Empowering Professionals, Nurturing Learners

Webinars

As a service to members, other professionals, and parents, AET hosts live webinars covering a wide variety of topics related to educational therapy. New webinars are added on a regular basis, recorded and made available to members and the public in the Webinar Archive.

Viewing Instructions

Webinars require AET Membership or a guest account to view webinars. If you are an active AET member or have already created a guest account, simply click on the green "View" button to the right of the webinar to log in.

If you are not a member and wish to create a guest login, click here.

Please note that once you purchase a webinar you may view it an unlimited number of times at no additional fee.

If you have previously purchased access to a webinar, you must log in to view it.


Upcoming Webinars

MAY8

Date: Tuesday, May 8th, 2018
Start time: 12:00 pm CDT, 10:00 am PDT
Duration: 60 minutes

Kids Do Well If They Can: Collaborative & Proactive Solutions (CPS)

Understanding and Helping Kids with Behavioral Challenges

CPS focuses on:

  • Solving problems rather than on modifying behavior,
  • Collaborative rather than unilateral solutions,
  • Proactive rather than reactive intervention,
  • Avoiding diagnostic categories, and
  • Providing practical, research-based tools for assessment and intervention.

Dr. Ross Greene, author of Lost at School, The Explosive Child, and Raising Human Beings, created a highly acclaimed, dynamic new way of viewing and addressing challenging behavior. In this webinar he will describe this powerful model for solving problems collaboratively. Particularly effective in schools, at home, and in educational therapy practice with oppositional, resistant, anxious, or acting out children, Collaborative and Proactive Solutions (CPS) focuses on learning what may be interfering and creating an undesirable behavior and then working together to find solutions. This approach reinforces and builds the child’s relationship and trust with the educational therapist, teacher, or parent. Dr. Greene will explain how the process works and how to implement it.

NEW! A free online pre-webinar discussion of Dr. Greene’s book, Lost At School, facilitated by Laura Doto, MA, ET/P, May 4th at 8 am Pacific. Look for a link to this interactive meeting in your registration confirmation email. Participation will be limited, so register early for the webinar to get the link. We will be discussing the introduction and chapters 1, 2, 8, and 9.

Learning outcomes
Participants will be able to:

  • Describe the six key themes of the CPS model
  • Identify and assess the various cognitive skills that are central to adaptively handling life’s social, emotional, and behavioral challenges
  • Identify and prioritize unsolved problems precipitating challenging behavior
  • List the three basic mechanisms by which adults handle unsolved problems and unmet expectations in kids (Plans A, B, and C) and what is accomplished by each
  • Describe the “ingredients” of Plan B and how to effectively implement them to solve problems, teach skills, and reduce the frequency and intensity of challenging behavior

Ross W. Greene, PhD is the originator of the innovative, research-based model of intervention now known as Collaborative & Proactive Solutions (CPS). Dr. Greene served on the faculty at Harvard Medical School for over 20 years, and is now on the faculty of the Department of Psychology at Virginia Tech and on the Faculty of Science at the University of Technology Sydney in Australia. He is also the Founding Director of the non-profit Lives in the Balance (www.livesinthebalance.org), which aims to disseminate the CPS model through no-cost web-based programming; advocate on behalf of behaviorally challenging kids and their parents, teachers, and other caregivers, and encourages the use of non-punitive, non-adversarial interventions. His research has been funded by the Stanley Research Institute, the National Institutes of Mental Health, the U.S. Department of Education, and the Maine Juvenile Justice Advisory Group. He lectures and consults extensively to families, general and special education schools, inpatient psychiatry units, and residential and juvenile detention facilities throughout the world.

Dr. Greene is the author of: The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings.

Members: FREE
Non-members: $10.00

JUN5

Date: Tuesday, June 5th, 2018
Start time: 12:00 pm CDT, 10:00 am PDT
Duration: 60 minutes

Occupational Therapy & Academics: Making the Connection

The way that individuals receive, interpret, filter, and act upon sensory information determines the impact on learning.

From difficulty with tactile sensitivity, postural challenges and fine motor skills to attention management—sensory processing and sensory modulation affect the ability of students to learn and demonstrate their learning. Occupational therapists specialize in helping children with challenges in these areas.

Erin Anderson, OTR/L, will explain the how and why of sensory processing and modulation and their relationship to academic learning.

A lively presenter, Erin provides practical, hands-on strategies that can assist students in the educational therapy setting, the classroom, and at home.

Biography

Erin Anderson graduated from St. Louis University and has been practicing as an Occupational Therapist specializing in pediatrics for almost 20 years. Erin has worked in various clinical and educational environments including her private practice, Erin Anderson and Associates, which she established in Chicago in 2004. Erin Anderson is a member of the clinical faculty at Saint Louis University. She is sought after for her experience and expertise by peers, parents and teachers in the Chicagoland area and at state and local conferences. Erin Anderson and Associates specializes in working with students with Sensory Processing Disorder, learning disabilities, non-verbal learning disabilities, Autism and developmental delay.

Learning Outcomes

Attendees will be able to:

  • State the basic tenets of sensory processing.
  • Define how sensory processing affects academic learning.
  • Assist students with sensory processing disorders to maintain optimal alertness during academics.
  • Employ effective interventions that enhance academic learning.

Members: $5.00
Non-members: $10.00

AUG22

Date: Wednesday, August 22nd, 2018
Start time: TBD

Intentional Learning

Presenter: Jone Bycel, MS, BCET, FAET

Members: TBD
Non-members: TBD

OCT9

Date: Tuesday, October 9th, 2018
Start time: TBD

Assessment

Presenter: Marion Marshall, MS, BCET, FAET

Members: TBD
Non-members: TBD


Recent Webinars


Duration: 72 minutes

In this presentation Sheryl Pruitt explains Theory of Mind and provides a sampling of cases, resources and strategies that can be used for improving these critical life skills.

Teaching Theory of Mind--Not Just for Autism Spectrum Discorder

Theory of Mind, the ability to recognize and understand your own perspective and the perspective of others, is often associated with Autism Spectrum Disorder. It is a skill that is frequently taken for granted in individuals who are not on the spectrum; however, people not on the spectrum can have challenges with Theory of Mind. Such challenges can have a huge impact on the way children, adolescents, and adults develop relationships with others and even their ability to get and maintain a job. Theory of Mind also affects how we think about ourselves, because our own personas are shaped by how we feel others see us. In this webinar, you will gain a broader understanding of this construct as Ms. Pruitt explains Theory of Mind and provides a sampling of cases, resources and strategies that can be used for improving these critical life skills.

Attendees will be able to:
  • Define Theory of Mind
  • Describe the impact of Theory of Mind on interpersonal relationships and future employment
  • Demonstrate how to approach teaching Theory of Mind
  • List important resources for teaching Theory of Mind

Sheryl K. Pruitt, MEd, ET/P, is the Clinical Director of Parkaire Consultants, a multidisciplinary clinic she founded to serve complex neurologically impaired individuals. Prior to the founding of Parkaire Consultants, Ms. Pruitt conducted a State of Georgia Model Learning Disability Program. Ms. Pruitt has served on boards of directors including ones dealing with Tourette Syndrome, CHADD, and the Association of Educational Therapists. She teaches a State of Georgia Professional Learning Unit Course on students with neurological impairments. Among her publications, Ms. Pruitt co-authored the books Teaching the Tiger; Tigers, Too; Challenging Kids, Challenged Teachers; and the educational chapter in the Oxford University Press medical book Tourette Syndrome. She presents nationally and internationally, and her presentations incorporate professional and personal family experiences.

 

Members: FREE
Non-members: FREE


Duration: 87 minutes

Join board certified educational therapist (BCET) Diana Black Kennedy to learn the symptoms and causes of math learning disabilities and their relationships with dyslexia and ADHD.

Do my students have a math learning disability (MLD), or do they struggle because of their dyslexia or their ADHD, or is it a mixture? How do I know? How do I best help them?

Join BCET Diana Kennedy to learn the symptoms and causes of MLDs and their relationships with dyslexia and ADHD.

Explore concept/procedure integration, explicit teaching, incremental instruction and accommodations for students with MLD. Participants will leave with guidelines and games to help all math students excel.

PARTICIPANTS WILL BE ABLE TO:

  • Describe the neuropsychological processes involved in mathematics
  • Differentiate between domain general and domain specific causes of MLD
  • Analyze the overlaps between MLD, dyslexia, and ADHD
  • Apply an understanding of connections to a framework for remediation and accommodation
  • Analyze teaching techniques to optimize them for students

Diana Black Kennedy is a Board Certified Educational Therapist with a thriving private practice in Marin County, California. Her extensive classroom experience spans second through twelfth grade in rural, urban, and suburban settings. Her students represent a wide range of learning profiles, and she loves them all. Diana presents nationally and internationally and writes an education blog for her company, Mindspark Learning. She leads Marin’s AET Study Group and is Board Chair/Secretary for Marin Educators in Private Practice. Diana is the immediate past director and chair of AET’s Marketing and Outreach Committee and has taken the lead in organizing conversations with other BCETs about best practices for supervision.

Handout

 

Members: $5.00
Non-members: $10.00


Duration: 64 minutes

Utilizing the latest research and a case study that follows a child with slow processing speed across multiple developmental stages, Dr. Ellen Braaten describes the academic, social, and emotional challenges faced by these children as they navigate the world of home, school, and community.

How does slow processing speed affect children across their school years and beyond? What can parents, teachers, and educational therapists do to help?

Slow processing speed impacts every aspect of a child's life. Furthermore, managing a child with slow processing speed at school and at home can be challenging for teachers and parents.

Utilizing the latest research and a case study that follows a child with slow processing speed across multiple developmental stages, Dr. Ellen Braaten will describe the academic, social, and emotional challenges faced by these children as they navigate the world of home, school, and community.

From the first evaluation, to school accommodations, to the effect on family and social relationships, the webinar will explore the most common difficulties these children face in the home, in social relationships, and with school functioning. Using real-life examples, this webinar will give you insight into the challenges these children face as well as ideas on how to help.

PARTICIPANTS WILL BE ABLE TO:

  • list ways processing speed can affect social relationships across the lifespan
  • describe the multi-dimensional effect of a child with slow processing speed on family dynamics
  • recognize the emotional challenges (particularly anxiety) that can affect children with slow processing speed
  • outline the most recent research on the effect of slower processing speed in social and home environments and its effect on academic functioning

Dr. Ellen Braaten is the Director of the Learning and Emotional Assessment Program (LEAP) at Massachusetts General Hospital, the Associate Director of The MGH Clay Center for Young Healthy Minds and an Associate Professor of Psychology at Harvard Medical School. Dr. Braaten is widely recognized as an expert in the field of pediatric neuropsychological and psychological assessment, particularly in the areas of assessing learning disabilities and attentional disorders. She has conducted research studies on children with nonverbal learning disabilities and attentional disorders and has published numerous papers, chapters, and reviews on ADHD, learning disabilities, gender and psychopathology, intelligence, and neuropsychological and psychological assessment of children. She is the co-author of Straight Talk about Psychological Testing for Kids, a book that has become a classic for parents and professionals. She has also written The Child Clinician's Report Writing Handbook, which has been called "the most comprehensive child assessment handbook available." In addition, Dr. Braaten published Finding the Right Mental Health Care for Your Child in 2009 and her newest book, Bright Kids Who Can't Keep Up, was published in the spring of 2014.

 

Members: $10.00
Non-members: $17.00


Duration: 53 minutes

This presentation is designed to help you build your practice and boost your case management skills.

This webinar is designed to help you build your practice and boost your case management skills.

Learn how to build a network of professionals in your community that leads to effective case management in your educational therapy practice.

Lisa Brackin will discuss a philosophy and path that creates connection with the community at large in a reciprocal and mutually beneficial relationship. She will begin with self branding and professional authenticity. Then she will share methods and tools that she has found effective. Lastly, she will discuss a community of support enhances her work as a case manager.

Participants will be able to:

  • Describe why self-branding is important
  • Define one's professional authenticity
  • Generate methods to support authentic relationships with allied professionals
  • Maintain long-term relationships with allied professionals
  • Apply philosophies, techniques, and methods to build a culture of support among allied professionals
  • Implement effective case management

LISA BRACKIN holds a B.A. in Elementary and Special Education, a Master's degree in Human-Development and Early Childhood Disorders, and an Educational Diagnostician Certification through Dallas Baptist University and the Texas Education Agency. She maintains a private educational therapy practice in Richardson, Texas where she has cultivated a broad professional community. She and her husband, Adam, have a 3 year old son, Ian.

Beginning with self branding and developing professional authenticity, Lisa Brackin will discuss a philosophy and path that creates connection with the community at large in a reciprocal and mutually beneficial relationship. She will share methods and tools that she has found effective and how the goal of building a community of support enhances her work as a case manager.

 

Members: FREE
Non-members: $10.00


Duration: 72 minutes

This presentation explores the important role that executive function plays in successful learning.

Presented by Michael Greschler, M.Ed., Director of the SMARTS Executive Function programs, Research Institute for Learning and Development (ResearchILD) and Educational Specialist, Institute for Learning and Development and Kim Davis, M.Ed., Associate Director of Research and Teacher Training at ResearchILD.

Challenges with executive function impact students’ academic and social development and their overall daily functioning. This webinar will explore the important role that executive function plays in successful learning. The presenters will discuss how to assess a student’s unique areas of executive function strengths and weaknesses and will explore systematic approaches to applying executive function strategies to common academic tasks. The presenters will emphasize practical approaches that build self-understanding and self-reflection in students so that they understand how they think and learn. Both presenters are contributors to ResearchILD’s SMARTS Executive Function Curriculum.

Michael Greschler, M.Ed. is the Director of the SMARTS programs. Michael has an Ed.M. from the Human Development and Psychology program at the Harvard Graduate School of Education. Prior to moving to the Boston area he served as Executive Director of Legacy of Learning, a non-profit aimed at providing tutoring and supplemental academic services to economically disadvantaged and at-risk students. In addition, he is an educational therapist at the Institute for Learning and Development, working with middle and high school students on executive function and academic strategies across subject areas.

Kim Davis, M.Ed. is the Associate Director of Research and Teacher Training at ResearchILD. She is currently a doctoral student at UMass Amherst in the Research Evaluation Psychometrics program. Prior to joining the Institutes for Learning and Development, Kim served as a Test Development Manager and Content Development Consultant for Pearson’s Evaluation Systems.

 

Members: FREE
Non-members: FREE