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AET Professional Advisory Board: January 2017 | Advisory Board Biographies | Organizational Chart



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 summer of even-numbered years and five (5) in the summer of odd-numbered years.

 

OFFICERS

President 

Judith Brennan, MEd, BCET

President-Elect 

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

Treasurer 

Polly Brophy, MA, JD, ET/P

Secretary 

Kaye Ragland, EdD, MFT, BCET

Immediate Past President 

Alice Pulliam, MA, BCET, FAET 


ELECTED DIRECTORS

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


COMMITTEE CHAIRS

Development

Jose Chavez, MA, ET/P 

Finance 

Polly Brophy, MA, JD, ET/P 

Governance 

Alice Pulliam, MA, BCET, FAET 

Marketing and Outreach

Diana Black Kennedy, MA, BCET

Membership

Maria Fagan Hassani, MA, ET/P 

Member & Public Information 

Kaye Ragland, EdD, MFT, BCET 

Professional Affairs 

Nazanin Dadfarin, MA, BCET 

Program Services 

Susan Grama, MA, CCC-SLP, ET/P 

Laura Doto, MA, ET/P

Certification Board 

Susan Taber, MEd, BCET

 

PAST PRESIDENTS OF AET

Dorothy Ungerleider, MA, BCET, FAET 

Barbara Kornblau, EdD, BCET. FAET 

Gail Werbach, MA, BCET FAET 

Susan Fogelson, MA, BCET, FAET 

Carole Slucki, MS, BCET, FAET 

Ellen Opell, MA, BCET, FAET 

Beverly Borine, MA, BCET, FAET

Maxine Ficksman, MA, BCET, FAET 

Beverly Metcalf, MS, BCET, FAET 

Ann Kaganoff, PhD, BCET FAET 

Nan Freund, MEd, BCET, FAET 

Sandra Mosk, MEd, BCET, FAET 

Linda Schwarz, MA, BCET. FAET 

Deborah Doyle, MA ET/P, FAET 

Risa Graff, MA, BCET. FAET 

Marcy Dann, MA, BCET, FAET 

Jeanette Rivera, MA, BCET, FAET 

Alice Pulliam, MA, BCET, FAET



AET Professional Advisory Board: January 2017

Dorothy Ungerleider, MA, BCET, FAET – Advisory Board Chair 
Educational Therapist 
Encino, CA 

Joan Axelrod, MEd 
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, PhD 
Research Partner, University of Kansas 
Professor Emeritus, University of Alabama 
President, Makes Sense Strategies, LLC 

Edward M. Hallowell, MD 
The Hallowell Center 
Massachusetts, New York, San Francisco, and Seattle 

Stephen Hinshaw, PhD 
Professor of Psychology, UC Berkeley 
Vice Chair for Psychology at UC San Francisco 

Doris J. Johnson, PhD 
Professor Emeritus 
Department of Communication Sciences and Disorders 
Learning Disabilities Program 
Northwestern University 
Evanston, IL 

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

Barbara Keogh, PhD 
Professor Emeritus 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, PhD 
Educational Psychologist 
Department of Psychiatry 
White Plains Hospital 
White Plains, NY 

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

Marshall H. Raskind, PhD 
Educational Research and Consulting 
Bainbridge Island, WA 

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

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

 


ADVISORY BOARD BIOGRAPHIES

Dorothy Ungerleider, MA, BCET, FAET, an educational therapist in Encino, California, was founding President of AET and first Advisory Board Chair, working to standardize the profession of educational therapy. She is the author of the books Reading, Writing, and Rage, and Educational Therapy in Action: Behind and beyond the office door, as well as Psychoeducational Perspectives: A compilation. She and Phyllis Maslow co-authored AET’s” Position Paper on the SAT arguing for extended time as an option for ALL students, as well as the first research paper on efficacy of educational therapy. She served as President of MACE (Multidisciplinary Academy of Clinical Educators), contributing to its document, “Strategies for Public School Reform.” She supervises novice educational therapists and has helped develop training programs in educational therapy at UCLA and California State University Northridge. Ungerleider also mentored public school teachers for Levine’s “Schools Attuned” program; was a faculty lecturer for the National Council of Juvenile and Family Court Judges, writing an LD screening tool for the Bench Book for juvenile court judges to identify individuals with learning issues coming through the justice system; spearheaded a pro bono Community Service Project for two juvenile justice agencies, bringing remedial and advocacy services to a delinquent population.
http://www.youtube.com/watch?v=YmgpzpOcMJU
www.dorothyungerleider.com

Joan Axelrod, MEd, is an adjunct faculty member in the School Psychology program and the Coordinator of the Academic Resource Center (ARC) at William James College (formerly the Massachusetts School of Professional Psychology). She spent many years in private practice as a psychoeducational diagnostician evaluating school-aged with learning and developmental disabilities and consulting to local school systems on assessment and intervention. Her evaluations integrate cognitive, neuropsychological and educational assessment data to develop instructional recommendations. Prior to working in private practice, she was the Clinical Director of the Medical Educational Center at North Shore Children's Hospital, Salem MA. She earned a bachelor's degree from Clark University and a master's in education from Boston University. She has been teaching at William James since 2007 and, since 2014, she has been providing writing and study support to William James students through the ARC.
http://www.williamjames.edu/about/profiles/faculty/joan-axelrod.cfm

Jane Holmes Bernstein, PhD has been an AET friend, colleague, and Advisory Board member for many years. She is a staff neuropsychologist at Boston Children's Hospital who has helped to develop, apply and teach a “whole-child” assessment model for the behavioral observation of children with learning and behavioral disorders. She is the co-editor of the popular book, Mind, Brain and Education in Reading Disorders, and is the namesake of the annual Jane Bernstein Lecture in Neuropsychology at Boston Children's. Also an associate professor of Psychology at Harvard Medical School, Bernstein divides her time between her teaching and research responsibilities and her professional work with children in the Republic of Trinidad and Tobago in the West Indies.
http://f1000.com/thefaculty/member/8260755542511366

Mary Byrne, PhD, 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. She subsequently 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.
https://www.salemstate.edu/faculty/employee_details.php?num=953

Edwin Ellis, PhD, is a Research Partner at the University of Kansas Center for Research on Learning and Professor Emeritus at the University of Alabama. Dr. Ellis has authored numerous books and journal articles and is a 5-time selling author. His scholarship is well known and studied in the academic community, and the practical, user-friendly instructional materials stemming from his research are used extensively in intermediate, middle, and high schools as well as in teacher-preparation programs throughout the world. Dr. Ellis is a co-author of The Strategic Instruction Model (SIM) developed at the University of Kansas Center for Research on Learning. The SIM Learning Strategies and Content Enhancement Routines he developed are among the most widely implemented SIM interventions. Dr. Ellis’ most recent work led to the development of Differentiated Visual Tools (DVTs), a series of programs designed to address discipline-specific content literacy in grades K-12. The DVTs are graphic organizer-like devices that use both visual features and embedded prompts individually designed to teach specific content and Common Core Standards in a manner that reduces the cognitive load for both teachers and learners.
https://makessensestrategies.com/about-the-authors

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 Massachusetts, New York City, San Francisco, and Seattle. 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.
http://www.drhallowell.com/meet-dr-hallowell/biography/

Stephen Hinshaw, PhD, 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.
http://psychology.berkeley.edu/people/stephen-hinshaw

Doris Johnson, PhD, is a longtime friend and colleague to AET and is the JoAnn G. and Peter F. Dolle Professor Emerita in Learning Disabilities at Northwestern University. She is a pioneer in the study of learning disabilities. Along with her colleague Helmer R. Myklebust, she is the author of Learning Disabilities: Educational Principles and Practice, a landmark book that became one of the foundational texts for understanding otherwise healthy children who have difficulty processing certain information. Her research focuses on the importance of symbols in the learning process and how problems affect an individual's ability to understand and use various types of information. She has served as the executive director for the International Academy for Research in Learning Disabilities, remains active in the Learning Disabilities Association of America, and is currently working on an early literacy project with several graduate students for the Chicago Public Schools. https://www.communication.northwestern.edu/faculty/DorisJohnson Barbara Keogh, PhD, is a longtime friend and colleague to AET. She is Professor Emerita in both the Graduate School of Education at the University of California, Los Angeles, and in their 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.
http://ebx.sagepub.com/content/6/1/33.abstract

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 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 also contributed to the 2010 textbook, The Clinical Practice of Educational Therapy (Routledge), and as chief researcher of AET's first formal assessment of the efficacy of the practice of educational therapy. http://ldx.sagepub.com/content/12/8/538 George McCloskey, PhD, 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.
http://www.georgemccloskeyphd.com/

Louisa C. Moats, EdD, has been a teacher, psychologist, researcher, graduate school faculty member, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation. After a first job as a neuropsychology technician, she became a teacher of students with learning and reading difficulties, earning her Master’s degree at Peabody College of Vanderbilt. Later, after realizing how little she understood about teaching, she earned a doctorate in Reading and Human Development from the Harvard Graduate School of Education. Dr. Moats spent the next fifteen years in private practice as a licensed psychologist in Vermont, specializing in evaluation and consultation with individuals of all ages and walks of life who experienced reading, writing, and language difficulties. At that time, she trained psychology interns in the Dartmouth Medical School Department of Psychiatry. Dr. Moats spent one year as resident expert for the California Reading Initiative; four years as site director of the NICHD Early Interventions Project in Washington, DC; and ten years as research advisor and consultant with Sopris Learning. She was recently a contributing writer of the Common Core State Standards. In addition to the LETRS professional development series, Dr. Moats’ books include Speech to Print: Language Essentials for Teachers (Brookes Publishing); Spelling: Development, Disability, and Instruction (Pro-Ed); Straight Talk About Reading (with Susan Hall, Contemporary Books); and Basic Facts about Dyslexia.
http://louisamoats.com/index.php

Betty Osman, PhD, is an authority on children with learning disabilities and a psychologist on the staff of the White Plains Hospital Center, Department of Behavioral Health. She is the author of several books and 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," to the 2000 edition of the Review of Psychiatry (APA).
http://www.ncld.org/archives/mission-and-history/professional-advisory-board/betty-osman

Patricia Quinn, MD, is a developmental pediatrician in Washington, D.C. area, specializing in child development and psychopharmacology. Dr. Quinn has worked for over 40 years in the areas of ADHD and learning disabilities. She gives workshops nationwide and has appeared on numerous TV programs. In 2000, Dr. Quinn received the CHADD Hall of Fame Award for her outstanding service to the field of ADHD. For the last several decades, Dr. Quinn has devoted her attention professionally to the issues confronting girls and women with ADHD. In 1997, she co-founded the Center for Girls and Women with ADHD in Washington, D.C. and since that time has written several books on this topic, including her 1999 book, Understanding Girls with ADHD, which was groundbreaking in its presentation of this population; the second updated edition was released in 2015.
http://www.addvance.com/about/quinn.html.

Marshall H. Raskind, PhD, is an educational researcher and consultant focusing on learning and attention problems. His primary research interests are in the areas of learning difficulties across the lifespan, factors predictive of “life success,” assistive technology, and the impact of online social networking on children with learning and attention problems. His research, interventions, and program development are aimed at fostering the educational and life success of individuals struggling with learning. This work has led to advances in the understanding of academic interventions, assistive technology, social interactions, risk and resilience, online social networking, and lifespan development. Dr. Raskind has previously served as Director of Research and Special Projects at the Charles and Helen Schwab Foundation, Director of Research at the Frostig Center in Pasadena, California, and head of the California State University, Northridge Learning Disability Program and Computer Access Lab. He is a Fellow and past Vice President of the International Academy for Research in Learning Disabilities, as well as a former member of the Research Committee of the Council for Learning Disabilities, and the Professional Advisory Board of the National Center for Learning Disabilities. He is a frequent presenter at international education conferences and author of numerous peer-reviewed professional publications, as well as many consumer-based publications which provide scholarly research in accessible articles to parents, practitioners, and the general public.
https://www.linkedin.com/in/marshall-raskind-65520738

Michael Spagna, PhD, 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).
www.csun.edu/eisner-education/office-dean

Maryanne Wolf, PhD, is Director of the Center for Reading and Language at Tufts University. She received her doctorate from Harvard University in the Department of Human Development and Psychology in the Graduate School of Education, where she began her work on the neurological underpinnings of reading, language, and dyslexia. Professor Wolf was awarded the Distinguished Professor of the Year Award from the Massachusetts Psychological Association, and also the Teaching Excellence Award from the American Psychological Association. Her current research in collaboration with Dr. Pat Bowers concerns a new conceptualization of developmental dyslexia, the Double-Deficit Hypothesis. This work was the subject of a recent special issue of the Journal of Learning Disabilities. Along with colleagues Dr. Robin Morris and Dr. Maureen Lovett, Professor Wolf has been awarded a NICHD Shannon Award for Innovative Research and several multiyear NICHD grants to investigate new approaches to reading intervention. She received the Norman Geschwind Lecture Award from the International Dyslexia Association for neuroscience research in dyslexia. She is the author of the RAVE-O Intervention Program, an evidence-based fluency comprehension program for struggling readers that has proven successful in two major federal studies. She has edited the book, Dyslexia, Fluency, and the Brain and is the author of Proust and the Squid: The story and science of the reading brain.
https://ase.tufts.edu/crlr/team/wolf.htm


Organizational Chart

Click the image to view a larger size.