NESCA News & Notes

Controversial DSM-V Revisions: An American Psychiatric Association Response

2012-02-10T01:53:00.000-08:00

In our perfect world, services are provided cheerfully and for free to those who need them, irrespective of political considerations or budgetary constraints. And epidemics are eradicated with the stroke of a pen...

Dear concerned respondent to the DSM-5 Autism proposal:

Thank you for contacting the American Psychiatric Association with your thoughts about the diagnosis of Autism Spectrum Disorder (ASD) proposed for DSM-5. We at APA have been and will continue to be advocates for a full range of services for people with autism and all other neurodevelopmental disorders.

We understand the devastating impact that discontinuation of services can have on patients and families. We also recognize that services are determined not just by a diagnosis but also by the severity of symptoms and needs in areas such as education, social skills, activities of daily living, and maintaining personal safety. Even if an individual's diagnosis changes, this does not invalidate the treatments and other services that have worked for him/her, and these services should be continued based on need.

The new proposed criteria for ASD in the DSM are intended to improve the accuracy of diagnosing the disorders currently known as autistic disorder, Asperger's disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified. The proposal is based on years of accumulated clinical, epidemiological, and neuroscience research which was thoroughly examined by the members of the DSM-5 work group on Neurodevelopmental Disorders. Most of the work group members are also clinicians who see patients with these disorders, and the proposal was developed with clinicians and their patients in mind.

There are clinical and scientific reasons for improving the accuracy of diagnoses. All patients should have an accurate diagnosis based on the most up-to-date clinical and scientific knowledge available. A more accurate diagnosis will help clinicians and other service providers target available treatments and rehabilitation methods for their patients. In addition, it is important to note that patients whose symptoms no longer meet diagnostic criteria for the DSM-5 ASD diagnosis will very likely meet the criteria for one or more other diagnoses-for example, a communication disorder, for which interventions are available.

From a scientific standpoint, more accurate diagnoses will also help guide research into the causes of the neurodevelopmental disorders and the development of new treatments. An informative article written by a work group member, Dr. Francesca Happé, on the changes to Asperger's disorder can be found on the Simons Foundation Autism Research Initiative website: http://sfari.org/news-and-opinion/viewpoint/2011/why-fold-asperger-syndrome-into-autism-spectrum-disorder-in-the-dsm-5.

We are hopeful that continuing advances in research, diagnosis and treatment will help us devise better ways to treat autism and to reduce the devastating effect it has on individuals and families. We invite you to visit the DSM-5 Web site at www.dsm5.org where further information on ASD is available under the "Proposed Revisions" tab. This Web site will be revised and opened for public comment for a third a final time late this spring. Once again, thank you for your input.

David Kupfer, M.D.
Chair, DSM-5 Task Force

Darrel Regier, M.D., M.P.H.
Vice-Chair, DSM-5 Task Force

The Judge Is Sleeping (Really!) - Texas Special Education Due Process Hearing

2012-02-09T14:14:00.000-08:00

These videos are about the wrenching, seven-year struggle of an 18-year-old Texas boy with autism named Ryan and his family to obtain the "Free and Appropriate Public Education" (FAPE) to which he is entitled by law.

His school district has refused to accept his many qualified doctors' diagnoses of autism, asserting that while he may have "medical" autism, he does not have "educational" autism--a disorder that doesn't exist, according to the DSM-IV.

When his case finally went to hearing, the presiding judge slept through much of the proceedings, and was caught on video. Still, on appeal, he refuses to recuse himself, and the district fights on...

The Massachusetts special education system is hardly without its quirks and exasperating defects, but they pale by comparison.

Be sure to watch both of these videos. Thanks to Attorney Robert Crabtree of Kotin, Crabtree & Strong for send us the links.

TV's Relationship to Mental Retardation and Autism (Huh???)

2012-02-09T10:47:00.000-08:00

Thumbs down to Freakonomics for uncritically endorsing a report that purports to have identified a negative correlation between early-childhood (under age 3) TV watching and rates of mental retardation, and a positive correlation between TV and autism rates.

The supposition is that TV must stimulate brain development, thereby increasing cognitive capacity and reducing the incidence of intellectual disability, but that in individuals genetically susceptible to autism, it somehow acts as a trigger for the disorder.

We see no cause for alarm.

Theirs must have been a cursory reading of the study's abstract, at best, because it makes no mention of actual TV viewing habits, nor does it consider other variables. The paper they quote compares public records, by county, for rates of retardation, autism and cable TV subscription.

What do cable subscription rates tell us about viewing habits? Nada. And how does this lead to conjecture about genetic susceptibility? Who are these kids, anyway? What genes? What mechanism?

Freakonomics likes to say that they reveal "the hidden side of everything." In this case, it was so well hidden even they couldn't find it.

http://www.freakonomics.com/2012/02/03/tvs-relationship-to-mental-retardation-and-autism/

And be sure to read the comments at the end!

SPaN’s Special Education School Fair Friday, February 9th

2012-02-09T07:53:00.000-08:00

Where: The Westin Hotel, 70 Third Avenue, Waltham, MA
When: 8:00am - 4:30pm, Friday, February 9, 2012

On Friday, February 9th, SPaN, the Special Needs Advocacy Network, will host its annual Special Needs School Fair at the Westin Hotel Waltham. Fifty-five (!) special education schools will be exhibiting this very special event, which is being co-sponsored by NESCA and the special education law firm Kotin, Crabtree & Strong, LLP.

Representatives of each school will be on hand to describe and discuss how their program can, or cannot, address various student profiles. You'll learn about the program's capacities to meet different levels of student need in academic, cognitive, social, emotional, behavioral, clinical, therapeutic, physical, sensory, medical, adaptive living and vocational domains. You can also learn about:

Academic & Therapuetic Staffing
Unique Program Services
Academic Methodologies
Physical Plant and Facilities
Admissions Requirement
Placement Options

The morning session, in which the schools will be involved, runs from 8:00am - noon. Admission at the door, which incudes one catalog, is $65 per person; checks only please.

There will also be an afternoon program featuring Author and Psychologist Dr. Ross Greene, speaking on Writing Goals to Develop Collaborative Problem Solving Skills. Morning attendees staying for the afternoon program are invited to a complimentary buffet lunch provided by Neuropsychology & Education Services for Children & Adolscents (NESCA).

Admission to the afternoon session only, if available, is $70 per person, without lunch; checks only, please.

Here's a list of the participating schools:

Boston Higashi School
Carroll School
Chamberlain School
Devereux
Germaine-Lawrence
Gifford School
Home for Little Wanders
Ivy Street School
Kolbourne School
Latham School
League School
St. Ann's Homes
Willie Ross School
Pathways Academy
Cushing Center
Cotting School
Walker School
Crossroads School
May Institute
Melmark New England
New England Center for Children
Beverly School for the Deaf/Communication Center for Children
Justice Resource Institute/Meadowridge Schools
Manville
The Bridge Of Central Massachusetts
Bay Cove
The Learning Center for the Deaf
Wayside Youth
The Guild for Human Services
Perkins School for the Blind
Perkins School
Seven Hills School
Wolf School
Clearway School
Dearborn Academy
Seaport Academy
Meadowridge Schools
Berkshire Meadows
The Victor School
Crotched Mountain
Boston College Campus School
G. Stanley Hall School
Wediko School
Clarke Schools for Hearing and Speech
Curtis Blake Day School
Hillcrest Education Centers
Mercy Centre - Catholic Charities
Learning Prep/The Little People's School
Willow Hill School
Judge Rotenburg Educational Center
Crystal Springs
Eagle Hill School
New England Adolescent Research Institute
ILAN
Futures Clinic

These programs will be of particular interest to special education ddministrators, out-of-district coordinators, special education advocates and attorneys, therapuetic and clinical evaluators, therapeutic service providers and, of course, parents! NESCA is very proud to be a principal sponsor.

Future Horizons Autism & Asperger's Conference Friday, March 16 - Dr. Temple Grandin to Speak

2012-02-08T19:33:00.000-08:00

The Future Horizons Autism & Asperger's Conference, in Boston on Friday, March 16th, will feature three prominent speakers, including Dr. Temple Grandin, a professor with autism and author of The Way I See It: A Personal Look at Autism and Asperger's.

Grandin's mother Eustacia Cutler, author of A Thorn in My Pocket: Temple Grandin's Mother Tells the Family Story, will share her views of autism through her personal experiences.

Finally, Paula Aquilla, B.Sc., OT, co-author of Building Bridges Through Sensory Integration, will speak on dynamic sensory integration interventions for children and adults on the autism spectrum. She was the founding executive director of "Giant Steps", an innovative program of intense therapies, academics and support services for children with ASD.

Paula Aquilla, B.Sc., OT

Throughout the conference, an extensive selection of books and other resources will be available. There will be many excellent opportunities to network with other local parents and caregivers, SLPs, OTs, PTs, ABAs, counselors, special ed teachers, social workers psychologists, physicians, and others within the various ASD-related communities.

The conference will take place at the CoCo Key Hotel & Water Resort - Boston, 50 Ferncroft Road, Danvers, MA 01923.

For more information, to register and/or to download a (PDF) conference brochure, call Future Horizons at 800-489-0727, or visit http://fhautism.com/Conferences/tabid/91/Default.aspx

A Big Transition Tuesday Thank You!

2012-02-08T06:34:00.000-08:00

We'd like to thank the group of 90 or so wonderful parents and professionals who participated last night in the second session of our six-part Transition Tuesday workshop series.

Especially deserving of a shout-out are the eight educational advocates who generously volunteered their time, energy and expertise as small group discussion leaders. If you attended the event and would like to stay in touch with your group leader, here again is their contact information:

Elizabeth Bostic
Elizabethbostic@verizon.net
Nancy Reddish
nreddish@comcast.net
Catherine Mayes
Catherinemayes@aol.com
Stephanie LeBlanc
Stephanie@ASadvocacy.com
Tina Roy Lynde
martinalynde@me.com
Maureen Finaldi
advocacyforspecialkids@gmail.com
Stephen Lowe
advocate@paragon-c.com
Susan Haberman
Susan@slhaberman.com
Reva Tankle
rtankle@nesca-newton.com

We'd also like to acknowledge several other advocates in attendance who pitched in to make the evening such a success: Trish Orlovsky, Terry Sauro, Leslie Tsui and, in Burlington, out in the bullpen, Maureen Ryan.

Oh, and someone else you'll definitely want to add to your contacts: our speaker and transition specialist, Sandy Storer, LICSW. Outstanding job! sstorer@nesca-newton.com

Look here soon for a link to her PowerPoint presentation from last night.

From WBUR's Radio Boston - Narrowing the Autism Spectrum?

2012-02-08T03:04:00.000-08:00

More Controversy Over Proposed DSM-V Revisions

On Tuesday, February 8, Host Meghna Chakrabarti of WBUR's Radio Boston interviewed renowned Autism Researcher Dr. Catherine Lord, Director of Cornell University's Institute for Brain Development and member of the DSM-V task force. Lord is perhaps best known as one of the principal authors of the ADOS, the "gold standard" of diagnostic tests for autism.

Also on the show were Ilyse Levine-Kanji, a member of the Westborough, MA School Committee whose son has autism, and Author Benjamin Nugent, director of creative writing at Southern New Hampshire University, whose recent N.Y. Times Op-Ed piece entitled "I Had Asperger Syndrome. Briefly" has fired heated debate about the rigor and accuracy of the DSM-IVdiagnostic criteria. Nugent says he was mis-diagnosed with Asperger Syndrome, which he subsequently "outgrew."

All, but especially Lord, figure in the ongoing debate about proposed changes in the upcoming DSM-V.

The issues in a nutshell: will the proposed new diagnostic criteria for autism be accurate enough to capture all whose symptoms place them somewhere on the spectrum, while excluding all who don't truly belong? And what becomes of people previously diagnosed who don't meet the new criteria, and the services and accommodations they are now receiving, and manifestly need?

Listen to the full story here: http://radioboston.wbur.org/2012/02/07/narrowing-autism-spectrum

Links to PowerPoint Presentations: Executive Function, Understanding Neuropsychological Evaluation, Transition Part I and More

2012-02-06T19:30:00.000-08:00

For years, people have been asking us to make copies available of the PowerPoint presentations used by the speakers at our various educational seminars. For whatever reason, we just never got around to it. Until now.

We have finally begun to build an archive not only of PowerPoints, but also of articles that we find interesting, well-written and that to some degree, inform our clinical judgment. Soon, all will be available as PDF files on our main website, clearly identified and described in some detail. Meanwhile, here'a first installment from some recent talks, by NESCA Director Dr. Ann Helmus, Dr. Bonnie Singer, Sandy Storer, LICSW and others.

You're welcome to download and print this material for your own use and to share with friends, but we do reserve all rights to it and ask that it not be republished or used for any commercial purpose. It is also specifically not intended to substitute for the information and recommendations you would derive from an actual evaluation by a qualified professional.

This is the good stuff. We hope you find it helpful.

Ann Helmus, Ph.D.

Understanding Neuropsychological Evaluation

From a talk given in December, 2011 by NESCA Director Dr. Ann Helmus, assisted by Neuropsychologist Kelly Lowery, Psy.D. Common referral questions, how to choose a clinician, the evaluation process, tests employed, what to expect and how to judge the quality of your written report.

http://www.nesca-newton.com/pdf/Understand_NeuroPsych_Evaulation_Helmus_Lowery.pdf

Bonnie Singer, Ph.D., CCC-SLP

You Are What You Say to Yourself

An article by Bonnie Singer, Ph.D., CCC-SLP, founder/CEO of Architects for Learning in Needham. The power of positive self-talk to help struggling students.

http://www.nesca-newton.com/pdf/Self_Talk_Bonnie_Singer_PhD_Dec_2102.pdf

Supporting Executive Function in Children and Adolescents

A hugely popular talk in January, 2012 by NESCA Director Dr. Ann Helmus to the Andover, MA SEPAC Parent-to-Parent program. What is executive function, and how can it best be developed and supported, in school and at home?

http://www.nesca-newton.com/pdf/Ann_Helmus_Supporting_EF_Talk_1_13_Andover_P2P.pdf

Sandy Storer, CCC-SLP

But She's Only 12! Why and How to Begin Transition Planning Early

NESCA Transition Specialist Sandy Storer, LICSW launches our six-part series on transition into post-secondary education and beyond, with a Westin Hotel discussion January 10, 2012 of why it's best to begin the process early.

http://www.nesca-newton.com/pdf/ButShe'sOnly12_Transition_Tues_1_Jan_10_2012.pdf

Pamela Ely, CCC-SLP

How Do You Function When Your Executive Functions Aren't Functioning?

Have we saved the best for last? A panel discussion on all aspects of executive function--neuropsychological, academic and social--with NESCA's Dr. Ann Helmus, Dr. Bonnie Singer of Architects for Learning and Pamela Ely, CCC-SLP of The Ely Center in Newton. Support your struggling student in all realms.

http://www.nesca-newton.com/pdf/EF_Seminar_1-26-12_Helmus_Singer_Ely.pdf

Conference: Current Research - Implications for the Asperger Community

2012-02-06T09:52:00.000-08:00

When: Friday, March 16, 2012
Where: Northeastern University, Boston, MA

This unique and exciting conference sponsored by AANE, MGH YouthCare, and Northeastern University brings together six researchers whose presentations will focus on research findings pertaining to Asperger Syndrome and related Autism Spectrum Disorders.

The presentations will be at an intermediate to advanced level, and researchers, professionals, families, and adults are welcome and encouraged to attend.

Click here for more information and to register.

Conference Schedule

8:00 – 8:30am
Conference check-in and coffee

8:30 – 8:40am
Opening Remarks
Matthew Goodwin, Ph.D.

8:40 – 9:35am
The Pharmacotherapy of Autism Spectrum Disorders
Christopher McDougle, M.D., Lurie Center for Autism, MGH

9:35 – 10:30am
Multimodal Neuroimaging in Autism Spectrum Disorders: Studies of Executive Function and Neural Connectivity
Dara Manoach, Ph.D., Massachusetts General Hospital

10:45 – 11:40am
Social Engagement at School
Connie Kasari, Ph.D, University of California, Los Angeles

11:40 – 12:35pm
Attention in Autism: Different Preferences, Not Different Abilities
Nancy Kanwisher, Ph.D., Massachusetts Institute of Technology

12:35 – 2:00pm
Lunch (on your own or at a nearby eatery)

2:00 – 3:15pm
Functional Implications of Adaptive Behavior Deficits in Higher Functioning Autism Spectrum Disorder & Eye Tracking Paradigms to Screen for Infants at Risk for Autism Spectrum Disorders
Celine Saulnier, Ph.D., Marcus Autism Center, Emory University

3:15 – 4:15pm
Developing Innovative Technologies for Measuring & Communicating Physiological Features of Anxiety in Persons with Asperger Syndrome
Matthew Goodwin, Ph.D., Northeastern University

4:15 - 4:30pm
End of Conference. Pick up continuing education credits, as applicable.

Register online at www.aane.org under Upcoming Events


	.

Anne Snow Gallagher, Ph.D. of Children's Hospital to Speak on Earliest Signs of ASD

2012-02-02T11:51:00.000-08:00

Dr. Anne Snow Gallagher is a project coordinator in the Neurodevelopmental Disorders Phenotyping Laboratory of Children’s Hospital Boston. Prior to joining the lab, she was a research fellow at Boston University, and then a post-doctoral associate at the Yale University Child Study Center.

There, she contributed to a project examining the infant siblings of children with Autism Spectrum Disorders, in an attempt to better understand the earliest signs of the autism. On Tuesday, May 1st, at one of NESCA's staff seminars, she will she will speak about that study and its findings.

Ann Snow Gallagher, Ph.D

http://childrenshospital.org/cfapps/research/data_admin/Site545/mainpageS545P4.html

West (Bridge Street) Entrance to 55 Chapel Street Closed Effective Monday, February 6th

2012-02-02T10:42:00.000-08:00

This is the sort of, ahem, pedestrian announcement we are sometimes compelled to post, but please pay attention to it anyway. It will save you some steps.

Effective Monday, February 6th, the west, or Bridge Street entrance to our building, and the walkways leading to it from the parking lots on that side, will be closed because of construction. ChapelBridge Park is undertaking some substantial renovations, including lobby improvements and the installation of a cafeteria and fitness center.

You should therefore park in one of the two lots off Chapel Street, where we have reserved spaces, and enter through the main entrance at 55 Chapel Street. There is clear signage to NESCA and you will still be able to take the elevator directly up and into our reception area, as usual.

Thanks for your understanding!

Autism (Treatment?) in France

2012-02-01T18:12:00.000-08:00

Paul F. Levy is the former president and CEO of Beth Israel Deaconess Medical Center in Boston. Prior to that, he served as head of the Massachusetts Water Resources Authority, where he orchestrated the cleanup of Boston harbor. He describes himself as an "advocate for patient-driven care, eliminating preventable harm, transparency of clinical outcomes, and front-line driven process improvement."

Paul F. Levy is "Not Running A Hospital"

For years, Levy has also been a prolific blogger, and one of the best--a literate connector of disparate dots, par excellence. His vastly entertaining, informative and thought-provoking blog, called Not Running a Hospital, is a daily must-read for anyone concerned about the state of health care in America.

You can read it here: http://runningahospital.blogspot.com/

Recently Levy posted correspondence from a friend concerning the woeful state of autism treatment in France, where the disorder is still viewed by the analytically-trained psychiatric establishment as stemming from maternal detachment and emotional privation in early childhood. Eeesh! Shades of the discredited Bruno Bettleheim's refrigerator mothers!

Here's his account of an autism 'treatment' still used with some regularity in France. We're not making this up. How could we?

"The therapy, called packing, involves wrapping a child tightly in wet sheets that have been placed in the refrigerator for up to an hour. When children are encased in this damp cocoon—with only their head left free—psychiatrically trained staff talk to them about their feelings. Typically, the treatment is repeated several times a week, and depending on the results and the severity of the child's condition, it can continue for months or even years."

The whole post is here:
http://runningahospital.blogspot.com/2012/01/autism-in-france.html

Read it.

Adele Raade, Ph.D., CCC-SLP, BC-ANCDS Speaks at NESCA Staff Seminar

2012-02-01T11:33:00.000-08:00

On alternate Tuesday mornings throughout the school year, for the continuing education of our clinical staff, we sponsor 90-minute seminars featuring prominent guest speakers. This week, we heard from Adele Raade, a speech-language pathologist and Boston University assistant professor, on the language development of internationally-adopted children.

Professor Adele Raade, Ph.D., CCC-SLP

She described the process by which such children, especially those adopted in infancy, acquire English as "learning a second first language." She offered research-based insights into the pre-verbal warning signs that red-flag delays in language development, prompting referral for more extensive speech-language testing and evaluation.

Dr. Raade maintains a private practice in Lexington, MA, Raade Communication Connections: Sensitive Services for Children Touched by Adoption or Foster Care. The adoptive mother of a son from Russia, she has presented nationally on the communication and cognitive challenges of adopted/foster care children.

An Open Letter on DSM-V Changes from AANE Executive Director Dania Jekel

2012-01-31T17:51:00.000-08:00

The American Psychiatric Association has proposed significant and, for some, unsettling changes in the upcoming, revised edition of its Diagnostic and Statistical Manual (of Mental Disorders), the DSM-V, that would alter the diagnostic criteria for Autism Spectrum Disorders, and eliminate the diagnosis of Asperger's Syndrome entirely.

Disappearing as a clinical descriptor, Asperger's would be subsumed within the larger category of Autistic Disorder, which would then be re-organized diagnostically according to severity.

These changes are controversial for many reasons, not least of which is concern that some individuals currently receiving services would lose their eligibility for them, because they would no longer meet diagnostic criteria. The DSM is the national standard reference for clinicians, government agencies and insurance companies, which rely on its diganostic coding for benefits administration.

The A.P.A. panel responsible for the new guidelines solicited public commentary, stimulating lively, sometimes heated debate among stakeholders, including the Asperger's Association of New England, in Watertown. AANE Executive Director Dania Jekel weighed in with some heartfelt comments, which follow:

Dania Jekel, Executive Director, AANE

Letter to the AANE Asperger Community in Response to the Recent DSM-5 News

"As Executive Director of the Asperger's Association of New England (AANE) in Watertown, Massachusetts, I, too, am extremely worried that the proposed revised DSM-5 criteria could prevent those with Asperger's Disorder and related Autism Spectrum Disorders (ASDs) from receiving needed services. I
am particularly concerned that the diagnosis of Asperger's Disorder may disappear entirely from the DSM.

When AANE was founded in 1996, very few people had heard of Asperger's. I met hundreds of families who were floundering, unable to find help because services designed to help people with classic Autism were very different from interventions needed for youth and adults with Asperger's. Many people with Asperger's were receiving incorrect and misleading diagnoses such as Schizophrenia, Bipolar Disorder, or Oppositional Defiant Disorder.

Over the past sixteen years, as name recognition of Asperger's has increased, I have seen how an accurate Asperger's diagnostic label can transform lives. The name "Asperger Syndrome" has given thousands of individuals and families access to tolerant understanding, interventions, and supports tailored to their unique needs. People have come together under the banner of Asperger's, forming a community where they share experiences, resources, and strategies, and find inspiration and hope.

Now, the impending elimination in DSM-5 of the Asperger's label, and the probability that a swath of individuals formerly seen by the clinical world as having Asperger's will no longer meet new, unfairly stringent criteria is creating an enormous fear of losing much of what we have worked so hard over 20 years to gain.

While Asperger's is sometimes called "mild" autism, there is nothing "mild" about the impact Asperger's has on a person's life. Individuals with Asperger's and related profiles are not less autistic than those with more classic profiles. Rather, they are differently autistic. Though they may have strong verbal skills and average to high overall intelligence, most face significant challenges in social interaction, basic organizational abilities, and daily living skills. Frequently, they are unable to find and keep employment or live independently. Many withdraw from all social interaction, and suffer from crippling anxiety or depression. The dichotomy of "high-functioning" and "low-functioning" autism is a false one.

More research is urgently needed to ensure that no one with Asperger's or any other autism spectrum disorder will be excluded getting a diagnosis due to the revised DSM-5 criteria. Why not retain the Asperger's diagnosis, which has already proven its worth, in the DSM-5? Autism is a broad, complex, multi-dimensional disorder, not always easily quantified and exactly codified. All of the ASD's always have a profound impact on the lives of individuals and families. No one should be left out in the cold."

Sincerely,

Dania Jekel, MSW
Executive Director
Asperger's Association of New England

TPF Workshop 2/7 Moved to Larger Space - More Seating Available!

2012-01-30T08:59:00.000-08:00

Interest in our February 7th "Transition Tuesday" workshop on Using the TPF (Transition Planning Form) to Your Child's Best Advantage, at which eight prominent educational advocates will serve as small-group discussion leaders, is proving to be so great that we have decided to move it into a larger room.

We had been nearly at capacity, but now, we will be able to accommodate 30 more people. If you would like one or more of those additional places, RSVP with your credit card payment of $20pp to Ty Curran, at 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com.

The presentation will still take place at The Weston Hotel Waltham, from 7:00 - 9:00pm on Tuesday, 2/7.

The Three Altos

2012-01-30T07:23:00.000-08:00

You've heard maybe of The Three Tenors? Here's our answer! From left to right, NESCA Director Dr. Ann Helmus, Bonnie Singer, Ph.D., CEO of Architects for Learning and Pamela Ely, CCC-SLP, founder of The Ely Center.

The three spoke about Executive Function on January 26th to an enthusiastic audience of 150 at The Weston Hotel in Waltham. Couldn't attend? Call if you'd like a copy of the PowerPoint slides from their presentation.

More Students with Learning Disabilities Going to College than Ever

2012-01-29T10:10:00.000-08:00

More learning-disabled students than ever are going on to college. Some estimate the incidence to be as high as 10% of entering freshman. Those who succeed succeed are generally strong self-advocates unafraid to acknowledge their special needs and access the supports available to them.

Here's a brief video about one such student, Greg Nachman, who now teaches math at Cleveland Heights High School in Ohio. Severely dyslexic, Greg didn't begin to read until he was in 5th grade, and recalls "worming under the table and crying" after school because it was so difficult for him, on several levels.

Nachman made it through both college and graduate school, thanks to supportive parents, teachers and some clever assistive technology. The moral? Be prepared, and don't let learning disabilities limit your aspirations!

Using the MA Transition Planning Form (TPF) to Your Child’s Best Advantage

2012-01-28T09:44:00.000-08:00

That's the title of the next in our series of Transition Tuesdays workshops for parents and professionals, coming up at The Westin Hotel in Waltham on February 7th. This session will feature "breakouts" into small discussion groups, each facilitated by a neuropsychologist and a trained educational advocate with hands-on experience in transition planning. This format will enable participants to come to a better understanding of the process as it relates to their own family's needs and aspirations.

We still have a limited number of places available in this program. RSVP to Ty Curran at NESCA, at 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com. The cost is $20 per person in advance, and we accept all major credit and debit cards.

Participating Advocates

Here are the professional educational advocates who will be generously sharing their expertise as small group leaders:

Elizabeth Bostic

Elizabeth Bostic founded The Parent Coach LLC, which offers special needs advocacy, training and consulting services to parents, in 2005. She is the mother of two special needs children, one with cerebral palsy and other complex medical issues, and the other with an anxiety disorder and ADHD. She was trained as an advocate by the Federation for Children with Special Needs, and now facilitates many of their workshops including Basic Rights, An IEP for My Child, Transition 101 and Effective Communication and the IEP.

She has a particular passion for supporting parents from underserved and culturally diverse populations. You can reach Elizabeth Bostic by telephone at 617-592-3852, or email to: elizabethbostic@verizon.net.

Nancy Reddish

Nancy Reddish is director of the Family Advocacy Group of New England (http://www.spedadvocacy.com/). A trained advocate with 14 years' experience working on behalf of children with special needs, including her own, she is also a MA state-certified family mediator. Her approach seeks to facilitate results for the child while maintaining open communication between the school team and families. Her email address is: nreddish@comcast.net. You can read more about Nancy in this blog post entitled "The Accidental Advocate," here:
http://suffolkalumni.blogs.suffolk.edu/2011/07/28/577/

Catherine Mayes

Catherine Mayes is the Autism Project Advocate at Massachusetts Advocates for Children (MAC) (www.massadvocates.org) and an advocate in private practice. The mother of a young adult with autism, Catherine resides and works on the South Shore. She is experienced in working in the Boston Public Schools, Newton, Brookline, Waltham, Needham and other districts along Route 95 South. She is especially interested in working with families with teens with HFA, AS and NLD who have great potential, but struggle socially and emotionally as a result of their disabilities.

At MAC, Catherine provides technical assistance to families with students with autism from throughout the state. She also provides brief phone consultation to such families, but due to limited time and resources at MAC, advanced technical support is generally reserved for non-native English speaking families who are below poverty level. Her email address is: Catherinesmayes@aol.com.

Stephanie LeBlanc

Stephanie LeBlanc is owner of Autism Spectrum Advocacy (http://www.autismspectrumadvocacy.com/), which offers comprehensive special educational advocacy services to children with Autism Spectrum Disorders (including Autism, Rett Syndrome, PDD-Pervasive Development Disorder, PDD-NOS, Aspergers Syndrome, and Childhood Disintegrative Disorder). She works with families to strengthen their own advocacy skills by guiding them through the education planning process. The mother of four children, one of whom has autism/PDD, she received her training from the Federation for Children with Special Needs and The SEAT (Special Education Advocate Training) Program.Stephanie's email address is: stephanie@ASadvocacy.com.

Martina Roy Lynde

Newton-based Martina Roy "Tina" Lynde, MSW, LADC1 is a special education advocate, placement specialist and clinician, with over 35 years' experience in the field. Prior to launching her advocacy practice, Ms. Lynde was a SPED administrator in the Brookline public schools, serving as their out-of-district coordinator. She is skilled at writing school observation reports and advocating for services, and frequently participates in mediations and hearings. Ms. Lynde has been a faculty member for a course offered at Suffolk University Law School, co-sponsored by the Center for Juvenile Justice, called Skills and Strategies for Representing Special Education Clients. She can be reached at martinalynde@me.com.

Maureen Finaldi

Maureen Finaldi, M.S. is owner of Advocacy for Special Kids (http://advocacyforspecialkids.org/Home.html). She is highly experienced in working with families of children with ASD, global developmental delays, ADHD, executive functioning deficits, specific learning disabilities and NLD. A member of the Council of Parents' Advocates & Attorneys, the Special Needs Advocacy Network and the National Association for Professional Special Education Advocates, she is also a presenter for the Federation of Children with Special Needs, teaching the following courses: An IEP for My Child, Turning Three and Basic Rights. Her email address is: advocacyforspecialkids@gmail.com.

Reva Tankle, Ph.D.

Trained in 2004 as a Special Needs Advocate at the Federation for Children with Special Needs, Dr. Tankle has since worked with hundreds of families of children with a wide range of disabilities, helping them navigate through the process of special education eligibility and access necessary services. A licensed psychologist, Dr. Tankle currently teaches the Federation’s Parent Consultant course on “The Use of the Neuropsychological Evaluation in the IEP Process.” In 2011, she joined NESCA as a post-doctoral fellow, for additional training in pediatric and adolescent neuropsychology. She is the parent of two school age children. Her bio is here: http://nesca-newton.com/bio_RTankle.php

Stephen Lowe, Ph.D.

Stephen Lowe, Ph.D., an advocate with more than 10 years of experience, is a partner in Triad Advocacy of Concord, MA. Originally trained by the Federation for Children with Special Needs in 2000, he now consults on, and advocates in all aspects of special education. He works collaboratively with families, schools, and evaluators to understand a student’s needs and secure the necessary services. He has advocated for students with specific learning disabilities (SLD), non verbal learning disabilities (NVLD), autism spectrum disorders (ASD), Attention Deficit Disorder (ADD/ADHD), executive function deficits, emotional problems and substance abuse. He can be reached by phone at 978.263.9725 and email to advocate@paragon-c.com.

In addition, Advocates Terry Sauro of Newton and Maureen Ryan of Burlington will be standing by to help out and to answer any individual questions.

Yoga Therapy and Emotional/Behavioral Regulation: A Seminar Weds., March 28

2012-01-26T10:08:00.000-08:00

Mind-body disciplines including yoga and meditation have stood the test of time as effective methods for developing relaxation skills and enhanced concentration. For many children with Autism-Spectrum Disorders, ADHD, anxiety and other challenges, yoga can prove to be more accessible and motivating than traditional language-based therapies.

At NESCA from 7:00 - 9:00pm on Wednesday, March 28, Hannah Gould, M.Ed., RYT will discuss her use of yoga therapy to promote self-awareness and improve behavioral and emotional regulation in children and adolescents with developmental challenges. Parents, teachers and other care providers will gain a basic understanding of how mind-body techniques can be used to help children relax and focus, and will learn simple exercises they can introduce to their children or students right away.

When: 7:00 - 9:00pm, Wednesday, March 28, 2012
Where: NESCA, 55 Chapel Street, 2nd Floor, Newton, MA

This seminar is FREE and open to the public, and seating is limited. RSVP to Ty Curran at 617-658-9800, ext. 0 or by email to tcurran@nesca-newton.com.

Formerly a classroom special education teacher, Ms. Gould employs an educational approach to her work in order to ensure the optimal learning environment for each child. Ms. Gould recently published an article in Yoga Therapy Today entitled "Yoga and Autism", and she is currently developing a yoga curriculum specifically for individuals with severe autism.

You Are What You Say to Yourself

2012-01-22T14:09:00.000-08:00

by Special Guest Blogger Bonnie Singer, Ph.D., CCC-SLP Founder & CEO, Architects for Learning, Needham, MA

How Self-Talk Impacts Our Success
Think back to a time when you struggled and said to yourself: “I just don’t get it!” or “I can’t do this!” Where were you? How did you feel? Just for a moment, dare to feel it again.

Do you remember what you said to yourself during that moment of panic when failure seemed certain? Do you sometimes still hear that same voice in your head?

All day, every day, we talk to ourselves. We tell ourselves we’re awesome. We tell ourselves we stink.

Starting at a very young age, we spin stories about who we are, and these stories shape how we see ourselves. Once a story grooves itself into our brain, it has the power to shape how we view ourselves for life.

Inner dialogue is a powerful thing.

Just try doing something – especially something hard like writing an essay or fixing a computer – without talking to yourself. Positive self-talk helps you work through challenges and persevere for success.

Negative self-talk leads you to doubt yourself or even give up in the face of a challenge. What kids say to themselves impacts their performance -- in school, and ultimately, in life.

Parents and other adults can take note of what kids say to themselves and shape that inner dialogue. By doing so, they can help kids develop an effective mindset to overcome challenges and maintain a positive self-concept through all stages of life.

How We Help Kids Learn: Making the Invisible Visible

Self-talk is powerful, but it’s invisible. Over the last 25 years, Architects For Learning has developed a number of unique teaching methods that have transformed students’ ability to learn. We make what’s invisible – thinking and language - visible and concrete.

With EmPOWER™ and Brain Frames®, we take the mystery out of difficult tasks and give kids ways to literally see the patterns of their thoughts and ideas, see how language works, and see their success. Instead of letting their critical voice dominate and lead to failure, we teach kids what successful people say to themselves when the going gets tough. In the face of a challenge, we teach kids to see how they’re thinking about it and know what to say to themselves to move through the task successfully.

They can transform negative self-talk into positive self-talk, allowing them to define a task, set goals, plan an approach, self-monitor progress, identify sources of confusion, and make mindful adjustments when things aren’t working out quite right.

Based on our work with thousands of students, Architects For Learning operates from a set of core beliefs about what leads to effective learning and success. Whether we are working with students on writing, reading, math, how to make a friend, or how to manage test anxiety, these beliefs inform everything we do.

Self-talk is a key to success in school and in life.

It’s hard to experience success if you fundamentally believe you’re too stupid to learn. Kids need to know what to say to themselves in moments of uncertainty if they are to push through adversity and be successful. We can teach kids self-talk routines that help them meet the day-to-day challenges of school and life.

Language and thought are intertwined.

If we want kids to get better at listening, speaking, reading, writing, or relating with others, we need to teach them to think.

Language and thinking are based on patterns, and those patterns can be made visible.
Success in school and in life is driven by the ability to detect patterns and communicate ideas clearly. Good pattern-detectors intuitively “see” how information is organized and figure out efficient ways to tackle complex tasks. Poor pattern-detectors can get lost in the details, have trouble seeing the big picture, or waste precious time using ineffective strategies. We need to teach kids the language and thinking skills that school and eventually the workforce will require all day, every day. Many kids who have challenges with some aspect of learning and school are self-critical when faced with challenges. Their negative self-talk makes it harder for them to overcome those challenges and succeed.

It doesn’t have to be this way.

We can teach positive self-talk.

At Architects For Learning, we help families identify what kids need to learn more effectively, and we develop customized programs to help them succeed in school and in life. If you think your child could benefit from individualized guidance with learning, we encourage you to take the first step and meet with us.

Bonnie Singer, Ph.D., CCC-SLP is CEO of Architects for Learning in Needham, MA, a center supporting students with all facets of language, literacy and learning. A certified speech-language pathologist with masters and doctoral degrees in Communication Sciences and Disorders, Dr. Singer founded AFL in 1996. Along with Dr. Anthony Bashir, she developed the EmPOWER™ method for teaching expository writing, the “Brain Frames” graphics for supporting language, literacy and learning, the Qualitative Writing Inventory and the Me & My Writing/My Students' Writing scales for assessing writing. Dr. Singer is passionate about working with school-age students of all ages, especially those struggling with executive function and written expression. An active and extensively-published researcher, she provides consultation and professional development to teachers and schools nation-wide.

http://architectsforlearning.com

Children's Hospital Boston Research on Autism Spectrum Disorders

2012-01-20T10:20:00.000-08:00

Children's Hospital Boston has asked our help in recruiting families to participate in their ongoing research study of possible genetic and environmental factors in the causation of autism spectrum disorders (ASD).

Participation will ordinarily require two hospital visits, the first generally lasting 4 - 5 hours and the second, about two hours, although these are estimates. Families may also choose to complete their involvement in a single, full-day appointment, from 9:00am - 4:00pm. Children's Hospital will validate parking for all participants, and families opting for the full day will also receive cafeteria meal vouchers.

Here's their information:

        Autism Spectrum Disorder (ASD)
     Study at Children’s Hospital Boston

· Who we are

We are a group of doctors and researchers from the Developmental Medicine Center, the Division of Genetics, the Department of Neurology, and the Program in Genomics at Children’s Hospital Boston.

· What we study and its importance

We are studying ASD and related disorders in order to better understand why they occur, increase our ability for early identification, and find improved treatments and an eventual cure. Specifically, we collect information on children aged 18 months and up who are diagnosed with ASD and their families.

· Your involvement

Participation in this study involves two research visits at Children’s Hospital Boston. We interview all immediate family members, including the individual diagnosed with ASD. The data we collect includes general facts about developmental history, family history, and environmental information. We also collect genetic material from a blood or saliva sample in order to look for possible gene changes that may be related to ASD.

Shortly after the visits, families receive a research report of our observations that includes developmental, cognitive, behavioral and social findings.

If you are interested in participating or would like more information, please contact us at 1-866-982-5826 (toll-free) or 617-355-9152. You can also email us at ASDResearch@childrens.harvard.edu.

We look forward to speaking with you!

EF Panel Discussion January 26th

2012-01-14T04:03:00.000-08:00

In response to overwhelming interest, we've moved into a larger room!

Some of you who called in the last couple of days to express interest in attending our panel discussion of Executive Function coming up on January 26th were told that we were, in effect, "sold out" due to the limited capacity of the room we'd arranged to use, and that we had started a waiting list.

Good news! The Westin Hotel today came through for us all, and made their much larger Concord Ballroom available. It's clearly the place to be from 7:00 - 9:00pm on Thursday, January 26th, as NESCA's Dr. Ann Helmus, Bonnie Singer, Ph.D. of Architects for Learning and Pamela Ely, CCC-SLP of The Ely Center tackle the topic of, as they put it, "how to function when your executive function isn't functioning."

We should now be able to accommodate all who wish to attend, but to be certain, we would encourage you quickly to RSVP to Ty Curran at NESCA, at 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com. The cost is $20 per person in advance, and we accept all major credit and debit cards for telephone payments. Light refreshments will be served.

You can learn more about Dr. Singer and Architects for Learning here: http://www.architectsforlearning.com/

Look here for additional information about Pamela Ely and The Ely Center: http://elycenter.com/

Adoption Challenges Talk February 29th

2012-01-09T09:49:00.000-08:00

Dr. Stephanie Monaghan-Blout's talk on Challenges Associated with Adoption will take place from 7:00 - 9:00pm on Wednesday, February 29th, and NOT on February 9th as originaly posted here. We regret the error.

Upcoming Community Outreach and Parent Education Programs

2012-01-09T08:33:00.000-08:00

NESCA clinicians often make presentations on topics relating to learning and developmental disabilities to parent and community groups, including SEPACs (Special Education Parent Advisory Councils) and PTOs. Some of these talks are open to the general public, not just to residents of the towns in which they are taking place. If you wish to attend any of these upcoming events, please be sure to contact the organizers in advance to reserve space, which may be limited.

January 13, 2012

Supporting the Development of Executive Function in Middle School Students

A half-day professional training session (not open to the public) for faculty and staff of The Pike School, an independent, coed day school in Andover, MA serving students aged pre-K – grade nine. Presented by NESCA Director Ann Helmus, Ph.D.
The Pike School, 34 Sunset Rock Road, Andover, MA

January 19, 2012

Supporting Children and Adolescents with Weak Executive Function

In a Thursday evening workshop sponsored by Andover Parent-to-Parent and starting at 7:30pm, Dr. Ann Helmus will discuss effective, age-appropriate supports for students with weak executive function. Open to the public, but seating is limited. For information and reservations, please contact mail@andoverp2p.com.

Wood Hill Middle School, 11 Cross Street, Andover, MA

January 26, 2012

Executive Function: Evaluation and Support for Struggling Students

With NESCA’s Ann Helmus, Ph.D., Bonnie Singer, Ph.D., CCC-SLP of Architects for Learning in Needham and Pamela Ely, CCC-SLP of The Ely Center in Newton. Three nationally-recognized authorities discuss executive function and share their perspectives, followed by discussion guided by audience questions. $20 per person. From 7:00 – 9:00pm; open to the public; limited seating. RSVP to Ty Curran at 617-658-9800, ext. 0 or by email to tcurran@nesca-newton.com.

The Westin Hotel Waltham, 70 Third Avenue, Waltham, MA

February 2, 2012

Executive Function and the Middle School Child

Sponsored by The Peabody Forum’s Center for Parents and Teachers and the Concord Middle School Parent Association. From 9:30 -11:00am. Open to the public; free of charge and no advance registration required. A discussion by Dr. Ann Helmus on the diagnosis and remediation of executive function deficits in middle school students. For additional information, please call 978-202-1143, or visit http://centerforparentsandteachers.org/parenting-education/parents-of-younger-adolescents

Concord Middle School, Peabody Building, 1231 Old Marlboro Road, Concord, MA

February 8, 2012

Evaluating Emotional and Behavioral Disorders in Children

NESCA Pediatric Neuropsychologist Angela Currie, Ph.D. will lecture on the use of projective testing in the evaluation of emotional disorders in children, to graduate students in special education at the Boston University School of Education. Not open to the public.

February 29, 2012

Challenges Associated with Adoption

The developmental course of adopted children is often strongly influenced by what they experience before arriving in their "forever" home. Dr. Stephanie Monaghan-Blout, Psy.D., a senior clinician at NESCA, will talk about the learning, social and emotional challenges facing many adopted children and their parents as they move from childhood to adolescence. Dr. Monaghan-Blout worked for many years as an adolescent and family therapist before training as a pediatric neuropsychologist, specializing in the evaluation of children and adolescents with complex learning and emotional issues. A member of the Trauma and Learning Policy Initiative (TLPI), she is working with them on an interdisciplinary guide to trauma-sensitive evaluations.

From 7:00 – 9:00pm; free and open to the public; limited seating. RSVP to Ty Curran at 617-658-9800, ext. 0 or by email to tcurran@nesca-newton.com.

NESCA, 55 Chapel Street, 2nd Floor, Newton, MA

If you are involved in an organization that would be interested in a presentation by a member of our staff, please contact thelmus@nesca-newton.com, describe your group and propose a topic. While we cannot accommodate every request, we will do our best!

Staff Training Seminar: "Effective Progress" in Massachusetts Special Education Law

2012-01-09T02:59:00.000-08:00

NESCA’s clinical staff participated Friday, January 6, 2012 in a training seminar conducted by Daniel Heffernan, Esquire, who addressed the question, “According to current Massachusetts special education law, what is Effective Progress?”

Whether or not a student is progressing effectively, measured by several indices including not only academics but also the development of self-esteem and appropriate peer relations, is a key factor in determining eligibility for special education services, up to and including out-of-district placements of students for whom effective progress has not been or is unlikely to be secured within the context of the programs being offered by the child’s public school.

Heffernan answered the question in consideration of the pertinent statutes as well as evolving current case law, citing decisions in numerous recent BSEA (MA Board of Special Education Appeals) hearings, in several of which he had been involved. In addition to appropriate testing, he stressed the importance of classroom observation and conversation with school staff as foundations of credible testimony when disputes are litigated.

NESCA clinicians routinely make school visits as needed, and frequently participate in TEAM meetings. Hospital and other institutional practices do not typically offer these services.

The purpose of this session, as indeed it is for all of NESCA’s many staff seminars, was to teach our clinicians how to better serve their clients. Understanding the law more fully helps them to frame realistic and effective recommendations likely to be implemented and able to withstand legal scrutiny.

NESCA staff had previously participated in a SPED law training session presented by Julia Landau, Esq. of Massachusetts Advocates for Children.

About Daniel Heffernan, Esq.

Daniel Heffernan is a partner in Kotin, Crabtree & Strong, LLP in Boston (www.kcslegal.com), a leading firm specialized in special education and disability law. He graduated magna cum laude in 1981 from Boston College, where he was a member of Phi Beta Kappa, and cum laude from Harvard Law School in 1987. For twelve years, Attorney Heffernan served as the President of the Board of Directors of the Federation for Children with Special Needs (FCSN). The father of a son with Down Syndrome, he coaches Special Olympics sports teams. In 2002, he received the Dr. Allen C. Crocker Award of Excellence from the Massachusetts Down Syndrome Congress.

Challenges Associated with Adoption

2012-01-06T11:05:00.000-08:00

The First in NESCA's New Wednesday Evening Seminar Series!

The developmental course of adopted children is often strongly influenced by what they experience before arriving in their "forever" homes. Dr. Stephanie Monaghan-Blout, Psy.D., a senior clinician at NESCA, will talk about the learning, social and emotional challenges facing many adopted children and their parents as they move from childhood to adolescence. Dr. Monaghan-Blout worked for many years as an adolescent and family therapist before training as a pediatric neuropsychologist, specializing in the evaluation of children and adolescents with complex learning and emotional issues. A member of the Trauma and Learning Policy Initiative (TLPI), she is working with that group on an interdisciplinary guide to trauma-sensitive evaluations.

When: 7:00 - 9:00pm, Wednesday, February 29, 2012
Where: NESCA, 55 Chapel Street, 2nd Floor, Newton, MA 02458

This seminar is FREE and open to the public; seating is limited. RSVP to Ty Curran at 617-658-9800, ext. 0 or by email to tcurran@nesca-newton.com.

Executive Function: Evaluation and Support for Struggling Students

2011-12-28T13:46:00.000-08:00

A Panel Discussion for Parents and Professionals

The National Center for Learning Disabilities describes executive function as the “set of mental processes that helps to connect past experience with present action. People use it for activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space.”

Someone struggling with executive function, who may also show a weakness in working memory (“seeing in their mind’s eye”), might find these things much more difficult to manage. Sound familiar?

This seminar will help to answer the question,“How do you function when your executive functions aren’t functioning?”

When: 7:00 – 9:00pm, Thursday, January 26, 2012
Where: The Westin Hotel Waltham, 70 Third Avenue,
Waltham, MA 02451
RSVP: Ty Curran at NESCA at 617-658-9800, or by email to
tcurran@nesca-newton.com

Please join us from 7:00 – 9:00pm on Thursday, January 26^th at Waltham’s Westin Hotel for a panel discussion on executive function with three locally-based, nationally-recognized authorities on the subject. The evening will include an overview of executive function from the perspective of each panelist, followed by a discussion guided by questions from the audience.

Light refreshments will be served. Admission is $20 per person in advance, and seating is limited.

The Panelists

Ann Helmus, Ph.D. is founder and director of NESCA, p.c. (Neuropsychology & Education Services for Children & Adolescents) in Newton, MA. In practice for more than 16 years, Dr. Helmus specializes in evaluating children with learning disabilities and attention deficits, as well as primary neurological disorders. In addition to assessing children, she also provides consultation and training to both public and private school systems. She frequently makes presentations to groups of parents and professionals, particularly on non-verbal learning disability and executive functioning. She is also an active participant in the Trauma and Learning Policy Initiative, a collaborative effort between Massachusetts Advocates for Children and the Hale and Dorr Legal Services Center of Harvard Law School, a project involving a multi-disciplinary group of professionals working together to better define the educational needs of children who have been traumatized.

www.nesca-newton.com

Ann will describe how diagnostic testing and evaluation can correctly identify and set the stage for remediation of executive function challenges in students struggling academically.

Pamela Ely, M.S., CCC-SLP is founder and CEO of The Ely Center, LLC in Newton, MA, a holistic social-communication therapy center providing group and individual speech and language therapy, occupational therapy, dance/movement, exercise and nutrition training. Pamela is a speech-language pathologist with over 17 years’ experience in the public schools as well as in more clinical settings. As a consultant, she interfaces with school systems throughout Massachusetts. Pamela is also an instructor in the Speech and Language Department at Elms College in Chicopee, MA, and in September 2011, completed the mentor training program with Michelle Garcia Winner at Think Social, in San Jose, CA. She works collaboratively with professionals and parents, to enhance their knowledge and understanding of Social Thinking and other social communication challenges that typically present with neurological conditions, such as autism spectrum diagnoses, anxiety disorders, language-based learning disabilities and disorders of executive function. Pamela offers her expertise in social language development to train educators, parents, and individuals in the use of various diagnostic protocols, tools and treatment techniques for identifying and remediating language processing and social-communication issues, for all students.

www.elycenter.com

Pamela will discuss the tools, techniques, and strategies that reinforce pragmatic language development for students who present with executive function challenges.

http://architectsforlearning.com

Bonnie will discuss how executive function skills influence academic success, and offer insights into how to support students in reaching their full potential.

Transition Trilogy - Parts II & III

2011-12-14T19:00:00.000-08:00

Here are Parts 2 and 3 of what we'll call a "Transition Trilogy" (Trifecta?) by the National Center for Learning Disabilities. If our fanciful title for them calls to mind our own upcoming Transition Tuesdays program starting January 10th, so much the better.

But seriously, these are thoughtful, well-written primers on the nuts and bolts of transition planning, for children with special needs an essential aspect of secondary education that in our experience, many schools and families leave to the 11th hour.

The first segment is entitled "Life After High School: Helping Your 11th or 12th Grader with Career Preparation and Fit". Among its excellent recommendations: "Redefine success based upon your teen's unique strengths and interests. Keep in mind that success involves good health and strong relationships."

http://www.ncld.org/in-the-home/parenting-issues/activities-for-daily-living/life-after-high-school-helping-your-eleventh-or-twelfth-grader-with-career-preparation-and-fit

The second, called "Creating an Independent Future for Your Adult Child with LD," is a transcript of an online conversation moderated by Dr. Sheldon Horowitz, the NCLD's director of professional services, and involving transition counselors, parents and individuals with disabilities.

http://www.ncld.org/ld-talks/transcript/talk/20

Good stuff!

Life After High School: Helping Your 9th or 10th Grader with Career Awareness and Exploration

2011-12-13T19:37:00.000-08:00

From LD.org, the National Center for Learning Disabilities, some required reading for those who would attend our upcoming "Transition Tuesdays" workshops: http://www.ncld.org/in-the-home/parenting-issues/activities-for-daily-living/life-after-high-school-helping-your-ninth-or-tenth-grader-with-career-awareness-and-exploration#.Tue7Puy4uVQ.mailto

As this excellent article points out, "Your teen needs a map for the future. Work with your school to create a detailed, individualized transition plan for your teen. Include both short- and long-term goals for education, skills development, extracurricular and community activities, and employment. Be sure your teen's transition plan includes specific goals for career preparation."

And remember to set the bar high: "Research shows that students with learning disabilities whose parents expect them to go on to some form of post-secondary education achieve more in high school. Keep your expectations achievable but keep them high, and communicate them frequently to your teen. Even when it's difficult, be positive and encouraging."

Transition Tuesdays - A Series of Six Evening Seminars Starting January 10, 2012

2011-12-08T16:51:00.000-08:00

NESCA is pleased to announce a series of six evening seminars on transition: the long-term, student-centered process, beginning with assessment, in which adolescents with special needs and their families actively engage to prepare for life beyond high school and eventually, independent living.

Each session will feature contributions by leading experts in the field, including neuropsychologists, special education attorneys, educational advocates and private school administrators.

All will take place at the Westin Waltham Hotel, at 70 Third Avenue in Waltham, from 7:00 – 9:00pm. The cost is $20 per session, each of which may be purchased individually, or $100 for the entire series. Interest is keen; seating is limited. To register, please call Tyler Marie Curran at 617-658-9800 or email tcurran@nesca-newton.com.

January 10, 2012           But She’s Only 12!
Led by NESCA Transition Specialist Sandy Storer, LICSW, we will discuss how families of children with special needs can start thinking about post-secondary transition well before the age of 14, when Massachusetts schools are mandated to provide assessment, planning and services.

February 7, 2012   Using the TPF to Your Child's Best Advantage
Sandy Storer will explain the TPF (Transition Planning Form), step-by-step. We will then divide into smaller discussion groups, each facilitated by an educational advocates familiar with the planning process and a NESCA neuropsychologist, with a question and answer period to follow.

March 13, 2012             Transition Assessment

Sandy Storer, NESCA Director Dr. Ann Helmus and Dr. Jason McCormick introduce The Blueprint for Transition Assessment, NESCA’s new modular, multi-dimensional approach to transition assessment. Where’s your child now, where does he/she want to go and what’s required to help him/her get there, successfully?

April 10, 2012 Special Education Law as it Applies to Transition Services

Renowned Special Education Attorney Robert Crabtree of Kotin, Crabtree & Strong, LLP discusses state and federal laws as they relate to transition. Once again we will break up into small groups for facilitated discussion before reconvening for Q & A.

May 8, 2012 Staying Legally Connected to Your Adult (18+) Children

Attorney Amy Weinstein of Kotin, Crabtree & Strong addresses parents’ concerns about continuing care for adult (18+) children. Topics will include eligibility for public benefits, trusts and estate planning, decision-making for adult children, guardianship and conservatorship, and more.

June 12, 2012 Independent Schools with Strong Transition Programs

A panel discussion with representatives of several independent schools offering strong secondary and post-secondary transition programs and services. Sandy Storer, LICSW will moderate.

For additional information about these and other upcoming NESCA events, please email Todd Helmus at thelmus@nesca-newton.com.

For directions to the Westin Waltham Hotel, click here: http://www.starwoodhotels.com/westin/property/area/directions.html?propertyID=1036

The Top 50 Special Education Blogs

2011-12-05T10:27:00.000-08:00

From the blog TeachTechTopia, here's their list of the top 50 blogs dealing with special education. For teachers, administrators and others involved in special education, and parents of children with special needs, this exhaustive, pre-screened list is indispensable.

http://mastersinspecialeducation.net/2010/top-50-special-education-blogs/

Self-Talk: A Key to Academic Success

2011-12-01T09:27:00.000-08:00

Two Presentations by Dr. Bonnie Singer

When: December 8, 2011 6:30 - 7:30pm
January 5, 2012 7:00 - 8:00pm

Where: Architects for Learning
160 Gould Street, Suite 203
Needham Heights, MA 02494

Faced with difficult challenges, kids can't help but talk to themselves. The question is, can they talk their way through the hard parts by identifying bite-size pieces and telling themselves they can do it? Or, do they spiral into saying negative things -- things that erode their self-confidence and prevent them from experiencing success?

In these highly-recommended complimentary talks, Dr. Bonnie Singer will outline some of the common challenges kids face in school and introduce powerful ways to help them harness self-talk, a critical component of success.

Seating is limited. RSVP to Olivia Miller at 781-235-8412 or by email to office@architectsforlearning.com.

About Bonnie Singer, Ph.D., CCC

Dr. Bonnie Singer, CEO of Architects for Learning, is one of our favorite people and most frequent collaborators.

She is an expert in language, literacy and learning. Her proprietary instructional approaches, EmPOWER for teaching expository writing and Brain Frames, graphics for supporting language, thinking and learning, are powerful tools that allow students to see the patterns of their thoughts, and take the mystery out of difficult tasks in school, and life.

One of her main areas of research is in developing self-talk routines and concrete strategies that help students take charge of their learning and academic success.

You can learn more about her practice here: www.architectsforlearning.com

NESCA Welcomes Amity Kulis, Psy.D.

2011-11-28T10:40:00.000-08:00

We are very pleased to announce that Dr. Amity Kulis will be joining NESCA, beginning early in January, 2012. Dr. Kulis is a superb neuropsychologist who is experienced in evaluation as well as consultation to families and schools. She works with children on the autism spectrum as well as those with attentional and learning disorders.

Dr. Kulis is a Blue Cross Blue Shield of Massachusetts provider, so she may be a good option for families who would like to be seen at NESCA and want to access their insurance.

You can learn more about Dr. Kulis here: http://nesca-news.blogspot.com/p/amity-kulis-psyd.html

Hidden Federal Tax Breaks for Families of Children with Special Needs

2011-11-13T12:40:00.000-08:00

Parents of children with special needs are all too well aware of the financial burdens their care may impose. Many, however, are less familiar with the relief that depending upon the circumstances, may be hidden away within the federal tax code.

We are not in the business of dispensing financial advice, and this shouldn't be construed as such, but we did find the following article from Saturday's Wall Street Journal online edition interesting and potentially useful enough that we are reprinting it in its entirety. You can see it in its original format here: http://online.wsj.com/article/SB10001424052970203537304577030453437780894.html?mod=googlenews_wsj

Note that NESCA clinicians are experienced in writing letters confirming the medical necessity of interventions and specialized school programs for students with disabilities, and are happy to help with this process. Over the years, we have worked with several tax accountants to secure for our clients the deductions to which they are legally entitled.

Special Tax Deductions for Special Education
by Laura Saunders

More than six million children in the U.S. fall into the "special needs" category, and their ranks are expanding. The number of those affected by one developmental disability alone—autism—grew more than 70% between 2005 and 2010.

The tax code can help—if you know where to look.

There are numerous tax breaks for education, but the most important one for many special-needs students isn't an education break per se. Instead, it falls under the medical-expense category.

Although students with disabilities have a right to a "free and appropriate" public education by law, some families opt out and others pay for a range of supplemental therapies.

Beyond Taxes

IRS Publication 502, Medical and Dental Expenses, can be found at www.irs.gov <http://www.irs.gov/>. Here's where to find other help:

* Special Needs Alliance <http://www.specialneedsalliance.org/home>
* National Center for Learning Disabilities <http://www.ncld.org/>
* Talk About Curing Autism <http://www.tacanow.org/>
* Autism Society <http://www.autism-society.org/>
* National Alliance on Mental Illness <http://www.nami.org/>
* National Down Syndrome Society <http://www.ndss.org/>

Such families can use Uncle Sam's medical-expense deduction for help coping with costs, say experts. But many parents and tax advisers overlook it.

"Parents are busy helping their children, and tax preparers often don't ask about medical expenses unless the taxpayer is old or ill," says Bernard Krooks, a New York attorney who is past president of the Special Needs Alliance, a nonprofit group with members specializing in disability law.

In fact, tax rules allow medical deductions for "diagnosis, cure, mitigation, or treatment…primarily to alleviate or prevent a physical or mental defect or illness" (IRS publication 502).

That can include the cost of a school or program if prescribed by a licensed health-care professional. It might even cover costs for a special two-year college certificate program for students with severe learning disabilities, such as the Reach program run by the University of Iowa, which costs as much as $40,000 a year.

The deduction also can be used for additional therapies. Regina Levy, a Los Angeles CPA with two special-needs children, offers a partial list: occupational therapy, music therapy, dance therapy, physical therapy, social-skills groups and "hippotherapy" (horseback riding), among others.

Although students with disabilities have a right to a "free and appropriate" public education by law, some families opt out and others pay for a range of supplemental therapies.

There is much more. If the education or therapy qualifies for a deduction, travel costs for the student also are deductible at 23½ cents a mile for the last half of 2011 (19 cents from January to June). Food and lodging at a specialized school is also. Even the cost of parental attendance at a relevant conference may be deductible, although food and lodging aren't, Mr. Krooks says.

Joseph Nagy, a CPA in Port Jefferson, N.Y., says he helped one family with a college-age son with severe attention deficit disorder maximize their deductions for 2008. The student couldn't live in a dorm, so the family
bought a small house near the school.

The Internal Revenue Service allowed a $5,000 medical deduction to alter the house to his needs, and another $9,000 deduction equal to what room and board would have been, on the grounds that living off-campus was a medical necessity, Mr. Nagy says. (His tuition wasn't deductible as a medical expense because it wasn't a specialized program, though the family did take an education tax credit.)

There is an important limit to this break, however. Medical expenses are deductible only above a threshold of 7.5% of adjusted gross income, or 10% for those who owe alternative minimum tax. Families with access to a
flexible-spending account can use dollars for the same expenses without a threshold, although in 2013 by law the FSA contribution limit drops to $2,500 from the $5,000 that many companies currently allow.

Then again, once a family has passed the hurdle, many other medical expenses are deductible—including contact-lens solution and birth-control pills, as well as out-of-pocket health-insurance premiums. Even with the hurdle, one family counseled by Mr. Krooks was eligible for a deduction of more than $30,000.

Families who hope to take large medical deductions for special-needschildren probably need expert tax advice. But Mike Walther of Oak Wealth Advisors in Deerfield, Ill., who has helped many families with such
children, offers these general tips:

Establish the medical need for the special education or therapy. Note that it must be "primarily" to treat the issue. In one case, a mother couldn't take a deduction for sending her son to military school, even though it
helped him, because the program wasn't primarily to treat his issues.

Make sure to have the treatment prescribed by a doctor or other licensed health-care professional before it takes place.

Keep careful records supporting the deduction, from prescription letters and canceled checks to travel mileage. "This is what's hardest for taxpayers," Mr. Walther says, "but it makes all the difference."

The Biochemistry and Molecular Biology of Autism Subgroups

2011-11-07T16:38:00.000-08:00

From the highly-recommended Blog Talk Radio show The Coffee Klatch: George Washington University Professor Dr. Valerie Hu, whose son Matthew has autism, on her search for elusive biomarkers and biologically-based therapeutics for ASD.

Listen to internet radio with The Coffee Klatch on Blog Talk Radio

You can read her recent article, Decoding The Spectrum, here: http://www.gwu.edu/~magazine/archive/2010_summer/feature_pdf/Autism_Sum10.pdf

"Planning for Life After Special Education" - A Transition Services Online Manual

2011-11-06T18:04:00.000-08:00

Whenever we come across material that's well-done, interesting and informative, we're happy to pass it along.

Here's yet another manual for transition, this one edited by the Disability Law Center, in conjunction with three other organizations whose work we strongly support: the Federation for Children with Special Needs, the Institute for Community Inclusion and Massachusetts Advocates for Children.

What sets this one apart is its interactive online format, which features embedded video, questionnaires and other practical tools and a wealth of useful links.

You can access it here: http://www.dlc-ma.org/_manual/LASE_manual.htm

Transition Services at NESCA

The term "transition" as used at NESCA refers to an extended, effectively planned passage into adulthood beginning in the mid-teens, during which an individual acquires the life skills necessary to move successfully beyond high school into post-secondary education and eventually, the workplace, with the greatest possible degree of independence.

NESCA offers transition planning and consultation services led by Sandy Storer, LICSW, a former LEND Fellow with more than a decade of public school and private practice experience working with students with Asperger’s Syndrome and related disorders. While she has special expertise in that area, she also supports many other students with attentional, organizational or other learning challenges.

Navigating College Handbook - A New Guide by The Autism Self Advocacy Network

2011-11-04T15:28:00.000-07:00

ASAN, the Autistic Self Advocacy Network, is an organization run by and for adults with spectrum disorders whose motto is, "Nothing about us, without us!" According to its mission statement, the group "seeks to advance the principles of the disability rights movement with regard to autism."

It was founded by Ari Ne'eman, a leading proponent of neurodiversity who was appointed by President Obama to the National Council on Disability, where he chairs the Council's Policy and Program Evaluation Committee. He also serves on the Interagency Autism Coordinating Committee within the Department of Health and Human Services.

You can learn more about ASAN here: http://www.autisticadvocacy.org/

ASAN has just published a guide to survival in college written for their peers by young adults with autism who have made a successful transition. It is full of sound advice and clever coping strategies. You can download a copy here: http://www.disabilityscoop.com/2011/10/25/handbook-college-autism/14313/

A New Guide - "Transitioning Teens with Autism Spectrum Disorders"

2011-11-04T11:08:00.000-07:00

Founded in 2006, The Autism Consortium is an organization committed to collaborative research into autism, its diagnosis and treatment. Its membership includes virtually all of Boston's top hospitals and other academic medical centers. Their mission statement notes, "Great minds do not think alike. Contrary to the cliché, great minds think in complementary ways to generate insights into seemingly intractable problems. Autism Spectrum Disorder is such a problem. The Consortium is dedicated to finding solutions and is in a unique position to succeed."

The Consortium has just published an informative and indeed, essential guide to a subject very much on the minds of most parents of adolescents with significant special needs, whether or not they have been diagnosed with spectrum disorders.That is, how should families prepare themselves, legally and financially, and their children for the onset of adulthood at age 18, to ensure that they have the functional life skills to move beyond secondary school with some degree of independence and security?

You can download a PDF of the booklet, Transitioning Teens with Autism Spectrum Disorders, for free, here: http://www.autismconsortium.org/empowering-families/transitioning-teens-with-autism-spectrum-diso-2.html

What Happens at Age 18? A Talk 11/14 on Transition

Please let us remind you that NESCA is sponsoring a talk on the legal aspects of transition from 7:00 - 9:00 pm on Monday, November 14th, by Attorneys Harry M. Margolis and Peter A. Hahn. RSVP to Ty Curran by calling 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com.

The Effects of Fast-Paced Cartoons (on Executive Functioning)

2011-10-31T12:45:00.000-07:00

Dimitri Christakis, M.D., M.P.H. is a Professor of Pediatrics, Director of the Child Health Institute at the University of Washington, and a pediatrician at Children's Hospital in Seattle, where he also serves as Director of the Center for Child Health, Behavior and Development. He is the author of over 100 original research articles and a textbook of pediatrics. Dr. Christakis is also the author of "The Elephant in the Living Room: Make Television Work for Your Kids".

In the October, 2011 issue of Pediatrics, the official journal of the American Academy of Pediatrics, he published a provocative piece entitled "The Effects of Fast-Paced Cartoons," in which he argues that "Connecting fast-paced television viewing to deficits in executive function regardless of whether they are transient, has profound implications for children's cognitive and social development that need to be considered and reacted to."

He goes on to argue that "our short attention spans have us processing information superficially. Accommodating the distractible mind will inexorably lead to a paucity of thoughtfulness that the increasingly complex and nuanced world we inhabit requires."

The article is well worth reading. You can find it here: http://pediatrics.aappublications.org/content/128/4/772.full

What Happens at Age 18? Transition Planning for Children with Special Needs

2011-10-23T15:53:00.000-07:00

A Conversation with Attorneys Harry M. Margolis and Peter A. Hahn of Margolis & Bloom, LLP, Boston

When: Monday, November 14, 2011, 7:00 – 9:00pm

Where: NESCA, 55 Chapel Street, Newton, MA 02458

Introduced by NESCA Transition Specialist Sandra Storer, LICSW (http://nesca-newton.com/bio_SStorer.php), Attorneys Margolis and Hahn will discuss the bewildering, emotionally fraught but far-reaching and consequential legal and financial questions parents must address as their special-needs children approach their 18th birthdays.

Their topics will include:

· Special education

· Post high school educational programs

· Eligibility for public benefits

· Special needs estate planning by parents

· Decision-making for adult children

· Guardianship and conservatorship

This will be a very important presentation not to be missed!

Light refreshments will be served from 6:30pm, and there will be ample time for questions and answers. There is plenty of free, off-street parking. Admission is free but seating is limited. R.S.V.P. to Tyler Marie Curran or Tim Brown at 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com.

Our Speakers

Founder of the Academy of Special Needs Planners and a member of the American College of Trust and Estate Counsel, Harry Margolis, Esq. (http://www.margolis.com) has been named one of Massachusetts’ “Super Lawyers” for six consecutive years. He also operates the informative website http://specialneedsanswers.com/.

Harry M. Margolis, Esq.

Of counsel to Margolis & Bloom, Peter Hahn, Esq. (http://www.peterhahnlaw.com/) practices special education law in Newton, MA and is a frequent speaker on the subject, for organizations including the Asperger’s Association of New England and the Federation for Children with Special Needs. For the past two years he has served as Chair of the Juvenile and Child Welfare Section of the Massachusetts Bar Association.

Peter A. Hahn, Esq.

Drs. Ann Helmus and Kelly Lowery on Neuropsychological Evaluation

2011-10-22T05:22:00.000-07:00

This week, NESCA Director Dr. Ann Helmus spoke on the topic "Understanding Neuropsychological Evaluation" to an audience of about 100, the maximum number we are able to accommodate.

So many more people have since called to express interest in attending that we have decided to add a second session! This will be a repeat of the October 20th presentation.

When: Thursday, November 10th, 7:00 - 9:00pm

Where: NESCA, 55 Chapel Street, Newton, MA 02458

On Thursday, November 10th, from 7:00 - 9:00pm, she will repeat her presentation, assisted by Kelly Lowery, Psy.D. They will discuss the process of neuropsychological evaluation, and how a good evaluation will enhance your understanding of your child’s learning style and its impact on their educational needs.

They will also focus on the written report generated by the evaluation and what you should expect of it: timely delivery, insightfully integrated test data, a recognizable portrait of your whole child, and a set of very specific recommendations easily understood and implemented by all concerned.

This presentation is, as always, free of charge. Seating is limited, so R.S.V.P. quickly to Ty Curran or Tim Brown at 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com.

There is ample free parking. Light refreshments will be served.

Lisa Cohen's Artistic Animal Imagery! NESCA "Gallery" Opening Friday, October 21st

2011-10-18T17:11:00.000-07:00

Lisa Cohen, an accomplished Watertown-based professional photographer, has earned her reputation for outstanding work. She provides a range of photographic services for corporate and non-profit organizations, and is known for her memorable portraits and images of weddings and family events.

Lisa has been a freelance photographer for the Boston Globe, the Boston Herald and Boston Business Journal. Among her clients are Harvard University, MIT, Massachusetts General Hospital, Dana Farber Cancer Institute, Boston Symphony Orchestra and the Hood Corporation. And, ahem, NESCA!

Lisa took all of the portraits of our staff that appear on NESCA’s website. She has also photographed celebrities, including Ben Affleck, and politicians, including Governor Deval Patrick, plus well-known corporate leaders and sports figures.

You can see more of Lisa’s work with humans here: http://www.lisacohen.com/Site/Lisa-home.html

Call it a sideline or specialty, but Lisa has also become exceptionally adept at artistic pet and animal portraiture. As she explains, at the “fierce urging” of her daughter Julia, Lisa and her family took in their first rescue dog and named him Lucky. With a new-found appreciation of all things dog, she started photographing Lucky as well as other local dogs.

Inspired by Andy Warhol, Lisa started creating pop art images from her photographs. She now accepts private commissions, sometimes working with the pet owner’s own images. She now accepts private commissions, sometimes working with the pet owner’s own images. You’ll find some good examples here: http://snaptails.com/snaptails/snaptails.html

Starting on Friday, October 21^st, a must-see selection of Lisa Cohen’s animal art will be on display at NESCA. We look forward to welcoming you! Enjoy it while you’re in our offices.

Save The Date: Monday, November 14, 2011 Legal Planning for Transition

2011-10-15T18:38:00.000-07:00

At NESCA on Monday, November 14, from 7:00 - 9:00pm, Attorneys Harry Margolis and Peter Hahn of Margolis & Bloom, LLP will speak on the sometimes difficult questions confronting parents as their children with special needs approach their 18th birthdays. Their topics will include:

· Special education

· Post high school educational programs

· Eligibility for public benefits

· Special needs estate planning by parents

· Decision-making for adult children

· Guardianship and conservatorship

This will be an important presentation not to be missed, seating will be limited and turnout is sure to be large!

Please save the date and check in again soon for more details.

Some FAQs About Transition Planning and Consultation

2011-10-12T08:51:00.000-07:00

Our recent post about Sandy Storer's transition services prompted quite a number of questions, which she's answered below. Please let us know if there's anything of concern to you she hasn't covered.

Appointments with Sandy may be booked by calling Ty Curran or Tim Brown at 617-658-9800 or emailing tcurran@nesca-newton.com.

What do we mean by transition?

Transition in this context is the process of moving from one life stage to another. The movement from secondary school to college and beyond, into the workplace, can be an exciting but daunting experience. Our society has, in practice, addressed transition arbitrarily as an individual event that coincides with the milestone of completing high school.

At NESCA, we are redefining transition as a process that anticipates this milestone and extends beyond it, in recognition that ideally, the movement in transition should begin early and continue well beyond the event.

What is transition planning and consultation?

Transition planning and consultation involves nurturing and understanding the post-secondary vision of a young adult, and helping that student and his/her family identify the resources, services, skills, and strategies necessary to realize that vision.

We believe that young adults and their families will benefit from the development of a long-term relationship dedicated to constructing a solid bridge to adulthood that will remain supportive beyond the conclusion of secondary school.

Why do we need this?

The transition from high school into college, vocational training, employment and/or independent living is a big shift and is stressful for every student, but for those with disabilities it can be that much more challenging. Research suggests that students who have participated in active planning toward their own vision will experience more success and satisfaction as young adults. It is important to remember that skills necessary for living a fulfilling and independent life go beyond academic success in high school.

Why should we begin now?

Learning to cross the street, attend a sleep-over, buy one's own ice cream cone and make a phone call are all early steps toward transition. The list of skills to be mastered is infinite (aren't we all still working on something?) and prioritized based on the student's vision, but the more skills a student can truly master before making the transition the easier it will be for everyone. In whatever novel situation follows high school, the more automatic a skill is, the more easily it will transfer to a new routine and setting.

How does this differ from the process in the public schools that sets IEP goals and produces the Transition Planning Form (TPF)?

We work closely with families and schools to optimize the use of the TPF and to assure that it is closely aligned with the student's vision and IEP goals. However, transition planning often needs to go much further. Transition services at NESCA complement school-based services and remain available to a student through the entire transition period.

Does NESCA perform transition assessments?

Yes, transition assessment is an important aspect of the planning process. In many cases the neuropsychological evaluation will serve as a starting point from which other formal and informal assessment needs will be identified. Assessment is an ongoing process and is highly individualized.

Who would benefit from transition planning and consultation?

This is a highly personal decision for each family and there is no age too early or too late. Massachusetts mandates that schools address transition goals beginning at age 14, but there are advantages to beginning to address transition even earlier.

This allows a student and his/her family to enter into the school conversation fully prepared and with a better-defined vision to guide their work. It also allows the family to incorporate the long-term vision into their lifestyle and parenting decisions. Transition planning can also be provided for students later in the transition process as well as for those that have completed high school.

Who provides transition planning and consultation at NESCA?

Sandy Storer, LICSW is our transition specialist. She has special expertise in working with students with Asperger’s Syndrome or related disabilities, but can often be of assistance to students with other challenges. Sandy has 13 years of experience working with this population in the public schools and, more recently, in the Northeastern University Disability Resource Center. In 2009, she was a Leadership Education in Neurodevelopmental Disabilities (LEND) fellow, devoting her studies to the issues and barriers faced by students with Asperger’s Syndrome in the transition to higher education.

How frequently are sessions held?

Generally, the process begins with 2-3 tightly spaced meetings to facilitate intake, the development of a relationship and strategic planning. In some cases, it may be advisable for the transition specialist to attend neuropsychological testing feedback sessions to facilitate a common understanding and coordinated care. Subsequent meetings will be scheduled as necessary to monitor and revise the transition plan. This is highly individualized and can range from monthly meetings to as few as 1-2 times per year.

What is the fee for this service?

The fee is $135/hr for direct and indirect services, including feedback session participation, liaison with outside providers, school observations, report writing, etc. This service is billed as "transition consultation" and is not covered by most insurance plans.

Transition Planning and Consultation

2011-10-07T18:42:00.000-07:00

Led by LEND Fellow Sandy Storer, a licensed clinical social worker with more than a decade of both public school and private practice experience in this field, NESCA now offers transition planning and consultation to the families of adolescents moving from secondary into post-secondary education and beyond, into the workplace.

This can be an exciting but daunting experience for all involved. We are redefining transition as a longer process that early on, anticipates the traditional milestone of high school graduation and then extends beyond it, in recognition that the movement in the transition process should begin early and continue beyond the event.

Effective transition planning and consultation involves understanding and nurturing the post-secondary vision of a young adult, and helping that student and his/her family identify the resources, services, skills, and strategies necessary to realize that vision.

We believe that young adults and their families benefit from the development of a long-term relationship dedicated to constructing a solid bridge to adulthood that remains supportive beyond the conclusion of secondary school.

Prep School Learning Support Programs - A Special Presentation at NESCA 10/13

2011-10-06T10:10:00.000-07:00

The response to our October 13th program on the supports available through prep schools to students with learning challenges has been terrific, so much so that we have arranged to use a larger meeting room able to accommodate all who wish to participate! Look for our signs in the 55 Chapel Street lobby.

Now, our challenge is to assure that we have enough chairs to seat everyone, not to mention an adequate supply of refreshments. If you're planning to attend, we ask that you R.S.V.P. to Ty Curran or Tim Brown at 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com.

To reiterate, the program will feature a panel discussion, moderated bby NESCA Director Dr. Ann Helmus, by the directors of admission from six New England college preparatory boarding schools:

      Brewster Academy, Wolfeboro, New Hampshire
      Cushing Academy, Ashburnham, Massachusetts
      Miss Hall's School, Pittsfield, Massachusetts
      New Hampton School, New Hampton, New Hampshire
      Proctor Academy, Andover New Hampshire
      Salisbury School, Salisbury, Connecticut

It is co-sponsored by Educational Consultants Howland, Spence & McMillan of Boston.

A Talk by Ann Helmus October 20th: Understanding Neuropsychological Evaluation

2011-10-01T08:13:00.000-07:00

Please join us from 7:00 – 9:00pm on Thursday, October 20^th in our offices at 55 Chapel Street in Newton for a very special presentation by NESCA Founder and Director Ann Helmus, Ph.D.

Dr. Helmus will discuss neuropsychological evaluation, and how, properly done, it can greatly enhance your understanding of your child’s learning style and its impact on their educational needs.

She will focus on the written report generated by the evaluation, which should be both timely and much more than a recitation of test scores couched in psychological jargon. A really excellent report will insightfully integrate this data into a recognizable portrait of your whole child, and include a set of very specific recommendations easily understood and implemented by all concerned.

Seating is limited, so R.S.V.P. to Ty Curran or Tim Brown at 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com.

The Most Fundamental Issues Confronting Families of Children with Disabilities - A Seminar in Waltham September 20, 2011

2011-09-12T11:06:00.000-07:00

That's the title of an important upcoming seminar on the financial, social and legal issues facing those who care for an individual with disabilities. Hosted by Merrill Lynch Wealth Managment, it will take place at 6:00pm on Tuesday, September 20th, at the Embassy Suites Hotel, 550 Winter Street, Waltham, MA 02451.

It will focus on the following significant concerns:

-- Defining your intentions for your child now, and when you
    are gone;

-- Using your assets efficiently to preserve your child's current
    quality of life through supplemental income, while
    maintaining government benefits;

-- Preserving your estate for family or charitable
    organizations;

-- Balancing all of your financial goals while providing for a
    loved one with a disability.

The presenters will include Special Needs Trust Attorney Nelson Raust of Hinckley, Allen & Snyder, LLP, Special Education Attorney Dan Heffernan of Kotin, Crabtree & Strong and Financial Advisors Steve Hutter and Roland Butler of Merrill Lynch Wealth Management.

RSVP by September 16th if possible to Ron Shaw at Merrill Lynch by calling 781-431-4010, or email Ronald.Shaw@ml.com.

We'll be there!

Now at NESCA - Barbara Bissonnette's College to Career: Asperger’s Syndrome & NLD Employment Intensive©

2011-09-09T10:41:00.000-07:00

Barbara Bissonnette is principal of Forward Motion Coaching and author, among other works, of The Asperger's Syndrome Workplace Survival Guide, a nominee for the Autism Society’s “Outstanding Literary Work of the Year” award. She frequently conducts seminars and workshops on career development for people with Asperger’s Syndrome, NLD and other social communications challenges.

Next up will be her College to Career: Asperger’s Syndrome & NLD Employment Intensive© The Intensive consists of ten, 2 ½-hour sessions, each from 6:30 – 9:00pm, on consecutive Mondays from October 3rd to December 5th. For the first tme, it will take place in NESCA’s offices (55 Chapel Street, 2nd Floor, Newton, MA 02458).

College to Career is designed to guide students and graduates with Asperger’s Syndrome and Nonverbal Learning Disorder through the job search process. Group meetings provide detailed, step-by-step instruction on everything from career research to resume writing, networking and interviewing. Weekly assignments build skills and confidence, and offer hands on experience with resume writing, networking, interviewing and more. Individual check-ins provide personalized assistance and support throughout the program.

Topics include: decoding the language of job postings; networking; overcoming telephone phobia; thinking like an employer; marketing yourself without lying; disclosure and accommodations; and staying motivated. A comprehensive section on interviewing explains how to navigate a job interview, answer common questions, discuss salary, convey enthusiasm and more.

Three books, assessments, worksheets, articles, a written resume critique and checklists are included. Group size is limited to 8 to ensure full participation by all. The material is geared to individuals who are seeking competitive (not sheltered or supported) employment.

Please do pass this information on to individuals who are struggling to find employment. A more detailed description of the program, downloadable brochure and registration form are on the Forward Motion Coaching web site: www.forwardmotion.info/collcareer.html

A Very Special Presentation 10/13/11: Learning Support Programs in College Preparatory Boarding Schools

2011-09-08T09:31:00.000-07:00

We cordially invite you to join us from 6:00 - 8:30pm on Thursday, October 13, 2011 for a panel discussion by the Directors of Admission from six excellent college preparatory boarding schools with integral learning skills programs.

At these schools, students with learning differences--for example, ADHD or language-based learning disabilities--have structured supports built right in to their regular academic programs, not offered as add-ons or pull-outs. Using representative evaluations, panelists will describe how their schools meet the needs of bright students who benefit from support. A question and answer period will follow.

Panelists will include the Directors of Admission from:

Brewster Academy, Wolfeboro, New Hampshire
Cushing Academy, Ashburnham, Massachusetts
Miss Hall's School, Pittsfield, Massachusetts
New Hampton School, New Hampton, New Hampshire
Proctor Academy, Andover New Hampshire
Salisbury School, Salisbury, Connecticut

This special event is co-sponsored by NESCA and Howland, Spence & McMillan, Educational Consultants. Refreshments will be served at 6:00pm with the presentation beginning at 6:30. It will take place in NESCA's offices on the second floor of 55 Chapel Street, in Newton. There is ample free parking.

The discussion will be moderated by NESCA Director Dr. Ann Helmus and Faith Howland of Howland, Spence & McMillan.

We hope this program will interest 7th and 8th grade parents, their friends and families, along with heads of school, learning specialists and their colleagues. All are welcome!

Seating is limited, however, so R.S.V.P. to Tyler Marie Curran or Tim Brown at 617-658-9800, ext. 0, or by email to tcurran@nesca-newton.com.

Neurofeedback for Adolescent Depression? Research by Dr. Laurence Hirshberg

2011-08-04T08:51:00.000-07:00

Last May, we were fortunate to have had as one of our seminar speakers Laurence Hirshberg, Ph.D., director of the NeuroDevelopment Center in Providence, R.I. and a professor at Brown University Medical School.

Dr. Hirshberg is a pioneer in the field of neurofeedback, a type of biofeedback with the potential to alter brain function. It is already used to treat a wide variety of neurologically-based conditions, including ADHD, without medication.

He is currently researching the use of neurofeedback in the treatment of adolescent depression. The working hypothesis is that the brain can be trained, by visible and audible cues, to think more positively in general, thereby elevating mood.

Dr. Hirshberg's work has been featured in two recent reports on WBUR 90.9. You can read the first, by Carey Goldberg on July 29th in the CommonHealth blog, here: http://commonhealth.wbur.org/2011/07/neurofeedback-depression/

Dr. Hirshberg was then interviewed, on August 2nd, by Radio Boston's Adam Ragusea, who suddenly found himself enlisted in the study. You can listen to the interview, and read a transcipt, here: http://radioboston.wbur.org/2011/08/02/commonhealth-teen-brain

It's fascinating, cutting-edge stuff, and well worth a listen!

International Evaluations at NESCA

2011-07-26T08:05:00.000-07:00

In recent weeks, NESCA has been privileged to see clients from China, Malaysia, Bangladesh, Turkey, Dubai and the Philippines. In some of those nations, neuropsychological evaluation and related services are unavailable, undeveloped or inaccessible.

Many of them were referred by educational consultants assisting families in finding appropriate American private or secondary school placements for their children, according to their individual learning styles.

Recognizing that these families, so far from home, cannot invest the several weeks it might ordinarily take to complete an evaluation, we have developed a special, international testing protocol that greatly condenses the process without compromise, sometimes into a single day or two.

It's fairly intensive on our end, requiring a team of clinicians, one testing and the other recording behavioral observations and impressions contemporaneously, as a psychometrician scores tests already completed. Analyzed and summarized overnight, the results are presented verbally at a feedback session the next morning, with a full report following in 3-4 weeks. In several cases, we have actually arranged the services of an interpreter.

We welcome and truly value our international clientele, for the cultural perspectives they bring, the consciousness-raising they do and for generally keeping us on our toes!

Dr. Ann Helmus Interviewed in The Huffington Post

2011-07-12T11:12:00.000-07:00

NESCA Director Dr. Ann Helmus was recently interviewed by Obstetrician Adam Wolfberg, M.D., whose blog appears in The Huffington Post. The subject was effectively co-parenting children with special needs, while maintaining a balanced, healthy relationship. She offered some practical suggestions, drawn from years of experience. You can find them here: http://www.huffingtonpost.com/adam-wolfberg-md/does-a-childs-disability-_b_894236.html

In the interest of complete transparency, we should disclose that Dr. Wolfberg's wife and soon-to-be Psy.D. is Kelly Lowery, our superbly overqualified and shockingly competent pre-doctoral intern, who has been training with Dr. Helmus for almost two years.

Dr. Wolfberg's forthcoming book, Fragile Beginnings: Discoveries and Triumphs in the Newborn ICU, can be pre-ordered on Amazon, here:
http://www.amazon.com/Fragile-Beginnings-Discoveries-Triumphs-Newborn/dp/0807011606/ref=sr_1_1?ie=UTF8&qid=1310493654&sr=8-1

Dr. Ann Helmus to Provide Pro-Bono Services on Eluethera in the Bahamas

2011-06-18T09:34:00.000-07:00

Early in July, 2011, NESCA Director Dr. Ann Helmus will travel to Eleuthera, one of The Bahamas’ family islands, where she will spend a week testing children with a range of learning and developmental disabilities and providing other services, free of charge. She will be working on behalf of Exceptional Educational Outreach Bahamas (EEO), an organization established in 1998 to deliver special educational services in relatively undeveloped areas where none at all had previously been available.

EEO is based in the central Eleuthera community of Governor’s Harbour, where they operate the Center for Exceptional Learning, a unique, full-time special education program developed by EEO in partnership with the Bahamian Ministry of Education. Their mission is “to provide special education and literacy outreach programs to students and their communities in Eleuthera and Harbour Island, because every child should be given learning opportunities to reach their full potential.” EEO also supports resource centers in four other relatively remote villages on the island, and has served more than 1000 students.

Exceptional Educational Outreach Bahamas is a 501c3 charitable organization chartered in Miami, Florida; contributions to EEO are therefore fully tax-deductible. You can learn more about the organization and its activities by visiting their website: http://www.eeobahamas.org/, where you can also subscribe to their newsletter.

NESCA and its clinicians either sponsor or provide pro-bono services through a number of organizations, including the Asperger’s Association of New England (AANE), Federation for Children with Special Needs, Mass. Advocates for Children (MAC), the Sudanese Education Fund and Epiphany School.

More Staff Seminars - Winter, 2012

2011-06-15T13:54:00.000-07:00

Since our last post, we've added three more, exceptionally interesting seminars to the schedule. Please call or email Todd Helmus for additional information.

January 24th, 2012

Adele Raade, Ph.D., CCC-SLP, BC-ANCDS
Dr. Adele Raade is an adjunct assistant professor in the Department of Speech, Language and Hearing Sciences of Boston University. She also operates a private practice in Reading, MA called Raade Communications Connections: Sensitive Services for Children Touched by Adoption or Foster Care. Dr. Raade specializes in the assessment and treatment of young, internationally-adopted children.
http://www.bu.edu/sargent/files/2009/09/RaadeCV1.pdf

February 7th, 2012

Julie Bogdanski, M.A.
Julie Bogdanski is director of the Lindamood-Bell Learning Processes Center in Arlington, MA. Lindamood-Bell develops language processing so every child can learn to their potential. Ms. Bogdanski will discuss Lindamood-Bell's programs in general and particularly, their new “Symbol Imagery” test and its use in the center’s reading evaluations.
http://www.lindamoodbell.com/

March 6th, 2012

Richard McManus
Richard McManus is a psychologist, teacher and educational consultant with more than 30 years of experience in all settings, public and private. He is director of Beal Street Academy, a small, private school in Hingham, MA which offers intensive educational intervention to children at all grade levels in order to improve their academic performance. The Fluency Factory, a Precision Teaching learning center, is their affiliated tutoring service.
http://www.bealstreetacademy.com/index.htm

http://www.fluencyfactory.com/

NESCA Staff Seminar Series - Fall, 2011

2011-06-06T17:13:00.000-07:00

At NESCA, we believe that it's important for our staff to stay abreast not only of the latest research in our own field, but also of evolving standards of best educational practice and the capabilities of educational software and other assistive technologies. We also want them to be aware of the many other excellent resources available locally to which they might confidently refer clients as necessary.

To that end, we organize and strongly encourage our clinicians to participate in on-site, weekly seminars featuring guest experts addressing topics of interest. Here's our schedule through January 10, 2012, along with a roster of guest speakers:

September 27th

Barbara Bissonnette
Barbara Bissonnette is principal of Forward Motion Coaching, a certified coach and author, among many other notable publications, of The Asperger’s Workplace Survival Guide: A Neurotypical’s Secrets of Success. This book was a nominee for The Autism Society’s “Outstanding Literary Work of the Year” award. http://www.forwardmotion.info/

October 11th

Tessa Kolff, M.Ed., BCBA
Tessa Kolff is principal of Steps to Success, LLC of Lexington, MA. Steps to Success is a dynamic provider of behaviorally-based consultation and educational services utilizing an applied behavior analysis (ABA) model. Unlike many other behavioral services providers, Steps to Success works with special needs, typical, and emotionally and behaviorally disturbed children of all ages. http://www.linkedin.com/in/stepstosuccessllc

October 25th

Tal Baz, M.S., OTR/L
In her Cambridge private practice, Ms. Baz provides occupational and speech therapy to children with developmental challenges using the DIR/Floortime (developmental, individualized, relationship-based) model, which she also teaches to professionals at The Astra Foundation. http://nesca-news.blogspot.com/2010/01/tal-baz-ms-otrl-on-dirfloortime-model.html

November 8th

David Stein, Psy.D.
Dr. David Stein is on the staff of the Developmental Medicine Center of Children’s Hospital Boston, where he is a supervisor in the Down Syndrome program. He will speak on Intellectual Disability. http://www.childrenshospital.org/clinicalservices/Site2845/mainpageS2845P0.html

November 15th

Elizabeth Fay Russell, M.A., C.A.G.S.
Elizabeth Russell, a certified school psychologist and guidance counselor, is Director of Admissions at Cotting School, in Lexington, MA. She will discuss Cotting School’s diverse population, programs and services. http://www.cotting.org/site/PageServer?pagename=home

November 22nd

Michael Delman, M.Ed.
Michael Delman is founder and president of Thinking Outside the Classroom, a Framingham, MA-based tutorial and coaching service specializing in the remediation of Executive Function deficits. After eight years of teaching, he co-founded the Christa McAuliffe Regional Public Charter School in Framingham, and served as its principal for four years. http://www.thinkingoutsidetheclassroom.com/coaches.php

December 6th

Karen Levine, Ph.D.
Dr. Levine is a developmental psychologist, instructor at Harvard Medical School, was co-director of the Children’s Hospital Boston Autism program in the early nineties, and now is Clinical Director of the Autism Program at Cambridge Health Alliance. She is co-author, with Noami Chedd, of the 2007 book Replays: Using Play to Enhance Emotional And Behavioral Development for Children With Autism Spectrum Disorder. Dr. Levine will speak about a recent update to Replays, now known as Affective Behavioral Play Therapy (ABT), and also about observing school programs.

Dr. Levine also has a private practice in Lexington, MA called “Helping Children with Challenges.” http://www.drkarenlevine.com/drkarenlevine/

Jan. 10th, 2012

Dr. Sasha Yampolsky, Sc.D., CCC-SLP
Dr. Sasha Yampolsky is director of the Needham Speech-Language and Reading Clinic, which specializes in the connection between spoken and written language. Its mission is to help children and young adults overcome the barriers they face due to reading and language difficulties. Dr. Yampolsky holds a doctoral degree in speech-language pathology, with a focus on psycholinguistics, from Boston University. She was also Fulbright Scholar in Stockholm, Sweden, where she researched speech recognition technology. http://www.nslrc.com/Director.html

Already agreed to participate in the program early in 2012, but not yet firmly scheduled, are Julie Bogdanski of Lindamood-Bell in Arlington, MA and Dr. Alex Taylor of the Brain Injury Center of Children’s Hospital Boston (on concussion). Landmark School's outreach program will also be making a presentation on reading fluency.

Social Skills Groups at NESCA

2011-06-03T09:41:00.000-07:00

Social skills groups are now forming for early Fall, 2011.

NESCA social skills groups utilize a unique yoga-based approach. The program is rooted in the belief that self-awareness and emotional regulation are essential foundations for social success. Group sessions incorporate conscious movement, breathing exercises, and relaxation techniques along with cooperative activities and games. Participants will gain insight into their own physiological and emotional processes while learning to apply strategies to effectively regulate themselves and increase success in social situations.

NESCA social skills groups are appropriate for children and adolescents ages 6-18 who present with challenges in the areas of emotional regulation, social cognition, and attention. Groups are formed based on the individual needs of participants. NESCA recognizes the importance of grouping children appropriately in order to ensure the best possible experience. For this reason, all interested participants are required to complete an intake session which involves individual work with the child on the yoga mat as well as a parent interview. If an appropriate group is not available, individual yoga-therapy sessions may be recommended.

All groups will be led by Hannah Gould, M.Ed, RYT.

Ms. Gould is an experienced yoga therapist, social skills group leader and special education teacher. For over a decade Ms. Gould has worked in educational and therapeutic settings serving children with Autism Spectrum Disorders, ADHD, learning disabilities, and emotional / behavioral challenges. Ms. Gould promotes the success of all participants through the use of visual supports, concrete feedback, and an emphasis on mutual respect and self-advocacy.

For more information or to schedule an intake session please contact Hannah Gould at (617) 658-9823 or by email at hgould@nesca-newton.com.

Do Different Subgroups on the Autism Spectrum Have Characteristic Profiles of Genetic Expression?

2011-05-20T19:06:00.000-07:00

George Washington University Professor of Biochemistry and Molecular Biology Dr. Valerie Hu is a leading researcher in the quest to identify elusive genetic or other biomarkers that could lead to definitive blood or other diagnostic tests for autism spectrum disorders not based solely on behavioral observation.

Her novel approach considers the hormonal regulation and expression of certain genes in individuals with autism, in an effort to develop specific biological profiles associated with different subgroups on the spectrum and their particular sets of symptoms. If validated, her work could lead to the development of more effectively targeted therapies.

Dr. Hu presented some preliminary findings in a GW Magazine article entitled "Decoding the Spectrum". In it, she also noted that her quest was personal, because she has a son on the spectrum. You can read it here: http://www.gwu.edu/~magazine/archive/2010_summer/feature_pdf/Autism_Sum10.pdf

She also discusses her findings in this interview on BlogTalkRadio. It's fairly demanding scientifically, but well worth a listen.

Listen to internet radio with The Coffee Klatch on Blog Talk Radio

Dr. Nancy Roosa to Speak on Links between Learning Differences and Anxiety

2011-04-19T17:39:00.000-07:00

NESCA's own Dr. Nancy Roosa will speak from 7-9pm on Tuesday, May 19th at Groton-Dunstable Regional High School, on the question, "How do learning differences contrbute to anxiety?" Her talk, free and open to the public, will take place in the school's 2nd floor library. The address is 703 Chicopee Row, Groton, MA 01450. No RSVP or registration is needed.

At this informative lecture, Dr. Roosa will discuss how learning differences can easily contribute to anxiety in children and adolescents. She will offer insight into the causes and effects of anxiety for students with a variety of disabilities and disorders - such as Autism Spectrum Disorders (including PDD-NOS and Aspergers), Nonverbal Learning Disorder, Language-Based Learning Disabilities, and Central Auditory Processing Disorder.

Dr. Roosa is a pediatric neuropsychologist specializing in working with children with attentional issues, learning disabilities, anxiety and developmental disorders, including Autism Spectrum Disorders. You can read more about her here: http://www.nesca-newton.com/bio_nroosa.php

Sponsored by the Groton-Dunstable SEPAC, this is one presentation you won't want to miss!

Does NESCA limit the number of clients its clinicians see?

2011-04-02T05:03:00.000-07:00

Other practices may not; we do.

Over the course of many years, we have found that irrespective of experience or reputation, no clinician can reliably perform more than ten evaluations per month and maintain the high standard of quality that we think characterizes the work done at NESCA.

A high quality, effective evaluation is time-consuming, requiring both careful observation with sustained attention to detail and rigorous, thoughtful analysis. Thorough and accurate evaluations may also require extensive document review, consultation with other professionals, school observations and participation in TEAM meetings. It is challenging to write—and deliver on time--a report that conveys a recognizable portrait of the whole child while persuasively framing a set of very specific recommendations which if implemented, will assure the most positive possible outcome.

At NESCA, we do our best to see that every child’s evaluation receives the time and attention it deserves, and that our reports are delivered on time.

Two New FAQs: What Are Fee-for-Service Providers? Does NESCA Ever Employ Them?

2011-03-23T09:34:00.000-07:00

In psychology practice, a fee-for-service (FFS) provider is an on-call, independent contractor engaged as needed to perform evaluations or provide other services, for a flat fee and under varying levels of supervision. While FFS practitioners must be licensed psychologists, they are not permanent employees of the practices through which their services are booked, and with which they may or may not have ongoing working relationships.

Principals in the practice may have less opportunity to monitor the quality of their clinical work on an ongoing basis. Clients thus have no assurance of effective follow-on care, and less recourse in the event that their experience is unsatisfactory.

NESCA never engages fee-for-service providers. Our ten seasoned clinicians, all full-time employees, have been extensively trained in pediatric neuropsychology, most by Dr. Helmus, and adhere to a set of high standards, using the same diagnostic protocols and reporting formats.

Fully vested in NESCA’s reputation, they draw freely upon each other’s expertise to assure the uniformly high quality of our work. They are supervised by, and accountable to, senior staff and strive to build long-term relationships with the families we serve.

Their skill and dedication are the foundation of NESCA’s success.

Katherine DellaPorta NESCA's New Post-Doctoral Fellow

2011-03-21T10:00:00.000-07:00

In September, 2011, we will welcome Katherine (Kate) DellaPorta, M.S. to NESCA as a post-doctoral fellow. A 2003 honors graduate of Boston College in psychology, she is now completing her Doctor of Psychology (Psy.D.) degree at Loyola College in Maryland.

Ms. DellaPorta is currently employed as a pre-doctoral intern by Comprehensive Outpatient Services, Inc. of Newton, MA, where she provides outpatient individual, family and couples therapy to children, adolescents and adults.

Kate’s professional experience includes a psychology externship at Mt. Washington Pediatric Hospital in Baltimore, MD, where she conducted psycho-diagnostic assessments of the cognitive, academic, behavioral and emotional functioning of children and adolescents with autism spectrum disorders, ADHD, learning disabilities, mental retardation, mood disorders and behavioral difficulties. She was also a cognitive-behavioral therapist.

Previously, she was a neuropsychology extern at The Center for Autism Spectrum Disorders of Children’s National Medical Center near Washington, D.C., where she performed full-scale diagnostic evaluations of children aged 5 -21 suspected of having ASD.

New Post-Doctoral Fellow in September: Angela Burke Currie, M.A.

2011-03-19T19:34:00.000-07:00

Angela Burke Curry, M.A. will be one of two new post-doctoral fellows at NESCA, starting in September, 2011. She is currently completing her Ph.D. in clinical psychology at Boston’s Suffolk University while interning at The May Institute in Randolph.

There, she provides outpatient assessment, intervention and individual therapeutic services to a diverse population suffering from various difficulties, including anxiety and mood disorders, autism spectrum disorders, trauma, substance abuse, personality disorders and psychosis.

Angela is a Summa Cum Laude graduate of Roger Williams University in Rhode Island, where she won numerous other academic honors and awards.

Her background also includes employment as director of a therapeutic summer camp for children with special needs aged 5 – 16, service to Special Advocates of New Hampshire as a court-appointed Guardian ad Litem on behalf of abused and/or neglected children, and two years as an adjunct faculty member at Suffolk University, where she taught undergraduate courses in general psychology and child development.

Dr. Erin Rachel Gibbons Will Join NESCA

2011-03-18T09:20:00.000-07:00

Joining NESCA in September, 2011 will be Dr. Erin Gibbons, who holds a Ph.D. in clinical psychology from Suffolk University in Boston. An honors graduate in psychology of Brown University in Providence, Rhode Island, Dr. Gibbons is completing her post-doctoral fellowship in neuropsychology in the Developmental Medicine Center of Children’s Hospital Boston, where she is a member of a multi-disciplinary team of specialists evaluating children with autism spectrum disorders, Down Syndrome and other genetic disorders, ADHD and learning and intellectual disabilities.

Dr. Gibbons is also a LEND (Leadership Education in Neurodevelopmental and Related Disabilities) fellow, a highly prestigious, federally-funded position administered by the nationwide Association of University Centers on Disabilities (AUCD). Her work entails providing advocacy for, and improving the health of individuals with disabilities and special health care needs.

Her previous experience includes an internship at the Aurora Mental Health Center in Aurora, Colorado, where she was trained to teach social skills groups for children and adolescents, to provide therapeutic services to individuals with dual diagnoses of developmental disability and mental illness, to conduct Dialectical Behavioral group therapy around anger management issues and to perform cognitive and neuropsychological testing of adults.

She also worked at The Home for Little Wanderers in Roslindale, MA, the Lemuel Shattuck Hospital in Jamaica Plain, MA (where clients included inpatients with chronic and severe mental illness, for whom she conducted mandated forensic reviews), the Dean College Children’s Center in Franklin, MA and The May Institute in Chatham, MA, as an ABA therapist.

Dr. Martha Herbert on "Understanding Autism: A Whole-Body Approach"

2011-03-16T06:59:00.000-07:00

On Tuesday, March 22nd at 6:30pm, the Braintree, MA Special Education Parent Advisory Council wiill sponsor a talk by Neurologist, noted MGH Autism Researcher and Harvard Medical School Professor Dr. Martha Herbert entitled, "Understanding Autism and How Research Can Help: An Overview of a Whole-Body Approach."

Dr. Herbert has spoken at NESCA before, and her leading-edge presentations are always stimulating.

This event will take place at the Thayer Public Library, at 798 Washington Street in Braintree. For directions, go to: http://www.thayerpubliclibrary.org/about_directions.html.

For additional information, please contact Dr. Herbert's TRANSCEND lab at Mass. General Hospital, at (617) 966-9766 or email transcend@partners.org. See you there!

Yoga and Autism: A Rewarding and Challenging Assignment

2011-03-08T18:16:00.000-08:00

That's the title of an article in the December, 2010 issue of the journal Yoga Therapy Today, by our own Hannah Gould, M.Ed., RYT. You can read it here: http://tinyurl.com/4s64u93

Featured in the piece is her work with Billy, a non-verbal adolescent with severe autism who is both a natural athlete and gifted painter. You can see--and buy--some of his work here: http://voicecolors.org/artgallery.html

Now a young adult, Bill has many more paintings available. Contact his family for details!

What is Applied Behavior Analysis?

2011-03-07T08:39:00.000-08:00

We thought it might be helpful to pass along the following link, to an article that rather more clearly and concisely than most explains Applied Behavior Analysis, or ABA.

http://www.autism-community.com/what-is-applied-behavior-analysis-aba/

Solidly evidence-based, Applied Behavior Analysis remains the most frequently recommended and employed technique for the instruction of children with autism, and modification of their behavior. It's therefore important to understand what it is, where it came from, how it ought to be done, and what it can and cannot reasonably be expected to accomplish.

Free Parent Seminar at NESCA 4/13/11: The Challenges of Adoption

2011-03-03T16:51:00.000-08:00

Wednesday, April 13 7:00 – 8:30pm

The developmental course of adopted children has often been influenced by experiences before arriving in their "forever" home. Dr. Stephanie Monaghan-Blout, Psy.D., a senior clinician at NECSA, will talk about the learning, social and emotional challenges facing many adopted children and their parents as they move from childhood to adolescence.

Dr. Monaghan-Blout worked for many years as an adolescent and family therapist before training as a pediatric neuropsychologist, specializing in the evaluation of children and adolescents with complex learning and emotional issues. She is a member of the Trauma and Learning Policy Initiative (TLPI) and is working with that group on an interdisciplinary guide to trauma-sensitive evaluations.

There is ample, free, off-street parking. Light refreshments will be served. For additional information about this and other NESCA programs for parents, please call Kelly Lowery at 617-658-9815, or email klowery@nesca-newton.com. We look forward to welcoming you.

Even BPA-Free Plastic Food Containers Release Estrogenic Chemicals

2011-03-03T13:04:00.000-08:00

In January, 2010, we reported that the Food and Drug Administration (FDA) was poised to reconsider its neutral stance on BPA (Bisphenol-A), a plasticizer commonly used in the manufacture of hard plastic products, including toys and food containers. The agency expressed "some concern about the potential effects of BPA on the brain, behavior and prostate glands of fetuses, infants and children."

Numerous studies had previously linked BPA, a known endocrine disruptor characterized as estrogenic (that is, in its reactions and effects, resembling the female sex hormone estrogen) , to a variety of health problems, including chromosomal damage, increased cancer risk and, in young children, the development of brain and behavioral abnormalities, including ADHD.

Pending additional federal regulatory action, Massachusetts has already moved independently to ban the use of BPA in baby bottles and sippy cups manufactured or sold in the state.

Manufacturers responded by introducing new, nominally safer product lines, including water and other bottles, made of alternative materials and prominently labeled "BPA-free."

Now, according to NPR, a new study has found that 70% of products made of BPA-free plastics nonetheless released estrogenic chemical residues into the foods they contact, in some cases in quantities greater than the containers they replaced!

You can read about this study here: http://tinyurl.com/4s6fh95

Why are we worried about this? Because children are our special concern, and we take with the utmost seriousness all possible insults to the developing brain. And, because we believe that no serious conversation about autism, its rise and its causes can fail to consider the role of environmental exposures, of all kinds.

What We Really Do and Don't Do

2011-02-20T10:51:00.000-08:00

Because we sponsor links on Google, each month we get a report from them on which of our keywords has been most frequently searched. Surprisingly, for the month of January, our most clickworthy keyword was "neurologist."

Now, that could be simply because "neuropsychologist" is hard to pronounce and harder still to spell, but it could also indicate that there is still some genuine confusion about who we are and what we do. Or don't do. Perhaps a brief explanation is therefore in order.

Pediatric neuropsychology has been described as "a specialty area (within the field) of psychology that applies knowledge of brain functioning in understanding how children think, learn and manage their behavior." Our clinicians are licensed psychologists who hold Ph.D. or Psy.D. degrees. They are doctors, yes, but not medical doctors.

Ours is not a medical office. Doesn't look or smell like one, either. No one wears a white lab coat, you won't see any intimidating medical equipment and most of our clients aren't sneezing. Our waiting room may remind you of your own living room, because we want you to feel comfortable in it. We give no injections, nor do we perform any invasive procedures.

Testing is mostly done across a desk, verbally, pencil-to-paper or on a laptop, but occasionally we do get down on the floor with your children. We're allowed to have fun, too. No headgear; no electrodes. We try very hard to make the whole proceess of evaluation as stress-free as possible.

If you're awaiting an evaluation, you might mention this to your child, to allay any anxiety he or she may be feeling about it. We hope this discussion has done the same thing for you.

A Seminar for Parents March 9th at NESCA: Yoga Therapy for Children with Autism

2011-02-19T03:29:00.000-08:00

Last week we launched a new series of evening seminars for parents, with a presentation by Educational Consultants Faith Howland and Linda Woodard. Next up, from 7:00 - 8:30pm on Wednesday, March 9th, is our own Hannah Gould, who will speak on her innovative use of yoga therapy to engage with children with autism. Here are the particulars:

Yoga Therapy 7:00 - 8:30pm, Wednesday, March 9
Hannah Gould, M.Ed., RYT will discuss her use of yoga therapy to promote greater self-awareness and more effective behavioral and emotional regulation in children and adolescents with autism spectrum disorders and other developmental challenges. Parents will gain a basic understanding of how mind-body techniques can be used to help children relax and focus, and will learn some simple exercises they can introduce to their children right away. Formerly a classroom special education teacher, Ms. Gould employs an educational approach to her work in order to ensure the optimal learning environment for each child. Ms. Gould has a recently published article in Yoga Therapy Today entitled "Yoga and Autism" and she is currently developing a yoga curriculum specifically for individuals with severe autism.

NESCA is located on the 2nd floor of 55 Chapel Street, in Newton. Please visit our website at http://www.nesca-newton.com/ for complete directions. There is ample free, off-street parking.

For additional information about our programs or to reserve space, please call Kelly Lowery at 617-658-9815, or email her at klowery@nesca-newton.com. We look forward to seeing you!

Bright Students with Different Learning Styles: The High School Search

2011-02-18T07:52:00.000-08:00

On Thursday evening, February 17th, NESCA’s Dr. Elizabeth Gatti joined with Adolescent Development Specialist Phebe Kiryk in hosting Founding Partner Faith Howland of, and Linda Woodard, senior consultant at the Boston-based educational consulting firm Howland, Spence & McMillan, for a presentation entitled, “The High School Search for Bright Students with Different Learning Styles.”

This forum, inaugurating NESCA’s new series of free parent seminars, took place in our offices at 55 Chapel Street, Newton, MA 02458.

Ms. Howland has been an educational consultant for more that 35 years. A former admissions director at Abbot Academy, she was the only female founding member of the Independent Educational Consultants Association (IECA). She was also a founding member and on the faculty of the summer Admission Workshop of the National Association of Independent Schools. Once a trustee of Milton Academy, Ms. Howland also served on the boards of Nashoba Brooks School and the Asheville School. In 2005, Faith was the recipient of the prestigious William B. Bretnall Award from the Secondary School Admission Test Board (SSAT) “for exemplary contribution to the field of independent school admission.”

Ms. Woodard has extensive experience counseling students and their families searching for appropriate placements in independent day and boarding high schools and then, colleges. Prior to joining Howland, Spence & McMillan, she taught at the Winsor School and was co-director of admissions at the Nobles and Greenough School.

In her presentation, she posed a dozen very good questions parents should ask of themselves and their children in preparation for school visits, and of the schools themselves in the course of an interview. Here they are.

For families first:

1.) What are my child’s academic strengths?

2.) What are my child’s academic challenges?

3.) What activities outside of the classroom are important for my child to have a sense of accomplishment and self-esteem at the next school?

4.) What type of environment is important for our family regarding the values taught, etc.?

5.) What are our goals for the next step after secondary school?

6.) When was our child’s last evaluation for learning style, and does it need to be updated before starting the school search process?

7.) Does my child qualify for accommodations for the SSAT?

And for schools:

8.) How accessible are teachers? Is it fairly convenient for students to get extra help?

9.) How does your advisor system run? How often do student and advisor meet?

10.) What type of learning support does the school offer? How accessible is it? How well are the teachers informed about differentiated learning? How does the Learning Specialist interact with the family? Is there a culture of interest and understanding about learning differences?

11.) What is the pace of the day? Is there time to see teachers for extra help? How much homework? What if my child needs accommodation in testing? Is that compensated for?

12.) Will my child be encouraged to be their own best self-advocate?

Our parent seminars are scheduled on the 2nd Wednesday of each month during the school year, from 7:00 - 8:30pm in our office conference room. Participation is free and light refreshments are served.

At our next event, on Wednesday, March 9th, Hannah Gould, M.Ed., RYT will discuss her use of yoga-based therapy to promote greater self-awareness and more effective behavioral self-regulation in children and adolescents with autism spectrum disorders.

For additional information, please email Kelly Lowery at klowery@nesca-newton.com or call her 617-658-9815.

The On-Time Report Conundrum Continued

2011-02-07T14:12:00.000-08:00

Other factors that may significantly influence how long our clinicians require after an evaluation to produce an effective report are the complexity of the cases we often see, and the number of people involved in them.

NESCA offers specialized care to many children who present with complex sets of symptoms and also, sometimes, with inconclusive findings or conflicting previous diagnoses. Most have been evaluated before by other practices (some, several times), many are receiving services from a range of other professionals and almost all arrive with thick files requiring thorough review and careful integration of the information hidden away in them.

Some families arrive embroiled in disputes with, or litigation against school districts, having been referred by educational advocates or attorneys with whom we must interface. In almost of of these cases, as an adjunct to neuropsychological testing, our clinicians also observe the child at school, to determine the appropriateness of the program in which he or she is enrolled, and the effectiveness of any remediation being provided.

All of these things--document review, consultation with other professionals, school observations--and, above all, insightful synthesis of the information derived from them, take time. Sometimes, lots of it. We make our best effort on behalf of every child we see. We hope that while NESCA may not have been the first practice to evaluate someone, we will be the last, in the sense that our findings will be conclusive, and the outcome, positive.

The Autism Blogs Directory

2011-02-04T08:29:00.000-08:00

Simply click on the flower below to access an interesting and important autism resource:

Another Testimonial

2011-02-03T11:00:00.000-08:00

NESCA Founder and Director Dr. Ann Helmus has spoken several times recently to parent groups, on the topic, "Understanding Neuropsychological Evaluation." Here's how one enthusiastic participant evaluated her presentation:

“Ann's presentation was most helpful. Ann (Helmus) is very sincere, and her integrity apparent, when she discusses her area of expertise. She would make for a useful and thoughtful documentary. If available, I would purchase a DVD, or pay to download it or view a video from your website. It is a refreshing switch from many of the self-serving authors and speakers on the circuit…"

A.T., Parent, Burlington, MA

Two Well-Reasoned Refutations

2011-02-03T10:50:00.000-08:00

On Wednesday, February 2, on her NPR show broadcast by WAMU 88.5 FM, Diane Rehm interviewed three authorities on the unfortunate public health consequences of Dr. Andrew Wakefield's fraudulent effort to link childhood vaccination to the rising incidence of autism. They also discussed why so many well-intentioned people still cling to such shabby pseudoscience long since discredited.

You can find links to an audio stream of the show, and to a transcript, here: http://thedianerehmshow.org/shows/2011-02-02/vaccines-and-autism-story-medicine-science-and-fear

Now a contributing editor of "Vanity Fair" and formerly a senior writer for "Newsweek," Seth Mnookin is author of "The Panic Virus: a True Story of Medicine, Science, and Fear." Dr. Roberta DeBiasi is a pediatric infectious diseases specialist at Children’s National Medical Center. Alison Tepper Singer founded, and is president of the Autism Science Foundation. She had been executive vice president of Autism Speaks, and served on the federal Interagency Autism Coordinating Committee (IACC).

All three hold the view, shared by the reputable scientific community, that autism and vaccination are unconnected, and that the risks of failure to vaccinate, to the individual and community, are not insignificant. They explain themselves in measured tones free of ideological bias, in language easily understood by laymen. That alone is reason enough to listen, and we recommend that you do.

Christine Vara discusses the show on her Shot of Prevention blog, again dispassionately: http://shotofprevention.com/2011/02/02/npr-addresses-vaccines-and-autism-a-story-of-medicine-science-and-fear/

It's good finally to see the dust settling and smoke dissipating.

Are The Kids All Right?

2011-02-02T10:21:00.000-08:00

That's the name of an excellent, five-part series, subtitled "A Look at Children's Mental Health in Massachusetts", currently airing on one of Boston's public radio stations, WBUR 90.9 FM (wbur.org). Reporters Deborah Becker and Monica Brady-Myerov explore the difficulty of access to, and often wrenching decisions about treatment confronting the parents of children with mental illness. We're going to listen to the entire series.

The first segment, broadcast on Monday, 1/31/11, was called, "One Family’s ‘Traumatic’ Struggle For Mental Health Care". You can listent to it, and read along, here: http://www.wbur.org/2011/01/31/childrens-mental-health-i

Part two, "Parents Divided by the Medication Debate", is here: http://www.wbur.org/2011/02/01/childrens-mental-health-ii

Here is today's installment, entitled, "Mental Health Screening Exposes Access Problems": http://www.wbur.org/2011/02/02/childrens-mental-health-iii

You can view the mental health screening checklist discussed in this segment here:
Questionnaire For Children's Mental Health Screening

Getting Reports Out On Time

2011-01-27T17:34:00.000-08:00

A Facebook friend whose child has special needs wrote recently to express frustration about a report long overdue from a large institutional practice, and to ask if we had any thoughts as to how she should proceed. NESCA’s not shy about emphasizing the reliably on-time delivery of our own reports as an important point in our favor, but even so, despite strenuous efforts, we occasionally slip up. Why?

The late report issue is thorny. We do emphasize timely delivery, and so limit our clinicians' caseloads so that they'll have more than adequate time to meet deadlines, which we set at 4-5 weeks post-feedback. Even that sounds like—and can be--a very long time in the life of a child in need, but it compares quite favorably with prevailing local practice. Our reports typically run 20-plus pages, effectively integrating information from a wide variety of sources, now often including a school observation. A really well-reasoned, unassailable and persuasive report is worth the wait.

The problem with the workload limits we impose is that they have the unintended consequence of extending our waiting lists for appointments. Some of our clinicians are booking 4-6 months out, with Dr. Helmus’s personal hold time even longer. We face unrelenting pressure from regular referral sources to "squeeze people in" or see them on an emergency basis, especially in the spring, as the end of the school year approaches. We also catch unexpected cases from various agencies and other groups whose work we support. This extra volume can, in turn, lengthen the queue of reports in process.

It's all a matter of striking the right balance, but above all, of doing really good work. There's nothing worse than waiting a long time for a lousy report, one that’s generic and impersonal and easily discounted by schools and others involved. In the end, our best defenses are the quality and the impact of what we do, whenever it gets done. But rest assured we try hard to be on time, every time.

All that aside, we still hear lots of stories about horrendously late, cut-and-paste, search-and-replace reports--some many months delayed—surprisingly even from some fairly prominent clinicians. That's inexcusable under any circumstances, and quite possibly unethical, too.

Ann Helmus to Speak at Academy MetroWest from 7:00 - 8:30pm on January 27th

2011-01-20T07:58:00.000-08:00

Dr. Ann Helmus will be speaking from 7:00 - 8:30pm on Thursday, January 27th at Academy MetroWest in Natick.

Her topic will be "Understanding Neuropsychological Evaluation". She will discuss what some of the individual measures assess, "what all of these numbers really mean" when you read an evaluation report, and how this data should be effectively integrated into a recognizable portrait of the whole child that's easily understood and implemented by all concerned.

The address of Academy MetroWest is 9 Tech Circle (just off Oak Street, which runs between Routes 9 and 30), in Natick. For additional information, please call 508-655-9200 or email: info@academymetrowest.com.

Managing Academic Anxiety

2011-01-19T06:37:00.000-08:00

Here's an intersting piece by guest blogger Hannah Gould, M.Ed., RYT, who offers yoga-based therapies, social skills training and special needs tutoring at NESCA. She knows what she's talking about; Hannah was a certified special educator extensively experienced in both public and private schools, and has special expertise in working with children and adolescents diagnosed with autism or other develpmental disabilities, including Asperger's Syndrome and NLD.

What is academic anxiety?

An appropriate level of anxiety is necessary to provide the motivation and perseverance which lead to academic success. At high levels, however, anxiety can interfere with a student’s memory, concentration and ability to perform academic tasks. The goal is to manage anxiety effectively so that the student can relax and perform to the best of his or her abilities.

Academic anxiety might be triggered by a specific task such as writing or test-taking, or it could be experienced more generally when faced with academic demands. Academic anxiety can manifest as thoughts or worries including predictions of failure or negative self-talk. It can also be experienced through physiological symptoms such as rapid heart-rate, sweating, muscle tension, headaches, stomach upset or a general sense of restlessness and discomfort in the body. Academic anxiety often leads to challenges with behavioral/emotional regulation resulting in tantrums around homework, avoidance behaviors, etc. Effective interventions will address both the cognitive and physiological symptoms experienced by the student.

Mind-Body Integration Therapy

This is a holistic, yoga-based approach to therapy in which movement, yoga postures and breathing techniques are used to promote muscle relaxation and to engage the parasympathetic nervous system. Guided visualization or meditation techniques are introduced to counter worries and negative thoughts. As the mind-body connection is strengthened, students gain insight into how and when they are experiencing anxiety and learn specific techniques to apply as needed in the moment.

Therapeutic Tutoring

Therapeutic tutoring includes direct instruction in relaxation and visualization techniques along with academic support. Students may not be able to “work on” academic anxiety in traditional therapy because they are not experiencing the anxiety during the therapy. In a tutoring situation, the anxiety may well arise, and the therapeutic tutor can use that moment to explore unproductive thought patterns and behaviors and intervene at the cognitive and/or physiological level. Academic anxiety is frequently experienced by students with learning challenges or developmental disabilities.

Tutoring can help these students to develop the study skills and organizational strategies needed to face academic tasks with confidence. Students with academic anxiety may also engage in unproductive behaviors such as watching the clock or perseverating on difficult problems. The therapeutic tutor can help students to identify and modify these behaviors.

Post-Doctoral Fellowships in Pediatric Neuropsychology at NESCA

2011-01-18T19:02:00.000-08:00

NESCA has an immediate opening for a post-doctoral fellow in pediatric neuropsychology, and we anticipate offering at least one, and perhaps two additional fellowships starting in September. These are high-intensity jobs demanding effort, insight and intellectual rigor. Successful candidates fully invested in developing their clinical skills will receive terrific training on the apprenticeship model, working closely with and being mentored by an outstanding group of experienced professionals in a congenial environment.

The stipends are competitive and these positions are eligible for full benefits, including participation in the cost of health insurance (Tufts), group-rate dental coverage, 401k plan contribution and paid vacation.

Please send CVs and letters of interest to soliveira@nesca-newton.com. Thanks!

Clinical Staff Positions Open at NESCA

2011-01-13T10:21:00.000-08:00

NESCA has two professional openings on our permanent clinical staff. The first is for an early-career pediatric neuropsychologist. Beyond a highly-competitive salary and benefits package, this demanding full-time position will also offer the successful candidate significant opportunities for advanced training to the highest standards, strongly supported by senior staff serving as professional mentors.

The second is for a senior pediatric neuropsychologist with at least five years of experience working with children and adolescents in private practice or an institutional setting. Clear preference will be given to candidates immediately available full-time, but appropriately qualified clinicians interested in part-time work may also be considered.

Senior clinicians joining our full-time, permanent staff will earn competitive fees for evaluations and hourly rates for ancillary services, and be eligible for NESCA’s full benefits package, including subsidized health insurance, group rate for dental insurance, 401k plan participation and paid vacation.

The primary responsibilities of both positions are to perform diagnostic evaluations and psychological assessments of, and academic progress reviews for children and adolescents ranging in age from 2 to 18 years, as well as to provide consultation to schools and allied professionals. You'll be working with a dynamic and cohesive group of highly skilled and experienced professionals who are passionate about their work, in an attractive, collegial and congenial environment.

Applicants must be MA-licensed psychologists (out-of-state applicants must meet MA Division of Professional Licensure requirements for licensure, with proof of application to the Board required). For additional information, please contact Sandra Oliveira at soliveira@nesca-newton.com, and attach your CV. Thanks!

Our Pro Bono Evaluation Policy

2011-01-11T10:11:00.000-08:00

We've received a number of inquiries asking if we ever make our services available on a "pro bono" basis for free, or at reduced prices. Because NESCA is committed to providing quality care to those most in need and least able to afford it, the answer is yes, but subject to the following guidelines:

We offer free or subsidized evaluations and other services only through a number of charitable organizations with which we have had longstanding relationships. These include the Massachusetts Advocates for Children (http://www.massadvocates.org/), the Epiphany School in Boston (www.epiphanyschool.com/) and the Sudanese Education Fund (www.sudaneseeducationfund.org/). We have found that this is the best way for us to leverage our limited resources.

Liz Gatti and Ann Helmus Strike Again!

2011-01-06T11:22:00.000-08:00

From today's mailbag:

“I just wanted to thank you (Dr. Elizabeth Gatti) for the outstanding job you did on (my client’s) evaluation. It was extremely thorough and the effort you put into it was very obvious. I also appreciate your collaborative spirit in all the cases we’ve worked on together. Thanks again."

                                                             S.T., Educational Advocate, Andover, MA

“Our home has become a peaceful, happy, productive place because of Ann's skill in accurately assessing my son and recommending an effective course of interventions. We are forever thankful.”
                                                                                    A.T., Parent, Burlington, MA

Dr. Helmus to Speak in Burlington 1/19/11

2011-01-05T11:26:00.000-08:00

Parents: how are your children doing in school? Would you like to better understand their learning styles, strengths and weaknesses? A good neuropsychological evaluation can answer your questions and address your concerns.

At 7:00pm on Wednesday, January 19th, at the invitation of Burlington, MA's Parent Advisory Council, NESCA Director Dr. Ann Helmus will speak on the topic "Understanding Neuropsychological Evaluations". She'll describe an evaluation, and what can be learned from and done with its results. Her presentation will take place in the School Committee Room of Burlington High School, at 123 Cambridge Street in Burlington, MA. For additional information, please contact Dennis McCarron at 781-273-5663, or by email to dandmmccarron@hotmail.com.

Please note that you need not be a Burlington resident to attend. All are welcome!

We can't resist adding that on the Burlington School Superintendent's blog, Dr. Helmus is described as a "dedicated and talented neuropsychologist." With the disclaimer that she's my wife, I wholeheartedly agree!

FAQs - Neuropsych Evaluation at NESCA

2011-01-03T09:05:00.000-08:00

What does a neuropsychological evaluation consist of?

A comprehensive neuropsychological evaluation by NESCA has both medical and educational components. It consists of four appointments--two for the parents, and two for the child. The first is an intake, or clinical interview, involving parents and doctor, which lasts about forty-five minutes. At this session, your doctor will listen carefully to your concerns, consider any that have been expressed by your pediatrician or primary care physician and take your child’s history. He or she will also explain our payment terms, and as appropriate, the process for obtaining the prior authorization for testing likely now required by your insurer if you intend to seek reimbursement from them yourself afterward.

The next two appointments are testing sessions for your child. These are two hours each, with a break in the middle. Finally, there is a feedback session with the parents and the doctor, which lasts 90 minutes. Four to six weeks after your feedback, you will receive a lengthy written report setting forth the test results and your doctor’s diagnostic findings, along with a detailed set of specific recommendations as to how your child’s individual needs might best be met, at home and at school.

Why do NESCA evaluations address educational issues?

At NESCA, we consider testing for both diagnostic and educational purposes to be essential and inseparable elements of an effective evaluation. Because your child’s disability will inevitably affect his or her major life activity, which is school, it is important to understand the nature and extent of that impact. Similarly, much of any necessary remediation may well happen in school, and we need to be able to write well-reasoned, detailed recommendations about how the school should address your child’s special needs.

These recommendations need to be made persuasively, in a way that maximizes the likelihood that the school will recognize the recommended services as integral parts of the "free and appropriate public education (FAPE)" that public schools are required to provide to children with special needs. In addition, your child may need, and be legally entitled to, accommodations in the academic setting for his or her disability, and this also needs to be documented.

Who should evaluate my child?

Finding a facility and a clinician with whom you can quickly establish a rapport and, ideally, build a supportive, long-term relationship can be difficult. It is a decision well worth taking seriously, as it can have far-reaching and expensive implications over the developmental life of your child. By following the link below, you will find some reasonably objective criteria to apply in choosing the “right” neuropsychologist and practice for your child.

http://nesca-newton.com/20090614howtochoose.php

What will the evaluation tell me about my child?

The purpose of the neuropsychological evaluation is to provide deeper knowledge of the child’s inherent strengths and weaknesses in order to better understand both the challenges that the child may experience in meeting developmental demands, and the strengths that he or she may call upon to compensate. Once the child’s learning profile is understood, recommendations can be made for direct interventions and supports at home and at school to assist the child in functioning to full potential.

This neuropsychological profile is used to make a specific diagnosis and to provide parents with information about their child’s level of functioning relative to same-age peers.

Who will test my child?

All of the neuropsychologists at NESCA are psychologists who have completed post-doctoral training specifically in pediatric neuropsychology. Each neuropsychologist at NESCA worked directly with Dr. Ann Helmus for at least six months before seeing patients independently, in order to insure quality and uniformity in the assessments done through NESCA. The clinicians at NESCA consistently display exceptionally strong commitment to professional excellence and to fully meeting the needs of the children and families we serve.

Dr. Helmus is assisted by post-doctoral fellows in all of her evaluations. Drs. Monaghan-Blout and McCormick are assisted by post-doctoral fellows in some of their evaluations. The post-doctoral fellows have completed their doctorates in psychology and are receiving at NESCA the additional supervised training in pediatric neuropsychology required for licensure. They observe the intake and feedback sessions, and perform part of the testing under direct observation by their supervisor. Please be assured that the senior clinicians remain actively involved in the assessment of your child even when they are not personally administering the tests.

What will happen at the intake session?

The intake session is an opportunity for parents to meet with their child’s clinician alone, to discuss their concerns, ask questions and to get to know the doctor. The intake sessions are 30–45 minutes long, and typically involve a detailed review of the child’s developmental history and questions about the parents’ own observations of their child.

What can I expect at the feedback meeting?

The feedback session is the final appointment in the evaluation process and provides an opportunity for the clinician to present findings to the parents/guardians, respond to referral questions and fully explain recommendations. This meeting is scheduled as a 1 ½-hour block, some of which may be used for making phone contacts requested by the family and/or for other aspects of ongoing case management.

When will I receive a written report?

At NESCA, our goal is to deliver your written report four to six weeks after the feedback session. If you have a specific purpose (i.e., TEAM meeting, school conference) for which you will need a written document, please plan accordingly by scheduling such meetings seven to eight weeks after the feedback session. This will allow you to get the report to the school or others concerned at least a week prior to your meeting, which most schools are now requiring.

How should I prepare my child for this evaluation?

For school-age children, we recommend telling the child that you would like to have more information about how he or she learns, so that you can make sure that their teachers “know the best way of teaching” him or her. You can let your child know that they will spend about two hours working with a doctor who wants to understand how he or she learns and solves problems. The doctor will be asking the child questions, telling stories, showing pictures and asking him or her to draw.

For younger children, you may downplay the label “doctor” if this is a frightening term, and feel free to refer to your clinician by their first name. Reassure the child that this is an office with lots of toys and games in the waiting room as well as in the clinician’s office. Parents of preschool-age children may remain in the office throughout the testing.

Please try to assure that your child has adequate sleep the night before and a good breakfast on the day of the testing. It is important that you convey to your child a positive and confident attitude about the evaluation experience.

Quality of Care

2011-01-02T16:42:00.000-08:00

'Tis tastier to crow than to eat crow. Here are a couple of comments that cheered us this holiday season. We can't resist sharing and hope you'll find them equally savory:

“Amy Allgair of NESCA presented her report in a poised, respectful, and knowledgeable way. Her demeanor showed strength and conviction. Most importantly, her presentation was based on solid facts and knowledge of the child and family. The team reached an excellent outcome as a result. Please convey thanks on behalf of our client!”
Special Education Attorney, MetroBoston, MA

“A good evaluation done by a respected professional is so important! We had (our daughter) evaluated by Elizabeth Gatti from NESCA. Her report was so comprehensive and detailed. . . With this information we were able to get support (for) a placement at Landmark next year. With the many people I talk to, I try very hard to stress that the money they pay for this type of evaluation is priceless. It really makes a difference when you spend the money to get a good report. I will now refer NESCA for evaluations.”
L.D., Parent, Reading, MA

Seriously: our clinicians take great pride in their work and thrilled as we are to see their efforts recognized, far greater rewards for us all come when positive outcomes are achieved for the children involved.

An Unsolicited Testimonial

2010-10-20T10:02:00.000-07:00

We're forever crowing about the superstars on our clinical staff, and some of you may have been inclined to take our comments with a grain or two of salt. To allay any residual skepticism, we offer this comment that left us all smiling when it appeared unsolicited in email this morning:

“… Liz's (Dr. Elizabeth Gatti’s) report on my client E.B. was the best I have ever seen. The school was thrilled with it as well, and they accepted it in full even though they did no testing themselves. Kudos to Liz!”

L.C., Educational Advocate, Woburn, MA

It's been redacted it to protect client confidentiality. The author has since referred two additional clients to NESCA.

The New York Times on Independent Evaluations

2010-10-17T13:35:00.000-07:00

Tucked away within the folds of the N.Y. Times’ many special sections are some gems, identified as columns but really blogs in tone and content, and clearly destined for dissemination online. As the Michelin Guide might say, they’re well worth a detour away from the news of the day.

One such is called “Patient Money” and it regularly appears in the Health section. In it, Lesley Alderman published a piece called, What to Do if You Suspect Learning Disability. This caught our eye for two reasons: first, for its reasoned tone and good advice. Having cited some warning signs, she wrote, “If you suspect that your child has a learning disability, and you’ve ruled out distractions like bad chemistry with the teacher or a social issue, your best recourse is to have the child tested.”

But what’s that got to do with money? Alderman then went on to say, “The cost of getting a thorough assessment by a trained professional can be steep, often as much as $5,000.” New York City’s expensive for sure; NESCA, less so, considerably.

As Alderman notes, however, “That financial burden is not necessarily yours (parents’) to bear: under federal law your local school district is obligated to assess your child free of charge, even if he or she attends a private school. That said, if you go through the process with a school district, it might take a bit more effort than hiring a professional.”

Her article continues with a brief but useful discussion of IDEA, the Individuals with Disabilities Education Act of 1975, the overarching federal law covering special education, and its implications for local school districts. There are also examples drawn from specific cases. It’s very well worth a read. Here’s a link: http://www.nytimes.com/2010/02/13/health/20patient.html?pagewanted=1&hpw

When Does Your Child’s Learning Style Need to Be Evaluated?

2010-10-14T12:50:00.000-07:00

We are very often asked when or under what circumstances it’s reasonable—or indeed, prudent-- for concerned parents to request that their child’s school fund an independent evaluation, in essence, a more qualified, less potentially conflicted, second opinion. Our answer has always been, “Don’t wait. Get help now!” Trust your gut and remember that you are the foremost experts on your own child.

Even a few months can be a very long time in the life of a young child, and research shows that strong academic intervention sooner yields much more positive, and cost-effective, outcomes later. Here's some similar advice from three leading experts:

Patricia Vail, author of Smart Kids with School Problems

“If your child has trouble in the early levels of school, get help immediately! Do not wait to see if the child will grow out of it. Prevention is always easier than remediation. Learning differences don't disappear spontaneously.

If you worry that receiving extra help will make your child feel different, forget it. Your child already feels different by virtue of what he can and cannot do.”

http://www.amazon.com/Smart-Kids-School-Problems-Things/dp/0452262429/ref=sr_1_fkmr1_1?ie=UTF8&qid=1275992799&sr=1-1-fkmr1

Susan Hall, co-author of Straight Talk about Reading

Question:

How do parents know if their child's reading delay is a real problem or simply a "developmental lag?" How long should parents wait before seeking help in their child is struggling with reading?

Answer:

"Beware of the 'developmental lag' excuse for several reasons. It is outdated. First, I have listened to parent after parent tell me about feeling there was a problem early on, yet being persuaded to discount their intuition and wait to seek help for their child. Later, when they learned time is of the essence in developing reading skills, the parents regretted the lost months or years.

Second, research shows that the crucial window of opportunity to deliver help is immediately! So if your child is having trouble learning to read, the best approach is to take immediate action. Knowing how soon to act is easy if you know the conclusions of recent research.

Reading researchers say the ideal window of opportunity for addressing reading difficulties is during preschool and kindergarten. The National Institutes of Health state that 95 percent of poor readers can be brought up to grade level if they receive effective help early.

While it is still possible to help an older child with reading, those beyond third grade require much more intensive help. The longer you wait to get help for a child with reading difficulties, the harder it will be for that child to catch up. If help is given in fourth grade (rather than in kindergarten), it takes four times as long to improve the same skills by the same amount."

http://www.amazon.com/Straight-Talk-About-Reading-Difference/dp/0809228572/ref=sr_1_fkmr0_1?ie=UTF8&qid=1275992672&sr=8-1-fkmr0

Dr. G. Reid Lyon, Ph.D., principal architect of Reading First

Dr. Lyon is the former chief of the Child Development and Behavior Branch within the National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH). In this position he was responsible for the direction, development and management of research programs in reading development, cognitive neuroscience, developmental psychology, behavioral pediatrics, language and attention disorders and human learning and learning disorders.

Question:

Can children with reading problems overcome their difficulties?

Answer:

“Yes, but only if they are identified early and provided with systematic, explicit and intensive instruction in phonemic awareness, phonics, reading fluency, vocabulary and reading comprehension strategies.

Early identification, coupled with comprehensive early reading interventions, can reduce the percentage of children reading below the basic level in fourth grade from the current national average of 38% to less than 6%.”

Sage Advice Courtesy of Psychological Ethicist Ken Pope

2010-10-13T17:28:00.000-07:00

"It's a bit embarrassing to have been concerned with the human problem all one's life and find at the end that one has no more to offer by way of advice than, 'Try to be a little kinder.'"

Aldous Huxley (1894-1963)

NESCA Resigns as Blue Cross Blue Shield of Massachusetts Provider

2010-10-13T17:07:00.000-07:00

On September 1, 2010, with little more than three weeks’ notice to providers, Blue Cross Blue Shield of Massachusetts (BCBSMA) unilaterally slashed reimbursement rates for neuropsychological and psychological testing by 40%. These deep cuts applied to all of their plans, including HMO, PPO and Indemnity.

As a small business committed to the quality of its work, NESCA is unable to absorb cuts of this magnitude, so we have therefore resigned as BCBSMA providers.

We will complete and submit claims for all pending evaluations for which Blue Cross Blue Shield coverage has already been authorized, but prospective new clients with BCBSMA policies should be aware that, effective immediately, we will no longer bill the company directly.

Instead, we will help you to obtain prior authorization as necessary, and then provide the documentation you will need to seek reimbursement on your own. In the meantime, you will be expected to pay for our services as they are rendered, on the same terms as our self-pay clients.

We appreciate your understanding and support!

NESCA Moving Late in November!

2010-10-12T08:27:00.000-07:00

Late in November, 2010, our practice will relocate to 50% larger quarters within the Chapel Bridge Park office complex, just a few steps from our current offices. Our new address will be 55 Chapel Street, 2nd Floor, Newton, MA 02458. We look forward to welcoming you!

In her formal announcement of the move, NESCA Director Dr. Helmus remarked, "Everyone loves our current space, and it certainly has served us well, but it's bursting at the seams. We've run out of room to accommodate the staff we need to provide the quality of service our clients deserve and have come to expect."

We recently added two neuropsychologists, Drs. Amy Allgair and Robyn Glover, to our clinical team, along with a second psychometrician to assist in test scoring. Dr. Helmus explained, "By adding staff, we augment our skill set along with our capacity to see a larger, more diverse group of clients more quickly, with shorter waiting times for appointments. But we can only do that if we have someplace to put them!"

The new space, now undergoing extensive renovation, incorporate several unusual design features intended to help it function more efficiently while safeguarding patient privacy more effectively.

As of December 1st, clients will enter NESCA's new office suite from Chapel Street, one block east of Bridge Street, and follow the clear lobby signs to an elevator that opens directly into our reception area. There is a parking lot opposite the building entrance, where NESCA has plenty of reserved, free spaces. Numerous MBTA buses stop at the corner of Chapel and Watertown Sts. (Rte. 16), one block from #55. Our main telephone number, 617-658-9800, remains the same, as will individual clinician's email addresses.

For the latest information about NESCA's move, clients should call Ty Curran or Sandi Oliveira at 617-658-9800. For general information about NESCA, please call Todd Helmus at 617-775-9880, or visit our website: http://www.nesca-newton.com/.

Post-Doctoral Fellow Dr. Reva Tankle joins NESCA

2010-05-27T07:49:00.000-07:00

Reva Tankle, Ph.D. recently joined NESCA as a post-doctoral fellow. Already an experienced neuropsychologist, Dr. Tankle worked for many years with adult populations. She is also a FCSN-certified Special Needs Advocate who since 2004 has helped hundreds of families of children with a wide range of disabilities navigate the special education system. The mother of two school-age children, she has now come to NESCA for the additional training required to specialize in pediatric and adolescent neuropsychology.

Indoor Air Pollution: Poorly-Ventilated Vinyl Flooring Linked to Autism?

2010-05-18T17:38:00.000-07:00

Published March 29th in the journal Neurotoxicology, a new study of Swedish children found that those who lived in homes with vinyl floors were more likely to have autism, a result one of the report’s authors called, “intriguing and baffling at the same time.” Bernard Weiss, a professor of environmental medicine at the University of Rochester, said the apparent connection between vinyl flooring, which can emit chemicals called phthalates, “turned up virtually by accident.”

He and the other Swedish and American scientists involved in the study called the result “far from conclusive,” noting that their research had not been designed to focus on autism. They recommended further study involving larger numbers of children to determine if the link can be confirmed.

Intended to examine the effects of indoor air pollutants on rates of allergies and asthma, to which phthalates had previously been connected, their survey asked Swedish families a variety of questions related to the indoor environment, including one about flooring. The researchers found four correlates with autism: general family economic problems, maternal smoking, vinyl flooring and condensation on windows indicative of poor ventilation.

Phthalates, known endocrine disruptors that are also considered anti-androgenic, are used in the production of soft plastics and have been linked to a host of health problems, especially in boys, including low birth weight, testicular abnormalities, poor sperm count and quality, increased risk of obesity and diabetes and ADHD. Look here http://nesca-news.blogspot.com/2010/01/phthalates-from-crale-to-grave-better.html for more information about them.

You can read an abstract of the Swedish study, from the March 31st issue of Scientific American, here: http://www.scientificamerican.com/article.cfm?id=link-between-autism-and-vinyl

Autism - Early Signs

2010-05-17T17:45:00.000-07:00

The other day, serendipitously, we stumbled upon this unassuming but informative website, http://www.drmdk.com/, which bills itself as "A Pediatric Office Without Walls". On it are posted dozens of brief, animated videos in which highly qualified doctors discuss pediatric medical issues within their fields, in very plain, family-friendly English. Useful, no?

One that caught our eye was a kind of primer for parents on the early signs of autism in developing children. While we are not proponents of self-diagnosis, research bears out our belief that the sooner developmental concerns or delays are brought to the attention of qualified personnel who intervene appropriately, the better the outcome is likely to be. You can watch it here:

Childhood Illnesses:
Autism - Early Signs

The speaker is Pediatric Neurologist Steven Pavlakis, M.D., Chief of Pediatric Neurology at Maimonides Medical Centers in Brooklyn, N.Y. He is a regular contributor to drmdk.com.

Two More Pediatric Neuropsychologists to Join NESCA

2010-05-16T17:34:00.000-07:00

We are excited to announce that two new pediatric neuropsychologists will soon join NESCA’s clinical staff.

Robyn Glover, Ph.D.

In July, we will welcome Robyn Glover, Ph.D., who is currently completing her post-doctoral training in the Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital. There, she works with children with symptoms of psychological disorders, learning disabilities, developmental disorders (e.g., autism spectrum disorders) and other neuropsychological deficits.

Amy Allgair, Ph.D.

Amy Allgair, Ph.D. arrives in September from McLean Hospital in Belmont, MA. She is especially interested in how emotional factors impact cognition and learning. Much of her training has focused on children, teenagers and young adults with attentional and learning disorders (such as ADHD and dyslexia), and anxiety and depression.

Both have had extensive, specialized training and experience at the highest levels.

Their presence at NESCA will not only add expertise and augment our services in certain areas, but should also reduce the time some clients must now spend on our waiting list.

Being Autistic, Being Human

2010-05-16T09:22:00.000-07:00

"Autists are described by others — and by themselves — as aliens among humans. But there's an irony to this, for precisely the opposite is true. They are us, and to understand them is to begin to understand what it means to be human. Think of it: a disability is usually defined in terms of what is missing. … But autism … is as much about what is abundant as what is missing, an overexpression of the very traits that make our species unique. Other animals are social, but only humans are capable of abstract logic. The autistic outhuman the humans, and we can scarcely recognize result."
From “Not Even Wrong” by Paul Collins

One of our favorite shows on National Public Radio--one of mine, anyway-- is the weekly "Speaking of Faith", hosted by Bestselling Author Krista Tippett, who describes it as ". . . a new kind of conversation — and an evolving media space — about religion, spirituality, and large questions of meaning in every aspect of life.”

This week's installment was entitled Being Autistic, Being Human. Its introduction stated, “One child in every 110 in the U.S. is now diagnosed to be somewhere on the spectrum of autism. We step back from public controversies over causes and cures and explore the mystery and meaning of autism in one family's life, and in history and society. Our guests say that life with their child with autism has deepened their understanding of human nature — of disability, and of creativity, intelligence, and accomplishment."

Ms. Tippett's guests were Painter Jennifer Elder and Literary Historian Paul Collins, whose son Morgan was diagnosed with autism in 2002 at age 2½. Their resilience is inspiring, and their insights have important implications well beyond the considerable range of their personal experience.

You can--and should--listen to Being Autistic, Being Human, or download it, read an unedited transcript and subscribe to the show’s augmented podcasts, here: http://speakingoffaith.publicradio.org/programs/2010/being-autistic/

Paul Collins' book Not Even Wrong is available here: http://www.amazon.com/Not-Even-Wrong-Adventures-Autism/dp/B000BZ99XS/ref=sr_1_1?ie=UTF8&s=books&qid=1274011368&sr=8-1

Four-Part N.Y. Times Series on Learning Disability and Special Education

2010-05-15T16:37:00.000-07:00

Late in February, The New York Times published four very solid columns on learning disabilities and the legal rights of parents seeking special educational services for their children.

Collectively, these articles constitute a good procedural primer for families concerned about their kids’ progress in school, and provide some guidance on navigating the special education system most effectively at least cost.

The first, on February 19, was What to Do if You Suspect Learning Disability, by Patient Money Columnist Lesley Alderman. Read it here: http://www.nytimes.com/2010/02/13/health/20patient.html.

In the same issue, Tara Parker-Pope weighed in with Testing A Child for Learning Disabilities (http://well.blogs.nytimes.com/2010/02/19/testing-a-child-for-learning-disabilities/), in which she suggested, “If you suspect that your child has a learning disability, and you’ve ruled out distractions like bad chemistry with the teacher or a social issue, your best recourse is to have the child tested.

The cost of getting a thorough assessment by a trained professional can be steep, often as much as $5,000. But that financial burden is not necessarily yours to bear: under federal law your local school district is obligated to assess your child free of charge, even if he or she attends a private school. That said, if you go through the process with a school district, it might take a bit more effort than hiring a professional.”

Very steep indeed, at Manhattan prices. But it’s fair to point out that even the most comprehensive neuropsychological evaluations in Massachusetts, our own included, are considerably less expensive than that, and many, as matters of medical necessity, are at least partially covered by private health insurance plans.

Then came two pieces on successive days by Walecia Konrad. The first, Nudging Schools to Help Students with Learning Disabilities (http://www.nytimes.com/2010/02/27/health/27patient.html), appeared on the 26th. Finally, on the 27th, appeared Resources for Parents of Students with Learning Disabilities (http://www.nytimes.com/2010/02/27/health/27patientside.html?ref=health).

They’re well worth a read, as parents do owe it to themselves to know their rights in law and the resources available to them. But in the event that the special education planning process stalls, and relations with the school system become strained or even litigious, they are well advised to seek the help of trained professionals—educational consultants, advocates and attorneys.

Massachusetts Moves to Ban Plasticizer BPA in Baby Bottles and More

2010-05-13T07:24:00.000-07:00

WBUR 90.9 Science Writer Sacha Pfeiffer reported yesterday that, absent more stringent federal regulation of the chemical, Massachusetts has moved to ban the use of the plasticizer Bisphenol-A (BPA) in baby bottles and sippy cups manufactured or sold in the state. As we have previously noted, BPA is a known endocrine disruptor. Still used in a wide variety of food and beverage containers from which it can leach, it has been linked to a number of serious health concerns, including chromosomal damage, increased cancer risk and, in young children, the development of brain and behavioral abnormalities, including ADHD.

“The severity and scope of health problems that have been associated with this chemical make it advisable for parents to avoid exposing their children to BPA,” said Geoff Wilkinson, a senior policy adviser at the Massachusetts Department of Public Health. If enacted, the new rules could take effect as early as next September.

You can read Sacha Pfeiffer’s report on the proposed BPA ban here: http://www.wbur.org/2010/05/12/chemical