Webinars

Duration: 60 minutes

In this webinar Board Certified Educational Therapist Jone Bycel will explain how educational therapists, teachers, and allied professionals can model and apply strategies to develop skills for goal setting, self-monitoring, and better comprehension.

Intentional Learning: Teaching Students to be Self-directed Learners

Presenter: Jone Bycel, MS, BCET, FAET

Intentional learners are motivated, self-directed learners who actively and strategically tackle complex material with attention to what’s working and what’s not. They develop habits of mind that result in greater understanding, retention, and application of knowledge.

So how do we develop intentional learning in our students?

In this webinar Board Certified Educational Therapist Jone Bycel will explain how educational therapists, teachers, and allied professionals can model and apply strategies to develop skills for goal setting, self-monitoring, and better comprehension.

Learning Outcomes

• develop thoughtful activities that enhance students’ motivation to learn, engagement, and responsibility for learning
• describe three experiences that afford students goal-attainment opportunities
• explain mental resources that assist students in attaining their goals

Biography

Jone Bycel, MS, BCET, FAET is a board certified educational therapist in private practice in Dallas, Texas. She has been in practice for over thirty years. She has served as a special education teacher, curriculum coordinator, educational director, dyslexia specialist, and principal and is a past president of the Dallas Branch of the International Dyslexia Association. Ms. Bycel has served on the national Board of Directors of the Association of Educational Therapists, the Advisory Board of the Dallas Branch of the International Dyslexia Association, and as an expert consultant to ldonline.org. She was previously named Special Educator of the year by both the Richardson LDA Chapter and the Park Cities LDA Chapter. The Dallas Branch of the International Dyslexia Association bestowed the Excellence in Education Award to (on?) her. Ms. Bycel frequently presents at local and national conferences. She is the author of Book-Bytes Bookmarks for High School Students and was an instructor for online classes for the Educational Therapy Certificate Program.

Duration: 66 minutes

Erin Anderson, OTR/L, will explain the how and why of sensory processing and modulation and their relationship to academic learning.

Occupational Therapy & Academics: Making the Connection

The way that individuals receive, interpret, filter, and act upon sensory information determines the impact on learning.

From difficulty with tactile sensitivity, postural challenges and fine motor skills to attention management—sensory processing and sensory modulation affect the ability of students to learn and demonstrate their learning. Occupational therapists specialize in helping children with challenges in these areas.

Erin Anderson, OTR/L, will explain the how and why of sensory processing and modulation and their relationship to academic learning.

A lively presenter, Erin provides practical, hands-on strategies that can assist students in the educational therapy setting, the classroom, and at home.

Biography

Erin Anderson graduated from St. Louis University and has been practicing as an Occupational Therapist specializing in pediatrics for almost 20 years. Erin has worked in various clinical and educational environments including her private practice, Erin Anderson and Associates, which she established in Chicago in 2004. Erin Anderson is a member of the clinical faculty at Saint Louis University. She is sought after for her experience and expertise by peers, parents and teachers in the Chicagoland area and at state and local conferences. Erin Anderson and Associates specializes in working with students with Sensory Processing Disorder, learning disabilities, non-verbal learning disabilities, Autism and developmental delay.

Learning Outcomes

Attendees will be able to:

• State the basic tenets of sensory processing.
• Define how sensory processing affects academic learning.
• Assist students with sensory processing disorders to maintain optimal alertness during academics.
• Employ effective interventions that enhance academic learning.

Duration: 62 minutes

In this presentation Ross Greene, PhD will describe this powerful model for solving problems collaboratively. Particularly effective in schools, at home, and in educational therapy practice with oppositional, resistant, anxious, or acting out children, Collaborative and Proactive Solutions (CPS) focuses on learning what may be interfering and creating an undesirable behavior and then working together to find solutions.

Kids Do Well If They Can: Collaborative & Proactive Solutions (CPS)

Understanding and Helping Kids with Behavioral Challenges

CPS focuses on:

• Solving problems rather than on modifying behavior,
• Collaborative rather than unilateral solutions,
• Proactive rather than reactive intervention,
• Avoiding diagnostic categories, and
• Providing practical, research-based tools for assessment and intervention.

Dr. Ross Greene, author of Lost at School, The Explosive Child, and Raising Human Beings, created a highly acclaimed, dynamic new way of viewing and addressing challenging behavior. In this webinar he will describe this powerful model for solving problems collaboratively. Particularly effective in schools, at home, and in educational therapy practice with oppositional, resistant, anxious, or acting out children, Collaborative and Proactive Solutions (CPS) focuses on learning what may be interfering and creating an undesirable behavior and then working together to find solutions. This approach reinforces and builds the child’s relationship and trust with the educational therapist, teacher, or parent. Dr. Greene will explain how the process works and how to implement it.

NEW! A free online pre-webinar discussion of Dr. Greene’s book, Lost At School, facilitated by Laura Doto, MA, ET/P, May 4th at 8 am Pacific. Look for a link to this interactive meeting in your registration confirmation email. Participation will be limited, so register early for the webinar to get the link. We will be discussing the introduction and chapters 1, 2, 8, and 9.

Learning outcomes
Participants will be able to:

• Describe the six key themes of the CPS model
• Identify and assess the various cognitive skills that are central to adaptively handling life’s social, emotional, and behavioral challenges
• Identify and prioritize unsolved problems precipitating challenging behavior
• List the three basic mechanisms by which adults handle unsolved problems and unmet expectations in kids (Plans A, B, and C) and what is accomplished by each
• Describe the “ingredients” of Plan B and how to effectively implement them to solve problems, teach skills, and reduce the frequency and intensity of challenging behavior

Ross W. Greene, PhD is the originator of the innovative, research-based model of intervention now known as Collaborative & Proactive Solutions (CPS). Dr. Greene served on the faculty at Harvard Medical School for over 20 years, and is now on the faculty of the Department of Psychology at Virginia Tech and on the Faculty of Science at the University of Technology Sydney in Australia. He is also the Founding Director of the non-profit Lives in the Balance (www.livesinthebalance.org), which aims to disseminate the CPS model through no-cost web-based programming; advocate on behalf of behaviorally challenging kids and their parents, teachers, and other caregivers, and encourages the use of non-punitive, non-adversarial interventions. His research has been funded by the Stanley Research Institute, the National Institutes of Mental Health, the U.S. Department of Education, and the Maine Juvenile Justice Advisory Group. He lectures and consults extensively to families, general and special education schools, inpatient psychiatry units, and residential and juvenile detention facilities throughout the world.

Dr. Greene is the author of: The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings.

Duration: 72 minutes

In this presentation Sheryl Pruitt explains Theory of Mind and provides a sampling of cases, resources and strategies that can be used for improving these critical life skills.

Teaching Theory of Mind--Not Just for Autism Spectrum Discorder

Theory of Mind, the ability to recognize and understand your own perspective and the perspective of others, is often associated with Autism Spectrum Disorder. It is a skill that is frequently taken for granted in individuals who are not on the spectrum; however, people not on the spectrum can have challenges with Theory of Mind. Such challenges can have a huge impact on the way children, adolescents, and adults develop relationships with others and even their ability to get and maintain a job. Theory of Mind also affects how we think about ourselves, because our own personas are shaped by how we feel others see us. In this webinar, you will gain a broader understanding of this construct as Ms. Pruitt explains Theory of Mind and provides a sampling of cases, resources and strategies that can be used for improving these critical life skills.

• Define Theory of Mind
• Describe the impact of Theory of Mind on interpersonal relationships and future employment
• Demonstrate how to approach teaching Theory of Mind
• List important resources for teaching Theory of Mind

Sheryl K. Pruitt, MEd, ET/P, is the Clinical Director of Parkaire Consultants, a multidisciplinary clinic she founded to serve complex neurologically impaired individuals. Prior to the founding of Parkaire Consultants, Ms. Pruitt conducted a State of Georgia Model Learning Disability Program. Ms. Pruitt has served on boards of directors including ones dealing with Tourette Syndrome, CHADD, and the Association of Educational Therapists. She teaches a State of Georgia Professional Learning Unit Course on students with neurological impairments. Among her publications, Ms. Pruitt co-authored the books Teaching the Tiger; Tigers, Too; Challenging Kids, Challenged Teachers; and the educational chapter in the Oxford University Press medical book Tourette Syndrome. She presents nationally and internationally, and her presentations incorporate professional and personal family experiences.

Duration: 87 minutes

Join board certified educational therapist (BCET) Diana Black Kennedy to learn the symptoms and causes of math learning disabilities and their relationships with dyslexia and ADHD.

What's math got to do with?

Math Learning Disabilities, Dyslexia and ADHD: Understanding the Connections, Remediating Effectively

Do my students have a math learning disability (MLD), or do they struggle because of their dyslexia or their ADHD, or is it a mixture? How do I know? How do I best help them?

Join BCET Diana Kennedy to learn the symptoms and causes of MLDs and their relationships with dyslexia and ADHD.

Explore concept/procedure integration, explicit teaching, incremental instruction and accommodations for students with MLD. Participants will leave with guidelines and games to help all math students excel.

PARTICIPANTS WILL BE ABLE TO:

• Describe the neuropsychological processes involved in mathematics
• Differentiate between domain general and domain specific causes of MLD
• Analyze the overlaps between MLD, dyslexia, and ADHD
• Apply an understanding of connections to a framework for remediation and accommodation
• Analyze teaching techniques to optimize them for students

Diana Black Kennedy is a Board Certified Educational Therapist with a thriving private practice in Marin County, California. Her extensive classroom experience spans second through twelfth grade in rural, urban, and suburban settings. Her students represent a wide range of learning profiles, and she loves them all. Diana presents nationally and internationally and writes an education blog for her company, Mindspark Learning. She leads Marin’s AET Study Group and is Board Chair/Secretary for Marin Educators in Private Practice. Diana is the immediate past director and chair of AET’s Marketing and Outreach Committee and has taken the lead in organizing conversations with other BCETs about best practices for supervision.

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