Kelley Challen, Ed.M., CAS, is a nationally recognized transition specialist and speaker who has been designing, evaluating, and directing transition-focused programming for teenagers and young adults with diverse developmental and learning profiles since 2004. While she holds particular expertise in autism spectrum disorders, her work spans a wide range of cognitive, learning, communication, social, emotional, and behavioral needs.

From 2013-2025, Kelley served as Director of Transition Services at NESCA (Neuropsychology & Education Services for Children & Adolescents), where she has provided individualized transition assessment, consultation, coaching, and program development. She also spent 5 years as Assistant Director of the practice. Her approach is rooted in the belief that postsecondary transition is an ongoing, student-centered process—and that planning should begin early and extend beyond the completion of high school.

Kelley is especially skilled in determining the optimal timing for a student’s transition to college, employment, or adult learning environments, as well as identifying and building the supports and services needed to bridge any skill gaps. She is one of the few professionals in New England specializing in helping families identify or create steppingstone experiences between high school and college, and she brings extensive knowledge of local postsecondary and 18–22 programming options—public, private, collaborative, and beyond.

She regularly consults with families, school districts, and adult service providers, participates in IEP Team meetings, and provides direct coaching and case management for young adults transitioning out of special education. When appropriate, she has also provided expert witness testimony in due process hearings and legal proceedings related to transition services.

Earlier in her career, Kelley founded innovative transition and social development programs at the Aspire Program of Massachusetts General Hospital and the Northeast Arc. Her professional journey began at Camp Good Times, a former Milestones Day School program for children and adolescents with special needs.

Kelley holds a Master’s degree and Certificate of Advanced Graduate Study in Risk and Prevention Counseling from the Harvard Graduate School of Education. She completed her school guidance counselor practicum at Boston Latin School, focusing on competitive college advising.

She has contributed to numerous transition-focused initiatives in Massachusetts and beyond, including the MA DESE IEP Improvement Project, UMass Boston’s Transition Leadership Program, B-SET Boston Workforce Development Task Force, and the Program Committee for the Association for Autism and Neurodiversity (AANE). She is a current member of the New Hampshire Transition State Community of Practice (COP).

Kelley is the author of the chapter IEP Transition Assessment: Planning for Future Success in Pathway to HOPE: Resource Guide for Special Needs, and co-author of Technologies to Support Interventions for Social-Emotional Intelligence, Self-Awareness, Personality Style, and Self-Regulation in Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning.

Most importantly, Kelley is a parent of two elementary-aged children (and two energetic puggles) who continually expand her creativity and flexibility—both at home and in practice.