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Principles of Educational Therapy

January 11-13 and March 1-2, 2008 at the Roycemore School in Chicago

Instuctors: Risa Graff, MA, MCET and Nan Freund, MEd, BCET, FAET

The course takes place over two weekends, January 11-13 and March 1-2, 2008 in Chicago North Shore area.

Location: Roycemore School - 640 Lincoln Street, Evanston, IL 60201. Click here for information about lodging, airports, and ground transportation.

This course is the core of the Educational Therapy program. The course content is well designed for the introduction of skills needed to run an effective clinical practice in educational therapy. This course provides the theoretical underpinnings of educational therapy as a profession. Included is the language used by those who are part of an interdisciplinary team and a framework for understanding the roles of the educational therapist and others who participate on that team. Participants are asked to view issues from the educational therapy perspective, evaluate ethical issues, synthesize contextual understanding, and utilize best practices throughout the course. In addition, participants are exposed to recently published studies and guest lecturers in the field. This intensive course requires that the participants learn how to recognize the issues facing students with learning difficulties over time. Integral to the course is knowing how to gather information from multiple sources in order to create psycho-educational goals that match the students’ learning profile, while reflecting upon the process. Many of the issues introduced in this course are further examined in later courses.

 

Advanced Psychoeducational Assessment, Evaluation, and Interpretation

April 11-13 and May 3-4, 2008 at the Roycemore School in Chicago

Instructor: Loren Deutsch, LCSW, MEd, ET/P (ldeutsch@sbcglobal.net)     

This second course of the ETI Tier One sequence will focus on the assessment- to- intervention process from the educational therapy perspective. The educational therapist’s role in psychoeducational assessment (formal and informal), on-going evaluation of  clients, and the development of a comprehensive educational therapy plan will be defined and thoroughly explored. Case studies, assessment tools, and class discussion will be utilized to develop an educational therapy model for assessment and case planning. Best practices and current research will be examined. Guest lecturers in the field will provide added insights. Participants will be guided through the process of gathering, interpreting, and synthesizing information to create a jargon free summary and a thorough educational therapy plan.

ATTENTION AET MEMBERS

This three credit course meets AET’s second assessment course requirement for Associate professional membership. It is ideal for those AET Professional members considering writing their case study to reach the BCET membership level, AET’s highest level of membership.

Dates:  April 11 (4:00-6:00 pm); April 12 - 13 (8:00 am - 5:00 pm); May 3 - 4, 8-5 pm (8:00 am - 5:00 pm); in addition, 5 hours of web discussion and take home final will be required.

Assessment Course Syllabus

Course Description

This course examines the advanced skills an educational therapist employs when evaluating a student with learning differences.   The course will cover clinical procedures and educational diagnoses based on:  (a) choosing appropriate formal and informal assessments for individuals at various age levels, (b) interpreting test data for the purpose of making an educational diagnosis, (c) interpreting test data for the purpose of developing an individualized psycho-educational plan, (d) synthesizing contextual information, and (e) guiding the client and family through the assessment process.

Course Objectives

Following the completion of this course, students will demonstrate proficiency in:

  1. Systematically collecting and evaluating data from a variety of sources in order to determine the level and nature of assessment required;
  2. Creating an assessment plan using appropriate methodologies and instruments, being mindful of the underlying assumptions and technical adequacies;
  3. Interpreting assessment data used in allied professions;
  4. Administering and interpreting appropriate formal and informal educational assessments from an educational therapy perspective;
  5. Systematically collecting and interpreting quantitative and qualitative information from formal and informal assessment of clients;
  6. Determining an educational or treatment plan based on the collection of data;
  7. Creating and maintaining rapport with the client throughout the assessment process;
  8. Creating and maintaining an alliance with the family throughout the assessment process;
  9. Critically analyzing test data and behavioral issues as they relate to individual performance;
  10. Critically synthesizing test data and behavioral issues as they relate to the development of specific interventions from an educational therapy perspective;
  11. Collaborating with the family, teachers, administrators, allied professionals, and other members of a multidisciplinary team on behalf of the client;
  12. Demonstrating effective oral and written communication skills in order to share the results of an assessment with the client and parents; and
  13. Applying ethical and legal standards to the assessment process