Directors and Advisory Board

What is AET?

The Association of Educational Therapists (AET) is the national professional association for educational therapists.  AET sets standards for the professional practice of educational therapy and provides continuing education for its members and the greater allied professional community.

Board of Directors as of October 1, 2016

The Board consists of the elected officers, the Immediate-Past President and ten (10) Directors who are BCET or ET/P members of the Association elected by the voting membership, five (5) in the spring of odd number years and five (5) in the spring of odd numbered years.


Judith Brennan, MEd, BCET

Susan Grama, MA, CCC-SLP, ET/P

Polly Brophy, MA, JD, ET/P

Kaye Ragland, EdD, MFT, BCET

Immediate Past President
Alice Pulliam, MA, BCET


Jose Chavez, MA, ET/P
Sherry Cramer, MS, ET/P
Nazanin Dadfarin, MA, BCET
Laura Doto, MA, ET/P
Risa Graff, MA, BCET, FAET
Maria Fagan Hassani, MA, ET/P
Diana Black Kennedy, MA, BCET
Sally Morrison, MA, ET/P
Susan Taber, MEd, BCET
Polly Brophy, MA, JD, ET/P


Jose Chavez, MA, ET/P

Polly Brophy, MA, JD, ET/P

Alice Pulliam, MA, BCET, FAET

Marketing and Outreach
Diana Black Kennedy, MA, BCET

Maria Fagan Hassani, MA, ET/P

Member & Public Information
Kaye Ragland, EdD, MFT, BCET

Professional Affairs 
Nazanin Dadfarin, MA, BCET

Program Services
Laura Doto, MA, ET/P
Susan Grama, MA, CCC-SLP, ET/P

Certification Board
Susan Taber, MEd, BCET

AET Professional Advisory Board:
March 2015

Dorothy Ungerleider, MA, BCET, FAET – AET Founder
Educational Therapist
Encino, CA

Joan Axelrod, M.Ed.
Adjunct professor
School Psychology Program
Massachusetts School of Professional Psychology

Jane Holmes Bernstein, PhD
Former Director, Neuropsychology Program
Children's Hospital, Boston

Mary Byrne, Ph.D., LICSW
Associate Professor
Salem State University
Salem, MA

Edwin Ellis, Ph.D.
Research Partner, University of Kansas
Professor Emeritus, University of Alabama
President, Makes Sense Strategies, LLC

Edward M. Hallowell, MD
The Hallowell Center
New York & Massachusetts

Stephen P. Hinshaw, Ph.D.
Professor of Psychology, UC Berkeley
Vice Chair for Psychology, Dept. of Psychiatry, UC San Francisco

Doris J. Johnson, Ph.D.
Department of Communication Sciences and Disorders
Learning Disabilities Program
Northwestern University
Evanston, IL

Barbara Keogh, PhD
Professor of Educational Psychology
University of California, Los Angeles
Los Angeles, CA

Phyllis Maslow, PhD, FAET
Former Research Coordinator and Consultant
Frostig Center, Pasadena, CA
Retired Assistant Professor
California State University, Long Beach.

George McCloskey, PhD
Director of School Psychology Research
Philadelphia College of Osteopathic Medicine
Philadelphia, PA

Louisa C. Moats, EdD
Former Site Director
NICHD Early Interventions Project
Dyslexia authority
Washington, DC

Betty Osman, Ph.D.
Educational Psychologist
Department of Psychiatry
White Plains Hospital
White Plains, NY

Patricia Quinn, M.D.
Developmental Pediatrician
Authority on girls and women with LD/ADHD
Washington, D.C.

Marshall H. Raskind, PhD
Director of Research
Charles and Helen Schwab Foundation
San Mateo, CA

Michael Spagna, Ph.D.
Dean, College of Education
California State University, Northridge
Northridge, CA

Maryanne Wolf, PhD
Director, Center for Reading and Language Research
Tufts University
Medford, MA


Dorothy Ungerleider, M.A., BCET, FAET, is the founding member of AET in California,
mentor to all members, and an advocator for the rights of students across the lifespan who strive to succeed in a range of life's settings and challenges. She grounded the organization's tenets of thought and ethics in Psychoeducational Perspectives (2nd edition 1995), and exemplified these endeavors through Reading, Writing and Rage (1996), a timeless publication that speaks to her own work as well as that of all educational therapists. Dorothy is a frequent presenter at AET Study Groups, and a contributor and supporter to new and established training programs in California. Her newest publication, Educational Therapy In Action (2011, Routledge), is a welcome addition to any educator or counselor's collection.

Joan Axelrod, M.Ed. is a psychoeducational specialist in private practice in Lexington MA. and an adjunct professor in the School Psychology Program at the Massachusetts School of Professional Psychology. She conducts psychoeducational evaluations of students with special needs and assists in developing and monitoring educational programs for those students. Ms. Axelrod also consults to several public school systems and educational collaboratives on curriculum design and individual educational planning for students with learning disabilities. Prior to moving into private practice, Ms. Axelrod was the Clinical Director of the evaluation center at North Shore Children's Hospital. She holds a Masters degree in special education from Boston University and completed doctoral coursework in educational psychology at Clark University. Ms. Axelrod is willing to consult with ETs via email regarding formal assessments as they relate to clientele/students.

Jane Holmes Bernstein, Ph.D. has been a friend, colleague, and Advisory Board member in AET for many years. Dr. Bernstein's major professional commitment has been to the development of models of developmental, as opposed to child, neuropsychology, and to the training of clinicians in this area. She has taught widely, in New England, nationally and internationally, on the neuropsychological foundations of learning disorders and the neuropsychological assessment of the developing child, both at professional meetings and in in-service workshops to educators. Her model of assessment is framed within a theoretical matrix that integrates brain, context and development, incorporating a view of the 'whole child' behaving under on-line conditions in the real world.

Mary Byrne, Ph.D., LICSW, is an Associate Professor at Salem State University where she is the MSW Program Director. Originally an educator in urban schools, she began working as a family and child welfare social worker, where she developed her interest in innovative family-based intervention with multi-stressed families. Following this experience, she obtained her MSW degree at the School of Social Service Administration, University of Chicago, where she earned the Dixon Award for excellence in field practice. Mary's doctoral dissertation research on resilience factors in child protective social workers, earned the Irene Stiver Dissertation Award from the Jean Baker Miller Research Network at the Stone Center, Wellesley College. She has obtained several Federal Child Welfare Training Grants, and is an accomplished grant-writing consultant and workshop presenter.

Edwin Ellis, Ph.D., was Department Chair at the University of Alabama, Presidents of both the Council of Learning Disabilities (CLD) and Council for Exceptional Children, DLD branch. At the University of Alabama, he developed the highly innovative Multiple Abilities Program and conducted research on strategic instruction for over 30 years, becoming co-author of the Strategic Instruction Model (SIM) at the University of Kansas. He has authored numerous books (a five time best-seller), and over 100 book chapters, journal articles and software programs. He has developed an extensive array of interventions and instructional tools, such as Makes Sense Strategies (MSS). His most recent work, Differentiated Visual Tools (DVTs), addresses discipline- specific content literacy in grades k-12, and specific content and Common Core Standards that reduce the cognitive load for both teachers and learners while affecting students' depth and breadth of knowledge in all academic areas. His work has been acknowledged as "both powerful and practical with a tangible impact across multiple dimensions."

Edward Hallowell, MD, a child and adult psychiatrist, is a NY Times bestselling author, world-renowned speaker, leading authority in the field of ADHD and a friend and colleague to AET. He is a graduate of Harvard College and Tulane Medical School, and the founder of The Hallowell Centers in Sudbury, Massachusetts and New York City. He was a member of the Harvard Medical School faculty from 1983 until he retired from academics in 2004 to devote his full professional attention to his clinical practice, lectures, and the writing of books.  He has authored eighteen books on various psychological topics, including attention deficit disorder, the power of the human connection, the childhood roots of happiness in life, methods of forgiving others, dealing with worry and managing excessive busyness. Dr. Hallowell's newest book, SHINE: Using Brain Science to Bring out the Best in Your People was published by Harvard Business School Press in January 2011.

Stephen Hinshaw, Ph.D., is Professor of Psychology at UC Berkeley and Vice Chair for Psychology at UC San Francisco. His work focuses on developmental psychopathology, clinical interventions, and mental illness stigma. He has authored over 300 articles and chapters, plus 12 books. He is a fellow of the Association for Psychological Science and the American Association for the Advancement of Science. He received a Distinguished Teaching Award from UC Berkeley's College of Letters and Sciences. His research efforts have been recognized by the Distinguished Scientist Award from the Society for a Science of Clinical Psychology (2015) and the James McKeen Cattell Award from the Association for Psychological Science (2016)—its highest award, for a lifetime of outstanding contributions to applied psychological research. His work has been featured regularly in the media, including major newspapers and magazines, the Today Show, the CBS Evening News, ABC World News Tonight, CNN, and many more.

Doris Johnson, Ph.D., is a long time friend and colleague to AET and is the Jo Ann and Peter Dolle Professor Emeritus in Learning Disabilities at Northwestern University where she has spent most of her career. She has long been interested in the relationships between oral language and higher levels of learning including reading, written language, and mathematics, as well as learning disabilities across the life span. Professor Johnson's work at Northwestern and the Adult LD clinic has been long respected. Additionally, she participated in an early literacy project with Head Start children in the Chicago Public Schools. Dr. Johnson's most recent paper was published in 2008; Dyslexia and related disorders in the U.S.: Issues in assessment and intervention.

Barbara Keogh, Ph.D. is a long time friend and colleague to AET. She is an emerita professor in the Graduate School of Education at the University of California, Los Angeles, and a professor in the Department of Psychiatry. She is a licensed clinical psychologist in California. Her research interests are in children with developmental and learning problems, and in learning disabilities. She was the recipient of the 1992 Research Award from the Council for Exceptional Children.

Phyllis Maslow, PhD, FAET, is a pioneer in the field of educational therapy and a supportive friend and colleague to all AET members. Dr. Maslow was a research coordinator and consultant at the Frostig Center from 1961 to 1979 as well as an assistant professor in the School of Education at California State University, Long Beach. She received her PhD degree from the University of Southern California, and was a contributing author to the article published in the Journal on Learning Disabilities, Neuropsychological Contributions to Education (1979). She was also a contributing author to the 2010 textbook, The Clinical Practice of Educational Therapy (Routledge), and the chief researcher of AET's first formal assessment of the practice of educational therapy.

George McCloskey, Ph.D., is a friend and colleague of AET, and a contributing author to the textbook, The Clinical Practice of Educational Therapy (2010). Dr. McCloskey is a Professor and Director of School Psychology Research in the Psychology Department of the Philadelphia College of Osteopathic Medicine. He frequently presents at national, regional and state meetings on cognitive and neuropsychological assessment and intervention topics. Dr. McCloskey consults with a number of school districts and individual clients in Pennsylvania, New York, New Jersey, Connecticut and California on issues related to improving students' self-regulation capacities in the classroom and at home, behavior management, and assessment and intervention for executive function difficulties related to academic and behavior problems. Dr. McCloskey is the lead author of Assessment and Intervention for Executive Function Difficulties and author of Essentials of Executive Function Assessment.

Louisa C. Moats, Ed.D. is a former IDA Chair of the Standards and Practices Committee. She is a researcher, writer, and consultant specializing in reading, spelling, and language. Her publications include the LETRS professional development program and Speech to Print: Language Essentials for Teachers. She directed the NICHDEarly Reading Interventions Project in Washington, DC and as a Distinguished Visiting Scholar, worked on the California Reading Initiative.

Betty Osman, Ph.D., a psychologist and authority of children with learning disabilities, is the author of several books and a contributor of many journal articles, book chapters, and videos. Her books include Learning Disabilities and ADHD: A Family Guide to Living and Learning Together and No One To Play With, Social Problems of LD and ADD Children (revised). She is also the co-editor of Ritalin: Theory and Practice, 2nd Edition, and contributed a chapter, "Learning Disabilities and the Risk of Psychiatric Disorders" in the 2000 edition of the Review of Psychiatry (APA).

Patricia Quinn, M.D., is a Developmental Pediatrician in the Washington, D.C. area, who has worked for over 30 years in the areas of ADD (ADHD) and learning disabilities. She gives workshops nationwide and has appeared on Lifetime TV's New Attitudes, the PBS show, To the Contrary, and recently on Good Morning America discussing the issue of girls and women with ADD. Dr. Quinn appeared in the video aired on PBS titled, OUTSIDE IN: A Look at Adults with Attention Deficit Disorder. In 2000, Dr. Quinn received the CHADD Hall of Fame Award for her outstanding service to the field of ADHD. For the last decade, Dr. Quinn has devoted her attention professionally to the issues confronting girls and women with ADHD. Her latest book, released in April, 2009, Attention Girls! A Guide to Learn All about Your ADHD, has won two awards; Honors Award from The National Parenting Publications of America (NAPPA) and a Gold Medal in the Children's Moonbeam Awards from the Independent Publishers Association.  Her other books in this field include, Understanding Women with ADHD and Gender Issues and ADHD: Research, Diagnosis and Treatment, co-authored with Dr. Kathleen Nadeau.

Marshall Raskind, Ph.D., is former Director of Research and Special Projects at Schwab Learning, a program of the Charles and Helen Schwab Foundation in San Mateo, California. Immediately prior to his position at Schwab Learning, he served as Director of Research at the Frostig Center in Pasadena, California. He is former head of the California State University, Northridge Learning Disability Program and Computer Access Lab and has also served on the faculty of Claremont Graduate University. He is consulting editor to the Journal of Learning Disabilities, Learning Disability Quarterly, the Journal of Special Education Technology, and Intervention in School and Clinic. Dr. Raskind is the author of numerous professional publications on learning disabilities. His research has been cited in the media, including The New York Times, Fortune Magazine, Time Magazine, and MSNBC.

Michael Spagna, Ph.D. is the Dean of Cal State Northridge’s  College of Education and a supporter of training programs for educational therapists. During his early years at CSUN, Dr. Spagna began to lay the conceptual groundwork for the highly respected Center for Teaching and Learning, which provides national leadership in preparing educators to support the success of all types of learners through cutting-edge innovations in teacher training. Earlier in his career Dr. Spagna taught students with special needs, served as a demonstration teacher at UCLA’s Neuropsychiatric Institute, and helped coordinate UC Berkeley’s Services to Students with Learning Disabilities Program. Dr. Spagna was a contributing co-author to several articles and texts, including a chapter entitled “Counseling with Exceptional Children” in the text Counseling Children and Adolescents (2006); the text Curriculum, Assessment, and Instruction for Students with Disabilities (1999); and several chapters on learning disorders in the two-volume Comprehensive Textbook of Psychiatry (2000).

Maryanne Wolf, Ed.D., is the Director of the Center for Reading and Language Research at Tufts University, where she is an Associate Professor of Child Development. She is the author of Proust and the Squid (2008) and the editor of Dyslexia, Fluency and the Brain, and has also written/designed three empirically proven instructional programs on thinking skills for middle school students, on reading and writing for elementary school students, and on linguistic awareness for emergent readers. Dr. Wolf has published hundreds of articles on reading and learning disabilities, and presents to a wide range of audiences in the fields of education and psychology.