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Educational Therapy Defined

Definition of the Educational Therapist
Qualifications and Training Backgrounds of Educational Therapists
Domains of Educational Therapy
Age Ranges Served
Client Issues Addressed by Educational Therapists
Core Principles of the Practice of Educational Therapy
Educational Therapist Skill Areas and Treatment Goals
Specific Treatment Areas: Academic Aspects of Learning
Specific Treatment Areas: Social and Emotional Aspects of Learning
Case Management in Educational Therapy
The Role of the Association of Educational Therapists

1. Definition of the Educational Therapist

An educational therapist is a professional who combines educational and therapeutic approaches for evaluation, remediation, case management, and communication/advocacy on behalf of children, adolescents and adults with learning disabilities or learning problems.

2. Qualifications and Training Backgrounds of Educational Therapists

Educational therapists generally begin their professional careers in one or more of the areas listed below:

Regular Education
Special Education
Child Development
Speech and Language
Psychological Counseling
Marriage and Family Counseling
Advocacy

Regardless of previous background, all Professional members of the Association of Educational Therapists (AET) have met rigorous professional requirements in the academic areas of elementary and/or secondary education, child development, educational assessment, learning theory, learning disabilities, and principles of educational therapy. All members have a B.A. degree and are required to hold a Masters Degree or equivalent in post-BA course work. They have completed at least 1500 supervised direct service hours, and are required to complete 40 clock hours of Continuing Education every two years. To become a Board Certified Educational Therapist (BCET)®, a member must meet the following additional requirements: Masters Degree (required); one year membership in AET at the Professional level; 1000 hours of professional practice; formal written Case Study evaluated and passed by the AET Certification Board; a written examination that demonstrates professional expertise in educational therapy.

3. Domains of Educational Therapy

Private Practice
Public and Private Schools
Learning Centers
Clinics
Hospitals
Public Agencies
Businesses and Workplaces
Community Colleges, Universities, Vocational Schools

4. Age Ranges Served

Pre-school Children
School Age Children
Adolescents
Adults

5. Client Issues Addressed by Educational Therapists

Learning Disabilities, a generic term which includes (but is not limited to):
- Dyslexia
- Non-Verbal Learning Disorder
- Reading and Writing Difficulties
- Math Disabilities
Attention Deficit Disorder
Other Less Common Conditions, such as Asperger’s Syndrome, Fragile X, and Tourette Syndrome, etc.
Language Processing Problems
Visual Processing Problems
Poor Motivation
Low Academic Self-esteem
Poor Organizational and Study Skills
School and Test Anxiety
Poor Social Skills
School Placement and Retention

6. Core Principles of the Practice of Educational Therapy

Deal directly with the social and emotional aspects that impact learning
Foster trust, honesty, and mutual respect with client and family
Respect issues of confidentiality, e.g., release of information, delicate issues of teenagers, etc.
Understand principles of case management and collaborate to set goals (See #10)
Become a positive role model
Create a supportive learning environment where it is safe to take risks and learn from mistakes
Foster open communication regarding grades, problems at school or work
Help parents know what is “normal,” to provide a realistic frame of reference for appropriate expectations
Educate parents as to educational therapy goals and the techniques employed to attain them
Embrace humor as a catalyst for learning; inject humor into the learning process
Validate client efforts and accomplishments through specific, informative feedback
Provide expanded input to the ongoing diagnostic process from continuous observation over time and in natural contexts
Understand and abide by the AET Code of Ethics in all dealings with clients

7. Educational Therapist Skill Areas and Treatment Goals

Assessment:

Recognizing the presenting problems as the manifestation of the underlying learning issues
Identifying current problems as well as anticipating problems that may emerge over time as contexts and demands change
Synthesizing information from other specialists, teachers, parents, caregivers, and the client
Performing formal and informal assessment leading to differential diagnosis
Identifying and prioritizing primary versus secondary issues
Interpreting self administered assessment data and data from other sources
Understanding the language of Allied Professionals to effectively communicate with client and all involved parties
Consulting and collaborating with other specialists to identify other needed services
Analyzing data to design a treatment plan
Evaluating progress
Adapting the treatment plan as needed

Client Strengths:

Developing client awareness of own strengths
Promoting client’s strategic use of strengths to foster independent and effective learning
Demystifying client needs and limitations
Facilitating the application of skills in a variety of settings
Developing client self-advocacy skills

Case Management:

Understanding the client’s learning issues in relation to client context: in the home, school, community and culture
Observing client at home, school site or workplace to gather contextual data
Promoting partnership and collaboration amongst all relevant parties
Determining the need for other specialists if appropriate
Helping to locate and refer to the most appropriate specialists
Serving as an informed resource regarding controversial therapies
Developing parents’ advocacy skills

8. Specific Treatment Areas: Academic Aspects of Learning

Stimulation of intellectual curiosity, to the greatest extent possible for client
Reading/writing problems, including expressive and receptive language, phonological processing issues
Comprehension of texts across a range of academic subjects
Recognition of main ideas and salient features in reading materials
Synthesis of information from multiple sources
Development of strategies for task analysis to be applied in a wide range of problem solving and learning situations; problem analysis and problem solving
Math problems: concepts, computation, reasoning, problem solving, application
Metacognitive approaches; self monitoring; self evaluation of outcomes
Strategies that foster concentration and sustained attention
Active learning
Organizational skills
Short term and long term memory; retention and recall of information
Development of alternative learning/studying approaches
Recognition of reading, writing, and math as activities having positive personal outcomes and value

9. Specific Treatment Areas: Social and Emotional Aspects of Learning

Understanding the interrelationship between learning and social/emotional functioning, and helping to bring about positive change
Developing competence through academic remediation that promotes improved self esteem
Providing a safe environment to express feelings and anxieties related to learning processes and school concerns
Providing therapeutic listening for the reasons behind behaviors that interfere with learning
Employing strategies to address avoidance and resistance; dealing realistically with self-esteem issues
Encouraging flexible problem solving
Knowing when to refer to Allied Professionals

10. Case Management in Educational Therapy

Help interpret client information and serve as liaison for family and school or workplace
Help to understand and define issues clearly, resolve differences, and mediate or reconcile all points of view, with the client, the family, teachers, and others pivotal in the client’s life (the Ombudsman function)
Help all parties involved to understand strengths, deficits, temperament, and learning style of client to insure consistency of approach
Provide evaluation and advisement regarding procedures that may be recommended and actions that may be taken by Allied Professionals and other involved parties, keeping in mind the best interests of the client
Use tact and diplomacy to best serve clients
Negotiate modification of programs where appropriate, including resolving homework issues

11. The Role of the Association of Educational Therapists

AET is the nationally recognized professional organization for educational therapists, with membership throughout the United States, and in Canada, Australia, Republic of Singapore
AET membership includes Allied Professionals from a variety of related professions: medicine, psychology, speech and language therapy, occupational and physical therapy, optometry, etc. AET promotes contact with and professional links to these Allied Professional members.
AET Board of Directors is comprised of practicing educational therapists who serve on a volunteer basis to guide the organization and set organizational policy.
AET sets the standards and defines the practice of Educational Therapy for the profession.
AET invests in the future of the organization and the practice of Educational Therapy through involvement in issues of professional interest and importance.
AET disseminates information about Educational Therapy and the organization through our Web Site, Public Relations Committee, and other means of communication.
AET encourages the highest level of professional excellence, by providing access to the most current expertise in our professional area through conferences, workshops, and contact with our most experienced members.
AET provides opportunities for professional growth within the organization through the certification process. AET maintains ongoing review of membership standards to support high levels of competency within the organization and the profession.
AET strengthens the profession now and invests in its future growth through certificate programs to train new Educational Therapists.
The AET office responds to inquiries from members, prospective members, and the general public, maintains an extensive membership database, and makes ongoing improvements in AET brochures, printed and electronic materials.
AET coordinates, supports, and publicizes study groups.
AET publishes or provides member-specific materials, including The Educational Therapist (the Professional Journal), reprints and downloads of articles, Code of Ethics, tapes of relevant presentations, etc.
AET publishes an annual Professional Directory of Members, which is used by AET members as well as public and private agencies for referrals. Both the Directory of Members and the AET Web Site provide the names of all currently Board Certified Educational Therapists (BCET).
The AET Web Site can be reached at www.aetonline.org.
AET provides a flow of information to members regarding membership issues and operations, current legislation, current books and research, etc.
AET engages in community outreach and community service.