Empowering Professionals, Nurturing Learners
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LA Virtual Workshop


Writing: From Encoding to Empowerment

Presented by: Diana Kennedy, MA, BCET

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During this presentation, participants will examine the foundations of writing, including spelling instruction, and the levels of writing competence that lead to big picture opportunities to influence the thinking of others. Best practices for writing instruction and their neurobiological underpinnings will be discussed. Specifically, participants will examine the effects of learning disorders on the various ages and stages of writing skill development and the instructional practices that promote achievement. This workshop will also include a discussion of the science that links growth in social-emotional learning to the writing process. A framework for integrating process and skill with the development of social-emotional competencies will be presented.

Participants will be able to:

  • List the four levels of writing (word, sentence, paragraph, and composition) and describe the components of each.
  • Explain the possible breakdowns at each writing level and connect them to implicated learning disabilities and processes. 
  • Describe the effects of ADHD and Executive Functioning on each level of writing and evaluate potential remediation strategies. 
  • Integrate social-emotional learning (SEL) with writing instruction.

Meet the presenter:
Screenshot 1Diana Black Kennedy is a Board Certified Educational Therapist in private practice in San Anselmo, California. She works with neurodiverse students, including those with learning disabilities and challenges, and those diagnosed as twice exceptional. Diana’s prior teaching experience spans second grade through high school in rural, urban, and suburban settings and in public and private schools. She has presented to professionals across the county and internationally, and she blogs about education at www.MindSparkLearning.com.

Disclosure: Financial – Diana Kennedy receives an honorarium from AET. Nonfinancial – No relevant relationships to disclose.

Viewers will have full access to this five and one-half hour workshop, recorded in four parts, from May 15-May 31. To receive continuing education credit from any of our allied professional providerships (ASHA, NASP or BBS*), you must complete both an evaluation form and a short assessment after viewing the entire presentation.  Your submission of both forms is due to us no later than June 1, 2020. AET members may record their attendance in their continuing education log.

Quiz & Evaluation form links:
Follow Up Quiz
Workshop Evaluation

Handouts:
Handout 1
Handout 2

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This program is offered for 0.55 ASHA CEUs (Intermediate level, Professional area)

This program is offered for: 

  • AET: 5.5 CE hours
  • ASHA: 0.55 CEUs (Intermediate level, Professional area) 
  • NASP: 5.5 hours of CPD 
  • BBS (through NASP): 5.5 CE hours

AET Discussion Forum Rules and Etiquette

Thank you for being part of the AET online Discussion Forum. To ensure the best possible experience for all members, we have established some basic guidelines for participation.

What is the Discussion Forum?

The AET Discussion Forum in a resource for AET members to engage in discussion and seek and receive feedback and resources from other members and professional colleagues in the Anesthesia Technology profession.

Members are asked to agree to follow the below rules and etiquette to ensure the Discussion Forum remains an open space to discuss issues and topics related to our profession.

In order to preserve a climate that encourages both civil and fruitful dialogue, AET reserves the right to utilize the stated Discussion Forum Violation Policies on contributors who violate these rules included below.

The Rules of Conduct and Participation

  1. Don’t attack others. The discussions on this platform are meant to stimulate conversation not to create contention. Let others have their say, just as you may.
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AET reserves the right to block any users who do not abide by these guidelines and the Discussion Forum Violation Policy. For privacy concerns, refer to AET’s Privacy Policy.

Policy for Member Discussion Forum Violations

The AET Discussion Forum rules and etiquette should not be seen as all-inclusive, but rather to give our members a general idea of the guidelines one should follow when participating on the online Discussion Forum. In order to preserve a climate that encourages both civil and fruitful dialogue, AET reserves the right to suspend, remove content, or terminate participation on the Discussion Forum for members who violate these rules.

Taking action against one of our members, particularly in regard to removing access to the Discussion Forum, is something we would like to avoid, but realistically may have to happen in order to protect the quality of service we strive to provide to our members. This restriction is not intended to limit in any way the professional networking and educational advantages of the Discussion Forum.

When unsure whether content is consistent with these policies, please err on the side of caution and do not post the content on the Discussion Forum. If there are any questions on what content is appropriate to post please contact This email address is being protected from spambots. You need JavaScript enabled to view it..

The Discussion Forum rules and etiquette may be revised from time to time and it’s the member’s responsibility to stay abreast of any changes.

Possible disciplinary actions for Discussion Forum Rules and Etiquette violations

  • An email, private message or phone call is communicated to the member that explains the violation that occurred.
  • An email or phone call is communicated to the member who violated the guidelines. The member’s Discussion Forum access may be put into moderation for 30 days, with his/her posts reviewed by AET Headquarters before they are posted online.
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Appeal process

A member may not appeal his/her moderation reprimand. A member may appeal his/her removal of access from the Discussion Forum by contacting AET Headquarters in writing; final decisions will be will be reviewed and decided upon by the AET Ethics Committee.

Appeals should include the following pieces of information:

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  • Why you feel the Discussion Forum access removal should be overturned, and include any relevant or supporting evidence.

For any further questions or comments please contact the This email address is being protected from spambots. You need JavaScript enabled to view it..

Resources

Read this month’s featured article from The Educational Therapist journal: "A Book Review of The Clinical Practice of Educational Therapy: Learning and Functioning with Diversity 2nd Edition.” The new edition is reviewed by Carolyn Patterson, MA, BCET.



When Interventions Fail:
Improving Outcomes With Resistant Clients

This webinar examines the "therapy piece" of educational therapy. Dorothy Ungerleider will share techniques that probe for each client’s unique traits and interests and will show how to use them as a motivatorsScreenshot 8 for growth and learning. Through case examples of behavior patterns of clients who resist our best intentions and interventions, she will discuss ways of disguising "remedial services" to be more palatable through compassionate partnering and multiple forms of advocacy services. From the presenter’s work with delinquent youth, there will be a brief look at the possible causes behind the frequent co-occurrence of learning disabilities (LD) and juvenile delinquency (JD).

Participants will be able to:

  • Describe the role of power in one’s sense of self.
  • Employ the "organic curriculum" to create willingness, motivation, and trust.
  • Give examples of interventions effective with resistant clients.
  • State three outcomes of student empowerment.

Meet the presenter:
Dorothy Ungerleider, MA, BCET, FAET, is Founding President of AET, current Advisory Board chair, and author of Reading, Writing, and Rage, Educational Therapy in Action, and Psychoeducational Perspectives. She has lectured extensively, mentored public school teachers for the Schools Attuned program and helped develop training programs in educational therapy at UCLA and CSUN. After forming a pro bono service project at the Juvenile Justice Connection Project in L.A., she lectured to juvenile court judges about the LD/JD link and created a tool for them to use in their Bench Book for screening learning levels of adjudicated youth.

Utilize the supplemental handouts below during this webinar:
Handout 1
Handout 2

Association of Educational Therapists

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