Tag

Transition Specialist

Interest Inventories

By | NESCA Notes 2021

By: Tabitha Monahan, M.A., CRC
Transition Specialist/Counselor

In the last Transition Thursday blog, Kelley Challen, Director of Transition Services at NESCA, discussed vocational assessments and aptitude testing. As Kelley stated, vocational assessments should be the start of the career exploration process, not the end. When most people think of vocational assessment, interest inventories and surveys are the first things that may come to mind. While each inventory asks and reports information differently, inventories generally ask individuals to rank how much they like the concept of a job or activity. Individuals are not supposed to consider whether they can do a task (such as in aptitude testing or skill inventories), but if completing the task seems enjoyable or of interest. Results are frequently displayed as occupational themes that help individuals have a starting point on a wide variety of jobs that may be worth exploring. The most well-known of which is based on the work of John Holland. Holland Codes are used as the basis of many well-known interest inventories (including the O*NET Interest Profiler). Other inventories that utilize different occupational themes may also loosely relate to Holland Codes. Thus, the information from multiple inventories may provide clarification of a person’s interest. As many of the shorter inventories have a limited number of activities per career cluster, it can be helpful to take more than one inventory to establish areas of interest. If a person has the same code (or sets of codes) in multiple inventories, it further indicates strong areas of interest. Frequently, however, results may indicate a different career code, indicating many areas of interest and the need for broader career exploration in order to develop a better sense of their working selves.

Most inventories indicate a career code of a person’s top 3 career clusters, e.g., RIC. What does that mean? It means that the individual identified that they would likely most enjoy careers that include interests in the Realistic, Investigative, and Conventual career themes. Examples of such jobs could include dental laboratory technicians, RV service technicians, computer support specialists, electricians, model makers, and many others (www.onetonline.org). The types of work and preferences for the different themes include:

Realistic – Individuals interested in this area like to work with things, use tools and machines and prefer physical, outdoors, and mechanical work.  They are doers and often described as persistent and practical.  They prefer a structured work environment.  Workers with high realistic interest are found in construction and skilled trades, production and manufacturing, agriculture, transportation, hospitality and recreation, food service, and natural resources.

Investigative – Individuals interested in this area like to work with ideas and data and prefer figuring out problems mentally.  They are thinkers and often described as curious, intellectual, and independent.  They favor jobs that require abstract thinking, research, and analysis.  Workers with high investigative interest are found in the life and physical sciences, health and behavioral sciences, applied technologies, academics, research and development, mathematics, and engineering.

Artistic – Individuals inter5ested in this area like to work with forms, designs, and patterns and prefer creative and self-expressive work.  Artistic individuals are creators and often described as imaginative and original.  They favor flexible and less predictable work environments.  Workers with high artistic interest are found in design, applied arts, architecture, culinary arts, performing arts, fine arts, education, communication and media, and fashion.

Social – Individuals interested in this area usually like to work with people and prefer helping, teaching, and healing work.  Social individuals are helpers and often described as supportive, understanding, patient, and generous.  They favor jobs that require listening, comforting, serving others, and advising.  Workers with high social interest are found in education, health and human services, recreation and fitness, safety and service, and religious vocations.

Enterprising – Individuals interested in this area alike to work with start-up ideas and new projects and prefer leading.  Enterprising individuals are persuaders and often described as confident, ambitious, and energetic.  They generally favor jobs that involve selling and achieving set goals.  Workers with high enterprising interest are often found in business and administration, marketing, finance and insurance, sales, regional planning, and law.

Conventional – Individuals interested in this area usually like to work with set procedures, data, and details and prefer clerical and computational work.  Conventional individuals are organizers and often described as organized, efficient, and careful.  They generally favor jobs that involve routine work with numbers, machines, and computers to meet required goals.  Workers with high conventional interest are found in accounting, banking, office work, and computer applications.

Definitions provided by/taken from the PICS-3 Administrator’s Guide 2020[i].

Knowing the types of careers which may be of interest is just the first step. An individual’s preferred work setting can make the difference in a person’s success. Having a preferred setting is also likely to increase work satisfaction. A great way to take an extensive and potentially overwhelming list of career options is to determine the most critical factors for that person. These aspects can be explored through informal conversations and worksheets or even more formal assessment measures. Basics, such as whether a person wants to spend most of their time standing or sitting, being inside or outside, or having a consistent schedule, can help the individual more easily decide which career options are worth a deeper look. From there, options, such as beginning salary, needed education and training, and career outlook, are important to consider. Research, including finding videos showing a typical day and tasks, informational interviewing, job shadowing, and internships, helps provide individuals with an extensive understanding of their career choices and determine the skills they need to build to meet their vocational goals. Be sure to check out the next Transition Thursday blog in our vocational assessment and career exploration series as it will go into more detail about these later career exploration activities.

[i] Picture Interest Career Survey-Third Edition.  Administrator’s Guide Robert P. Brady, EdD.  Published 2020 by JUST Publishing, Inc.

 

About the Author

Tabitha Monahan, M.A., CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, 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.

 

Voting Support in Local Elections

By | NESCA Notes 2021

By: Tabitha Monahan, M.A., CRC
Transition Specialist/Counselor

It’s after Labor Day, and the signs for local elections will increase significantly over the next two months. Non-presidential election years see a drastic drop in participation in the voting process. This drop extends even more for years where there are only local elections. However, it is our local elections that have the most significant impact on our day-to-day lives. Whether it is the town selectman, city council, zoning board, or school committee, voting for these candidates can make a big difference in the priorities and projects that become the focus of your community.

So how can we help our young people with disabilities exercise their right to vote? Even individuals with guardianship maintain their right to vote in Massachusetts unless the court documents specifically state otherwise. There are many ways to support individuals, but it starts with helping them register. Massachusetts residents can register to vote online when obtaining or renewing a driver’s license or state ID or at the local registrar of voters’ office. Notices from MassHealth and the DTA also include voter registration forms.

Our young people may need more guidance in understanding the importance of voting in local elections and the purpose of those positions. Below are some great resources to support our young people in voting. This article by Rock the Vote explains more about the importance of voting in local elections. Reach out to your local election official to determine what positions will be on the ballot and if there is a local primary election before the November election. Be prepared to explain the role of the positions to youth who may not have had experience dealing with the department.

While there has been less news this year about Absentee/mail-in ballots, and the COVID-19 vaccine is available to all persons of voting age, Absentee/mail-in ballots have long been an excellent strategy for individuals with disabilities who would have difficulty voting in person. Absentee ballots are a great option for individuals who may have difficulty navigating the multiple steps in person or have a lower processing speed.

All citizens are also allowed to bring a person to help them while they are at the polls. Encourage your young person by educating them that many people require assistance at the polls, and it is completely normal to have the help available if they need it. Each polling location should also have at least one AutoMARK Voter Assist Terminal, which helps individuals with visual impairments vote independently.

No one wants their vote not to be counted due to errors filling out their ballot. People can request a sample ballot in advance from their local registrar of voters (the Secretary of State’s website can give you the address and phone number of your local registrar). Practicing filling out ballots in advance (even ballots from previous elections) can help a new voter become comfortable with the form and is great fine motor skill practice for those who may need it!

While typically not applicable to local elections, it is important to remember that the Massachusetts Secretary of State also creates a voter information booklet for each election regarding the ballot initiatives. These red booklets can be found at many community locations and frequently include the local library, post office, and city/town hall. These booklets offer information on what a yay or nay vote would mean and have information from each initiative’s proponents and opponents. Use that sample ballot as a starting point for the different types of elected positions.

Help your young adult find out what the different boards do and why there is an election for things such as town selectman or zoning board. Help your young adult find the websites for candidates running for office and review the candidates’ stances on issues. Ask what issues they want to learn more about and are important to them.

Most importantly, remind them that their voice counts. As many disability rights activists have said, “nothing about us without us.” Individuals with disabilities are greatly affected by the policy decisions that occur in government at all levels. Individuals with disabilities have frequently experienced disenfranchisement, and many groups are working tirelessly to lessen and remove these barriers. How have you helped your young adult exercise their right to vote?

 

About the Author

Tabitha Monahan, M.A., CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, 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.

 

Transition Training in Today’s Environment

By | NESCA Notes 2021

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

As we head back to school and continue to live with COVID in our lives, it has become apparent that transition services must include training our students to live in this “new normal.” When I sat down to write about back to school tips and suggestions, I was reminded of the blog post that I wrote last summer in preparation of our return to the classrooms. I never would have thought that we would be returning to masks in the fall of 2021, but here we are! Below are some basic ideas from my blog last summer about how to continue developing transition skills if community-based options are not fully available.

Independent Living
Practice using Peapod or other online grocery delivery services
Cooking within the school building
Research how to order prescriptions online or over the phone
Practice mock phone calls to order food, make a medical appointment, etc.
Review public transportation schedules and research how long it takes to get from one place to another

Vocational
Folding clothes or stocking shelves in the school store
Learning how to use Microsoft Word, Excel, PowerPoint, etc.
Practice mock interviews
Use free online resources to watch short career videos and start a binder of likes and dislikes about each job
Identify places you might like to work (MANY places are hiring due to a shortage of workers)

Functional Academics
Access your bank account online and see where you spend your money
Use mock online banking resources to understand the do’s and don’ts
Practice ordering at a restaurant by using an online menu

Helpful Resources

In addition to the above suggestions, there are many other resources that parents, educators, and individuals may find helpful.

“Coping With COVID” Anxiety Worksheets
https://www.teacherspayteachers.com/Product/Coping-with-Covid-19-Anxiety-19-Worksheets-for-Teens-Google-Slides-option-5763713?st=16ac0d9101b4f377d4a58d35e2284100

Vaccine Lesson
https://www.teacherspayteachers.com/Product/COVID-19Coronavirus-mRNA-vaccines-Pfizer-vs-Moderna-6573582?st=16ac0d9101b4f377d4a58d35e2284100

Updated DDS guidance (8/11/21)
https://www.mass.gov/news/coronavirus-update-from-dds-commissioner-jane-ryder

 

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, 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.

 

Career Counseling at NESCA

By | NESCA Notes 2021

By: Tabitha Monahan, M.A., CRC
NESCA Transition Specialist/Counselor

Career Counseling is a fluid process that typically occurs throughout a person’s lifetime. It begins when children are young and learning about different jobs that their family members have and what they see on television. As children get older, more pieces get added to that initial exploration.

What does Career Counseling through NESCA look like? It can be broken down into three distinct categories. Still, students and young adults frequently jump back and forth between the categories several times throughout the process. Today’s blog focuses on discussing these categories in a little more detail.

Who am I?

Each case begins with an initial interview with the client to learn more about them, their interests, goals for the future, and goals they wish to achieve in counseling. Often formal assessment measures are given to discover the client’s areas of interest and aptitude. We will then explore those results and connect them to their stated goal. Sometimes the results align well with the person’s initially stated goal; frequently, this is an eye-opening experience. Depending on the client’s needs and goals, additional formal and informal exploration activities will be completed to allow the client to build further understanding about who they are as a learner, worker, and what motivates them.

Exploration

Career Counseling at NESCA is a data-driven process. Whether the data is from formal or informal measures, the client is guided through and assisted in understanding who they are and how that can connect to a happy and successful career. At this stage, clients will be assisted in exploring careers of interest that they have identified and learn about the careers in more detail, such as learning education requirements, typical job tasks, and how their strengths and areas of challenge will affect their potential success in the identified jobs. Additional skills worked on will include writing resumes and cover letters, interview preparation, and identifying possible reasonable accommodations and disclosure. If appropriate, informational interviews and job shadowing opportunities will be explored.

Moving forward

Once a client has learned the type of work they would like and understands foundational work skills, the next step they will take with the career counselor is to start the job search. In a systematic fashion, clients will be supported in finding available openings, applying for specific jobs, customizing cover letters and resumes for individual jobs, and pre-interview preparation. Additionally, goal setting, time and task management, and other employment success skills are explored during this process.

Continued success

Once a client has successfully been hired for a position, many continue their work with a career counselor. Typically, sessions decrease after a person becomes employed, but it is recommended that follow-up meetings occur at 1-week, 1-month, and 3-months post-employment to check in and problem solve any areas of concern that arise. Clients are encouraged to reach out before these times if an issue occurs to assist in finding a solution before the problem affects their employment.

Who is a good fit for Career Counseling at NESCA?

  • High school students who are not sure of what they want to do after high school and have a hard time developing their vision for their future (whether in creating their IEP vision or in general).
  • High school or college students who do not know what major to pick as they do not know the type of work they want to do after college.
  • Recent college graduates who need support in their job search and interview preparation.
  • Young adults who are looking to figure out their next employment steps or have had difficulty remaining employed once hired.

While the above is a general idea of what a Career Counseling client can expect, each person’s journey through the process is unique. For an in-depth conversation on how Career Counseling at NESCA may support you or your child in meeting their career goals, please fill out our intake form or call our main office at 617.658.9800. Services are currently being offered remotely, with limited in-person services starting this fall.

 

About the Author

Tabitha Monahan, M.A., CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, 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.

 

Student Involvement in IEPs: Ten Tips to Help Middle School Students Get Started – Part 1

By | NESCA Notes 2021

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

Federal law requires that students with Individual Education Programs (IEPs) be invited to attend their transition IEP meetings. In Massachusetts, this means that students approaching the age of 14, often 8th graders, should be invited to attend their IEP meetings to start the process of transition planning if this has not already begun. For many, the idea of a middle school student attending an IEP meeting, an activity that can often be intimidating and upsetting for parents, can initially be overwhelming. And historically research has indicated that when students do attend team meetings, they have the lowest level of satisfaction about their IEP meeting of any team member and they feel the least comfortable sharing their thoughts and suggestions in the meeting.[i] However, research across the country has also shown that students can learn skills to actively participate in their IEP meetings, especially when they are directly taught terminology, roles, and how to participate, and when team members expect student participation.[ii] Student participation in IEPs is not only important because it is federally mandated, it is also essential because the IEP is supposed to be based on the student’s strengths, interests, preferences, and needs as well as the student’s post-high school goals—and because it’s the student’s life! For those reasons, I am choosing to focus this blog (and some future blogs) on tips for helping middle school students to become involved in their IEP processes.

  1. Explicitly learn about the IEP document and process—There are clear rules and vocabulary used to govern the IEP process. However, these are wholly unfamiliar and strange to anyone who has not participated in the process before (and even perplexing for those of us who have a lot of experience at team meetings). Therefore, one of the most critical ways to prepare a student to attend transition IEP meetings and to be a self-directed member of their IEP team is to equip them with knowledge of the vocabulary and rules that govern the process. One organization that has created useful materials for helping to teach students about the IEP process is imdetermined.org which has documents designed to assist students in understanding the IEP (https://imdetermined.org/resource/understanding-my-iep-differentiated/) and preparing for the IEP (https://imdetermined.org/resource/understanding-my-iep-differentiated/), but it may also be important to reference and simplify certain sections of the IEP Process Guide (https://www.doe.mass.edu/sped/iep/proguide.pdf). If students are not ready to review their entire IEP (which many students are not), it may be helpful just to think about the present levels of performance, strengths, or accommodations.
  2. Talk about strengths—While it’s critical that students be able to talk about their strengths and challenges, sometimes it’s easiest to start with strengths. People can have all kinds of strengths, such as character strengths, social strengths, language strengths, academic strengths, technical strengths, extracurricular strengths, and more. For kids who have a hard time with open-ended questions, there are checklists that can be found or completed online, such as character strengths inventories, transferable skills checklists, and strengths worksheets. There are also activities that can be useful for documenting strengths over time, such as this Strengths Chain activity (https://www.understood.org/articles/en/strengths-chain-for-kids), keeping a running list or journal of strengths and accomplishments, or building a deck of strength cards. All students need help learning to describe their strengths, especially the first time. Some students may have a hard time identifying the strengths they see in themselves, but may have an easy time sharing what other people say about them or compliment them on. Talking about strengths is not a one-time activity. Make sure that you are talking about and referring to the student’s strengths often while also highlighting how various members of the household or students in the class have different strengths and skills.
  3. Talk about challenges!—While transition planning is a strengths-based process, an IEP is based on a student needing specialized instruction and related services because the student has a disability and would struggle to make effective progress in school or the general education curriculum without special education. If we are going to ask students to be actively involved in a process of goal-setting based principally on their having a disability and related challenges, it is critical that the student has the opportunity to talk about what is hard for them and what they want to get better at… in their own words. At the same time, it is important to normalize the fact that all people have challenges, learn different information at different rates, and need help (and tools) to function successfully. Ultimately, being able to use a diagnostic label and understand the impact of a diagnosis on functioning is important, but what is more important is being able to describe what is hard on a daily basis and what makes those difficult activities easier. For some students, it is helpful to read a book or watch a television show or movie with characters who face similar struggles and to label similarities between the youth and the character. Some of the same checklists mentioned for documenting strengths can be helpful for identifying areas of challenge or undeveloped skills. It may also be helpful to start filling in a worksheet similar to this one-pager (https://imdetermined.org/resource/one-pager/) or this self-awareness worksheet (https://www.understood.org/articles/en/download-self-awareness-worksheet-for-kids). Just as with strengths, it is important to talk about and refer to specific challenges that each person in the household or class faces.
  4.  Complete interest and preference inventories—Learning to engage in self-assessments and talk about those self-assessments is an important part of transition planning and IEP participation. There are so many fun interest and personality quizzes online that can be taken in minutes. Some examples include these personality tests from National Geographic Kids (https://kids.nationalgeographic.com/games/personality-quizzes), this free personality type explorer (https://www.16personalities.com/free-personality-test), or even the O*Net Career Interest Profiler (https://www.mynextmove.org/explore/ip). Have the student take the test—and take these tests yourself—and talk about how your results are similar or different and how well the student thinks the results of the assessment capture them. Think about whether there are strengths or challenges to add to their running lists or worksheets based on their experience taking these inventories.
  5. Talk about the student’s goals for after high school—Students have the right to input as much as possible into their postsecondary vision statement, no matter how realistic or unrealistic their input is. The only way that they can be prepared to provide input at a team meeting is if they have spent some time thinking and talking about their post-high school goals and learning about their choices and options. Just recently, my colleague Becki Lauzon wrote a blog with important discussion points for talking about post-high school goals with students, which can be found here. A robust transition planning process should include helping a student to have detailed goals for their future education or training, employment, independent living, and community engagement; however, initial discussions might just include ruling in or out things like obtaining a high school diploma, continuing learning after high school, having a paid job, driving a car, and living with other people. In middle school, the goal of talking with a student about their postsecondary vision is just to help the student learn to comfortably engage in those discussions and to find out where future work needs to be done in order to help the student build a more complete picture of their adult postsecondary life.

Every student is different and is able to engage in the process in different ways and at different times, but I hope that there is at least one tip in these blogs that is useful for you. Next month, I will be writing a second blog with more tips for engaging middle school students in the IEP process.

If you are interested in having your child work with Kelley Challen or another NESCA transition specialist to plan and prepare to be part of their IEP meeting, please fill out an intake for our transition consultation and planning services or our student coaching services today!

[i] http://www2.ku.edu/~tccop/files/Martins_Perspective.pdf

[ii] http://www2.ku.edu/~tccop/files/Martins_Perspective.pdf

 

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

 

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

Vision Statements

By | NESCA Notes 2021

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

Having been a transition specialist, evaluator and consultant, as well as having worked different roles within the special education system for many years, I have come to learn that the “Post-Secondary Vision Statement” for a student is one of the most overlooked pieces of the transition and IEP process. To me, this is one of the MOST important parts of the transition planning process for students, their families, and their Team members. The vision statement is a key part of a student’s IEP, as well as their Transition Planning Form (TPF), once a student turns 14. Prior to a student turning 14, the vision statement should be completed collaboratively by the Team. Once a student turns 14, I encourage the student to have as much input as possible, no matter how realistic or unrealistic the vision is. There have been times when I have seen two vision statements on an IEP, one for the student and one for the parents and/or Team, depending on the situation. Many times, parents or school staff will ask for guidance on what information should be gathered and how to get that information from a student.

Below are some of the tips that I have learned and shared along the way:

  • The vision will most likely change from year to year.
  • The vision is what should be driving the development of the IEP.
  • Starting at age 14, the vision statement that is in the IEP needs to correspond with the vision statement on the TPF.
  • From age 14 on, the vision statement (as well as the TPF) should be read at the beginning of the IEP meeting to make sure the Team is focusing on the areas needed to assist a student in reaching their vision.
  • If a student is unable to write their own vision, it is important that the Team incorporates what they know about the students’ strengths, interests, etc.

A vision statement can be long or short. It is not the length of it that matters, but the content. With the summer now starting, it is a good time to sit down with your student and start to discuss some of the below areas to be prepared for the upcoming school year.

  • Education
    • Do you want to pass MCAS?
    • Do you want to earn a high school diploma?
    • Do you want to stay in school until the age of 22?
    • Do you want to go to a 2- or 4-year college?
    • Do you want to take classes towards a certificate program/trade?
    • Do you want to attend a community-based day program?
  • Employment
    • Do you want to have a part-time job while you are still in school?
    • What do you want to be when you are older (even if it is unrealistic)?
    • Do you want to participate in volunteer work?
    • Do you want to work part-time or full-time?
    • If you are unsure about what job you might like, what tasks/activities do you enjoy doing?
  • Independent Living
    • Do you want to live on your own, in a shared living setting or stay living with family?
    • Would you like to live alone or with a roommate?
    • Do you want to live in the same area?
    • How will you access the community (i.e., public transportation, driver’s license, family, etc.)?
    • Do you want to work on developing your independent living skills, such as money management/budgeting, domestic skills, cooking, shopping, first aid, etc.?
    • What do you want to do for fun (i.e., community events, sports, acting, working out, etc.)?

There are many resources available to families regarding what to do and not to do when it comes to writing a strong vision statement for a student of any age. Below are a few examples of resources that I have found helpful:

https://www.concordspedpac.org/IEPvision.htm

https://datamomkristen.com/developing-a-measurable-vision-statement-for-an-iep-or-isp/

https://adayinourshoes.com/iep-vision-statement/

 

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, 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.

 

The Joys of Career Counseling

By | NESCA Notes 2021

By: Tabitha Monahan, M.A., CRC
NESCA Transition Specialist/Counselor

One of my favorite parts of being a Certified Rehabilitation Counselor is career counseling. In an ideal world, work is not just a paycheck. It’s another way for people to find joy and connect to the world and their community in a way that makes sense for them. Whether it is being a young person creating a lemonade stand, going around town to shovel people’s driveways, or getting that first real feel of a work environment and learning the social dynamics of having coworkers and a boss, those early jobs can help a person figure out what they don’t want to do and bring them closer to finding that right job. There is nothing more rewarding than when I get that email from one of my career counseling clients that they rocked their interview and were offered the job.

I’m looking forward to spending the next few months talking about career counseling and the career search process for individuals with disabilities. Career counseling and exploration are a vital part of every teenager and young adult’s life. This is especially true for students with disabilities who are struggling to figure out their next steps. As NESCA’s Director of Transition Services Kelley Challen, Ed.M., CAS, wrote in her last blog, employment in the high school years is an evidence-based method of having better postsecondary outcomes in both college and the workforce.

Career exploration is nothing new. But exploration starts a lot earlier than we think. We have all seen pictures of the first and last day of school that include a board with the student’s favorite color and what they want to do when they grow up. The answers to those questions change over time. If I had the job that I wanted when I was in 5th grade, I would be a zoologist right now! My future dislike of biology notwithstanding, I love the career that I ended up choosing. Still, it is not a career I ever would have thought of when I went off to college.

As we go back to a different world than before the pandemic, we will have to relook at what career exploration means. By the nature of the pandemic, there were lost opportunities for students and young adults to have looked at and tried different careers. So, what can we do instead? One of the best silver linings to come out of the pandemic is the number of YouTube videos and free resources that became available. If a student has never heard of or seen a career, how can they know if they like it or not? So, whether your child is 10, 18, or 25, if they are looking for a new job or a new area to find joy, the first place to start is exploration.

Throughout my summer blog series, I look forward to sharing more about career exploration with the following topics:

  • Career Counseling Services at NESCA
  • Interest Inventories and the benefit of informal career assessments
  • The benefit of informational and practice interviews

 

About the Author

Tabitha Monahan, M.A., CRC, is an experienced transition evaluator and vocational counselor. While she is well-versed in supporting a wide range of transition-aged youth, she is especially passionate and knowledgeable in helping clients and their families navigate the complex systems of adult services and benefits as well as medical and mental health systems. She is further adept in working individually with students of all abilities to empower self-advocacy and goal achievement.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, 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.

 

Why Work Matters for Teens

By | NESCA Notes 2021

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

“The share of teens participating in the labor force peaked 40 years ago and has declined ever since.”[1] There are many reasons why employment rates among teens ages 16-19 have declined, such as increased schoolwork and graduations requirements, summer program and extracurricular opportunities, and work competition. Now, roughly only one-third of youth in this age range are part of the workforce. But research tells us that teens who work during high school, whether during the school year or summer months, are more likely to persevere in college (if they choose this academic route) and also more likely to be hired in adulthood. For teenagers with disabilities, a population of young people who face a high risk for unemployment in adulthood, work experience in high school is even more critical.

Some of the benefits of paid employment for all students include:

  1. A new sense of identity—as a worker
  2. Learning workplace norms and expectations
  3. Developing important executive functioning skills, like time and task management
  4. Building social skills by collaborating and negotiating with other workers and/or customers
  5. Improving self-awareness through receiving coworker and employer feedback
  6. Reading a paycheck and learning to manage earned money
  7. Starting to identify learning and career goals (“I never want to do this again, so I am going to need to get a degree or some training.”) and/or gaining experience in a field of interest

Even failed work experiences—and failed application processes—are extremely valuable tools for learning the above skills as well as building coping and problem-solving skills.

And since it is almost summer and teenagers are finishing, or have finished, their classes for the school year, this is a great time to make a plan for summer employment. Teens can look in traditional places such as grocery stores, retailers, and fast-food restaurants, or may want to pursue something non-traditional like doing yard work, dog walking/pet sitting, cleaning/detailing, or odd jobs for family friends and neighbors. Those 18 and over with driver’s licenses may enjoy the flexibility of working with a delivery service like Instacart or Uber Eats.

Because work—whether a summer, part-time, traditional or non-traditional job—is such a critical aspect of transition planning, my colleague here at NESCA, Transition Specialist Tabitha Monahan, M.A., CRC, will be authoring a series of blogs focusing on career planning and counseling beginning this summer and continuing into the fall. Be on the lookout for her blogs. In the meantime, get out there and work!

Reference:

[1] https://www.cnbc.com/2019/10/06/why-so-few-teenagers-have-jobs-anymore.html

 

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

 

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

Bolstering Transition Skills in Another Summer of COVID-19

By | NESCA Notes 2021

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

With rules and regulations around COVID-19 beginning to change, I took the time to reflect on a blog that I wrote almost exactly one year ago today. That blog focused on how bolster skills during the summer months when COVID-19 restrictions had limited so many of the hands-on, community-based and real-world experiences and opportunities for those of transition age due to social distancing. So many of the typical learning opportunities were just not available at that time.

While many things may have changed since last year, we are still not completely back to our old “normal.” In fact, I have spent the last year working to adapt transition skills and services for the students and clients with whom I work for this “new normal.” Since we will be living in this “new normal” for an uncertain amount of time longer, we’ll need to continue to provide transition support and services to our young adults in this still fairly limited environment.

We are indeed beginning to open back up, but not all of the typical opportunities and experiences in the community will be readily available to participate in. If you are once again looking to bolster transition skills over the summer, the following are examples of resources and activities that could be incorporated into an individual’s summer routine. Updated suggestions for opportunities that may be more available this year are also included.

Career-Research/Vocational Activities:

https://careerkids.com/pages/career-research

https://www.teacherspayteachers.com/Browse/Search:career%20research/Price-Range/Free

https://www.careeronestop.org/Videos/video-library.aspx

https://www.teacherspayteachers.com/Product/Vocational-Skills-Ice-Cream-Shop-Worker-Shift-Elapsed-Time-Boom-Cards-6874043?fbclid=IwAR2SP077flhzJq9F5ZEzjNcVqMhGGIqMwPM4h5_bOS65CQlA1XmtJyME48Y

Virtualjobshadow.com

Online Banking:

https://www.moneyinstructor.com/onlinebanking.asp

https://www.teacherspayteachers.com/Browse/Price-Range/Free/Search:online%20banking

https://www.bankaroo.com/

https://www.teacherspayteachers.com/Product/Debit-Card-Digital-Interactive-Activities-4459286?fbclid=IwAR0XObQr2srDU8c7OMqj2O_MobluuxFep-BfOEo7jbRj51tvTOpIFHVTn8E

Domestic Skills (i.e., cooking, cleaning, laundry):

https://www.teacherspayteachers.com/Product/DLS-Doing-the-Laundry-Workbook-423396

https://tacanow.org/family-resources/developing-lifeskills-chores/

https://accessiblechef.com/

Recreation and Leisure:

http://www.spedchildmass.com/special-needs-recreation-disability-autism-aspergers-massachusetts/

https://www.wtae.com/article/virtual-disney-world-rides/31788233?fbclid=IwAR1-RK5xHwsCMteU7qM8y1oRGisz2Pp1nifGDfY-MaMgYl0Ih6hf9MxKlCM#

www.kahoot.com (several free interactive games that can be played in-person or virtually)

Post-secondary Education:

https://www.youvisit.com/collegesearch/

https://campustours.com/

 

About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.

 

To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, 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.

 

Why Taking Competency Tests, like the MCAS, can be Critical for Transition and College Planning

By | NESCA Notes 2021

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

Most states require some form of competency testing for students, particularly students who will graduate with a state standard diploma. But in the past year, standardized competency testing has become more complicated, if not impossible, to carry out.

In Massachusetts, graduation requirements have been altered for several grades of students. Students graduating in 2021-2023 are being offered alternative options for meeting state competency determination in one or more of the required subject areas (e.g., science and technology/engineering, mathematics, English Language Arts). For more details about those alternatives, see MA Graduation Requirements and Related Guidance on the Massachusetts Department of Elementary and Secondary Education (DESE) website.

The opportunity for students in the Class of 2022 to graduate without ever sitting for 10th grade MCAS is something that many students, parents, and teachers are excited about. While I understand, and even agree with, criticisms of standardized testing, there are also many reasons that I am disappointed for the students who are missing out on the opportunity to sit for this testing. These students, especially those with disabilities, are missing out on a vital transition planning activity.

Preparing for, and sitting for, (and coping with,) high stakes tests is an important part of life. Whether you pass or fail, being able to show up and perform your best in a high-pressure situation is a valuable life skill. Moreover, being able to demonstrate competency in a test situation is a reasonable and necessary college and career skill.

Additionally, standardized tests like MCAS provide objective feedback regarding the student’s level of achievement with high school material. Grades can be tremendously subjective, and are highly dependent on the teachers and types of classes that the student is exposed to during high school. In contrast, students participating in honors, college prep, and functional math classes all sit for the same standardized math tests. This is especially important when students in all three of those classes are interested in heading off to college after high school, and when we want to get a sense of their readiness for handling college coursework. Generally, students who do not earn passing scores (i.e., students who score in the “Needs Improvement” or “Partially Meeting Expectations” categories) on the MCAS, especially by 12th grade, will struggle with college placement exams, such as the Accuplacer, and may end up needing to take remedial coursework at the start of college. Students have a right to know how ready they are for the academic rigors of college as they are making their college plans, and standardized testing results can be helpful information (although they are by no means the whole picture).

With the new competency determination options, many students in Massachusetts view sitting for MCAS as something that is only worth doing if they are possible candidates for the John and Abigail Adams Scholarship (a merit-based state scholarship program). However, I hope students will also consider the other positive reasons I have listed above when deciding whether to sit for the test. For college-bound students who do choose not to sit for MCAS, I strongly recommend sitting for other standardized exams during high school, such as SAT, ACT, Accuplacer, etc. These experiences are important opportunities to build confidence in high stakes situations, to assess college readiness skills, and to identify skill gaps that may need shoring up.

Certainly, there are many legitimate concerns about standardized test contents and validity, including significant equity issues. I also believe that competency tests and college placement tests provide important information for many college-bound students. They are one metric, among many, that are worth having for transition and college planning.

 

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

 

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