Duration: 86 minutes

Supporting Biliteracy in Educational Therapy: Developing Cross-Language Connections in English and Spanish

Multilingual learners make up almost 11% of the student population in the US, 80% of whom are Spanish-speaking (2024). How can educational therapists best meet the needs of an increasingly multilingual population of learners? During this session, participants will develop an understanding of Dual Language Immersion program models, examine cultural competency to support multilingual learners, and explore the bilingual brain. We will discuss the evidence-based approach of utilizing Spanish/English cross-linguistic connections and cognate instruction to enhance literacy skills, and outline strategies to identify and support struggling multilingual students. In short, the goals of this presentation align with AET’s mission to ensure diverse learners thrive academically and socially within affirming and equitable educational spaces. Participants will leave with a toolbox of practical strategies aligned with research to enhance their support of bilingual learners.

Learning Outcomes:
As a result of this activity, participants will be able to:

• Explain the different models of dual language and biliteracy programs in K-8 education, including their goals, structures, and potential applications within educational therapy practices.
• Describe key cross-linguistic connections between English and Spanish, including shared phonological, morphological, and syntactic features to promote metalinguistic awareness.
• Identify cross-language transfer strategies and tools to support students’ reading, writing, and math development across both English and Spanish.

Duration: 86 minutes

Creativity + Dyslexia: The Case of Octavia E. Butler

Being Black and dyslexic presented obstacles for sci-fi phenom Octavia Butler, a MacArthur “Genius” Fellow. How did dyslexia influence Butler’s immense creativity? How did her lived experiences contribute to her prophetic works of fiction? Using case study findings, we will explore Butler’s childhood, career, and life through the lens of intersectionality – using the latest research on the potential connections between creativity and dyslexia. We will delve into the model of positive niche construction for neurodivergent learners, which leans heavily on Universal Design for Learning (UDL), to better understand ways to develop neurodivergent talent. Attendees will walk away with a deeper understanding of what the research says about the interaction between creative abilities and dyslexia, and a model to help neurodivergent individuals grow their strengths and persist in their dreams.

Learning Outcomes:
As a result of this activity, participants will be able to:

• Identify and explain the elements of Dr. Thomas Armstrong’s Positive Construction Model.
• Explain how dyslexia influenced Butler’s immense creativity.
• Create a plan for one student applying elements of the positive construction model.
• Describe how intersectional experiences can influence novel ideas in creative projects.

Duration: 77 minutes

Navigating Change: Building Resilience, Purpose, and Clarity in Professional Transitions

This presentation introduces the P.A.C.T. Framework—Principles, Aspiration, Connection, and Transformation—combined with William Bridges’ Transition Model to guide educational therapists and allied professionals through personal and career transitions. This approach supports self-renewal and growth by aligning values, vision, community, and identity. Grounded in adult development theory, transformational learning, and psychological safety research, the framework helps reduce burnout, build resilience, and deepen professional purpose. Participants will gain practical tools for navigating change, both in their own careers and in their work with clients. Whether starting a private practice, redefining a current role, or exploring new possibilities, this session guides sustainable, value-driven practices.

Learning Outcomes:
As a result of this activity, participants will be able to:

• Apply the P.A.C.T. Framework to help clients navigate life transitions, identity shifts, or purpose clarification by utilizing specific strategies within each phase of the framework.
• Assess their own professional well-being and alignment with their core values, aspirations, and areas for growth, using the P.A.C.T. Framework to facilitate reflective practice.
• Identify the signs of burnout and compassion fatigue in their practice and use the P.A.C.T. Framework to create actionable strategies for restoring clarity, energy, and purpose.
• Create a personalized action plan that incorporates the P.A.C.T. Framework, ensuring the development of a purpose-aligned and sustainable practice.

Duration: 88 minutes

Business Practices Panel: Have You Ever Thought About…?

Flying through the basics (just to be sure we’re all on the same playing field), this newly envisioned business practices panel will encourage all practitioners, new and established, to consider how to grow an ethical, socially just, and successful practice. Participants will hear from other practitioners about specific business protocols that will help their educational therapy practice thrive.

Caitlin will highlight business set-up considerations – just what is an S-Corporation? Toni will help you re-envision onboarding procedures that increase the quality of parent interactions while monetizing time that would otherwise be uncompensated. Mary will help you discover how to get found, with messaging that speaks directly to what clients need, so the right people start reaching out to you. Lori will fill in some blanks and keep us running on time. Join us for an innovative and informative panel presentation!

Learning Outcomes:
As a result of this activity, participants will be able to:

• Hone the definition of your practice and identify your ideal clientele.
• Identify what questions you should answer in relation to taxes, insurance, fees, scheduling, and payments.
• Summarize S Corporation and LLC options.
• Compare and contrast your intake material with other examples to be sure you include everything you need and everything you want clients to know.
• Describe an effective, efficient onboarding process for new families.
• Identify new ways to build your client base.

Duration: 85 minutes

Have You Ever Tried? Self-Care Edition

Not for ASHA CEUs.

Learning Outcomes:
As a result of this activity, participants will be able to:

• Begin to develop a personalized self-care plan that includes daily and weekly practices tailored to their professional demands.
• Evaluate current personal and organizational self-care practices for effectiveness and sustainability.
• Assess their current work-life balance and identify one meaningful shift they can implement to improve their own self-care practices.

Duration: 86 minutes

STRESS, SCHWA, and DEGREES OF SCHWANESS

What are the effects of stress—in English—within words and in connected text? When a word has more than one syllable, one of those syllables is pronounced more strongly than the others. The syllable we emphasize more is the stressed syllable. Stress is also a feature of words within connected text.

Morphophonemics is the interaction between morphological and phonological processes (Venezky, 1999; Tunmer & Chapman, 2012). As a morphophonemic language, the pronunciation of polysyllabic words in English is primarily determined by the placement of stress on syllables within words. English conventions also determine which words within spoken sentences are stressed. Participants in this session will learn ways to perceive the stressed syllable within a polysyllabic word and how to use morphophonemics to make informed choices (not random guesses) for spelling vowel phonemes in unstressed syllables. Video clips of group instruction will demonstrate the use of instructional strategies with elementary and middle school students.

Learning Outcomes:
As a result of this activity, participants will be able to:

• Use one of the four strategies demonstrated to perceive the stressed syllable in the spoken word “morphophonemics.”
• Apply knowledge of morphophonemics to determine the spelling of the unstressed vowel phonemes in “inspiration.”
• Demonstrate use of the decoding strategy for identifying and pronouncing the word “sequential”: vowel at the end of an unstressed syllable—half-long /ē/.

Duration: 86 minutes

Turning Research into Resilience: Practical Strategies for Teaching Students About Working Memory, Study Skills, and Self-Advocacy

As educational therapists, we often hold deep knowledge about how learning happens in the brain but rarely share this understanding directly with students. What if students knew more about cognitive overload, working memory, and how their brains actually learn? Would it empower them to plan, study, and advocate more effectively? This session offers a practical, brain-friendly approach to bridge that gap. Participants will explore how to teach study skills and executive function strategies through the lens of cognitive load theory, drawing from recent research and real-world case studies. Attendees will leave with a modeled mini-lecture, ready-to-use strategy checklists, and a plan for helping students build the insight and resilience they need for academic success.

Learning Outcomes:
As a result of this activity, participants will be able to:

• Summarize recent research on cognitive load theory and describe how it can be applied to teaching study skills and executive function strategies.
• Demonstrate how to explain working memory and cognitive overload to students using student-friendly language.
• Identify specific techniques that help students manage cognitive overload, study more effectively, and advocate for their academic needs.
• Develop a plan for selecting students who would benefit from learning about cognitive load and metacognitive strategies.