Starting a private practice can be exciting and lead to satisfying work that pays well, serves others, and is enjoyable.  Take time up front to define your practice and plan out your business.  As you plan your practice, you will consider what services you will offer, what clients you will serve, what materials you need to have, what training you need to seek out, where to offer services (in person/online/hybrid), how much to charge, how to handle the accounting, how to market yourself, and more. 

This section discusses key elements to consider as you define your practice.  At the end, there is an example of the practice plan developed by one educational therapist.  Yours will look different, but it is meant to give you an idea of a practice definition that is complete.

Areas of Interest and Skill*

• What trainings have I completed?
• What areas do I enjoy most?
• What do I do most successfully?
• What materials do I have?
• What do I want to add to my skill set?

*The AET Code of Ethics section on representation states that Educational Therapists:

1. accurately represent in an ethical and legal manner their competence, education, training, and experience.
2. provide professional services only within the boundaries of their competence based on their education, training, supervised and professional experience while operating within the scope of practice and ethics of the Association of Educational Therapy.  Those engaged in e-practice operate within the scope of practice and ethics of the Association of Educational Therapists, as when providing services to clients in-person.
3. claim as evidence of professional qualifications, in accord with the requirements described in the Bylaws of the Association of Educational Therapists, only those transcripts, documents, and training experiences which they have duly earned.
4. adhere to the Association of Educational Therapist’s ethical guidelines as well as all applicable laws of the state(s) in which they practice when deciding which services they are qualified to provide.
5. follow specialized standards when engaged in e-practice.

View the AET Code of Ethics

 

Clients I Want to Serve

• age range
• area of need
• frequency and duration of sessions
• distance I am willing to travel
• hours I can work
  • Hours Available
  • Hours Available Sheet

• proportion of in-person to online
• reduced rate hours I can offer (if any)
  • Reduced rate services
  • Reduced Rate Analysis sheet

Possible Location for In-Person Services

• school
• my home
• my office
• client’s home
• neutral site (e.g., library, park, coffee shop)

Online Considerations*

• my location when I am online
• my technology (e.g., Zoom, document camera, online apps, tools, internet quality, audio quality)
• client’s technology needs
• client’s location and environment
• client’s physical equipment needs (e.g., white board and markers, workbooks, physical books, manipulatives, etc)
• client supervision if needed
• privacy and confidentiality

 * The AET Code of Ethics has specific considerations for engaging in e-practices. E-practice is defined as services using telecommunication technologies which include the preparation, transmission, communication, or related processing of information (writing, images, sounds, or other data) by electrical, electromagnetic, electromechanical, electro-optical, or electronic means.

Telecommunication technologies include but are not limited to telephone, mobile devices, interactive videoconferencing, e-mail, chat, text, and Internet (e.g., self-help websites, blogs, and social media).  Services may be synchronous or asynchronous (e.g., e-mail, online bulletin boards, storing and forwarding of information).  Technologies may augment traditional in-person services or be used as a standalone service model.

View the AET Code of Ethics (pdf)

 

Services I Will Provide

• one to one
• groups (maximum number of students)
• age range
• skill level
• types of service for example,
  • assessment
  • literacy–phonological awareness, decoding, encoding, comprehension, fluency
  • writing–handwriting, keyboarding, voice to text, content writing
  • math–number sense, procedures, problem solving to what level
  • self advocacy–understanding your needs, speaking up to get the best result
  • executive functioning–metacognition, organization, initiation and follow through, planning and prioritizing, flexing and adjusting, memory and attention, etc.
  • English language learning
  • gifted/twice-exceptional needs
  • parent education and support
  • school education and support

Programs and Methods I Use For:

• reading
• writing
• math
• executive function
• English language support
• gifted/twice-exceptional
• parents
• schools

Determining What to Charge

There are many factors that go into the decision of what rates to charge.  First, it is important to consider your income needs and the clients you wish to serve.  Next, you must determine what rates the market in your area will support.  While educational therapists may not agree among themselves to establish a rate they will charge (that is called collusion and it is illegal), performing a selection of informational interviews and sampling the fees of educational therapists in your area may be helpful to gauge the range of rates others charge.  Rates for services will vary considerably based on specific geographical location, areas of academic expertise, types of training, and years of experience.  Some ETs also provide pro-bono services and sliding scales to enable a wide range of families to have access to ET services.  Additional fees may be charged for such services as school visits, attendance at IEP meetings, travel to a client’s home, materials, report writing, and ongoing consultation with the parent/caregiver.  These fees should be specified in advance as well as the policy for cancellation. 

For more information about setting rates see these links:
How to set Rates
Rate Analysis Sheet
Hours Analysis
Hours Available Analysis Sheet
Reduced Rate Services
Reduced Rate Analysis Sheet
 

What to Include in Standard Rates and What Is Extra?

Each educational therapist must decide what will be included in the standard rate and what will be billed separately. This should be clearly spelled out to the client.  When you decide on your rates, be sure to consider each of these.

• Are these included in the session rate or extra?
  • preparation and notes
  • non-consumable materials–manipulatives, readers, etc.
  • consumable materials–workbooks the student writes in and keeps
  • communication with schools
  • communication with parents/caregivers
  • written reports
  • assessment time
  • assessment reports
  • meetings with school–IEP meetings, teacher meetings
  • allied professional communication and meetings
• What is the charge for each item that is not included in the session rate?
• What are the cancellation policies, will you charge the full rate or some other amount?
• What are the conditions and charges for late fees?

Session Packaging

There are several ways that different educational therapists package or charge for their services.  The ones listed below give an idea of some of the many options.  It is unlikely that any one ET would use all of these, yet they are worth considering as you decide what works for you.

• straight charge by the hour
• charge by the hour with discount for multiple sessions per week
• charge a single rate for a set number of sessions, e.g, $750 for a block of 8 sessions.
• charge a different rate if the client wants more included, e.g., a written summary after each session vs. quarterly written updates
• discounts for referrals, e.g., $50 off of a session for a referral that becomes a client
• additional charge for services provided between sessions, e.g., daily text to a student who needs reminders to support executive functioning challenges.

SAMPLE of One Solo Practitioner’s Practice Plan

Areas of Interest and Skill:

Training/expertise:

• Reading:
  • Orton Gillingham         Wilson Intervention, Fundations, Just Words,
  • IMSE                            Comprehensive, Intermediate
  • Lindamood-Bell           Seeing Stars, Visualize and Verbalize, LAC administration
  • Peter Bowers               Structured Word Inquiry
• Math:
  • Making Math Real Institute through Pre-Algebra
  • Math U See methodology
  • Americorps K-3 math methodology
• Writing:
  • Writing Revolution
  • Diana Handsbury King
  • Handwriting Without Tears
• Self Regulation:
  • Zones of Regulation
  • Social Thinking—Michelle Garcia Winner
  • Ross Greene–Lost at School methods
• Executive Functioning:
  • Workshops by Sarah Ward, George McCloskey,
  • Dawson and Guare

Students and Areas of Struggle I Support Well:

K-3 reading and math development

Upper elementary and middle school–Reading comprehension, writing development, and number sense remediation to strength math thinking

Middle school and high school—Study strategies, planning and organization skills to “do school” well.  Executive functioning coaching.

Students with nonverbal learning disorder, dyslexia, dyscalculia, and resulting struggles

Clients I Want to Serve:

Elementary and middle school.  I will support current students as they move into high school, but will not start out with students in high school.

I would like to work on a mix of approximately 50% hours early elementary and 50% hours upper elementary and middle school.

20% of hours will be offered at a reduced rate to reach out to underserved students.

I prefer to have 100% in person services, but will provide e-service for up to 20% if needed.  Also will consider using e-service in snow or other emergency situations in which it would be difficult to access the in-person location. 

Location of Services:

I prefer to serve students at school or in my home.  I can also serve them at a neutral location like a community center or library.  I do not serve students in their home–boundary and attentional difficulties.  When online, I will be at home in my office with the door closed–best security and privacy for student.  I will use Zoom, my laptop, and a document camera.  The student must be at their home with a parent or caregiver available.  The student will be asked to have a small whiteboard and marker with them.  In some cases, the student will be asked to have manipulatives or workbooks.
 

Services I Will Address:

• Educational assessment to identify appropriate starting point and baseline.
• Literacy support K-8
• Math support K-6
• Self Regulation K-8
• Self Advocacy 5-8
• Executive Functioning 5-12
• Parent support
• School/Teacher support

Hourly Rates and What Is Included:

Standard session rate:  $xxx per session for 50 minute session with 10 minutes for prep, put away, and quick check-in with caregiver.
 

Charges Separate From Hourly Rate:

• Phone calls to parent—no charge for the first 15 minutes. Then $xx per 15 minutes after that
• Phone calls with school–no charge—if it helps the school, it is worth it.
• Phone calls with other professionals–$xx per 15 minutes
• Consumables will be billed separately.
• Written status report quarterly—included in hourly fee.
• Reports for IEP meetings—separate–$ yyy per report
• IEP meeting participation–$zzz for each time the team meets.
• Assessments—$www per session with student,
                           $vvv per assessment report

Session Packages

• Standard rate per session is $xxx.
• Reduce to $xxy for 3 or more sessions per week
• $xx credit for referral that becomes a regular client
• Rate reduction to $xxz if a block of 8 sessions is paid in advance.
• For reduced rate clients—reduction percentage is applied to multiple sessions or blocks paid in advance.

Other Policies:

• No charge for cancellations due to illness within 24 hours
• No charge for cancellations more than 24 hours in advance.
• No show no call fee $xx or ½ session for reduced rate students
• 3 No Shows may result in termination of service.
• Sessions suspended if the bill is not paid within 30 days.
• Sessions are terminated if the bill is not paid within 60 days.
• Consent forms required (Code of Ethics):
• Share information with anyone other than parent/caregivers including stepparents, grandparents, non-custodial relatives.
• Release the student to anyone other than parent/caregivers including stepparents, grandparents, non-custodial relatives.
• Release to use photograph or voice or samples of student work in non-student related ways (e.g., on website or in publications)
• Consent to work with the student by all custodial people–parents, caregivers, social workers. If the parents are separated or divorced, consent must be obtained from both parents unless otherwise ordered by a court.
• Consent to use email and other electronic means of communication
• Acknowledgment that I report all instances of potential child abuse or neglect to authorities
• Fragrance free office