By: Sarah LaFerriere, M.Ed. Transition Specialist, NESCA Start With the Life You Are Preparing For Transition planning works best when it begins with the student’s desired adult life and works backward. For example, if a student hopes to attend college, the team should consider more than grades and admission requirements. Can the student manage a schedule? Navigate campus? Communicate with...
By: Sarah LaFerriere, M.Ed. Transition Specialist, NESCA For many families, high school graduation is viewed as the finish line. After years of IEP meetings, evaluations, academic goals, and services, earning a diploma can feel like the moment when a student is finally ready to move on. But for students with disabilities, graduation is not necessarily the end of the transition...
By: Jane Hauser Director of Marketing & Outreach, NESCA I recently had the opportunity to learn more about NESCA’s latest addition to its Pediatric Neuropsychology staff, Dr. James Lynch. We are thrilled to have Dr. Lynch on our team at NESCA! I hope you enjoy getting to learn more about him here as well. What are your areas of expertise...
By: Alissa Talamo, PhD Pediatric Neuropsychologist, NESCA When a student struggles to start writing, loses track of directions, or takes hours to complete homework, the immediate assumption is often: “This is an attention or ADHD issue.” While ADHD and executive functioning (EF) challenges frequently co-occur with learning differences, there is often a deeper, misunderstood culprit: Language-Based Learning Disability (LBLD). For...
By: Moira Creedon, Ph.D. NESCA MA Clinical Director; Pediatric Neuropsychologist, NESCA As we reach the end of our first month back to school, many of us may be reaching the end of that glorious honeymoon period – the phase when kids are excited to see friends, optimistic for the school year, and reviewing material they likely already know. For some, the...
By Sophie Zeif, OTD, OTR/L Occupational Therapist; Executive Function & Real-life Skills Coach It is no surprise that the experience of a high school student is vastly different than that of a college student. This transition is seen as a pivotal step towards independence as we send students off to learn, grow, and explore in an often substantially less supported...
By Luisa Hernandez Medellin, Psy.D., PMH-C Pediatric Neuropsychologist, NESCA A practical guide for finding the right balance between enrichment, rest, and family life Back-to-school season often comes with a long list of sign-ups: soccer, dance, music, tutoring, art, clubs, and more. As parents, it is easy to feel like we should say yes to everything so our kids do not...
By Miranda Milana, Psy.D. Pediatric Neuropsychologist When we hear the word anxiety, we often picture someone who is visibly worried – someone who says, “I’m scared,” asks a lot of “what if?” questions, or seems nervous about what might happen next. But anxiety doesn’t always present that way – especially in children. Anxiety can manifest as physical symptoms, behavioral challenges,...
By Dot Lucci, M.Ed., CAGS Director of Consultation and Psychoeducational Services, NESCA In my last blog, I discussed why the right kind of praise matters for students. In Part 2 of my blog series about Praise, I’m going to discuss how the right kind of praise leads to students having grit or perseverance. Grit or perseverance is often understood as...
By Dot Lucci, M.Ed., CAGS Director of Consultation and Psychoeducational Services, NESCA I just returned from consulting to a couple of schools in Honduras. While there, I met with teachers, parents, and students, and provided workshops to the teachers there. I have been honored and excited to consult to these schools and to witness the teachers implementing the lessons gained...
By Madeline Manning, Ph.D. Pediatric Neuropsychologist, NESCA Hingham A comprehensive neuropsychological evaluation offers a clear, objective look at how your child learns, processes information, and navigates their environment. However, receiving the evaluation report is only the first step in the journey to ensuring those findings translate into meaningful, everyday classroom support. The next crucial phase is working alongside educators to...
By: Jessica Greene, Psy.D. Postdoctoral Fellow, NESCA When parents receive a recommendation that their child begin therapy, it can feel overwhelming. Many people are familiar with traditional “talk therapy,” but some may not realize there are many different therapeutic approaches designed to meet children where they are at developmentally or emotionally. After receiving a recommendation for therapy, many parents immediately...
By: Julie Weieneth, Ph.D. Pediatric Neuropsychologist, NESCA As summer winds down, many families begin shifting their focus to the upcoming school year. We start to notice store shelves filled with backpacks and notebooks. We update our calendars with orientation events and fall sports schedules. Parents also start thinking about new teachers, changing routines, and everything their children will need for...
By Madeline Manning, Ph.D. Pediatric Neuropsychologist, NESCA Hingham The transition from elementary to middle school is a significant developmental milestone, bringing new academic demands, shifting social dynamics, and greater expectations for independence. For students with attention-deficit/hyperactivity disorder (ADHD), who often experience executive function (EF) vulnerabilities, this period can be particularly challenging. Understanding and proactively addressing the academic, social-emotional, and behavioral...
By: Alison Burns, Ph.D. Pediatric Neuropsychologist, NESCA Behind the simple sticker chart or reward chart is decades of solid science. Psychologists and brain researchers have found that these charts work because they tap into how the human brain naturally learns and stays motivated. When a child gets a sticker or a point towards a reward immediately after doing a good...
By: Erin Gibbons, Ph.D. NESCA MA Clinical Director; Pediatric Neuropsychologist I am a parent of two amazing children, one of whom is neurotypical and one of whom is neurodiverse. Finding the balance between supporting my neurodiverse child while also giving my other child enough attention can feel like walking a tightrope. Siblings of children with developmental or learning challenges often...
By: Julie Weieneth, Ph.D. Pediatric Neuropsychologist, NESCA For many families with children who have ADHD, the end of the school year brings both relief and anxiety. While the break is welcome, the sudden loss of routine can be daunting, leading to unstructured days and endless requests for screen time. But what if this summer could be different? The season’s freedom...
By: Alissa Talamo, PhD Pediatric Neuropsychologist, NESCA Summer is an important time for children to relax and recharge, but it also provides a valuable opportunity to make reading enjoyable. Research consistently shows that students who do not read over the summer are at risk for the “summer slide,” which is a decline in reading skills acquired during the school year....
By: Rebecca Dautoff, Psy.D. Pediatric Neuropsychologist, NESCA For many families, summer is a welcome break from the busy routines of the school year. Without homework, early morning schedules, and packed extracurricular calendars, children often have more flexibility and downtime. While summer is commonly viewed as a season for relaxation and fun, it can also be an ideal time to begin...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA Speech-language therapy has evolved significantly over the past several years, giving families more options than ever before. While in-person therapy has long been the traditional model, teletherapy has emerged as an effective, flexible, and research-supported way to deliver high-quality services. Both approaches can support meaningful progress, but they offer different advantages depending...
By Ann Helmus, Ph.D. Founder & Director, NESCA I recently attended a continuing education course on the treatment of sleep problems. The instructor shared something not altogether surprising, but genuinely thought-provoking: simply giving people a list of “sleep hygiene” recommendations has not been shown to be particularly effective. Most of us have heard these recommendations before: Turn off screens before...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA Transitions between school levels are exciting – but they are also academically demanding. Whether a student is moving from elementary to middle school, middle to high school, or into a new independent school environment, expectations around writing, organization, and independence increase dramatically. A School Transition Intensive is a short-term, highly focused summer...
By: Sean Hyde O’Brien, Psy.D., ABPdN Pediatric Neuropsychologist, NESCA As the husband of a pediatric audiologist, I often hear stories of children referred for audiological evaluations that end up having normal hearing but are thought to have other conditions that fall within the purview of neuropsychology, including Language Disorder, Autism Spectrum Disorder, Intellectual Disability, and Attention-Deficit/Hyperactivity Disorder. It made me...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA Understanding the Difference Speech-language support can be life-changing for students, helping them by improving communication, academic access, confidence, and independence. Families often wonder whether school-based speech therapy is enough, or if private services might better meet their child’s needs. Both models provide valuable support, but they serve different purposes. Understanding these differences...
By: Rebecca Dautoff, Psy.D. Pediatric Neuropsychologist, NESCA As a child psychologist, I regularly advise parents that our job is not to eliminate their children’s frustration, anxiety, and disappointment. Instead, our goal is to help kids process and tolerate these emotions. In fact, it’s critical that children face obstacles so they can learn to navigate and endure challenges throughout their life. But...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA When people think about reading support, they often think of phonics or decoding. While decoding is essential, it is only one piece of the puzzle. Reading comprehension, or the ability to understand, interpret, and make meaning from text, is deeply rooted in language. And language is the expertise of Speech-Language Pathologists, SLPs....
By: Maggie Rodriguez, Psy.D. Pediatric Neuropsychologist, NESCA Going through the process of getting a neuropsychological evaluation can be a big investment of time, energy, and money. Once it’s completed, you should have some important information about your child and a detailed report. But now what? What do you do with this information and who do you share it with? As...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA Literacy is often viewed as a set of academic skills – reading, writing, spelling. But at its core, literacy is a language process. Scarborough’s Reading Rope illustrates how language comprehension and word recognition weave together to create skilled reading. Image courtesy of Dr. Hollis Scarborough, 2001. Language Is the Foundation of Literacy...
By: Sarah LaFerriere, M.Ed. Transition Specialist & Special Educator, NESCA Consent is often treated as a one-time conversation: something brief, uncomfortable, and easy to delay. But for teens with autism, that approach isn’t just ineffective, it can leave them without the tools they need to safely and confidently navigate relationships. Consent is not a single talk. It’s a set of...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA By upper elementary school, learning shifts dramatically. Students are no longer learning foundational skills; they are expected to apply them flexibly, independently, and across subjects. The academic language load increases quietly but significantly. What Changes in Grades 4 to 7? Students are reading to learn Texts become denser and more abstract Vocabulary...
By Luisa Hernandez Medellin, Psy.D., PMH-C Bilingual Pediatric Neuropsychologist; PSYPACT-authorized If your child is learning English at school while also using another language at home, you are not alone. Millions of children in the U.S. are English Language Learners (ELLs). These students bring rich language skills, culture, and life experiences into their classrooms, but they also face unique challenges that...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA There is a particular kind of student who rarely raises concern. They follow directions. They turn in assignments. They earn decent grades. They don’t disrupt class. They are described as sweet, hardworking, responsible – and they are exhausted. These are the students who fly under the radar. You may notice it at...
By: Yvonne Asher, Ph.D. NESCA Pediatric Neuropsychologist This is the time of year where things can go off the rails. Standardized testing, planning for summer, planning for next year, winter sports wrapping up, spring sports starting, recitals, end of year performances, science fairs, prom, graduation. And somewhere on social media are the perfect families with the impeccable photo collages of...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA Summer is often seen as a break from academics, but for many students, it’s also the most powerful window for growth. If writing has been a source of stress, avoidance, or frustration during the school year, a structured summer writing intensive program can make a meaningful difference before fall. Here are the most...
By Dot Lucci, M.Ed., CAGS Director of Consultation and Psychoeducational Services, NESCA If you ask young children and adults to name their senses, they will typically name the five senses that are taught to all children in school – taste, smell, sight, hearing, and touch. Some of these senses “come on board” at birth while others continue to develop, refine,...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA Written language refers to the system of communication that involves the use of written symbols to represent language, and it encompasses skills such as fluent word recognition, reading comprehension, written spelling, and written expression. It is one of the most complex academic skills students are asked to master. It requires vocabulary, grammar, organization,...
By: Maggie Rodriguez, Psy.D. Pediatric Neuropsychologist, NESCA Why Diagnosis Matters Most parents seek out a neuropsychological evaluation because they’re looking for answers. Often, someone in the child’s life—whether a parent, teacher, or caregiver—has noticed something that doesn’t quite add up. Pursuing testing is a wise and proactive step toward understanding the root of a child’s challenges. In many cases, families...
By Olivia Rogers, MA, CCC-SLP Speech-Language Pathologist, NESCA When we think about learning, we often separate skills into categories – language, executive functioning, literacy, academics, just to name some. But in real life, these systems don’t operate independently. They are deeply intertwined and recursive, meaning they continuously influence, shape, and strengthen one another over time. What Is Executive Functioning? Executive functioning...
By Madeline Manning, Ph.D. Pediatric Neuropsychologist, NESCA Hingham The transition from elementary to middle school is a significant developmental milestone, bringing new academic demands, shifting social dynamics, and greater expectations for independence. For students with attention-deficit/hyperactivity disorder (ADHD), who often experience executive function (EF) vulnerabilities, this period can be particularly challenging. Understanding and proactively addressing the academic, social-emotional, and behavioral...
By: Jessica Greene, Psy.D. Postdoctoral Fellow, NESCA Your child’s neuropsychological evaluation is complete, and your family now has a greater understanding of your child – and a long list of recommendations. After you review the list, it can feel as though every recommendation is the most important one. How do you know where to start? The steps outlined below are...
By: Julie Weieneth, Ph.D. Pediatric Neuropsychologist, NESCA The transition from high school to college brings stress for most families. As a parent of a high school junior, I am currently helping my teen juggle schoolwork, extracurriculars, and all the “must-do’s” for college planning. At times, it feels very overwhelming for me, so I can only imagine how it feels for...
By: Alison Burns, Ph.D. Pediatric Neuropsychologist, NESCA Although the concept of executive functioning has existed since the 19th century, it began to gain significant attention in the fields of psychology, education, and neuroscience in the late 1990s and early 2000s. Executive functioning can be thought of as the brain’s “management system.” It enables us to plan ahead, stay organized, remember...
By: Erin Gibbons, Ph.D. NESCA MA Clinical Director; Pediatric Neuropsychologist When a child undergoes a neuropsychological evaluation, families often breathe a sigh of relief – finally, there are answers to questions about learning, behavior, or development. But neuropsychological assessment isn’t a “one-and-done” process. Children’s brains are constantly growing, and their needs change as they move through school and life. That’s...
By NESCA Neuropsychology Clinical Staff Understanding the Gap Between Intelligence and Performance “I know my child is smart.” This is something parents sometimes say to me with both confidence and confusion. During intake meetings, parents describe their children to me as being able to grasp complex ideas, ask thoughtful questions, and often seem to understand more than their schoolwork shows....
By: Rebecca Dautoff, Psy.D. Pediatric Neuropsychologist, NESCA Pathological Demand Avoidance (PDA) is a term that has sparked both interest and debate within the autism community and among professionals. While some families and clinicians find the concept meaningful, it remains a debated and not formally recognized profile within current diagnostic frameworks. First described by British psychologist Elisabeth Newson in the 1980s...
By: Moira Creedon, Ph.D. NESCA Hingham Director & Pediatric Neuropsychologist I frequently meet high school students and families who are feeling the weight of academic expectations, especially at this point in the school year. Maybe your child recently finished midterms and the results weren’t what you hoped for. Maybe the daily stress of managing coursework of AP classes, standardized test...
By: Sean Hyde O’Brien, Psy.D., ABPdN Pediatric Neuropsychologist, NESCA Often when a child is struggling at school — whether related to academic, behavioral, or social-emotional functioning — they may be referred for testing by a member of their educational team (often at the parents’ request). Such testing can include psychological, educational, speech-language, occupational, and physical therapy assessments conducted by qualified...
By Angela Currie, Ph.D. NH Clinical and Operational Director; Pediatric Neuropsychologist; PSYPACT-authorized Families often come to NESCA after a long journey through previous evaluations, diagnoses, and educational plans, sometimes feeling frustrated or misunderstood. When seeking a new neuropsychological evaluation, it is common for parents to hope for a “clean slate.” Understandably, some request that we not review prior reports, IEPs,...
By Angela Currie, Ph.D. NH Clinical and Operational Director; Pediatric Neuropsychologist; PSYPACT-authorized As we undertake our annual update to NESCA’s comprehensive procedures manual, it’s a moment to reflect on what truly sets our practice apart. The level of structure and support can vary widely in private neuropsychological practices. However, at NESCA, we have intentionally built a model that prioritizes a...
By: Alissa Talamo, PhD Pediatric Neuropsychologist, NESCA A concern I often hear from parents is that their child is bright, creative, and articulate—able to express ideas clearly in conversation—but gets “stuck” when asked to put those same thoughts into written form. Instead of demonstrating the full extent of their knowledge, these children often write just enough to complete the assignment,...
By Dot Lucci, M.Ed., CAGS Director of Consultation and Psychoeducational Services, NESCA In the United States, we have federal and state laws that support individuals with disabilities: The ADA, IDEA, Section 504 of the 1973 Rehabilitation, Chapter 766, Chapter 688, and more. Each of these laws supports the inclusion of individuals with disabilities at school, in employment, and in the...
By Ann Helmus, Ph.D. Founder & Director, NESCA A few days ago, a routine blood test showed high cholesterol. My doctor was concerned and suggested I start on a life-long medication. But here’s what was missing from that recommendation: Six weeks earlier, I had Covid. When I tested negative, I launched into a grueling stretch of all-day meetings, international travel,...
By: Lyndsay Wood, OTD, OTR/L NESCA Transition Specialist & Occupational Therapist There is constant discussion in the media about artificial intelligence (AI) technology and the impact it will have on the world. With the availability of ChatGPT and other AI technologies, the way we work, learn, and live will change significantly. While change can be difficult – and there are...
By Luisa Hernandez Medellin, Psy.D., PMH-C Pediatric Neuropsychologist, NESCA I have three children, ages 7, 13, and 20. I have seen most consoles from the past two decades, from the Wii U to the PS5, including a couple of Nintendo DS versions and X-Boxes. I have purchased Minecraft swords, mini kitchens, baby dolls, Little People, tablets, costumes, skateboards, Rubik’s Cubes,...
By: Yvonne Asher, Ph.D. NESCA Pediatric Neuropsychologist Cooking Thanksgiving dinner usually takes me about 8 hours by myself. With help, it’s closer to 12. But my kids LOVE to help. They always want to mix and pour and measure and dump ingredients hour after hour, standing beside me on a wobbly kitchen chair. I’ll leave the question of safety –...
By Dot Lucci, M.Ed., CAGS Director of Consultation and Psychoeducational Services, NESCA Expanding on NESCA’s previous work in the Philippines and other Asian countries, this October, NESCA’s Founder and Director Dr. Ann Helmus and I widened NESCA’s outreach and education around the world, traveling to Central America, specifically Honduras, Nicaragua, El Salvador, and Costa Rica. During our time in Central...
By Madeline Manning, Ph.D. Pediatric Neuropsychologist, NESCA Hingham Growing Grateful Kids: Tips for Fostering Resilience Through Gratitude Gratitude, or the quality of being thankful and the readiness to appreciate the good in life, is especially important for youth today. It helps promote resilience, emotional well-being, and positive relationships in an increasingly complex and fast-paced world. By fostering gratitude, young people...
By: Lyndsay Wood, OTD, OTR/L NESCA Executive Function and Real-life Skills Program Manager Self-regulation is a critical skill for anyone entering the workplace, but for neurodivergent teens and young adults, it can be particularly challenging. These individuals may face overstimulation, burnout, emotional dysregulation, and many other unexpected challenges in the work setting. Occupational therapy (OT) can play a pivotal role in...
By: Alison Burns, Ph.D. Pediatric Neuropsychologist, NESCA Obsessive-Compulsive Disorder (OCD) causes strong, unwanted thoughts or worries called obsessions or intrusive thoughts. These intrusive thoughts can be about a wide range of things—such as fears of germs/getting sick, something bad happening to loved ones, or making a mistake. These thoughts can be very upsetting and hard to ignore, even when the...
By Miranda Milana, Psy.D. Pediatric Neuropsychologist With the start of the school year well underway, we are beginning to see students and teachers settling into their classroom routines. Along with this increase in familiarity and comfortability, parents often start to see bits and pieces of challenges arise around this time of year that may have gone unnoticed during the initial...
By Jane Hauser Director of Marketing & Outreach, NESCA Dr. Luisa Hernandez Medellin Discusses NESCA’s Miami Launch NESCA recently opened its latest pediatric neuropsychology office in Coral Gables/Miami, Florida, headed up by Dr. Luisa Hernandez Medellin. I had the opportunity to speak with Dr. Luisa Hernandez Medellin to get to know more about her background, the current evaluation landscape in...
By Ann Helmus, Ph.D. Founder & Director, NESCA NESCA supports your clinician—so your clinician can support you and your child When you choose NESCA, you’re not just hiring an individual clinician—you’re accessing an entire organization built to deliver excellence to each family who works with us. From the first intake call to the final report, every step of our process...
By: Erin Gibbons, Ph.D. NESCA MA Clinical Director; Pediatric Neuropsychologist If you’re the parent of a high schooler with a disability, you might be thinking ahead to college entrance exams like the ACT or SAT. These tests can be stressful for any student, but for those who need accommodations—such as extended time, additional breaks, or accessible testing formats—planning ahead is...
By Miranda Milana, Psy.D. Pediatric Neuropsychologist When families seek a neuropsychological evaluation for their child, it’s usually because they’re looking for a deeper, more comprehensive understanding of their child’s profile—including both strengths and challenges. This kind of evaluation helps answer important questions about how a child learns, thinks, manages emotions, and interacts with others. By gaining this insight, we can...
By NESCA Pediatric Neuropsychologist One of the reasons I joined the NESCA team was for the opportunity to continually learn and grow professionally. NESCA has a well-earned reputation for fostering an environment where clinicians can expand their knowledge and refine their skills in meaningful ways, and a session I was able to attend for our staff earlier this year was...
By Angela Currie, Ph.D. Pediatric Neuropsychologist; Londonderry, NH Director, NESCA As students head back to school this fall, many are facing new policies and restrictions around cell phone use in school. For many states and districts, this is defined by a “bell to bell” cell phone ban, which prohibits students from using their phones from the first bell to final...
By: Moira Creedon, Ph.D. NESCA Hingham Director & Pediatric Neuropsychologist Sometimes therapy hits a wall. A child or teen may be attending sessions regularly but still seems “stuck.” They might be unable to make progress, reluctant to engage, or struggling in ways that don’t fully add up. Even the most dedicated clients, those who do their therapy “homework” and participate...
By Jasmine Badamo, MA Educational Counselor; Executive Function Coach Last week I wrote a blog about the complementary nature of executive function coaching and therapy. I discussed the ways in which each service is distinct, as well as where there are overlaps. Today I’d like to share examples of how each service can support the other. If you find the...
By Jasmine Badamo, MA Educational Counselor; Executive Function Coach At a recent NESCA case conference, we had a thought-provoking discussion about the relationship between executive function coaching and therapy that inspired me to write this two-part blog series. Executive function coaching is different from therapy in a few key ways: Most executive function coaches are not trained mental health professionals....
By: Sean Hyde O’Brien, Psy.D., ABPdN Pediatric Neuropsychologist, NESCA Adoption is a wonderful way to create family. I say this both as a psychologist who has extensive research and clinical experience working with this population, as well as a person who was adopted. However, my experience working with children and families in the “adoption triad” over the past 20 years...
By: Alissa Talamo, PhD Pediatric Neuropsychologist, NESCA Summer is an important time for children to relax and recharge, but it also provides a valuable opportunity to make reading enjoyable. Research consistently shows that students who do not read over the summer are at risk for the “summer slide,” which is a decline in reading skills acquired during the school year....
By: Sarah LaFerriere, M.Ed. Transition Specialist & Special Educator, NESCA Sexual health education is often overlooked when it comes to students with disabilities—but it’s one of the most important subjects we can offer. In my last blog post, “Why Sexual Education is Crucial,” I explored the reasons why this kind of instruction is essential for adolescents and young adults with...
By: Cynthia Hess, PsyD Pediatric Neuropsychologist, NESCA In recent years, stress has become a more prevalent part of childhood. Fast-paced lives, evolving educational expectations, and the decline of unstructured social interactions have reshaped the developmental experience of today’s youth. One significant factor in this shift is the ever-expanding role of technology and social media. Stress, fundamentally, is the body’s response...
By Ann Helmus, Ph.D. Founder & Director, NESCA For many students, summer is a much-needed break from the pressures of the long school year. But it’s also a unique opportunity to make powerful strides in speech and language development—far more than is often possible with weekly sessions during the academic year. At NESCA, we offer intensive summer therapy that targets...
By: Julie Weieneth, Ph.D. Pediatric Neuropsychologist, NESCA For many families with children who have ADHD, the end of the school year brings both relief and anxiety. While the break is welcome, the sudden loss of routine can be daunting, leading to unstructured days and endless requests for screen time. But what if this summer could be different? The season’s freedom...
By: Lyndsay Wood, OTD, OTR/L NESCA Executive Function and Real-life Skills Program Manager As summer approaches, many parents find themselves asking the same question: “What should my high schooler do this summer?” While it’s tempting to let the months slip by in a haze of late mornings and screen time, summer can be an incredible opportunity for teens to grow in...
By Madeline Manning, Ph.D. Pediatric Neuropsychologist, NESCA Hingham Early childhood is a time of rapid development, marked by significant growth in physical, cognitive, social, and emotional domains. While every child develops at their own pace, sometimes parents, caregivers, or healthcare providers may notice certain behaviors and developmental patterns that raise questions or cause concern. In such scenarios, a neuropsychological evaluation...
By: Erin Gibbons, Ph.D. Pediatric Neuropsychologist, NESCA In April, I had the good fortune to attend the Profound Autism Summit, a multidisciplinary conference hosted by the Profound Autism Alliance and Nashoba Learning Group. Presentations were given by a variety of specialists from behavior analysts to pediatricians to speech pathologists… I am eager to apply my newfound knowledge and help educate...
By: Alison Burns, Ph.D. Pediatric Neuropsychologist, NESCA Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that is characterized by difficulty with sustained attention, hyperactivity, and/or impulsivity. Some kids mostly have difficulty with attention (referred to as ADHD, Predominantly Inattentive Presentation, formerly called ADD), some kids mostly have symptoms of hyperactivity and impulsivity (referred to as ADHD, Predominantly Hyperactive-Impulsive Presentation), and...
By: Kristen Simon, M.Ed, Ed.S Transition Specialist; Psychoeducational Counselor Summer break offers more than just a pause from school—it can be an opportunity for personal growth. With fewer academic pressures and a more flexible schedule, teens can use this time to build self-determination skills. Self-determination is a foundational skill that includes the ability to make choices, set goals, and advocate for...
By: Julie Weieneth, Ph.D. Pediatric Neuropsychologist, NESCA Understanding ADHD, Anxiety, Depression, and Typical Adolescent Development As both a neuropsychologist and a parent, I see firsthand how challenging academic and social pressures can be for teenagers. Like many parents, I sometimes wonder whether my own teen’s struggles are just part of growing up or if they might signal something more serious,...
By Dot Lucci, M.Ed., CAGS Director of Consultation and Psychoeducational Services, NESCA Artificial Intelligence (AI) is a part of our lives, and we may even be using it ourselves at work, in our cars, and at home. There has been much press about the pros and cons of AI, and it continues to evolve at a rate that our laws...
By Miranda Milana, Psy.D. Pediatric Neuropsychologist Picture what it means to be intelligent. Do you imagine someone who knows many facts about a variety of topics? Someone who has quick wit? The first person to offer up answers? Chances are that you picture someone who not only knows a lot of information—but thinks fast on their feet. Maybe you envision...
By Ann Helmus, Ph.D. Founder & Director, NESCA In a recent blog, I discussed how not all neuropsychological evaluations yield equally useful outcomes for helping a struggling child and touched on the consequences of misdiagnosis. This week, I’d like to explore another common challenge: evaluations that merely label a symptom without uncovering the underlying cause. Consider a patient who visits...
By Jane Hauser Director of Marketing & Outreach, NESCA I recently had the opportunity to get to know the most recent clinician to join NESCA’s neuropsychology practice, Madeline Manning, Ph.D. Dr. Manning is a wonderful addition to NESCA’s Hingham location, where she joins Dr. Moira Creedon in serving families on the South Shore. I hope you can take the time...
By Ann Helmus, Ph.D. Founder & Director, NESCA At NESCA, we often see students who have been through neuropsychological evaluations before—but whose needs remain unmet. Unfortunately, not all evaluations are created equal, and a poorly done assessment can have serious, lasting consequences for a child. It’s important for parents to understand that test scores do not provide the answers; tests...
By Jasmine Badamo, MA Educational Counselor; Executive Function Coach As families and schools are putting more focus on the importance of study skills for their child’s academic success, the idea of executive function coaching has become more mainstream. There are now more apps, online courses, school curriculum, and private companies offering this kind of support. When I give families examples...
By: Rebecca Dautoff, Psy.D. Pediatric Neuropsychologist, NESCA As a parent, it is excruciatingly difficult and painful to watch your child struggle with school refusal. School refusal often doesn’t involve a simple dislike of school; it can be a complex emotional challenge that affects your child’s mental health and academic progress, as well as the day to day logistics of parents...
By: Moira Creedon, Ph.D. Pediatric Neuropsychologist, NESCA It was an exciting dream realized when our NESCA South Shore office in Hingham opened in November 2023. As a resident of the South Shore, I was looking forward to connecting to my community closer to home. I was expecting to enjoy a shorter commute and great location. Pausing to reflect after 16...
By: Sean Hyde O’Brien, Psy.D., ABPdN Pediatric Neuropsychologist, NESCA When parents think of a Neuropsychological Evaluation, they often envision their child completing a series of tests that generate scores. These test scores tell parents how their child is performing compared to a large group of other students their age across a wide range of cognitive and academic domains. While this...
By: Kelley Challen, Ed.M., CAS Director of Transition Services, NESCA I recently listened to a podcast where the host shared that she avoids using the term “disability” because she doesn’t want her child to feel limited. This really made me think. The word “disability” can feel heavy and tied to stigma, but it is not synonymous with limitation. In fact,...
By: Maggie Rodriguez, Psy.D. Pediatric Neuropsychologist, NESCA Feeding children is one of the many aspects of parenting that seems pretty straightforward before you have kids of your own. But most parents will tell you that it can actually be mind-bogglingly difficult. That’s because “picky eating” is very common, so much so that it’s considered a normal developmental phase in early...
By: Alissa Talamo, PhD Pediatric Neuropsychologist, NESCA Children will do their best when they feel safe and encouraged to try their best. Thus, a structured and supportive learning environment at home is recommended to support the development and well-being of your child. Establishing a structured learning environment involves several key components. Here are some ideas to consider: Developing a daily...
By Pediatric Neuropsychologist, NESCA In recent years, the conversation around cultural knowledge and sensitivity has gained significant traction across many fields, including education, healthcare, and psychology. Yet, despite the increasing prevalence of these terms, we must ask ourselves: Are we truly embodying cultural sensitivity, or are we merely paying lip service to it? As a neuropsychologist, originally from the former...
By Jasmine Badamo, MA Educational Counselor; Executive Function Coach Have you heard of body doubling before? Body doubling is when two (or more) people lend each other their presence while doing individual work. You can think of it as a “buddy system” for productivity. Having another person with us while we work can increase our motivation to start a task,...
By: Sarah LaFerriere, M.Ed. Transition Specialist & Special Educator, NESCA Empowering Students with Disabilities Through Comprehensive Sexual Education Sexual education is more than a curriculum; it’s a vital tool for personal empowerment, safety, and self-advocacy. For students with disabilities, access to meaningful sexual education can address unique challenges while fostering independence, confidence, and dignity. Here’s why this education is critical...
By: Jane Hauser Director of Marketing & Outreach, NESCA NESCA welcomed Occupational Therapist Leah Bridge, MSOT, OTR, as a per diem Real-life Skills and Executive Function Coach this past fall. Learn more about Leah and what she brings to her clients from our recent interview. How did you become interested in occupational therapy? As a younger student, I was diagnosed...
By: Carly Loureiro, MSW, LICSW Therapist, Executive Function Coach, Parent Coach Finding the right therapist for individuals diagnosed with Autism Spectrum Disorder (ASD) can be challenging to come by. Finding an appropriate fit has more to do with the therapist’s background, style, and experience than it does with their license type (LICSW, PhD, LMHC, or LPC). As a therapist who...
By: Jane Hauser Director of Marketing & Outreach, NESCA NESCA is excited to welcome Pediatric Neuropsychologist Julie Weieneth, Ph.D., to its Newton, Massachusetts location! Read more about Dr. Weieneth’s past experience, areas of specialization, and what brought her to NESCA as a pediatric neuropsychologist. What drew you to neuropsychology? Part of what interested me is that I’ve always done...
