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As a service to members, other professionals, and parents, AET records conference presentations and workshops covering a wide variety of topics related to educational therapy.
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Recorded Presentations
 Duration: 82 minutes Have you noticed your clients struggling to find motivation, repeating the same mistakes, and lacking self-awareness? Many adolescents and adults struggle with two executive functioning skills: goal-directed persistence and metacognition. In this presentation, participants will learn how goal-directed persistence and metacognition allow students and adults to make positive changes. Participants will discover the steps of a methodology that can be used in session or the classroom to help clients or students set and achieve their goals. The approach incorporates weekly self-reflection as an essential tool for tracking progress and identifying roadblocks, thus advancing metacognition. Finally, common barriers that arise when helping clients develop goal-directed persistence and metacognitive skills will be addressed, and strategies for overcoming them will be provided.
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 Duration: 80 minutes Fluency Related to Prosody - MUCH More than Speed & What is the Role of Syntactic Awareness?Fluent reading, a combination of accuracy, prosody, and automaticity, supports reading comprehension. Appropriate pacing and other prosodic features are central to the definition of fluency. Fluency is demonstrated during oral reading through ease of word recognition, appropriate pacing, parsing of words into meaningful phrases, and intonation. Knowledge of how to chunk words into meaningful phrases is related to syntactic awareness. Fluency is a factor in oral and silent reading that can limit or support comprehension. To become a skilled reader, it is important to learn to be flexible rather than simply fast. Excessive focus on rate can interfere with, rather than augment, comprehension, and a slower reading rate is sometimes necessary to support understanding. Skilled readers vary reading pace depending upon the difficulty of the text and the complexity of the ideas they encounter. This presentation includes video clips of group instruction demonstrating how to teach students syntactic awareness as a foundation for parsing sentences into meaningful phrases when reading connected text.
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 Duration: 83 minutes Chat GPT & Education at One YearNovember 2023 marks one year since the public release of ChatGPT, followed quickly by similar tools like Google Bard, Bing AI, and more. Although artificial intelligence, or AI, has been part of our daily lives for decades (think speech recognition, Netflix recommendations, and GPS navigation), generative AI like ChatGPT has elicited both excitement and alarm due to its ability to understand conversational human language and create seemingly original content.
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 Duration: 90 minutes Understanding the Invisible Wounds of Adoption & Foster CareThis presentation will describe the basis of attachment and trust needed for healthy psychological and emotional development and the challenges faced by children who have been adopted or raised in foster care. Seven core themes are essential components of the child's emotional experience: Loss, Rejection, Shame/Guilt, Anger, Identity, Intimacy, and Control. Participants will explore the "internal world" of an adopted or foster child and discover how therapeutic interventions can build trust and support a child with a traumatic history so they can learn. Practical new tools and techniques to use with children who have been adopted or are in foster placement will be discussed.
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 Duration: 72 minutes Research & Revelations A Panel's Perspective on 2e Across the Learning SpanTo understand the twice exceptional (2e) learner, one must actively comprehend the intricacies of the learning disability or obstacles, the traits of giftedness, and the unique combination that characterizes the individual. This panel will share insights from their research and the application of this evidence-based knowledge to practice for educational therapists and allied professionals. Panelists will present and discuss case studies about supporting transitions of 2e individuals across various settings. How can educators, parents, and allied professionals best serve these learners in school and as they transition into the workforce?
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 Duration: 85 minutes Numeracy is as Important as Literacy: Why You Should Include Math in Your Educational Therapy PracticeNumeracy and literacy are equally important, and neither instructional domain has escaped controversy. Just as there are debates about teaching reading, there are "math wars" about the best way to teach math. Research supports direct instruction and one-to-one intervention, and educational therapists can play a crucial role for students who experience reduced math development and learning loss related to pandemic school closure and online learning formats. In addition, emerging evidence suggests that math development and the development of executive function are interrelated; teaching math also trains a student's executive functioning skills. This session will present social science, cognitive science, and neurobiology evidence that underpins an effective math pedagogy consisting of direct, incremental instruction and the importance of teaching word problems as a distinct process. It will offer the ET a pathway to reduce a student's math anxiety and develop proficiency in methods of math remediation. Finally, the presentation will encourage an understanding of math as a component of our profession, equal to reading and language.
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 Duration: 90 minutes The Cultural-Linguistic Impact on Cognitive Scores for English Learners and Diverse StudentsResearch has demonstrated that cultural and linguistic influences can affect performance on cognitive tests for English Learners (EL) and diverse students. These influences may result in depressed scores mistaken for disability instead of difference. This presentation will introduce a new method of domain-level analysis of cultural and linguistic factors using Excel-based histograms to form explicit, easily understandable visual representations of the impact of cultural-linguistic factors within the context of normal ability. Participants will learn how the Cultural-Linguistic Interpretive Matrix (C-LIM) and the later evolved measure of Diverse Student Normal Ability Performance (D-SNAP) are used to evaluate the impact of cultural-linguistic factors on test performance. Methods for addressing test score validity will be discussed within a framework similar to the typical presentation of graphed evaluation results.
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 Duration: 16 minutes 2023 President's Address
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 Duration: 86 minutes Empathy Unleashed: Transform Lives with Authentic Compassion in Educational TherapyThis interactive session delves into the essential nature of genuine empathy in supporting individuals with disabilities. The presenter will guide participants in understanding and practicing empathy through relationship building, strengthening connections, and fostering an inclusive culture. Attendees will gain valuable insights and practical tools for displaying authentic empathy. By the end of the presentation, participants will emerge with a deeper comprehension of the transformative power of empathy and the confidence to make a meaningful impact on the lives of their clients and the broader community.
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 Duration: 174 minutes Susan Fogelson Memorial Ethics Panel 2023Recognizing and dealing with ethical issues is an essential part of our work as educational therapists. Because we work with complex clients, we often encounter dilemmas that require us to make challenging decisions about what action to take. Each dilemma must be handled ethically and effectively. An ET's scope of practice can become blurred when clients have complex needs around social and emotional issues. A parent asks you to assess for eligibility or to gain accommodations. Can you legally and ethically do that? ETs in schools face different dilemmas. Do you prioritize the school policies, its teachers, or the needs of the individual student? How do you decide? Have you ever struggled to resolve a disagreement with a parent, teacher, or allied professional? Business practices can also present dilemmas. Learn what issues others have faced. A panel of Board Certified Educational Therapists will present real-life scenarios that illustrate ethical dilemmas from their own practices. They will also explain the ethical thought process they used to make decisions about what actions to take. The scenarios will include issues from a variety of practice settings as well as issues related to the scope of practice. The presentation will be moderated by Risa Graff and will provide time for related audience questions.
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 Duration: 87 minutes Game Changer: Using Playful Activities to Foster Essential SkillsBy the age of five, learning and playing are in conflict with one another — children's learning environments may be sterile and stripped of what we know about how people learn best. Evidence shows that learning through play is more engaging and positively impacts the depth and breadth of a child's learning. Play can function as what experts call "a laboratory of the possible," where creativity blossoms and critical thinking is born. Through dramatic play, children develop their own worlds and create narratives that are building blocks to early literacy skills. Playing board games encourages the development of math skills through counting, representing values, one-to-one correspondences, and cause and effect. In this workshop, attendees will learn, through discussion and active participation, the importance of using play, games, and puzzles to help learners develop academic and executive functioning skills.
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 Duration: 181 minutes Dysgraphia, Dyslexia, and OWL LD: Evidence-Based Diagnosis and TreatmentFour decades of research provide a foundation for understanding three language-based specific learning disabilities (SLDs): dysgraphia (impaired letter production), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD, impaired listening comprehension, oral expression, reading comprehension, written expression /composition). This presentation will examine each SLD's definitions, diagnostic profiles, and differentiated instruction. Each of these language-based SLDs can co-occur with dyscalculia; therefore, specialized instruction in mathematics for students diagnosed with dysgraphia, dyslexia, or OWL LD will also be presented. A discussion of screen-intervene procedures for preventing the three language-based SLDs will also be offered. Participants will receive a list of evidence-based assessments and instructional resources.
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 Duration: 88 minutes Applying Our Growing Knowledge of the Intersection of Social Justice and Educational TherapyAs educational therapists, we help students become agents of their own change and transformation. We also practice within an educational system that has perpetrated racial, cultural, and social inequities since its inception. This ET social justice presentation will provide a supportive place to examine our growing knowledge of the intersection of social justice and educational therapy and apply new perspectives within our practices. Panelists will discuss AET's commitment to social justice, our personal social justice journeys, low-cost/no-cost resources, and culturally responsive strategies to enhance work with marginalized students.
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 Duration: 88 minutes Have You Ever Tried, 2023 Edition"Have You Ever Tried? Brought to You Live!" is an informal exchange of favorite techniques, best practices, innovative ideas, games, movement activities, and tried-and-true strategies with our conference attendees. Presenters will share a brief fifteen-minute presentation and a one- to two-page descriptive handout with a detailed summary of their strategy, activity, or tool. Plan to walk away with an array of ideas ready for immediate implementation during your next virtual or in-person session.
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 Duration: 186 minutes Evidence-Based Reading Instruction: A Powerful Force for Effective TeachingThis session will focus on reading and spelling development and how instructional methods must align with recommendations from research in the context of the student's specific developmental level. Examples of instructional methods designed to help students improve phonological awareness skills, reading decoding, spelling, and reading fluency will be presented. In addition, the session will provide resources for technology applications that facilitate reading instruction. A key takeaway is the importance of enhancing classroom teacher knowledge of evidence-based reading instruction.
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 Duration: 174 minutes Supporting Neurodiverse Math Students with a Student-Specific Diagnostic/Prescriptive ModelNeurodiverse students often fail to thrive within traditional classroom settings. Yet, tutorials or small, homogeneously grouped classes that offer the same traditional content to a smaller audience are not the solution. When provided with an individualized math program tailored to their unique learning needs, these students can reach their potential. Individualized instruction should respond to neurodiversity by diagnosing and acknowledging skill sets, as well as cognitive strengths and weaknesses, when fabricating a prescriptive course of action. Landmark School's Six Teaching Principles™ create the conditions students with language-based learning disabilities (LBLD) need to succeed. Students with LBLD make stunning progress with targeted, multimodal, intensive, skills-based instruction. Implementing these principles will be presented using WoodinMath-based examples and videos of their application within a language-based math class. The same diagnostic/prescriptive model can be used to create an effective plan of action to support all students with a neurodiverse cognitive signature.
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 Duration: 183 minutes Separating Fact From Fiction: A Comprehensive Look at the Current Research on ADHDIn his discussion, Dr. Hinshaw will focus on the confluence of biological risk and environmental/contextual supports essential for understanding ADHD. Next, he will consider how ADHD exists and develops in girls and women. Far from the myth that ADHD is largely if not exclusively a "guy thing," he will focus on the historical neglect of ADHD in females — and highlight lifespan findings from the Berkeley Girls with ADHD Longitudinal Study to examine the high risk that girls with ADHD incur for depression, low achievement, self-harm, and unplanned pregnancy as they traverse adolescence and adulthood. Included will be important information about the high rates of stigma that are still attached to people with ADHD, especially girls and women. Dr. Hinshaw will conclude with a review of evidence-based treatments for ADHD, along with information on interventions that are often touted but don't meet the evidentiary standards needed.
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 Duration: 87 minutes Scope of Practice in the Covid Era: Appropriately Addressing Students' Post-Trauma NeedsHelp! I can't cope! We have all been through the slow-motion trauma of the Covid-19 pandemic, and one way or another, it has impacted our well-being. Designed to provide attendees with useable post-pandemic information and intervention tools, this session explores common social, emotional, psychological, and academic responses to the challenges of the past two years. We will focus on specific techniques for addressing these difficulties within an educational therapist's scope of practice. In addition, attendees will learn how to determine when an issue is outside the realm of our expertise and when referrals should be made, including when mandated child abuse reporting should be considered. Topics discussed can also be generalized outside the pandemic's context and apply to social, emotional, and psychological issues encountered under more typical practice conditions.
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 Duration: 83 minutes Trauma-Informed Teaching Practices: Teaching Self-Regulation Through Mindfulness to Children and AdolescentsTeachers are often the first to glimpse into the psyche of a child and discover past events and possibly adverse childhood experiences that may be signs of situational or complex trauma. Educational therapists in collaboration with teachers are in a unique position to promote metacognitive awareness and provide support for students who have experienced trauma. Appropriate practices and methods are commonly called "trauma-informed" or "trauma-sensitive" and are used to reduce traumatic reactions and disruptive behavior during instruction, to reduce student reactivity and emotional distress, and to teach adaptive behaviors that will support the student's social, emotional, and academic growth. This presentation addresses how children are impacted by trauma, and how educational therapists and teachers can mediate the effects of trauma on self-regulation and learning through mindfulness.
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 Duration: 73 minutes Assistive Technology for Supporting Individuals With Memory and Executive Functioning DeficitsHow can you help your distracted, forgetful, disorganized, and overwhelmed students and clients become more confident and self-reliant learners? Free or low-cost desktop and mobile solutions to support memory, planning, note-taking, and organization are vital supports. Assistive technology can help educators differentiate instruction and guide students to perform with greater independence. As mobile device use has become ubiquitous, the stigma associated with AT has vanished. Yet all the technology in the world won't help improve a student's organization, time management, or scheduling skills if it isn't consistently incorporated into their daily routine. Learn from a former educator living with inattentive ADHD and a nontraumatic brain injury (which feels like ADHD on steroids!) about the most effective assistive technology available to support memory, executive functioning, and learning.
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 Duration: 27 minutes Life Cycle of an ET ProjectLife Cycle of an ET Project
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 Duration: 60 minutes Annual Membership MeetingAnnual Membership Meeting
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 Duration: 81 minutes Infodoodling: A Spoonful of SugarThis presentation will focus on unlocking the power to think differently through the techniques of infodoodling. We will discuss how these techniques appeal to students with specific learning styles, engage immersive thinking, and break the stigma that doodling is a distraction. Infodoodling can be used to plan time, take notes, and study every subject from science to literature. Jill will make the practice of infodoodling come alive by guiding participants through a few easy doodling techniques and tips. Please bring paper and markers! This engaging technique is suitable for both students and educational therapists alike.
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 Duration: 83 minutes Strengths & Talents Rock! Tools That Reveal Our Cognitively Diverse Learners at Their BestHonoring twice-exceptional learners' strengths, interests, and talents supports their growth and development. Acknowledging the power of this observation is the first step; taking action to discover those strengths, interests, and talents is the next. This session will review the theory behind a strength-based, talent-focused support system for twice-exceptional (2e) learners. Participants will be introduced to a collection of tools that reveal a 2e student's joys, interests, learning preferences, personality quirks, intensities, and family perspectives. Educational therapists, families, and counselors can use these evaluative tools to create a portrait of a cognitively diverse individual and communicate this awareness in ways that will enrich a student's growth and success. Strategies for implementation in a school setting to discover the collaborative potential of a classroom of cognitively divergent individuals will be shared. The discussion will also focus on how these tools may reveal the gifted and talented potential of traditionally underserved and unrecognized children.
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 Duration: 91 minutes Social Communication in College and Beyond: Supporting Young Adults' Social-Emotional LearningNeurodevelopmental disorders (NDDs) can impact social communication abilities and pose a challenge when social communication demands increase as children grow into young adults. Social communication skills (and the thinking behind them) are rarely taught explicitly, and young people with NDDs may be at a disadvantage in the post-secondary or workplace environment. They may experience challenges making and maintaining friendships with peers, developing supportive relationships with professors, colleagues, or supervisors, and advocating for their own needs. This session will present key elements of emotional intelligence and social-emotional learning, critical areas impacted by social communication difficulties in the college setting, and a three-tiered approach to supporting social communication skill development in young adults to optimize their academic performance and social success.
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 Duration: 87 minutes 3D Bridge From Phonemic Awareness to Reading: Effective Ways to Teach Essential SkillsWe know that phonemic awareness is necessary for reading. We know that students learn more when they are engaged. Combining these certainties into 3D instruction adds a new level to any phonemic awareness (PA) or Structured Literacy lesson by teaching in three dimensions. Phonemic objects aren't just for teaching initial consonant sounds anymore. Learn how to explicitly teach blending, segmenting, manipulating, and substituting phonemes — proficiencies needed for orthographic mapping success.
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 Duration: 87 minutes Math Anxiety and Stereotype Threat: The Role of Emotion in Math LearningEmotion and learning are deeply intertwined for students suffering from math anxiety. Approximately 93% of Americans report having some level of math anxiety, and a meta-analysis of relevant research showed that ameliorating math anxiety results in academic gains of 20 percentile points. Why is the impact so profound? Math anxiety directly interferes with working memory, an executive function needed to hold and manipulate numbers in the mind. Recent research shows that math anxiety also reduces processing efficiency and attentional control, suggesting more far-reaching consequences than previously realized. Therefore, understanding how negative emotion interferes with math cognition is crucial information for mounting effective math learning interventions. In this discussion, we will learn how math anxiety and stereotype threat develop, how these factors affect our ability to learn math, and how specific intervention strategies incorporated into our practice as educational therapists can counteract negative emotional impacts.
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 Duration: 85 minutes Boundaries Are Us: Promoting Healthy Boundaries for Awesome Learning Environments for ALLDo you set boundaries with your clients? As educational therapists, boundaries create essential personal and professional structures that support and help define the client-therapist relationship. Difficulties with healthy boundaries can create situations that detract from session goals, leading to confusion for clients, families, allied professionals, and colleagues. Developed through direct experience and supported by research, this session will discuss the six components that comprise the Boundary Framework, which focuses on identifying, implementing, and maintaining boundaries that create a supportive learning environment for each client. Relevant research, real-life experiences, and case studies affirming this approach will be shared.
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 Duration: 87 minutes Shall We Play a Game? Engaging Reluctant Learners through Gamification and Game-Based Learning ActivitiesAlthough repetition is imperative for mastery, many students with learning disabilities, ADHD, and executive functioning challenges lack the motivation to engage in complex or tedious tasks. One way to improve learning outcomes and increase desired behavior is by incorporating gamification and gamebased instruction into learning activities. This workshop will explore how learning and motivation theories can support our efforts to improve student engagement and participation in goaldirected behaviors. The core features and benefits of gamification and game-based learning activities for students with learning challenges and reluctant learners will be identified. Participants will discover how to choose, design, and implement interactive and engaging activities that enhance learning objectives related to educational therapy goals. Customizable examples will be shared that: can be utilized in-person or in distance/e-learning settings; have free and low-cost options; and can be applied to various learning objectives and age/grade levels.
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 Duration: 84 minutes Cultivating Connection: Social/Emotional Learning During Educational Therapy SessionsDo you have students who are masters at avoiding their work? Do you want to learn how to interrupt this inclination, replacing avoidance with attitudes and behaviors that promote success? This session will discuss how to create a climate where students feel safe enough to practice "the hard stuff" or non-preferred tasks. Behavior is a form of communication and understanding its source can provide insight into counter-productive actions. Participants will explore brain-friendly strategies to diffuse anxiety by incorporating art, movement, and sound into therapy sessions. An approach that encourages thinking outside the brain will be introduced, and mini-case studies and attendee participation will be featured.
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 Duration: 88 minutes Empowering Neurodivergent Learners by Helping Them Understand Their Uniquely Wired BrainsTalking to kids about learning and developmental differences is tricky! Yet, without these critical conversations, children tend to create their own narratives to explain why things are hard — and these narratives are often negative and isolating. As a result, too many children experience anxiety and depression in addition to learning challenges. Educational therapists and specialists are uniquely positioned to help kids change this narrative and their relationship to learning.
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 Duration: 83 minutes The Case of Maya: What is Engagement? Can Engagement Actually Improve Learning? PART 1Distance learning during the Covid pandemic revealed an obvious challenge with student engagement, defined as the degree of attention, curiosity, and interest a student shows when learning. Emotional engagement enhances student motivation and reduces the sense of isolation, while a student's interests can create greater focus, sustained attention, and deeper learning. Research has validated the connections between engagement and motivation, perseverance, self-regulation, and learning. These factors are especially relevant in the online space of distance learning.
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 Duration: 85 minutes The Case of Maya: What is Engagement? Can Engagement Actually Improve Learning? PART 2Distance learning during the Covid pandemic revealed an obvious challenge with student engagement, defined as the degree of attention, curiosity, and interest a student shows when learning. Emotional engagement enhances student motivation and reduces the sense of isolation, while a student's interests can create greater focus, sustained attention, and deeper learning. Research has validated the connections between engagement and motivation, perseverance, self-regulation, and learning. These factors are especially relevant in the online space of distance learning.
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 Duration: 94 minutes Creating Systems & Structures that REALLY WORK With Complex Children, Teens & Young AdultsChildren, teens, and young adults with executive function challenges often resist the very structures and support they need most, especially when adults provide solutions without involving them in problem-solving. How can IECs help? Drawing from the behavioral foundations of professional coaching, change management principles, and the fundamentals of executive function, this interactive workshop introduces essential components to create and implement effective systems. Demonstrating that collaborative management is a core competency for professionals to cultivate ownership and independence for students, the role of motivation and its application to the long-term success of any system or structure will be introduced. This session guides professional providers to integrate foundational tools from the coach approach into their practice, providing practical solutions and an innovative framework for empowering young people to take ownership of their lives and education.
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 Duration: 84 minutes Building a Shared Reality: Using Classroom Simulations to Destigmatize Academic AccommodationsOver the last two decades, the fairness of academic accommodations has been hotly debated among educational stakeholders, creating a palpable tension between students with and without accommodations in schools. Research indicates that students with learning challenges often do not utilize their eligible accommodations to avoid being singled out by peers. In contrast, neurotypical students have reported feeling uncomfortable or bothered by peers with learning challenges. In this presentation, participants will discover how engaging students in short tasks that simulate specific learning challeng es affect students' perceptions of academic accommodations, such as extended time. Participants will have the opportunity to engage in sample simulations and discuss their firsthand experiences. Through this process, educational professionals will gain a nuanced understanding of the experiences of their students with learning challenges and walk away with strategies for facilitating an appreciation for diverse learning needs among neurotypical peers.
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 Duration: 13 minutes 2022 President's Welcome2022 President's Welcome
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 Duration: 85 minutes Impact of the Educational Therapist's Therapeutic Relationship on Learning: Replacing the "Bad," "Stupid," "Lazy," and "Crazy" Incorrect Self-Diagnoses With SuccessAccording to AET, educational therapy aims to foster the development of self-confident, independent individuals who feel positively about themselves and their potential as lifelong learners. The therapeutic relationship is essential in educational therapy and is key to achieving this goal. A therapeutic relationship makes the student feel safe and available for learning after experiencing failure. Recognizing this feature is central to distinguishing educational therapy from academic tutoring and improving therapy outcomes. Many of the problems causing the student to fail, including the impact of anxiety and depression on learning, will be shared during this session, and strategies to offset their effects will be presented. In addition, the session will emphasize the importance of the student and family having access to accurate information about underlying diagnoses and medical conditions. A reeducation process to correct misinformation about sources of academic challenges will be discussed.
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 Duration: 166 minutes The Susan Fogelson Ethics Panel 2022Educational therapists periodically encounter practice dilemmas that must be handled ethically and effectively. Have you ever struggled to resolve a disagreement with a parent, teacher, or allied professional? Do you find it challenging to manage boundaries when faced with a parent who demands excessive time and drains your emotional energy? What helpful information might you learn by analyzing your feelings about that parent? Who can you consult for advice and support?
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 Duration: 150 minutes 2021 Pre-Conference WorkshopWrightslaw Workshop Part IPresented by: Pete Wright, Esq. 2021 Pre-Conference WorkshopWrightslaw Workshop Part IPresented by: Pete Wright, Esq.
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 Duration: 190 minutes 2021 Pre-Conference WorkshopWrightslaw Workshop Part IIPresented by: Pete Wright, Esq. 2021 Pre-Conference WorkshopWrightslaw Workshop Part IIPresented by: Pete Wright, Esq.
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 Duration: 90 minutes 2021 ConferenceAustism Spectrum Disorder:Current Research and Implications for Educational InterventionsFred Volkmar, MD Austism Spectrum Disorder: Current Research and Implications for Educational InterventionsFred Volkmar, MD
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 Duration: 60 minutes 2021 ConferenceBranching Out on My Own:A Journey into Private Practice Amidst the PandemicSam Tolkin Branching Out on My Own: A Journey into Private Practice Amidst the PandemicSam Tolkin
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 Duration: 60 minutes 2021 ConferenceHow to Foster Executive Functioning at School and at HomeSean McCormick, MEd How to Foster Executive Functioning at School and at HomeSean McCormick, MEd
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 Duration: 60 minutes 2021 ConferenceEducational Therapists as Social Justice Advocates:Using Neurodiversity to Create Socially Just SchoolsBibi Pirayesh, EdD & Sharmilla Roy, PhD Educational Therapists as Social Justice Advocates: Using Neurodiversity to Create Socially Just SchoolsBibi Pirayesh, EdD & Sharmilla Roy, PhD
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 Duration: 180 minutes 2021 Conference: Keynote AddressKeynote Address - Special Education Law for Educational TherapistsPresented by: Pete Wright, Esq. Keynote Address - Special Education Law for Educational TherapistsPresented by: Pete Wright, Esq.
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 Duration: 90 minutes 2021 ConferenceAll About Tests and AssessmentsPresented by: Pete Wright, Esq. All About Tests and AssessmentsPresented by: Pete Wright, Esq.
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 Duration: 90 minutes 2021 ConferenceCan Kids Be Gifted if They Have a Learning Disability? Supporting Twice-Exceptional Children and AdultsCindy Hansen, M.Ed., ET/P; Susan Baum, PhD; Holly Kincaid, MA; Patricia Kimathi, Ed.D, ET/P Can Kids Be Gifted if They Have a Learning Disability? Supporting Twice-Exceptional Children and AdultsCindy Hansen, M.Ed., ET/P; Susan Baum, PhD; Holly Kincaid, MA; Patricia Kimathi, Ed.D, ET/P
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 Duration: 90 minutes 2021 ConferenceMemory Strategies That Enhance Executive Functioning SkillsRegina G. Richards, MA, BCET Memory Strategies That Enhance Executive Functioning SkillsRegina G. Richards, MA, BCET
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 Duration: 90 minutes 2021 ConferenceA Multidimensional Approach to Improving Self-Regulation and Academic Skills of a Child Diagnosed with ADHDGeorge McCloskey, PhD 2021 ConferenceA Multidimensional Approach to Improving Self-Regulation and Academic Skills of a Child Diagnosed with ADHDGeorge McCloskey, PhD
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 Duration: 60 minutes 2020 ConferencePromoting Self-Advocacy: Building Essential Skills for the Transition to CollegePresented by: Laurel Grigg Mason, MA & Claudia Sandoval, MSW The laws and systems related to disability support and information privacy change dramatically when students transition to post-secondary education. Students who have not had much practice advocating for themselves may experience challenges when they encounter this abrupt shift in their new academic environment. This session will describe the self-advocacy skills necessary in higher education and provide tools that practitioners can use now to help students prepare for the transition.
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 Duration: 60 minutes 2020 ConferenceGet a Life After High School: Transitioning to Your Next AdventurePresented by: Drew Lau-Regent, MA & Pamm Scribner, MEd, BCET This presentation will utilize the four quadrants of the Self-Advocacy Framework to support high school clients as they navigate to the next phase of their life adventure. This includes those students who opt for: a gap year, an internship, job training, community college, a four-year institution, CTE (Career Technical Education), a certificate or licensing program, among other options. Participants will be able to demonstrate/model to their clients how to self-advocate (communication), prepare their clients to take a leadership position, and to step forward in a group project (leadership), explain strategies that help clients explore and discover their strengths and challenges (knowledge of self) and research information and assist their students to better understand and obtain knowledge about their basic rights as human beings and as scholars (knowledge of rights).
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 Duration: 60 minutes 2020 ConferenceBridging the Gap: Student Success in ReadingPresented by: DeJunne' Clark Jackson, MA, MAT, MEd, CALT Oftentimes schools, teachers, and parents have the unfortunate experience of independently bearing witness to students’ daily reading struggles. Those subjective experiences may vary if examined in isolation and could result in a missed opportunity for creating a cohesive and unified understanding of the reading problem. Each stakeholder plays a vital role in the stage of discovery, identification, and intervention. It is critical that all participants are knowledgeable, capable, and eligible to make determinations in order to ensure student success. Participants will be able to explain how to empower parents with the knowledge essential to becoming well-informed participants in the educational decision-making process, demonstrate how to equip students with the skills necessary to be successful learners using evidence-based therapy practices and support stakeholders with the appropriate tools and information critical to effectively educate students with learning challenges.
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 Duration: 60 minutes 2020 ConferenceWhat is Multisensory Structured Language?Presented by: Katie Hodgkins, Dir. Of Instruction According to the International Dyslexia Association, “The principles of instruction and content of a multisensory structured language (MSL) program are essential for effective teaching methodologies.” The Orton-Gillingham (OG) method, a 70-year pioneer of MSL, has been repeatedly and continuously validated by robust reading research. Once thought of as a one-on-one instruction for dyslexic students, many schools and districts are choosing to implement MSL to teach foundational reading skills to all students. There are many programs based on OG or MSL, but what do these terms mean and which concepts and principles are requirements? This presentation will provide educators with an understanding of the MSL methodology deemed “essential” for remediating mild to severe reading difficulties, including dyslexia. Participants will be able to explain the key principles of a Structured Literacy approach, list and describe the common instructional components found in reading programs based on a Structured Literacy approach, apply MSL techniques that are proven strategies for achieving effective student progress in literacy and list the questions to ask when looking for a program based on a Structured Literacy approach.
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 Duration: 60 minutes 2020 ConferenceLearning Disability as a Social Justice Issue: The Role Educational Therapists and Learning Specialists Can Play in Shifting Special Education Ideologies in SchoolsBibi Pirayesh, EDD In both public and private educational settings, we often find ourselves advocating for the rights of individual students. But what if we could use our positions as educational therapists, learning specialists, and other professionals to advocate for systems level change? This presentation applies the same framework used in many teacher preparation programs to address the ideological shifts we need to make in order to create more inclusive educational settings for our students. Participants will be able to analyze and identify the root ideological causes preventing inclusion, deconstruct their own thinking and the thinking of others around the concept of “difference”, break down the concept of social responsibility and why all educators must be social justice advocates, identify the specific principles and conditions that allow students with learning differences to thrive in any setting and employ straightforward, actionable steps to help support schools and classrooms in creating such conditions.
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 Duration: 60 minutes 2020 ConferenceThe Hand You Were Dealt: Challenging Assumptions About the Attributes of Cognitive DiversityCindy Hansen, MEd, ET/P Challenge assumptions and explore a range of learning attributes in a high-energy, heart-tugging, and often humorous format. The Hand You Were Dealt is a tool for teachers and practitioners that seek to reveal hidden biases about gifted students with various diagnosed and undiagnosed learning disabilities. This approach exposes the potential impact of temperament and asynchrony on the family, child, and the school environment and clarifies the experiences of many atypical learners. Participants will be able to integrate constructs from GATE, special education, and educational therapy to illustrate the complex nature of dual exceptionality, apply strategies to develop student-to-family-to- school collaboration for their gifted students with learning discrepancies, describe their unintentional biases and strengths regarding certain learner attributes, recognize potential asynchronous learning profiles and the impact they have on twice exceptional students and provide psycho-educational support for their clients, teachers, and allied professional partners.
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 Duration: 180 minutes 2020 ConferenceThe Empathy SolutionDiana Kennedy, MA, BCET This presentation draws from recent insights in the fields of neuroscience, attachment theory, and neuroplasticity to offer educators a roadmap for transforming school discipline. The moralistic or puritanical paradigm that children are good or bad and thus should be rewarded or punished is replaced by a model that views children’s behavior as a means of communicating unmet needs or missing skills. The empathy solution improves learning and leads to equity and justice in the classroom. Participants will be able to compare and contrast the puritanical paradigm with the empathy paradigm, describe the impact of the puritanical paradigm in our school system in relationship to disability, race, class, and gender, explain the neuroscience and psychology behind the empathy paradigm, describe three approaches that exemplify the empathy paradigm and identify ways to incorporate empathy techniques into their own work with students.
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 Duration: 90 minutes 2020 ConferenceIn, Out, With and Now: Four Years and the Changing Nature of Educational TherapyLaura Doto, MA, ET/P This case study follows a student over a four-year period, starting at the transition into middle school through his first year of high school. The role of the educational therapist began as more of a “head coach” and gradually transitioned to a trusted guide for in-school referral, eligibility and service planning, psychiatric consultation, and preparation for the shift to high school. Educational diplomacy with collaborating professionals within the school and larger community proved to be the heart of case management for this student and his family. This case will demonstrate how goodness of fit, trust, just-in-time skill building, diagnostic intervention, good humor, patience, and calm were the essential ingredients of a positive outcome. Participants will be able to Identify methods to develop educational therapy goals, describe and apply elements of reciprocal compromise when building curriculum, explain how to incorporate the “organic curriculum” while still articulating objectives for skill-building and support, compare elements of one-on-one work with complementary and supplementary supports in school and with outside service providers and explain how an ET can contribute to effective and meaningful IEP meetings over time.
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 Duration: 90 minutes 2020 ConferenceHow to Present your AssessmentMarion Marshall, MS, BCET, FAET Assessment is much more than scores. How can you present so that your Findings become an Impetus for Change? Sadly, your finely crafted written report may remain in a file, rarely read, or under-utilized. This presentation gives practical advice in how to prepare and effectively communicate your insights so that recommendations are implemented. Practical and real-life examples from the presenter’s decades of experience with assessment will equip participants to present results that wholly reflects the student. Participants will be able to compare recommended preparation approaches to their own practices, examine integrating the client/student’s voice & perceptions of learning, explore the qualities of strengths-based recommendations and connect resiliency practices to interventions.
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 Duration: 90 minutes 2020 ConferenceHow to Conduct an Online PracticeKara Scanlon, MED, ET/P This presentation will share the knowledge gained through Kara’s four years of experience as an educational therapist in virtual private practice. The merits and challenges of different virtual video conference platforms, whiteboards, and games will be discussed. In addition, we will examine the importance of attachment, energy, and focus in creating online relationships and a safe learning environment. During this time of heightened stress and anxiety, educational therapists need to understand how to best support parents and students as participants in a virtual learning plan. This session will provide that insight, as well as practical solutions for achieving student goals. Participants will be able to compare and contrast different virtual video conference platforms, describe approaches to using visuals and virtual whiteboards in online work and explain the importance of attachment, energy, and focus in creating online relationships and a safe learning environment.
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 Duration: 90 minutes 2020 ConferenceHave You Ever Tried?Moderated by: Alberta James, MA, ET/P Additional Facilitators: Lisa Brackin, MS, ET/P; Dr. Mary Beth Burns, ET/P; Angela Hoenshell, MA, ET/P; Nicole Nicholson, EdD; Bonnie Massimino, MEd, BCET and Sean McCormick, MSEd "Have You Ever Tried? Brought to You Live!" is an informal exchange of favorite techniques, best practices, innovative ideas, games, movement activities, and tried-and-true strategies with our conference attendees. Presenters will share a brief five to eight-minute presentation and a one to two-page descriptive handout with a detailed summary of their strategy, activity, or tool. Plan to walk away with an array of ideas ready for immediate implementation during your next virtual or in-person session. Participants will be able to identify a student profile or profiles (strengths and weaknesses) that would benefit from one or more of the strategies/activities/tools discussed by the presenters, explain how the strategy/activity/tool could be adapted for use with that specific student profile during a virtual or in-person session and list the benefits and limitations of three or more of the strategies, activities, or tools discussed by the presenters.
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 Duration: 180 minutes 2020 ConferenceThe Susan Fogelson Ethics PanelFacilitated by Judith Brennan, MEd, BCET, FAET Panelists include Jone Bycel, MS, BCET; Marion Marshall, MS, BCET, FAET; Pamm Scribner, MEd, BCET and Ashley Shapiro, MA, BCET Educational therapists periodically encounter practice dilemmas that must be handled ethically and effectively. Have you ever struggled to resolve a disagreement with a parent, teacher, or allied professional? Do you find it difficult to manage boundaries when faced with a parent who demands excessive time and drains your emotional energy? What useful information might you learn by analyzing your feelings about that parent? Who can you consult for advice and support? Business practices can also present ethical dilemmas. Is it difficult for you to set fees or discuss fee collection with clients? How do you represent yourself professionally on your business cards, website, or brochures? How do you adapt your practice to an online format? A panel of Board Certified Educational Therapists moderated by Judith Brennan will discuss ethical issues that often arise in the practice of educational therapy. The panel will offer anecdotes from private practice and settings such as schools, clinics and learning centers. The presentation will include ample time for questions and discussion of specific case examples from the audience. Participants will be able to generate solutions when there are disagreements between educational therapists and other professionals or parents; decide when professional consultation is needed in order to understand and maintain boundaries that promote healthy relationships with difficult parents; and identify areas of business practice that often present us with practical and/or ethical dilemmas.
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 Duration: 180 minutes 2020 Conference- Keynote Address:Reaction, Response, Resilience in Unprecedented Times.Strategies for Living and Learning After Major Life ChangePresented by: Jane Holmes Bernstein, PhD The experience of pandemic is challenging us to re-think our roles, responsibilities, attitudes, and values as persons, parents, professionals, and participants in community and society. Such demands have particular impact on children’s development, thinking/learning, and mental health. Educational therapists cannot rely on “business as usual” in the new context. We must maintain the integrity of our value system as practitioners as we make necessary adaptations to our modes of practice. Participants will be able to describe the effects of stress, worry, and anxiety on our bodies and our minds for both teachers and learners, explore strategies for change in the conduct of evaluations – from modifications of physical environment to adoption of virtual technologies to development of new tools and techniques, identify and respond to changes in thinking and learning under challenge, incorporate principles of stress management into learning activities and integrate principles of responsible citizenship into learning activities.
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Mastering Goal-Directed Persistence & Metacognition: Pathway to Academic Success