological evaluation?

By | NESCA Notes 2020

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

If you have a child who receives special education services or work in education, you are likely familiar with the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). This is the law that guarantees students with disabilities the right to free appropriate public education (FAPE) and that dictates that the purpose of special education and related services is to prepare students with disabilities for further education, employment, and independent living.

IDEA 2004 mandates that students have measurable postsecondary goals written in their individualized educational programs (IEPs), that describe the outcomes that a team expects for the student to achieve after exiting public education and that these goals must be “based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.”[1] But, IDEA 2004 does not specifically define transition assessment.

Instead, the best and most commonly accepted definition for transition assessment comes from the Division on Career Development and Transition (DCDT). DCDT defines transition assessment as an “…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.”[2]

Transition assessment can include formal testing, such as a standardized, published tests that compare students to others by age or grade or informal activities, such as interviewing or observing a student. Most students who are transition-aged (i.e., 14 or older in Massachusetts; 16 by federal law) have already had some assessments that will inform their transition planning, such as school evaluations, private evaluations, standardized academic testing, report cards, or even activities that happen within their guidance curriculum (e.g., assessment of strengths, learning style, personality type, career interests). But often, there will still be some testing needed to help better determine a student’s strengths and aptitudes, their preferences and interests for postsecondary adult life, and the gaps between their current knowledge and abilities and the requirements of the living, learning, and working environments in which they plan to function when they exit high school.

At NESCA, transition assessment is a highly individualized process that is designed to get a better sense of a student’s postsecondary living, learning, social, and vocational goals, to determine the strengths the student has that will help them reach those goals as well as the skills a student needs to develop to get there. While it is rare for two students to have the same assessment battery, transition assessment at NESCA often evaluates abilities, such as self-care, self-direction, self-advocacy, career interests, career aptitudes, communication, community use, functional academics, health and safety, domestic skills, leisure, readiness for college or other forms of postsecondary learning and training, transferrable work skills and readiness for employment. Once the student’s profile is understood, specific recommendations, aimed at readying that student for transition from high school to the next phase of life, are provided.

Often parents of transition-aged students are familiar with the term “neuropsychological evaluation“ and a student may have even had this type of private evaluation. But there can be some confusion regarding the difference between these two types of comprehensive testing. Neuropsychological evaluation focuses primarily on a student’s learning profile and the fit of that learner within their current academic setting. A good neuropsychological evaluation is a comprehensive assessment of a child’s functioning in many domains, including communication, visual-spatial ability, problem solving, memory, attention, social skills, and emotional status. The assessment of these functions is based upon information obtained from the child’s history, clinical observations, and testing results. Moreover, one of the most important aspects of a neuropsychological evaluation is the integration of all the information about a child into a meaningful profile of functioning that describes “The Whole Child.”

In contrast, a transition assessment evaluates the fit between a student and their future preferred learning, living, and employment activities and environments. While information from a neuropsychological evaluation about a student’s learning profile is greatly informative, a transition assessment gives equal weight to a student’s daily living skills, social skills, coping skills, pre-vocational skills, career interests and preferences, and self-advocacy skills. While transition assessments provide detailed recommendations related to current educational programming and transition services, a strong focus of transition assessment is an emphasis on what will be needed now, and in the near future, to assist a student in functioning, and, actually being successful and satisfied, in their postsecondary adult life.

For more information about transition assessment at NESCA, visit our transition services page and our transition FAQs.

[1] 34 CFR § 300.320(b)

[2] Division on Career Development and Transition (DCDT) of the Council for Exceptional Children, 1997, p. 70-71

 

 

About the Author:

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

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

9

Transition Planning for Adulthood—It Starts at Birth

By | NESCA Notes 2019

 

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

There are many transitions throughout a person’s life, but as a transition specialist working at a pediatric neuropsychology practice, my focus is most often on helping students who have struggled with learning, social and/or emotional difficulties to plan for and successfully navigate the transition from secondary school to whatever comes next in life (e.g., employment, transition program, community college, apprenticeship, etc.). I focus on helping young people envision their future selves and set short- and long-term goals for themselves—putting them into the driver’s seat for their own lives and helping them manage the risks and responsibilities that come with making choices for themselves.

When a family walks into my office for the first time, it is common for one parent or caretaker to worry aloud that they are starting transition planning for their child “too late.” I consistently respond that it is never too late to start planning and to begin transferring responsibility from one generation to the next. But today, I also want to emphasize that “it’s never too early” to start to plan for your child to be a more independent and competent adult—the best transition planning starts at birth.

Some common examples of transitions that start at a very early age that many parents and caregivers can relate to are: a child sleeping through the night for the first time unsupported, holding a cup and drinking without spilling, feeding oneself with a spoon, and/or riding a bicycle. Each of these activities is an example of a child building competence and independence while their parents simultaneously relinquish some amount of control. Often times, mistakes, messes and even pain are a natural part of the process.

From a young age, there are many skills that children can learn that will make a big difference for them later in life. Some examples include:

  • Picking out clothes for the next morning
  • Putting dirty clothes in a hamper
  • Loading the washing machine
  • Putting clean clothes away in drawers
  • Washing hands before eating, after using the bathroom and after playing outside
  • Setting the table (maybe not plates or glasses, but perhaps napkins, forks and spoons)
  • Carrying dishes to the counter and placing them next to the sink after dinner—or even in the dishwasher
  • Putting their own garbage in the trash
  • Collecting small trash bins to dump into a larger bin/bag on trash day
  • Helping to pack their own lunch
  • Helping to prep a meal (e.g., washing veggies, pouring ingredients, etc.)
  • Getting condiments from the refrigerator and putting them away after dinner
  • Getting a snack for self or a sibling from the refrigerator or pantry
  • Wiping down the table after a meal
  • Feeding/providing water for pets
  • Weeding
  • Raking leaves
  • Shoveling snow
  • Helping to get the mail
  • Brainstorming for/making a shopping list
  • Finding assigned items at the grocery store
  • Carrying light grocery bags
  • Helping to pack belongings for a family trip
  • Making gifts/cards for a celebration
  • Budgeting a few dollars to buy inexpensive but thoughtful gifts for family members

Some of these will apply to your child and some of them will not. And some of these may require adding time to your schedule, allowing a child to complete tasks at their own pace, or doing some household reorganization, allowing a child to access items necessary to complete tasks. Finally, a lot of deep breathing and patience—for both you and your child—will be required!

At any point in time, you can identify a task  you regularly do for your child and consider where there are pieces they can do for themselves. If your only role in the task is to prompt your child, consider whether there might be a low-technology tool (post-it, photograph) or high-technology tool (alarm, phone reminder) that could take the place of your prompt. If you are not sure how to make a change, it may be a good time to get help from a teacher, pediatrician, behavioral therapist, special educator, etc.

The important thing is that you are starting to think about where there is a potential for increasing competence, independence, confidence and self-esteem for your child. You are starting to plan for your own obsolescence in your child’s life, or at least in their carrying out every day self-care activities and chores. While that is a scary thing, it is also a beautiful and empowering thing!

*This blog was originally published in August, 2019.

 

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

 

About the Author:

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

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

 

18

Linking Strengths and Interests to College Majors and Careers: The MassHire Career Information System

By | NESCA Notes 2020

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

Due to Covid-19, many schools are functioning in a hybrid or remote learning status, making access to school-based guidance counselors, college counselors and transition personnel more complicated. Consequently, I am working with an unusually high number of high school students and families to provide assistance with the college selection and admissions process this year. For these students and others, working with a private transition specialist or college consultant/coach provides the structure and consistent support needed to ensure the student is able to find colleges that will be a great match, highlight the student’s strengths as a college applicant and complete the application process efficiently. Most importantly, the added support reduces anxiety—which is a natural response to the college process as well as living through a pandemic.

There are so many factors to consider when choosing a college—size, religion, location, tuition and fees, availability of internships, academic support, etc.—and one of the most important differentiating factors is often the availability of majors that a student is interested in. As such, career exploration is a very important part of my work with college-bound students. There are certainly many online resources that are useful for career exploration—YouScience, O*NET OnLine, Naviance, Khan Academy, Dr. Kit, CareerOneStop, etc.—but my personal favorite site to help teenagers learn to use is MassHire Career Information System (Previously MassCIS; https://portal.masscis.intocareers.org/).

MassHire CIS is a portal that any individual, from middle school to adulthood, can access for free by logging in with their Massachusetts City or Town Name and their Zip Code. Once inside, users can complete assessments related to their interests, skills and values, preferred lifestyle and more. The site also allows students to link results from previously taken career assessments to information about occupations and occupation categories within MassHire CIS.

Using career interests, from assessments or just a self-reported interest (e.g., photographer, elementary school teacher, personal trainer), users can research occupations and find out everything from the tasks associated with the occupation, to helpful high school courses that relate to the job, and expected future wages and occupational outlook. Users can also watch videos to learn more about occupations.

Importantly, users can easily click from careers of interest to programs of study and ultimately to Massachusetts Schools or other US Colleges and Universities that offer majors leading to occupations of interest.

MassHire CIS is one of my favorite resources to share with teens, young adults and families as part of a college transition process—but also when students are building career awareness at other times or seeking a different path to employment. I hope that by spotlighting this in my blog, more families, educators and professionals will also explore and adopt this resource as a favorite!

 

About the Author:

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

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

9

Organizing Screen Time During Remote Learning

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Working remotely has placed all of us on our screens more. My eyes, back and head hurt!  For months, screen time has been our lifeline to our family and friends, work and learning. Adults and children are on screens to connect with our families/friends, to learn, to play etc. And with remote or hybrid learning most likely here to stay to some degree for the 2020/2021 school year – even with lessening restrictions – our students will remain on screens. Helping students manage the amount of screen time they have is and will remain a daunting task.

I often talk to parents about what goes into their day for healthy living (i.e. exercise, sleep, work, play, outdoor time, etc.). We can add things like responsibilities/chores, alone time, down time, family time, etc. A child’s day also consists of routines, activities, chores, sleep, outdoor time etc. This becomes even more critical as we think about all the ways we are using screens nowadays.

To help manage screen time for our kids, it is important for parents to set boundaries and guidelines around screen time and clearly communicate the specific activities they do on screens. Create a clear way to communicate about screen time:

  • “Friend Time/Social Time”
  • “Family Time” (talking with relatives, playing Pictionary over Zoom)
  • “School Time” (Math, ELA, etc. – whether it be asynchronous or synchronous)
  • “Down Time” (i.e. meditation apps, sleep apps, etc.)
  • “Free Time” (the child’s choice with parent guidance)
  • “Indoor Exercise Time” (movement apps, online exercise shows or classes, etc.)

By creating a clear and common language around screen time/use within your home, children will better understand what their role is within each of these blocks, and communication related to screens becomes easier. Children and parents can talk more clearly about what the child is doing, what the child should be doing, what they want to be doing, and about learning expected behaviors and limits around each specific time. For instance, during family screen time (talking with grandma and grandpa), it’s okay to be wearing your pajamas or be in bed,  but for school screen time, this is not okay – the child needs to be dressed and at their designated workspace.

Establishing some guidelines, expectations and rules around screen time also allows parents and caregivers to talk with their children about healthy living and responsibilities (i.e. getting outdoors, exercising, eating, chores/responsibilities, relaxation, etc.) and how all this fits into a day. For example, 30 minutes of exercise is part of every day, playing a board game as a family is a part of every week, doing chores and completing daily living routines (dressing, brushing teeth, etc.) are a part of every day, reading a book or being read to happens every day, etc.

To help children understand and comply with screen time and use guidelines, Create a screen time agreement/contract jointly with your child. After explaining the above distinctions, guide them to figure out what goes into each category. The types of activities, games they play, who’s on the calls, etc. and what the expectations are for each. Take notes during this brainstorming session to then create an actual agreement/contract from those notes. Make sure to include rewards and consequences. There are “have-to” or “non-negotiable” activities that parents want children to do. Make these clear to the child, especially about the number of warnings they receive to get off of a device when prompted. Use and make sure your child knows that parental controls exist and that you will use them as well as time- tracking technology to help them be successful in meeting their goals, getting their rewards and being a great family member. Make sure there are screen time-free zones/hours (no one in the house is on a screen). This helps the child develop and learn non-technology-based entertaining behaviors. Everyone agrees to and signs the contract.

Finally, you might want to create creative/imaginative time activities, quite time activities, among others, to round out your child’s development. Get a hold of screen time before it takes hold of you and your child. Screen time can be a very slippery – even dangerous – slope for all of us these days. Help your child and yourself to be more mindful of the amount of time you are using screens and for what purpose. Good luck!

 

About the Author

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

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

 

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

 

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

 

7

Developing Self-Motivation So It Sticks

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Motivation can be elusive for many of our students especially for activities they don’t like, they don’t find interesting or they find challenging. In other blogs, I’ve written about the 3 S’s: self-awareness, stress management and social competency, as keys to thriving in life. For this blog, self-awareness and stress-management are relevant. Being able to handle failures, set-backs and challenges are a part of life whether you are a child or an adult. Developing internal-motivation and self-efficacy are two powerful ingredients to thriving in life. So, how do we help children tolerate distress, rebound from setbacks and stretch beyond their comfort zones?

Russian psychologist Leo Vygotsky proposed a concept called the Zone of Proximal Development (ZPD). He defined ZPD as the area just beyond a student’s independent functioning level where he/she may need some assistance but isn’t too far out of reach. To hit the ZPD accurately, one has to assess the student’s knowledge and experiences accurately.

If we haven’t helped children recognize that new learning is challenging and takes effort, we have done them a disservice. When they struggle and haven’t learned that it is a part of learning, we see students push back with comments such as, “It’s too hard,” “I don’t know how to do it,” or “I can’t do it.”

Tasks in the student’s comfort zone don’t take much effort; they just “breeze through them” with little exertion or motivation. If adults raise the bar just beyond the student’s reach, but the student can reach it with minimal support, this develops efficacy, stamina and internal-motivation. Once they’ve reached the bar, there is often a sense of accomplishment and pride with the feeling of, “I did it!”

How do we encourage, support and guide students to “push themselves beyond their comfort zone”? The answers to this question are important, as they can backfire on us and discourage a student or encourage a student to move into their ZPD. In general, there are four approaches/steps:

  • Adults model what it means to be in the ZPD
  • Students imitate the adults
  • Adults fade the support/instruction
  • Adults offer feedback on the student’s effort and performance.

Adults model, guide, encourage and praise authentically. Think out loud about how you persevere. Provide support and guidance, such as, “I know this is hard for you, but let’s start with what you do know.” Or, “I like how you stuck with it even when you wanted to give up.” Finally, “You’re building tolerance and stamina for new learning.” As students become more comfortable in their ZPD, they become more self-motivated and develop greater self-efficacy.

Helping children get there can be a journey, but if the adults in their lives take the time and effort, the pay-off is worth it! When you give children guides to know when they are in each zone, it helps them know what to expect, how to think and what to do. For instance, when students are in their comfort zone you may hear, “I get it (and it is quick), “this is a breeze,” “this won’t take me any time,” or “I’m bored.” Little to no effort is required in this zone. In the ZPD, students may be saying, “I have to think,” “I have to work at this,” “I’ll get some wrong,” “I may get stuck,” or “It’s ok, I know some of it, so maybe I can do more.” It takes effort, thinking and the student feels challenged. And finally, in the OMG Zone, you may hear, “I don’t know where to begin,” “I can’t figure this out,” “I’m spinning my wheels; this makes no sense,” “I don’t care,” and “I’m frustrated and angry.” Adults are doing most of the work at this stage, and the student’s effort doesn’t pay off. He or she is not ready for this learning yet – it’s too far of a stretch. Helping students develop their comfort in their ZPD is paramount to developing self-motivation and self-efficacy.

 

Resources

Vygotskian Principles on the ZPD and Scaffolding

https://www.open.edu/openlearncreate/pluginfile.php/5904/mod_resource/content/1/Vygotskian_principles_on_the_ZPD_and_scaffolding.pdf

What is the Zone of Proximal Development

https://www.healthline.com/health/zone-of-proximal-development

 

About the Author

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

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

 

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

 

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

 

18

Processing Speed Deficits and College – Part 2 – Finding a Fit

By | NESCA Notes 2020

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

In my last blog, Processing Speed Deficits and College – Part 1 – The Dilemma, I discussed specialized instruction for students who have processing speed deficits in high school in comparison to the accommodations process in college. Below is a list of some of the accommodations and instructional modifications that are often afforded to students with processing speed deficits in high school, and if/how that support can be replicated in college as well as how hard a student may need to work to bridge gaps in support. One of the most important things to remember when reviewing this list is that modifications to the course of study or workload in a college course are typically not available in college. Students with processing difficulties must be able to keep up with the same instruction provided to every student in the class through a combination of accommodations, self-help strategies and use of supports (tutoring, academic coaching, office hours, study groups, etc.) outside of the classroom.

In the classroom

  • Reduced pace for instruction – High school educators may be used to heavily modifying their instruction (i.e., providing instruction at a slower pace, in manageable “chunks,” sometimes even with breaks between content) when they are teaching a class that includes students with reduced processing speeds. This is a typical methodology for many private special education schools and for special education classes in public schools. However, this is not the typical instructional style at a traditional college. With that said, there is great variety in the pacing of classes from one institution to another, and even from one teacher to another within the same institution. For students who have received specialized instruction in high school, it is important to consider the pace of available instruction and to sit in on college classes when considering this transition. Depending on the student’s learning profile, it may be necessary to seek out a college or support program that is specifically designed for students with learning disabilities or has had targeted programming for students with learning disabilities—especially those with processing speed deficits—for many years.
  • Copies of teacher notes or fill-in-the-blank notes – Note-taking is an important skill for life, and even students who receive accommodations to enhance their note-taking need to build skills for retaining instruction and oral direction. However, some students exit high school without note-taking skills. Upon request, colleges often have one or more ways that they can accommodate students who are unable to effectively take their own notes in class. Students may be able to get copies of teacher notes/slides, copies of notes taken by another designated student or professional note taker, recordings of class or opportunities to use other technologies in class, such as a Livescribe Smartpen. When note-taking is a challenge, it is important to understand what accommodations are typically available at a particular college, including what support might be provided for assistive technology training and usage.
  • Follow-up questions and review of learning – Students who have difficulty processing classroom learning in real-time are often provided lengthy opportunities to ask questions about materials outside of class and/or provided with copies of the teacher’s lecture materials and study guides for separate review. When thinking about college, easy access to course information and resources from outside of the classroom is an important consideration. While many universities and professors use learning management system (LMS) technologies like Blackboard, Canvas, Google Classroom, etc., there are still some professors who have not made the shift to using these systems for the majority of their coursework or student communication. Getting a sense of technology use is important if a student expects to preview and review course materials outside of the classroom (independently or with support). Understanding how easy it is to get ahold of professors outside of class (e.g., percentage of faculty who work full-time at the school, have offices, have office hours), and how to schedule brief times for individual communication with the instructor is also useful.

Managing assignments

  • Reduced writing – In high school, students who struggle with processing speed may be expected to complete fewer assignments or have longer deadlines than typical peers. In college, students are expected to complete the same number of assignments and to have all of their work for each course completed by the end of the semester. It is possible at some colleges to request extensions on assignments as an accommodation or on a case-by-case basis. However, extensions on assignments should be something that are needed as an exception rather than a rule or students may find themselves unable to keep up toward the end of a semester. Instead of extending deadlines, students who struggle with writing demands may benefit greatly by taking a reduced course load (i.e., fewer classes per semester) or by diversifying the types of classes they enroll in during one semester—for example, taking a kinesiology class at the same time as an English Composition class. If these types of accommodations are important, students will need to carefully understand a school’s policies on underloads as well as how much control/flexibility a student is able to have when managing their course of study.
  • Grading based on quality not quantity – Just as described above, it is important to remember that every student in a college course is expected to complete the same quantity of work and same course requirements. Both quality and quantity matter in college and for those reasons it is important to pick a school that is well suited for your pace and style of learning as well as a major that will enable you to fulfill course requirements using your learning strengths.
  • Support with reading fluency – Specialized instruction during K-12 education may have focused on helping a student to increase their reading pace. Reading intervention and readers are not typical in college. However, technology can be a lifesaver in supporting a student’s independent reading fluency. Students may benefit from audio books or from text-to-speech technology so that they can take in information in multiple modes and a faster pace. Practicing with technologies and understanding the related accommodations that will be available in college are important for continued reading success. Some high school students have additionally needed tutoring support because they learn best when discussing aloud content that they have read in a supportive setting—for those students, it has been important to seek out schools or learning disability programs that can provide this type of tutoring (a less common support) or to pay privately for tutoring in addition to college-based learning supports.

Testing

  • Extra time – This is one accommodation that is fairly common in both high school and college settings. One major change is that many high schools provided unlimited extra time to students, even those with no identified learning disabilities. In college, students will typically receive 50% or 100% extended time based on their needs as demonstrated in diagnostic testing. Good executive functioning can be helpful if you are a student who uses extra time on exams, because you may need to schedule your exams in a separate testing setting each time they occur.
  • Shorter length/Reduced writing requirements – As a college student, you are required to meet the same testing requirements as every student in your class. If you are accustomed to reduced writing requirements on tests, you will need to consider some of the other available accommodations (e.g., extra time, assistive technology, etc.) to successfully manage. You may also need support building your test taking strategies so that you can use your time most efficiently on tests.
  • Separate testing space – Taking a test in a reduced distraction environment, or possibly a private room, is another accommodation that is common in both high school and college. Similar to students who receive extra time on tests, there can be a high degree of planning and organization involved in scheduling one’s exams in a separate setting according to school guidelines. Students may want to inquire about the level of support that college personnel will provide to a student when they are first learning to organize and implement their testing accommodations.

Social and daily life

  • Two additional factors that may have been important in high school include Smaller school/class size and Similar peer cohort. Matriculating from a small homogenous class or school environment, where all of your peers have similar learning styles and accommodation needs, can be a shock. When researching and visiting schools, it will be extremely important to get a sense of who the other students on campus are, how common processing speed deficits are among students with learning disabilities on campus, how diverse the school is and how tolerant students generally are, etc. Sitting in on classes and taking part in accepted student days can be critical activities for students who are looking for a college that will meet them where they are at.

When students enroll with disability support services, they are often asked how their disability impacts their learning, what accommodations they were provided in high school, and what accommodations they think they will need. For students with processing speed deficits, it is critical to be able to answer these questions before beginning a college search and to find colleges that truly match their learning needs as well as their more general wishlist!

 

 

About the Author:

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

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

7

Coronavirus & Social Injustice: A Crisis or an Opportunity? – Part 2

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

Last week in my blog post, I wrote about one’s perspective about the coronavirus as an opportunity or as a crisis. Initially, most everyone thought it was a crisis and we needed to mobilize to fight it. Massachusetts Governor Charlie Baker recognized it as a crisis early on and has handled it with steadfastness and clarity; whether or not you agree with his decisions. Recently, he mobilized a commission to discuss the re-opening of schools in the fall. This commission has stakeholders from across the Commonwealth, including parents, business leaders, community leaders, educators and administrators. As part of guidance on the reopening of schools, Governor Baker and the Massachusetts Department of Elementary and Secondary Education (DESE) told school district administrators to plan for three scenarios of returning to school in the fall: in-person, a hybrid of remote and in-person, and all remote learning. The districts were given deadlines to submit their plans – a daunting task for all involved. But this pandemic has created many daunting tasks for all of us, and we must come together thinking flexibly, creatively and collaboratively to handle this crisis and move towards thinking about it as an opportunity. Our world as we know it and much of the workings of our world have changed and probably will remain changed for the foreseeable future (i.e., open floor offices are a thing of the past; working from home is proving for some to be more productive).

We are all in this together and when parents, students, teachers and administrators think about the return to in-person instruction in the fall, it brings about many different emotions as well as concerns. Administrators have to plan for all three scenarios, because there are so many unknown variables to consider. For instance, we could start in-person learning then need to switch to remote if there is an uptick in positive cases of the coronavirus. School re-entry in the fall is an unknown, but our leaders are trying to plan as best they can for all possibilities. Ultimately, returning to in-person learning will be a personal decision for every parent based on many variables for each of their children. What’s good for one child may not be good for another in the same family, let alone one family to another.

I wonder about viewing the coronavirus and the havoc it’s wreaked on our educational systems as a genuine opportunity to truly rethink how we educate students. Maybe it is seriously time to consider dramatic school reform. Our education system is antiquated and has not changed much over the years even with the advent of STEAM. We still have achievement gaps with many students not succeeding even with reforms and many dollars spent. Maybe the coronavirus and the social injustice movement are just the crises that are the opportunity that will really change how we think about education, bringing about dynamic and dramatic school reform.

In last week’s blog, I quoted John F. Kennedy as saying, “The Chinese use two brush strokes to write the word ‘crisis.’ One brush stroke stands for danger; the other for opportunity. In a crisis be aware of the danger – but recognize the opportunity.” The coronavirus and social injustice are certainly crises of today, yet I do see them as an opportunity to heal the divisions in our country, increase dialogue and create change.

Last week Massachusetts DESE Commissioner Riley’s Weekly Update included “Protocols for Responding to COVID-19 Scenarios.” This guidance provides more information and protocols to answer the following questions:

  • What should a district do if there is a symptomatic individual – at home, on the bus or at school?
  • What should a district do if someone in the school community tests positive for COVID-19 – be it a student, teacher, staff, bus driver, or one of their household members or close contacts?
  • Who should get tested for COVID-19 and when?
  • In what circumstances would someone need to quarantine (when they have been exposed but are not sick) or isolate (when they are sick)?
  • What should school districts do to monitor COVID-19 spread in their communities?”

These guidelines may change as the situation changes, but as they stand now. I have heard a variety of responses to these guidelines, such as:

  • “This makes my head hurt and eyes blur.”
  • “They have got to be joking.”
  • “It’s an attempt. They’re trying.”
  • “Kids have to go back some day.”
  • “Deep breaths and an open mind are needed.”
  • “We’re all in this together. We have to try.”

As these comments demonstrate, there are many different feelings and thoughts about going back to in-person instruction in the fall. Our administrators and leaders are juggling so many different variables in making decisions. It “requires” us to trust them and show concern, compassion and gratitude in their attempts at re-opening schools. I recognize the three options presented are just that – three options. No matter what the decisions are about how we return to school, it will be what it will be in each community.

It is my hope that our leaders can view this pandemic, this crisis, as an opportunity to seriously contemplate and delve deeply into discussions about school reform within our country. This pandemic has dramatically shown the inequities that exist across our state and country and in our cities and towns. We knew they were there before, but now they are in our faces. We have an opportunity to think about education as not related to one’s zip code, socio-economic status, color of one’s skin/ethnicity or other factors; instead we can think about it as a basic human right that should be equal for all.

Education is about preparing children to become a competent member of our society and community. We have an opportunity to think about how and where we educate students. Education is about learning and preparing students for tomorrow. Many districts that were socially-emotionally-focused and had good technology capabilities were able to be nimble and pivoted smoothly to remote learning during the pandemic. These districts also had good leadership, solid communication with families and students, and staff felt cared for. There were many other districts that struggled to pivot to remote learning for a myriad of reasons, and this points out that equity in our educational system is necessary. So, while you think about the fall and schools reopening, do what you think is right for your child and family. Also, remember that this “new normal” of remote learning can be okay if done well.

In the special education vernacular, you often hear that special education isn’t a place or a program. That is also true for all education – education isn’t a place. It is so much more. The Center for Education Reform states that the future of schools is students, not systems. This might be a good time to devote some energy to reforming our educational system for the future.

 

About the Author

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

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

 

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

 

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

 

18

Processing Speed Deficits and College – Part 1 – The Dilemma

By | NESCA Notes 2020

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

By nature, transition specialists are generalists—professional who support students with a wide range of disabilities in moving toward an even wider range of learning and life outcomes. Working in Massachusetts, with an early background as a guidance counselor in a college preparatory high school, I often support students who are contemplating whether and when they should matriculate to a four-year college program. Many of these students experience processing speed deficits. This means that these students may be capable of reasoning at average or above average levels, and therefore being stimulated and actively engaged by college course content, but these students also need extra time to process visual and verbal information, to make sense of this information, and to produce output.

Landmark College in Putney, Vermont, assembled an assessment for parents and students—A Guide to Assessing College Readiness—that includes five areas considered essential for students with learning disabilities who want to succeed in a traditional college setting. These include academic skills, self-understanding, self-advocacy, executive function and motivation/confidence. Some of the academic items include being able to read up to 200 pages of college level text in a week, writing an organized 10-page paper that cites multiple sources, and being able to complete all of the steps of a long-term project in a timely manner. Within the assessment, it is carefully noted that this is not a diagnostic tool and is intended to inform discussion about the appropriate environment and supports that the student will need to achieve success and struggle less in college. So, when I recently received a question from a parent who was wondering if it actually mattered that her student was not able to read 100 pages in only a few days, the answer I provided was, “it depends.”

While there are many ways that we accommodate and modify instruction for students who have processing speed deficits during high school, some of these methods are easy to replicate across college environments and others are heavily dependent on the environment or only replicable with a good deal of external support provided by people and technologies. For example, in high school, students with significant processing speed deficits may be supported through accommodations, such as teachers reducing their pace of instruction, providing copies of instructional materials and/or fill-in-the-blank note-taking templates, actively following up with students to confirm their understanding of material, and actively assisting students in digesting complex reading materials. They may also receive modifications such as reducing the amount of work a student is expected to do per quarter or on a test and offering lighter or alternative reading. When all of these accommodations and modifications are added together, a student has a highly specialized high school experience and may be left with gaps in their academic, executive functioning and self-advocacy skills that need to be carefully bridged when the student aspires to participate in college learning.

While high school accommodations and modifications center on supporting a student to successfully make progress in school, accommodations at the college level focus exclusively on what a student needs to be able to access the instruction that is already available at that college. Rather than individually modifying the curriculum or work load in a college course, a student must be able to keep up with the same instruction provided to every student in the class and the same requirements as every student in the college through a combination of accommodations, self-help strategies and use of supports (tutoring, academic coaching, office hours, study groups, etc.) outside of the classroom. Accommodations are still very individualized, but educational programming is typically not. This makes the college search and selection process complex and important for students with processing speed deficits. Not every college that specializes in supporting students who face learning difficulties is a good choice for a student with slow processing speed. And not every student with a processing speed deficit has the same skills, or faces the exact same challenges, when navigating college.

Stay tuned for our next Transition Thursday blog where I will elaborate on some of the common modifications and accommodations provided to high school students with processing speed deficits and how to think critically about college selection, support and accommodation based on experience with those accommodations.

 

About the Author:

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

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

7

Coronavirus & Social Injustice: A Crisis or an Opportunity? – Part 1

By | NESCA Notes 2020

By Dot Lucci, M.Ed., CAGS

Director of Consultation and Psychoeducational Services, NESCA

As our leaders try to handle the crises of today, we can be angry or pleased at their attempt. I know I’ve been both, but yet recognize that they are trying to make tough decisions while taking into consideration many uncontrollable variables. In making these tough decisions (i.e. opening/shutting down schools, stay at home orders, managing protesters, etc.), it is almost impossible to please everyone. As the days turn into months, panic, anger, guilt and irrational thinking won’t work for us as individuals nor as a community. Instead it would behoove us to come together, show care, concern, empathy and gratitude toward each other. Recognizing that the divisions that exist amongst us are what keeps us fighting, in fear and not working towards common goals. We must acknowledge our differences, yet come together to be problem solvers and be optimists to handle the crises of the coronavirus and the social injustice that is plaguing our cities and impacting our children.

John F. Kennedy was quoted as saying, “The Chinese use two brush strokes to write the word ‘crisis.’ One brush stroke stands for danger; the other for opportunity. In a crisis be aware of the danger – but recognize the opportunity.” The coronavirus is most certainly a daunting, unprecedented crisis that has befallen our country and our world.

In March, our lives changed dramatically as schools in Massachusetts were shut down and we were told to quarantine. Now five months later, we begin to reopen. Now, I wonder if we can look at this crisis a bit differently – maybe as an opportunity. But an opportunity for what? Seeing a crisis as an opportunity takes courage and faith and requires a peace of mind that is rooted in a sense of calm, not fear. This allows creative and flexible thinking to emerge. We become problem solvers. As days turned into months of quarantine and we tried to “settle into the new normal and go with the flow,” my hope is that some of the initial panic and fear has subsided slightly in your hearts and minds. Maybe new rhythms or routines have been created – we’re commuting less, enjoying time with family, cleaning the basement, cooking more, etc. Some opportunities have arisen whether we’ve noticed them or not and whether we’ve liked them or not. Do you think you’re ready to think differently about this crisis? Can you find moments in each day that arise because of the crisis that open up opportunities or possibilities?

As we settle into mid-summer, we also begin to think about schools reopening in the fall and what that will look like. Will it be a crisis or an opportunity? Only you can decide.

 

About the Author

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

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

 

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

 

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

 

18

Transition Planning Timelines for Students with Disabilities

By | NESCA Notes 2020

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

When families come to NESCA for transition support, a common request is to work with a transition specialist to create a detailed step-by-step transition plan with action items and deadlines that will ensure their child makes a successful transition to postsecondary adulthood. As you can imagine, many hours are needed to create an appropriate plan individualized to the student—their goals and their needs—and this plan requires frequent updating as students progress toward adulthood, have new experiences, stumble at new hurdles and make developmental leaps. However, for families who are interested in creating an individualized transition timeline plan for their student at home, there are a number of readymade timelines and checklists that can be used as starting points. While I am presenting several options below, I would encourage picking the one that you like best and that fits your child best, and using that as a foundation for your planning. Please note that even though the resources below that have been assembled by agencies who specifically support individuals with autism and are therefore described as focusing on autism spectrum disorder (ASD), they may still be important for individuals with other disabilities to review.

Transition from School to Adult Life – Time Lines, by The Arc of Massachusetts, is a two-page brochure that includes bulleted timeline recommendations for students ages 13-22

A Resource Guide for Transition Aged Youth and Young Adults with Autism Spectrum Disorder (ASD), by the Autism Commission, is a 12-page pamphlet compiled to help families and individuals in the state of Massachusetts to better understand the resources available for students aged 14-22 with ASD. If viewing this pamphlet online, it is important to closely follow the page numbers. The Transition Timeline starts on page two and continues through page four.

Transitioning teens with autism spectrum disorders: Resources and timeline planning for adult living, by the Autism Consortium, is a 73-page guide intended to provide resources and information for parents and guardians of children with ASDs in Massachusetts. Pages 64-70 outline critical timelines related to education, guardianship, housing, postsecondary education, employment, healthcare, recreation and more for students ranging from age 11-22.

A Family Guide to Transition Services in Massachusetts, published by the Massachusetts Rehabilitation Commission (MRC) in collaboration with the Federation for Children with Special Needs (FCSN), is a 44-page guide intended to assist parents, students and professionals in understanding the requirements of transition services for all individuals with disabilities that are eligible for special education in Massachusetts. Pages 22-23 offer an easy-to-read timeline covering important steps for youth ages 14-18.

Important Transition Information Every Family Should Know: Transition Information Fact Sheets, by the Massachusetts Department of Developmental Services, is a 44-page compilation of fact sheets with important information for all families of individuals with developmental disabilities in Massachusetts. The fifth fact sheet, on page 9, is a simple but detailed visual timeline covering steps for students ages 14-22.

Turning 18 Checklist, by Autism Housing Pathways, is not a timeline! But it is a detailed and continually updated three-page document with a checklist of critical steps to take when a student with a disability turns 18 as well as a list of useful transition resources that correlate with the checklist. While the document was created by Autism Housing Pathways, the checklist is applicable for many individuals who are turning 18 and who may be seeking human service supports and disability-related benefits.

 

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

 

About the Author:

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

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

Skip to content