Breakout Session Details

Presenter disclosures are available through a link located on the CE Credits page.

Keynote:
Bright Kids Who Couldn’t Care Less: Rekindling Your Students’ Motivation

Ellen Braaten, PhD

Many students these days are having difficulty finding a reason to be interested in much of anything, and these kids who “couldn’t care less” don’t fit into a single category. They’re not simply kids who take longer to process information, are anxious, depressed, apathetic, or have learning challenges, and “not caring” isn’t something that can be fixed with the right curriculum or by trying harder. Through recent research and clinical examples, Dr. Ellen Braaten will explore the issue of kids who are unmotivated from different vantage points, starting with identifying the problem – why is it that so many kids don’t seem to care about anything these days? Dr. Braaten will discuss the factors that apply to children’s motivation – their abilities, the things that give them pleasure, and the things they spend time doing – using the Motivational APP, which stands for aptitude, pleasure, and practice. Aptitude, pleasure, and practice will be explored in the larger context of societal expectations, as well as connecting these constructs to a child’s personality and neurocognitive profiles. Participants will learn how expectations can get in the way of motivation and how to set goals that are appropriate for kids who might have difficulty making and accomplishing meaningful goals themselves.

Learning Outcomes:

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

  • Define and describe at least three reasons why students are becoming increasingly unmotivated.
  • Identify and describe the influence of pleasure, practice, and aptitude on motivation.
  • Identify how the parenting APP can be used to help students find their motivation.

Ellen Braaten, PhD, is a child psychologist and Associate Professor at Harvard Medical School. She is widely recognized as an expert in the field of child neuropsychological assessment, learning disabilities, and attentional disorders. Dr. Braaten is the author of many books and articles for parents and professionals, including the best-selling book, Bright Kids Who Can’t Keep Up, and her most recent book, Bright Kids Who Couldn’t Care Less: How to Rekindle Your Child’s Motivation.

Break the Procrastination Cycle: A Framework for Task Initiation

Eric Kaufmann, MSEd, ET/P

Procrastination has significant consequences for students, impacting their mental health, physical well-being, and academic performance. These effects are often even more pronounced in neurodivergent students. Traditional approaches, such as urging students to “try harder” or “push through,” are rarely effective and can often exacerbate the problem. Students need a structured, accessible framework that empowers them to recognize procrastination patterns and take actionable steps to regain momentum.

This presentation introduces a research-informed, step-by-step framework designed to help students break the cycle of procrastination. Attendees will also learn evidence-based strategies and practical tools that they can immediately implement to support their students in developing healthier work habits and improving outcomes across both academic and personal domains.

Learning Outcomes:

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

  • Explain the cognitive, emotional, and executive functioning factors that contribute to procrastination, particularly in neurodivergent students, supported by current research.
  • Apply a structured, step-by-step framework to help students recognize and interrupt the procrastination cycle.
  • Integrate evidence-based tools and strategies into educational therapy practices to support students in developing sustainable, proactive work habits that foster long-term success.

Eric Kaufmann, MSEd, ET/P, is a Professional Educational Therapist and Certified Executive Function Coach. He is the Founder of Elevate Learning Solutions, an Educational Therapy practice located in San Clemente, CA,
that guides students with neurological differences toward becoming independent, confident students and self-leaders. He is also the co-founder of UpSkill Specialists, an online adult executive function coaching company that supports neurodivergent adults.

Neurodiversity and Its Implications for Educational Therapists

Thomas Armstrong, PhD

This presentation will argue for a major paradigm shift in special education by proposing that we look at students with special needs (including ADHD, learning disabilities, autism spectrum disorders, intellectual disabilities, and emotional and behavioral disorders) in terms of their ”diversities” rather than their ”disabilities.”

Dr. Armstrong will introduce the concept of neurodiversity (initially developed in the autism community) as a strength-based approach that can positively transform the lives of students with special needs. After illustrating the key differences between a neurodiversity approach and one held by traditional special education practitioners, Dr. Armstrong will devote the greater part of the presentation to eight practical components of ”positive niche construction” that can be used by educational therapists to help students with special needs flourish, including: developing strength awareness, highlighting positive role models, employing assistive technologies/Universal Design for Learning tools, engaging students with strength-based learning strategies, building enhanced social networks, recommending positive environmental modifications, and holding affirmative career aspirations for each child or teen. Dr. Armstrong will conclude with a description of what an IEP meeting might look like if the student were a young Leonardo da Vinci.

Learning Outcomes:

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

  • Describe neurodiversity as an emerging paradigm in education that has clear relevance to educational therapists.
  • Detail the key differences between a neurodiversity approach and one used in conventional education therapies.
  • Explain the concept of ‘’positive niche construction’’ as an innovative model for learning that maximizes strengths and minimizes weaknesses for each student.
  • List specific strengths associated with each of the five diversities covered, including ADHD, dyslexia, autism, intellectual disabilities, and social and emotional disorders.
  • Use eight strength-based tools to help students with special needs succeed.

Thomas Armstrong, PhD, is the Executive Director of the American Institute for Learning and Human Development and an award-winning author and speaker with over fifty years of experience as an educator. His 20 books are in print in English and 29 languages, covering issues related to learning and human development. Recent publications include The Power of Neurodiversity: Unleashing the Advantages of Your Neurodivergent Brain (Completely Revised and Updated Second Edition), Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life,  and The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students.

Motivating Gifted and Neurodivergent Learners Using the C.U.R.I.O.U.S. Career Framework™

Emmaly Perks, MEd

Gifted and twice exceptional (2e) adolescents require specialized college and career planning. Educational therapists (ETs) are vital to helping students build skills for success in K-12, but they remain a significant underutilized resource for assisting families in planning their children’s post-secondary goals. For 2e learners in particular, ETs can be a vital bridge to post-secondary transitions, including helping learners plan for executive function needs in college and the workplace.

This interactive session introduces the C.U.R.I.O.U.S. Career Framework™, a research-informed model designed to support multi-passionate, gifted, and neurodivergent teens and adults with college and career planning. ETs, allied professionals, parents, and learners will discover how to use this five-phase framework to clarify strengths, navigate nontraditional paths, and build sustainable, purpose-driven futures.

Learning Outcomes:

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

  • Identify at least three factors that contribute to post-secondary transition challenges for gifted and twice-exceptional youth.
  • Apply the five phases of the C.U.R.I.O.U.S. Career Framework™ to support neurodivergent and multi-passionate learners in planning for college and career.
  • Select practical tools, exercises, and prompts to support identity clarification, curiosity mapping, and strengths-based goal setting for gifted and 2e learners.
  • Design or adapt career exploration strategies that align with the needs of gifted and neurodivergent learners for use in professional practice.

Emmaly Perks, MEd, is an education consultant, former gifted education teacher, and previous university director of education and career development. She has over 15 years of experience guiding high-ability and twice-exceptional learners toward purpose, confidence, and self-determination. Her work bridges the fields of education, psychology, and career development to provide practical tools for informed decision-making in real-world contexts.

Engaging Students' Executive Function with Visual Models of Task Initiation and Sustaining Attention

Scott Rowles, MAT, ET/P, CBC

While many are familiar with the concept of executive functions and their theoretical foundations, translating these insights into actionable strategies for students remains a challenge at all levels of clinical and classroom practice. Task initiation and sustaining attention are two of the most critical skills for effective self-management, yet they are often the most difficult to master. This presentation will reframe and explore these skills through visual models, making them more accessible and easier to integrate for struggling students of all ages. We will shift from a didactic presentation of executive functions in clinical practice to an approach that empowers students by harnessing self-awareness and personalized interventions.

Learning Outcomes:

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

  • Explain and utilize an approachable visual model for task initiation and use it to help students develop a personalized, actionable framework to improve their ability to start tasks effectively.
  • Describe the relationship between attentional capacity and external stimulation, and learn a useful visual model to teach students how to adjust their environment to sustain attention and reduce distractions.
  • Summarize how building self-awareness in students can lead to improved executive functioning and confidence in other arenas of their lives.

Scott Rowles, MAT, ET/P, CBC, has worked with over 1,000 students since 2012, helping them navigate challenges such as learning disabilities, anxiety, depression, and executive function difficulties. As the founder and lead educational therapist of Potentia Academics, he specializes in guiding students through academics, personal development, and self-management. Scott leads the Potentia team in empowering students to take ownership of their academic journey, find balance, and achieve success in their goals through evidence-based psychology and educational therapy practices.

Structured Numeracy Needs to Catch Up to Structured Literacy

Michael Curry, ET

Structured literacy practices have been around since Orton and Gillingham developed their direct, explicit, cumulative, multisensory approach to teaching reading in the 1930s, almost 100 years ago. Today, more than ever, structured literacy is considered best practice for reading and writing instruction with wide implementation. This is not true for numeracy. Classroom programs for teaching numeracy skills have swung between two paradigms. One is procedure-driven, often referred to as “drill and kill,” that focuses on teaching the algorithms in math without explaining why they work. And the other paradigm is the constructivist approach, which is big-picture, concept-focused, and expects students to discover procedural skills. Both approaches miss the goal of building numeracy skills through multisensory, incremental, structured, direct, and explicit instruction. A multisensory structured approach supports the cognitive development necessary to meet the demands of both the procedures and the conceptual understanding of math.

This presentation will clearly define what a structured numeracy program is, present the research validating this approach, and discuss a vision of the future where educators embrace the vital research proving the “superiority of full and explicit instructional guidance” (Clark, Kirschner, and Sweller, 2012) so that both structured literacy and structured numeracy are the norm.

Learning Outcomes:

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

  • Describe the components of a structured numeracy program.
  • Explain the research that supports structured numeracy.
  • List and describe the components of a structured numeracy lesson.

Michael Curry, ET, is an educational therapist in private practice and the director of m•sense©, a structured numeracy program. He delivers professional development across every grade level to schools, community organizations, and small groups interested in a structured approach to teaching and learning math. Mr. Curry’s 30 years of experience span both public and private education. He is a former credentialed teacher who worked in the California public schools for over a decade. In the early 2000s, he transitioned to educational therapy after receiving his certification from UC Berkeley and started his private practice. Additionally, Mr. Curry worked with David Berg and Making Math Real™ (MMR) as the associate director. In that role, he spent over 15 years as a professional development instructor, creating and publishing materials for MMR and delivering training for schools, parents, and allied professionals around the country.

Reframing Diagnostic Language: Using Client Assets to Nurture Positive Self-Concepts and Strength-forward Strategies

Moderated by:
Dr. Cynthia Z. Hansen, EdD, BCET
Panelists:
Jared J May
Véra Radunsky, MS, CCC-SLP/TSSLD
Danielle Mizuta, EdD

This interactive session will examine ways to assist practitioners, using vignettes and practical reframing, to consider the bombardment of pejorative language that often describes our neurodivergent clients and those with “spikey profiles.” Through a strength-forward lens, the panelists will examine the labels and language that influence negative self-perceptions, sharing their research, strategies, and experiences. As educational therapists, our goal is to support our clients beyond academic subjects. This requires student self-understanding that grows into positive identity formation, building agency, and developing the skills of advocacy throughout the learning lifespan. The panel of experts represents diverse educational perspectives, including a BCET, a district professional development designer, a college transition counselor specializing in neurodivergent youth, and learning support specialists with classroom experience working with twice-exceptional learners.

Learning Outcomes:

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

  • Describe the impact of implicit biases and the theoretical background of positive identity development and apply this knowledge when building an inclusive and accepting community culture for their clients.
  • Build on their experiential knowledge to adapt presented activities appropriately within their practice settings.
  • Demonstrate their synthesis of this session to nurture a culture of awareness, inclusivity, and respect within their clients’ families, schools, classes, or support groups.

Dr. Cynthia Z. Hansen, EdD, BCET, a Board Certified Educational Therapist and Twice Exceptional Consultant, facilitates the growth of gifted and creative individuals with ADHD, dyslexia, and complex learning profiles. A California credentialed teacher for over 35 years, Dr. Hansen is past president of the Tri-County GATE Council in Southern California, a facilitator for SENG Community Groups, and the director of Bridges Graduate School’s 2e Summer Institute. Dr. Hansen has served on the AET public policy, social justice, and publications committees.

Jared J May is a doctoral student at Bridges Graduate School of Cognitive Diversity in Education and the data and visual content manager at Villanova University, Upper Darby, PA He is also a Neurodiversity, Education & Workplace Consultant, advocating for neurodiversity and supporting divergent learners where they live, learn, and work using a research-driven approach. He focuses on positive niche construction, helping create environments where individuals and groups can thrive.

Véra Radunsky, MS, CCC-SLP/TSSLD, is a learning specialist and SLP with nearly two decades of experience working with neurodivergent students. Understanding the role language and environment play in developing individuals’ potential, she believes in strength-based student-centered educational approaches for all. Véra is pursuing her doctorate at Bridges Graduate School of Cognitive Diversity in Education, while reenvisioning what public education can look like in urban settings.

Danielle Mizuta, EdD, taught special education in the DOE for 13 years, mentored new teachers statewide, and served as a Hawaii Hope Street Fellow. She currently works at Punahou School and Leeward Community College and completed her doctorate in Cognitive Diversity in March 2025 with a focus on 2e learners.

Self-Care: An Essential Component of an Educational Therapy Practice

Risa Graff, MA, BCET, FAET
Kaye Ragland, EdD, LMFT, BCET, FAET
Pamm Scribner, MEd, BCET®

“Self-care is not selfish. You cannot serve from an empty vessel.” – Eleanor Brown

As educational therapists, we love the autonomy we have to shape our professional practices. However, our work can be stressful, and stress impacts our well-being and decision-making. Designed to provide attendees with information and self-care tools, this session explores the impact of stress on our bodies, minds, and practices, and explains why self-care is essential. The interactive panel will provide research-based information, practical strategies, case studies, and opportunities for participants to reflect on their personal needs. Attendees will learn how to define self-care as it relates to educational therapy and contemplate how they can regularly integrate it into their practices and their lives.

Learning Outcomes:

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

  • Define self-care.
  • Communicate about why self-care is essential physically, mentally, and professionally.
  • Describe how self-care can improve work-life balance.
  • Reflect on their own life and self-care practices.

Risa Graff, MA, BCET®, FAET, has been working as an educational therapist for 47 years in her private practice in Olympia Fields, Illinois. She is a past president of AET and currently serves on the Ethics/Scope of Practice Committee, the Conference Committee, and the Webinar Committee. Risa is a co-author with Marion Marshall of the book Ethical Decision Making in Educational Therapy – A Practical Guide. For the past five years, Risa has been exploring different forms of meditation and learning about the impact of meditation as a vital tool of self-care.

Kaye Ragland, EdD, LMFT, BCET®, FAET, holds an MA in Marriage, Child, and Family Counseling and an EdD in Educational Leadership and Change. She also has an education specialist credential and is a licensed marriage and family therapist. Kaye is a past president of AET who serves on the Executive Committee, is Chair of the Public Policy Committee, and is active on many other AET committees. In addition to her private educational therapy practice, she has been a director of special education, a classroom and RSP teacher, a school counselor, and a principal. She is currently working on certification as a clinical musician.

Pamm Scribner, MEd, BCET®, specializes in working with adolescents and adults who are non-traditional learners with literacy, numeracy, and executive functioning challenges. She assesses clients’ learning strengths and weaknesses, develops a learner profile, and coaches them as they implement changes in their academic, home, and recreational environments. Over the past 45 years, Pamm has gained experience in various educational settings, has presented at local workshops and national conferences, and has trained educational therapists. Currently, she is focused on transitions and boundary setting for educational therapists. Her volunteer positions with AET include supervision, Membership Committee Chair, President-Elect, and President, in addition to serving on several committees and working groups. Pamm enjoyed living in the San Francisco Bay Area and is now exploring the adventures of life in Eastern Washington.

The Role of Executive Functioning in Literacy Development: Understanding and Supporting Learners

Cynthia Allen-Fuss, MEd

This engaging and interactive workshop will explore the critical link between executive functioning and literacy development. The session will highlight the importance of executive skills in learning and motivation, with a focus on the latest research and its connection to literacy outcomes. An overview of key executive functions (such as working memory, cognitive flexibility, and inhibitory control) leads to an understanding of how they manifest as strengths or challenges in learners, and how they influence reading and writing performance. Executive functions impact literacy, as defined by UNESCO (2004), as skills to “identify, understand, interpret, create, communicate, and compute using printed and written materials.” Participants will take away practical strategies to enhance executive functioning abilities and provide effective support to help children thrive on their literacy journeys.

Learning Outcomes:

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

  • Summarize how executive function strengths and challenges manifest in diverse learners.
  • Demonstrate their understanding of executive functions and how they impact literacy when collaborating with peers.
  • Integrate knowledge of executive functions and reading and writing skills to develop resources to support learners with executive function and/or literacy difficulties.

Cynthia Allen-Fuss, MEd, is a doctoral student at the Bridges Graduate School of Cognitive Diversity in Education. Cynthia holds a Master’s degree in special education and serves as Associate Clinical Director at Children’s Dyslexia Centers, Inc. She works with children with reading difficulties and trains adults to support their instruction.

The Changing Landscape of Instruction, Motivation, and Academics in High School

Laura Doto, MA, ET/P

Using four cases, explored in retrospect and informed by leading voices in secondary education in combination with the perspectives of students, this presentation will detail what matters now and in the future for our college-bound diverse learners. Autonomy, mastery, and purpose prove critical elements for motivation, while 21st-century skill expectations are shifting and changing at the speed of technology. As mature learners, how do we keep up with the pace of what appears to be an ever-changing landscape of exciting developments? Our adolescents navigate a world of technology (AI, social media, assistive tech) while their frontal lobes are still evolving. Throw in the neurodiversity of learners with uneven cognitive profiles and inconsistent attention patterns, and we will explore how ETs equip our adolescents for the world they must navigate today and tomorrow.

Learning Outcomes:

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

  • Explain how establishing rapport with a client can support motivation and skill-building.
  • Identify components for effective instruction in the changing landscape of high school curricula.
  • Compare and contrast context, setting, and effective practice across generations of learners through the lens of consilient conclusions drawn from scientists researching learning, motivation, neuroscience, and relationships.

Laura Doto, MA, ET/P, has worked in schools and privately with high school and adult students. Before joining the UC Lab Schools faculty, Laura was Director of Academic Support for Montclair Kimberley Academy and a Medical Coach for Feinberg School of Medicine. She has attended and presented at various national conferences. Most recently, Laura earned her Universal Design for Learning practitioner certification from HGSE. As a discussion facilitator and avid reader, Laura values generative interactions with colleagues across disciplines.

The Strands of Math Proficiency: How to Assess & Target the Needs of Struggling Math Students

Heather Brand

Participants will learn the three strands of math proficiency and how each strand contributes to a student's overall mathematical ability. Then, we will explore different types of assessments, such as neuropsychological tests, classroom-based tools, and assessments that can be given as an interventionist. You will learn to identify the strands of math proficiency within these assessments to determine struggling students' needs and strengths and identify gaps in mathematical knowledge. Finally, we will use this understanding to select targeted, actionable supports and choose starting points for intervention to help students overcome their struggles and succeed in mathematics.

Learning Outcomes:

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

  • List and describe the three strands of math proficiency.
  • Compare and contrast assessment types.
  • Identify student strengths and weaknesses within assessment data and determine customized student supports.

Heather Brand, the Operations Manager at Made for Math, has over 15 years of experience in education, beginning her formal career in the classroom, but tutoring before that. Early on, she noticed that about a fifth of her students didn’t respond as expected to traditional school curricula, a pattern she observed even when she transitioned to teaching in gifted education and included her experience supporting the academic needs of her own child. This discovery sparked her passion for understanding dyslexia, neurodiversity, and the science of reading. Heather became a trained reading interventionist through Neuhaus and achieved remarkable success in helping students overcome reading challenges. Motivated to find a similar approach for math, she discovered Made for Math and became a trained practitioner in Marilyn Zecher’s Multisensory Math. Heather’s expertise and dedication continue to transform the learning experiences of neurodiverse students.

Motivating to Enhance Executive Function in 2e and Gifted Learners

Dr Carol Whitney, PhD, ET/P
Julieann Ash, MS, BCET

This presentation will highlight specific differences between gifted, 2e, and neurotypical learners. Many districts are no longer serving gifted students through pull-out or cluster groups, so where does this leave our gifted and 2e students?

Motivation is a key factor when working with both gifted and 2e learners. Whether or not the schools provide direct service to our gifted students, there are ways to address the educational gaps. This knowledge must be disseminated to classroom teachers and educational therapists to help their mission in motivating the gifted as well as neurotypical students.

Research shows that 2.3 to 35 percent of gifted students are 2e (with 17 percent being the most common finding). However, the number of students recognized as 2e can be much lower due to issues like disabilities masking giftedness (just as giftedness can mask disabilities), inequity in gifted assessment and identification, and more. Securing equity for 2e students is often difficult.

Acceleration options can motivate the student without direct service from an intervention specialist. Higher-level cluster groups, subject acceleration, and grade-level acceleration are a few of the options for meeting the needs of our gifted and 2e students. These options can become a part of the IEP/WEP discussions for placing a student in the appropriate classes, and a program can be designed to fit the unique needs of each learner.

Learning Outcomes:

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

  • Explain how to identify a 2e learner and list the differences between a smart learner and a 2e learner.
  • Describe how the 2e learner is uniquely different from the neurotypical gifted learner.
  • Explain what strategies are effective for improving motivation, initiation, and planning with gifted, 2e, and neurotypical learners.

Dr Carol Whitney, PhD, ET/P, is the founder and director of Gifted Services of Ohio. She is a professional educational therapist who specializes in twice exceptional learners. Dr. Whitney completed her PhD in curriculum for addressing the social-emotional needs of gifted learners at The Ohio State University. With more than 45 years of experience working with these children, she is a four-time presenter at NAGC (National Association for Gifted Children), a frequent presenter at OAGC (Ohio Association of Gifted Children), and the author of four books on gifted education.

Julieann Ash, MS, BCET, and her team focus on assessing the executive function and work needs of K-12, college, and professional-level clients. They design a set of specific strategies for each individual and help them implement those strategies to improve academic and work performance.

Can I Work with This Kid? Taking on the Challenge of Students with Profound Needs

Diana Black Kennedy, MA, BCET

Although all our students present unique challenges that keep us on our toes, some of them seem more complicated, with more profound needs than we are comfortable with. Sometimes we ask ourselves: Can I work with this kid? Should I? If I do, how do I make sure I am doing the best work possible? How do I meet the student’s complex needs? Through a look at two case studies—one student with autism and one with Down syndrome, Board Certified Educational Therapist Diana Black Kennedy will explore a framework to help practitioners think through these questions, to find the support needed to work outside their comfort zone ethically, and to prioritize and address more multi-faceted, extensive student needs.

Learning Outcomes:

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

  • Summarize key considerations and questions used to assess whether they can ethically take on a challenging client.
  • Develop a plan to gain the necessary support, tools, and knowledge to work outside their comfort zone.
  • Adapt the teaching tools and techniques they already have to working with students with more profound autism or intellectual disabilities.
  • Identify best practices in working with students on the autism spectrum and with Down syndrome.

Diana Black Kennedy, MA, BCET, is a board certified educational therapist with a thriving private practice. She taught for ten years in a wide range of classrooms and has worked one-on-one in private practice since 2009. In addition, Diana has been an instructor at the UCSC Educational Therapy certificate program for six years. Diana holds a Certificate in Educational Therapy, an MA in Education, and an MA in Literature. She presents nationally and internationally, and blogs

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

Gretchen Wegner, MEd
Jasleen Kaur Monga, M.Com, Alumna

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.

Gretchen Wegner, MEd, is a former classroom teacher turned academic coach for students with learning disabilities and is now a trainer and founder of the Anti-Boring Learning Lab. She specializes in helping students and educators apply cognitive science to study skills, executive function, and academic resilience. With over 20 years of experience, Gretchen trains educational therapists, tutors, and academic coaches to teach brain-friendly learning strategies that empower students to become confident, self-directed learners. Learn more at www.antiboringlearninglab.com.

Jasleen Kaur Monga, founder of Unicorn Minds, delivers dynamic educational therapy and executive function coaching to neurodivergent and twice exceptional (2e) learners, including LGBTQIA+ students. With over 12 years of experience in International Baccalaureate (IB) and private schools, and three years as an educational therapist, she empowers students through engaging virtual sessions, helping them strengthen executive functioning, achieve academic excellence, and build lasting emotional resilience.

STRESS, SCHWA, and DEGREES OF SCHWANESS

Nancy Cushen White, EdD, BCET

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/.

Nancy Cushen White, EdD, BCET, is a Clinical Professor in Pediatrics-Adolescent & Young Adult Medicine at UCSF. She has taught in general and SPED classrooms, trained pre- and in-service teachers, and developed curricula. Nancy piloted a San Francisco USD special day class for 2e Twice Exceptional students (gifted with a diagnosis of dyslexia); taught young adults in a pre-trial diversion program through SF Superior Court; worked as a Literacy Intervention Consultant for Lexicon Reading Center in Dubai, UAE; and trains teachers in the Slingerland Multimodal Structured Language Approach as a certified Instructor of Teaching for the Slingerland Literacy Institute.
In addition, Nancy served as Editor-in-Chief of The Examiner, IDA's E-Newsletter, for nine years and currently serves on the Editorial Board for IDA’s Perspectives on Language and Literacy. Her work on numerous nonprofit and advisory boards includes the National Joint Committee on Learning Disabilities (IDA rep); the Northern CA Branch of IDA (IDA-NorCal); the International Multisensory Structured Language Education Council (IMSLEC); and associated literacy work groups, including the CA Assembly Bill 1369 Dyslexia Guidelines Writing Work Group, formed to assist the CA Department of Education in developing program guidelines for dyslexia.

Have You Ever Tried? Brought to You Live! Self-Care Edition

Moderated by:
Bonnie Massimino, MEd, BCET

Not for ASHA CEUs.

Business Practices Panel: Have You Ever Thought About…?

Moderated by:
Lori Dver, MA, BCET, FAET
Panelists:
Toni Blackett-Felix, BSc, Pg Dip, BPS RQTU, ET/P
Caitlin Welsh, MEd, BCET
Mary Hallahan, MBA

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.

Lori Dver, MA, BCET, FAET, is the immediate past president of AET. A member since 1990, Lori has degrees from Northwestern University and UCLA. Lori’s career path took her from teacher to educational therapist to middle school head before landing in Pasadena, CA, to establish the learning resources coordinator position at a private K-12 school. In 2017, she returned to her passion and reopened her private practice, working with individual clients as well as offering professional development workshops for faculty. She continues to serve on several AET committees.

Toni Blackett-Felix, BSc, Pg Dip, BPS RQTU, ET/P, has been a member of AET since 2018. She is the sole educational therapy practitioner in her twin-island home of Trinidad and Tobago. Toni has worked exclusively in educational settings since 2003. Her e-Practice, Metania Educational Therapy, offers ET services, parent education, teacher training, and consulting services. She continues to grow and share her passion for decolonial thinking practices in teaching and learning.

Caitlin Welsh, MEd, BCET, has been a member of AET since 2004. She spent 14 years as a learning specialist before founding her own practice in Pacific Palisades and Santa Monica. Caitlin specializes in helping students build confidence and achieve lasting academic growth.

Mary Hallahan, MBA, is the founder of Dorbridge, a global marketing consultancy for mission-driven service providers. A former Fortune 100 executive who has consulted with C-Suite executives in healthcare, publishing, and retail, Mary helps solo and small practices build premium, psychology-backed brands that attract aligned clients and grow with integrity as efficiently as possible.

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

Genevieve Boykin, LMHC, LPC-MPSP, CCTP

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.

Genevieve Boykin, LMHC, LPC-MPSP, CCTP, is a licensed mental health counselor and certified clinical trauma specialist in Rhode Island and Massachusetts, specializing in treating trauma, addiction, anxiety, relationship issues, depression, and life transitions. She empowers professionals to overcome burnout and realign with their purpose. Her work focuses on helping clients develop inner strength while supporting them during the healing process.

Creativity + Dyslexia: The Case of Octavia E. Butler

Callie Turk, MBA

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.

Callie Turk, MBA, works to build bridges between families and educators of Silicon Valley’s neurodivergent/twice-exceptional learners. She co-founded REEL (Resilience and Engagement for Every Learner), drawing on her 15-plus-year career working with ed tech companies at the cutting edge of educator professional learning. Callie received her MBA from Stanford University and is pursuing her doctorate at the Bridges Graduate School of Cognitive Diversity in Education. She has written for “Parenting for High Potential” and “2eNews” and presented at regional and national venues.

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

Jen Doyle, MA, BCET
Anna Marquez, MEd

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.

Jen Doyle, MA, BCET, is the Director of Education Innovation at PDX Reading Specialist in Portland, Oregon, which focuses on connecting the science of reading to the science of instruction. Jen has been in the field of education for over 20 years and has practiced as an educational therapist since 2010, while simultaneously working as a teacher in a Los Angeles classroom. She is currently the Case Study Coordinator for AET.

Anna Marquez, MEd, is a former Spanish Dual Language Immersion Educator with 20 years of experience in the field of education. She spent many years as a classroom teacher and later worked within the schools as both an instructional specialist and a behavior support specialist. Since 2023, Anna has run an academic intervention program called Open Think Learning, supporting the needs of diverse learners in Portland, Oregon.