HRS Speaker Series

Presented on October 23, 2025

Session Overview:
For skilled readers, the most obvious aspect of the reading experience is that words effortlessly jump off the page. This happens because all of those words were previously encountered and became stored in long-term memory. Yet those with a word reading difficulty (e.g., dyslexia) are not good at remembering written words. This presentation will focus on what decades of scientific investigation has uncovered about how we remember written words and why some individuals struggle. This knowledge can be used to promote more effective reading instruction and intervention.

About the Speaker:
David A. Kilpatrick, PhD is a professor emeritus of psychology for the State University of New York at Cortland. He is a New York State certified school psychologist with 28 years’ experience in schools. He has been teaching courses in learning disabilities and educational psychology since 1994. David is a reading researcher and the author of two books on reading, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, and Equipped for Reading Success, and is a co-editor of a third, Reading Development and Difficulties: Bridging the Gap Between Research and Practice.

Video Recording

Presented on November 20, 2025

Session Overview:
Children with learning differences or executive function delays—such as dyslexia, ADHD, or autism—often face greater emotional demands at school and at home. These challenges can leave them more easily triggered, which can also impact the adults who care for them. This presentation provides educators, parents, and caregivers with a clear understanding of the brain science behind emotional dysregulation and practical strategies for managing the big feelings that come up for all involved in these high intensity moments

About the Speakers:
Bri Berkowitz, MSEd and Jasmin Vara, LPC are the co-owners of Connected Family Partners, a private practice located in Austin, TX. At Connected Family Partners, our mission is to partner with families, advocate for children’s mental health and learning needs, and provide wrap-around support to help families meet their goals. We believe in the power of connection and support in fostering a child’s growth. By establishing collaborative and trusting relationships with the families we serve, we are able to tailor our approach to meet the individual goals and needs of each child. Recognizing that children are influenced by a variety of settings, we also aim to partner with the trusted network of people who support your child and family, from your child’s teacher to their pediatrician.

Connected Family Partners offers a unique blend of expertise in coaching, educational consulting, neurodiversity, therapy, and psychoeducation. Together, our diverse backgrounds inform our understanding of the intersection between mental health, behavior, and learning differences.

Video Recording

Presented on December 11, 2025

Session Overview:
In a changing and complex world, stress, anxiety, and depression can undermine coping and achievement. For students with learning or processing differences, academic and social struggles can intensify these mental health challenges, reduce self-confidence, and affect classroom engagement. Yet social and emotional factors, especially strong relationships and a sense of mattering, the feeling of being valued and adding value, can build resilience and profoundly shape student well-being, academic performance, and cognitive development.

In this session, Dr. Karen Wilson will examine the connections between learning, mental health, and social-emotional well-being, and share practical, evidence-based strategies to strengthen protective factors, support both academic and emotional growth, and help all students thrive socially, emotionally, and academically.

About the Speaker:
Dr. Karen Wilson is a Clinical Neuropsychologist, Director of West LA Neuropsychology, and host of the Diverse Thinking · Different Learning podcast. She specializes in assessing children and adolescents with learning and thinking differences as well as social-emotional challenges. Dr. Wilson is also the founder and CEO of ChildNEXUS, a digital platform that provides parent-support services for neurodivergence, learning disabilities, and youth mental health. 

Video Recording

Presented on January 29, 2026

Session Overview:
With the focus intensifying on evidence-based reading practices, it's crucial that writing instruction is not excluded from the conversation. When students write about what they are learning, it improves their understanding of texts, deepens their thinking about content, and builds background knowledge and vocabulary. During our session, we will provide an overview and practice with the Hochman Method, an approach to explicit writing instruction that teachers can use in every grade and in all subjects.

About the speakers:
Alexandria Chalonec is an accomplished educator and nonprofit leader with two decades of experience advancing instructional practice and educational equity. As Director of Impact at The Writing Revolution (TWR), she leads efforts to bring measurable outcomes to life and drive systemic, on-the-ground change. Previously, she guided large-scale implementation of the Hochman Method®, partnering with schools, districts, and state education agencies on initiatives that built leadership capacity and improved teaching and learning, resulting in student outcomes that consistently outperformed state averages. A former classroom teacher of ten years, Alexandria holds a master’s degree in special education from City College of New York and a bachelor’s degree in psychology from the University of Pennsylvania.

Sean Cioffi is an educator and professional learning specialist with deep expertise in special education and effective instructional practice. He teaches courses and supports high-impact partner schools at The Writing Revolution (TWR), where he also contributes to program development, including creating content for TWR’s Self-Paced Trainings. Before joining TWR, Sean spent 10 years teaching seventh- and eighth-grade English language arts, social studies, and research skills at an independent school specializing in instruction for students with language-based learning disabilities. He received his school’s Sandi Galst Scholar Award for exceptional reading instruction. Sean holds an M.S. in secondary education (social studies and special education, grades 5–12) and a B.A. in history from Binghamton University.

Video Recording

Presented on January 16, 2025

Session Overview:
Students’ belief in their ability to learn and do math (math identity) has been linked in research to either enhancing or limiting their engagement and achievement in math class. In this speaker series event, Dr. Starrett will explore the roles adults can play in impacting students’ math identity, discussing resources and strategies to support all learners. Diving into elements of math identity, we will cover topics including productive struggle, collaborative discourse, and how to navigate uncertainty as a way to creatively problem solve and strengthen resiliency.
 

About the Speaker
Emily Starrett recently earned a doctorate in Learning, Literacies, and Technologies, with a focus on Math Education. Prior to obtaining her doctorate and teaching in teacher preparation programs, she was a K-12 classroom teacher, teaching Special Education (grades 4-12) and Mathematics (grades 6-12) in both Arizona and Washington. Currently, she serves as the Math Program Manager at Hamlin Robinson School, where she works to develop and support a comprehensive math curriculum as well as designing and facilitating on-going professional development to strengthen effective math instruction. She brings an extensive background supporting students with learning differences in mathematics.

Her research focuses on assisting teachers embrace uncertainty and amplify their ability to facilitate student-centered, inclusive instruction. Research has shown that navigating one’s uncertainty in a productive and structured environment can enhance persistence, sense-making skills, argumentation practices, and empathy by wrestling with ideas and exploring new information. Therefore, it is beneficial for both teachers and students to acknowledge and understand the productive potential of uncertainty. Drawing from her special education background, Dr. Starrett is dedicated to creating equitable and adaptable math instruction that supports students of all ability levels. She emphasizes instruction that positions students as co-constructors of knowledge, embedding diverse perspectives to ensure student success both in the classroom and beyond.

Video Recording

Presented on November 14, 2024.

Session Overview:
This presentation explores the EATS (Escape, Attention, Tangible Gains, Sensory Needs) acronym to better understand student behavior through context rather than compliance, while examining the impact of traditional behavior management systems on neurodivergent students. Participants will learn strategies to become proactive, compassionate allies, and discuss the role of co-regulation in creating neurodiversity-affirming environments that prioritize emotional regulation and communication. 

Speaker:
Amanda Marin, Author and Early Childhood Specialist

Video Recording

Presented on October 24, 2024

Session Overview:
This insightful presentation explores the powerful connection between emotional safety, regulation, and student engagement! Discover how fostering a safe and supportive environment is especially crucial for neurodivergent students, impacting their learning and well-being. We’ll share practical strategies to create nurturing spaces where every student can thrive, both emotionally and academically. Don’t miss this opportunity to enhance your understanding and make a positive difference!

About the Speaker:
Christian Vinceneux is a dedicated neurodivergent coach who had passionately served and consulted neurodiverse families for over 30 years. Drawing from his own experiences of growing up neurodivergent in a neurodiverse family, combined with his extensive experience occupational therapy in the mental health and pediatrics fields, Christian has developed a deep understanding and empathy for the unique challenges and strengths of neurodivergent individuals. His personal journey of self-awareness and acceptance informs his approach, allowing him to connect meaningfully with those he supports. In addition to coaching, Christian provides comprehensive consultations, offering tailored strategies and resources to help families navigate educational, social, and emotional landscapes. With a blend of passion, humility, and expertise, Christian is committed to empowering neurodiverse families, helping them navigate their paths with greater confidence and understanding.

Video Recording

Presented on March 28, 2024

Session Overview:
We continue to develop our understanding of support for students with dyslexia and language-based learning differences by dismantling the learning barriers they face in the classroom. However, unrecognized language disorders, especially developmental language disorders (DLD), are a barrier that significantly hinders successful learning experiences. Students may be mislabeled behaviorally with terminology such as “disengaged," "socially inappropriate," or "shy” when, in fact, they may be struggling to manage the language demands of their environment. This presentation will explore the nature of developmental language disorders and their impact on academic and social success. It will also provide resources for speech-language pathologists, teachers, and families to better support these learners.

About the Speaker:
Sonja Bradford is the Director of Speech and Language Services at Hamlin Robinson School. As an ASHA-certified speech-language pathologist, she has led education and training to address speech, language, and communication disorders at HRS for over ten years. Her team focuses on maximizing every student’s potential to comprehend information and effectively express themselves to prepare for each stage of their academic journey. In addition to her work at HRS, Sonja has maintained a successful private practice supporting students in the Seattle metro area for over 20 years. She is an author, speaker, mentor, and community leader. As vice Chair of the WA State Board of Hearing and Speech, Sonja works with Washington state and national leaders in speech, language, and hearing to ensure that every student in the state has access to communication, diagnosis, and treatment, and helps train the next generation of speech-language pathologists through mentoring partnerships.

Video Recording

Presented on January 18, 2024

Session Overview:
Kids are growing up in a hyper-connected world. From Roblox to Instagram, YouTube, TikTok and Discord, technology has become a staple in their daily lives. Drawing on her extensive work with parents and schools as well as hundreds of interviews with children, adolescents, parents, educators, clinicians, and scholars, Heitner offers strategies for mentoring young people in an always-connected world. With relatable stories and research-backed advice, Growing Up in Public empowers caregivers and educators to cut through the overwhelm to connect with their kids, recognize how to support them, and help them figure out who they are when everyone is watching.

About the Speaker:
Dr. Devorah Heitner is the author of Growing Up in Public: Coming of Age in a Digital World and Screenwise: Helping Kids Thrive (and Survive) in Their Digital World. Her work has appeared in the New York Times, The Washington Post, The Wall Street Journal, and CNN Opinion. She has a Ph.D. in Media/Technology & Society from Northwestern University and has taught at DePaul and Northwestern. She is delighted to be raising her own teenager, and she lives with her family in Chicagoland. You can follow her on Substack and on Instagram @devorahheitnerphd.

Video Recording

Presented on December 7, 2023

Session Overview:
Many believe that Artificial Intelligence (AI) can make a major impact on education and tackle some of the biggest challenges students and teachers face today. AI has already begun shaping daily life, but how will it impact students who learn and digest classroom concepts differently and outside of traditional teaching methods and tools? Join us as Josh Clark explores how educators can leverage AI and immerse students into more effective learning processes. He will also explore the concerns and fears of introducing this new form of technology into the classroom. 

About the Speaker:
Josh Clark is Board Chair of the International Dyslexia Association and an Expert Contributor to the global nonprofit Made by Dyslexia and Microsoft Education. He is also currently Head of Landmark School (Prides Crossing, MA), a day and residential school for students in grades 2–12 with dyslexia or other language-based learning differences (LBLD). Josh has brought the conversation of supporting the learning needs of students with language-based learning differences to learning communities across the globe and continues to use his platform to advocate for students and families in learning spaces across the country.

Video Recording

Presented on March 23, 2023

Session Overview:
Many children across the U.S. are failing to achieve proficiency in the most fundamental component of education: LITERACY. Why is this happening when 50 years of worldwide research culminated in a preponderance of evidence showing how we can most effectively assess, teach and, therefore, improve student outcomes in reading? Join us as Dr. Staci Bain explores the Science of Reading and this global movement toward evidence-aligned reading instruction – including what is happening in Washington state. 

About the Speaker
Staci Bain, Ed.D is the founder and president of EDUCATE - partnering with schools, districts, and state departments to improve reading results through Tier I instruction at the elementary and secondary levels. She holds a doctorate from the University of Washington, was a former national LETRS trainer, is the current President of The Reading League (Washington), and sits on the state boards of the International Dyslexia Association for WA, MT, and Idaho. Staci authors and provides Tier I solutions through professional learning and products. 

Video Recording

Presented on January 19, 2023

Session Overview:
Literacy is a key determinant of positive life outcomes, yet Black students and historically underserved communities are disproportionately represented in our national literacy crisis. Join us for this workshop exploring literacy and equity related to reading instruction, language-based learning differences, and dyslexia as a diagnosis of privilege and access. Parents will be informed and empowered with the tools necessary to help them advocate for their children. Educators will be informed and equipped with resources to share in their communities. 

This event is led by representatives from the Dyslexia Alliance for Black Children (DABC). The DABC focuses on raising awareness about dyslexia and effective reading instruction, transforming barriers to literacy through education and empowerment, and confronting racial bias in public education through collaboration and action. 

About the Speaker:
Presenter Resha Conroy brings over a decade of experience in charter school administration and non-profit management. She has served on school leadership teams and as a consultant for charter schools in Washington D.C. and New York City. Resha is a Speech-Language Pathologist with an M.S. in Communicative Sciences and Disorders and an M.P.A. in Non-Profit Management from New York University. A mother of two children with learning differences, including a son with dyslexia, Resha is motivated by her family's journey and a lifelong passion for education reform to bring awareness to the intersectionality of race and literacy. 

Debbie Meyer has a lengthy professional career in non-profit management and fundraising. She is a founding member of the Dyslexia (Plus) in Public Schools Task Force, a group of community leaders helping students with dyslexia and related language-based disabilities thrive in their neighborhood schools. In 2018, Columbia University named Debbie a Community Scholar, and she began studying the intersection of dyslexia and mass incarceration and universities' role in changing the trajectory of struggling readers. She lives in Central Harlem with her [dyslexic] husband and son.

Video Recording

Presented on December 8, 2022

Session Overview:
Dyscalculia impacts about 1 in 20 children and adults yet remains widely unrecognized or understood. Inappropriately referred to as “math dyslexia,” it is better defined as a math-related learning difference. Dyscalculia affects individuals in educational settings and can also impact the ability to handle money, tell time, measure quantities, and perform basic calculations. Join us as author Laura Jackson explores this topic, offers guidance for navigating assessment challenges and solutions, and shares her personal experience for supporting the dyscalculic learner at home and school.  

About the Speaker:
Laura M. Jackson is the author of “Discovering Dyscalculia.” The experience and knowledge she gained while navigating dyscalculia with her daughter strengthens her role as an advocate for others in the local and national community who seek information and assistance in their journey with dyscalculia. Laura’s website offers resources and workshops for parents and educators, along with her ongoing blog. 

Video Recording

Presented on October 20, 2022

Session Overview:
Children experience a wide variety of emotions each day - from fear or anxiety about going to the dentist, to frustration or anger when doing homework. How they learn to recognize and constructively work in these emotions can affect not only their own mental health but also their relationships with others. Join us as Nathan Howden discusses the emotional intelligence of children and how to support social-emotional development at home and at school. 

About the Speaker:
Nathan Howden works as a counselor at Hamlin Robinson School in Seattle. Since 2014, Nathan has been supporting K-12 students in a variety of schools - including suburban, urban, and rural settings. Nathan is a Certified School Counselor, a National Certified Counselor, and a Licensed Mental Health Counselor Associate. Nathan’s goal is to support the social-emotional development of all students and to help bring awareness to the mental health concerns of youth.  

Video Recording

Presented on January 13, 2022

Session Overview:
As a parent, how do you define and monitor screen time when educational, social, and recreational use collide? While it's easy to feel overwhelmed, research demonstrates that parents are in a very powerful position to both guide and protect their kids through active mediation. Join us as Dr. Douglas Gentile explores the positive and negative impacts that media have on children's health and development - including brain development, school performance, media violence, and video gaming. He will provide practical advice for parents to make sure kids can benefit from modern technology while avoiding some of the problems.

About the Speaker:
Dr. Douglas Gentile is one of the world’s leading scientific experts on the positive and negative effects of media on children, adolescents, and adults. He is an award-winning research scientist, educator, author, and professor of developmental psychology at Iowa State University. He is author of Game On!: Sensible Answers about Video Games and Media Violence, the editor of Media Violence and Children', and co-author of Violent Video Game Effects on Children and Adolescents: Theory, Research, and Public Policy. He has authored over 100 peer-reviewed scientific journal articles, including studies on the positive and negative effects of video games on children, the validity of the American media ratings, how screen time contributes to youth obesity, and what is being called video game and Internet addiction. He was also named one of the Top 300 Professors in the U.S by the Princeton Review.

Dr. Gentile runs the Media Research Lab at Iowa State University. His research has been supported by several grants, including grants from the National Institute of Child Health and Human Development and the Centers for Disease Control. He speaks internationally and has been featured on such radio shows as National Public Radio's Morning Edition, To the Point, and the BBC World Service. His work has been reported on CNN, Good Morning America, The Today Show, Jo Frost's Extreme Parental Guidance, the New York Times, Washington Post, Los Angeles Times, and hundreds of other newspapers and television stations internationally. He is also the creator and host of the monthly radio show The Science of Parenting.

Video Recording

Presented on December 7, 2021

Session Overview: 
When Brock and Fernette Eide first published their groundbreaking book The Dyslexic Advantage in 2011, they supported a paradigm shift in society's view of individuals with dyslexia. Using their combined expertise in neurology and education, they showcased the strengths of dyslexic individuals - such as how they might perceive the written word differently, excel at spatial reasoning, discover insightful connections, and exhibit creativity. Join us as the Eides revisit and share new information on this topic over the decade since their book was published.

About the Speakers
Fernette Eide, MD
Dr. Fernette Eide is co-author of The Dyslexic Advantage and The Mislabeled Child and is an international authority on dyslexia and learning differences. She is a Magna Cum Laude graduate of Harvard -Radcliffe College and the University of California-San Francisco. Fernette has been a consultant to the President's Council on Bioethics and visiting lecturer at the Stanford Graduate School of Education. She is co-founder and CEO of DyslexicAdvantage.org and directs all teacher and parent training, positive dyslexia awareness, and student talent programs in addition to being editor-in-chief for the Dyslexic Advantage newsletter and Premium magazine.

Brock Eide, MD, MA
Dr. Brock Eide is CEO of Neurolearning.com, a social purpose corporation dedicated to accurate, affordable, and informative identification of dyslexia for children and adults. He is co-author of The Dyslexic Advantage and The Mislabeled Child and is an international authority on dyslexia and learning differences. Brock is a Phi Beta Kappa graduate of the University of Washington and University of Washington Medical School and has been a consultant to the President's Council of Bioethics and visiting lecturer at the Stanford Graduate School of Education. He is co-founder and CFO of DyslexicAdvantage.org.

Video Recording

Presented on October 28, 2021

Session Overview:
Understanding ADHD and how it can affect daily life is the first step toward creating a navigation toolkit for families with ADHD members. Join us as James Ochoa explores this brain-based difference, what ADHD feels like to someone who has it, and the emotional toll it can inflict if unaddressed. The information presented will help parents and teachers to better understand potential ADHD behaviors at home and school, as well as how to build a toolkit to navigate the potential storms of ADHD.

About the Speaker:
James Ochoa is a licensed professional counselor dedicated to treating, understanding, and exploring adult ADHD. He is the founder and former director of The Life Empowerment Center in Austin, TX, and now conducts tele-therapy, workshops, and consultations. His clinical experience includes residential and outpatient treatment centers, psychiatric hospitals, prisons, and private practice having worked with clients ranging in age from 4 to 84. He is the author of Focused Forward: Navigating the Storms of Adult ADHD and is currently writing his second book, on The Intervention Fatigue of ADHD. Ochoa is also creating a professional development training series to teach others what he has learned in over 30 years of treating ADHD.

Despite growing up in a large, loving Texas family, Ochoa never seemed to fit into any of the available boxes. He studied psychology at the University of Texas in Austin, but years would pass before his perceived wrongness would be commonly understood as ADHD. In the 1990s, as a new clinician with an M.Ed. in Counseling Guidance from Texas State University, he, like many people, thought ADHD was something kids got and outgrew (they don't). His own diagnosis as an adult - came in 1996.

Video Recording

Presented on April 29, 2021

Session Overview:
Language and reading assessment results are predicated upon our knowledge of child and adolescent development. Our determination of whether or not a child is performing within or outside developmental expectations is based upon a large evidence base focused on acquisition and development of both language and reading skills. But, how much do we know about the impact of child-level differences on these expectations? This presentation will focus on our current understanding of the potential impact of linguistic differences on language, reading, and assessment outcomes of African American children growing up in poverty.

About the Speaker:
Dr. Julie Washington is a professor in the School of Education at University of California, Irvine. Prior to joining UCI in 2021, she was chair and professor of the Georgia State University Department of Communication Sciences and Disorders. She was also co-director of the Center for Research on the Challenges of Acquiring Language and Literacy - a unique Center focused on language and literacy research in high-risk, urban, and impaired populations.

Washington's research is focused on the intersection of literacy, language variation, and poverty. In particular, her work focuses on understanding the role of cultural dialect in the identification of reading disabilities in school-aged African American children and on disentangling the relationship between language production and comprehension on development of reading and early language skills for children growing up in poverty.

Washington also directs a Learning Disabilities Research Innovation Hub, funded by the National Institutes of Health, Eunice Kennedy Shriver National Institute on Child Health and Human Development (NICHD). The research hub is focused on improving early identification of reading disabilities in elementary school-aged African American children, and includes a focus on children, their families, teachers, and communities. In addition, Washington is an investigator on an NICHD-funded project focused on cultural language used by low-income African American fathers with their young children. This project is a collaborative effort between researchers at multiple institutions, including UCI.

Video Recording

Presented on January 14, 2021

Session Overview:
Over the course of the 2020-21 school year, Nishant Mehta is providing guidance as HRS strengthens a whole-school culture that recognizes and practices equity and inclusion. We encourage our entire and extended HRS community to join us as Nishant shares the process, terminology, and examination of societal norms that can ultimately shape a community of belonging and how this impacts each of us.

About the Speaker:
Over a career spanning two decades, Nishant has worked in or consulted for K-12 schools of all types on issues of leadership, culture, strategy and change management, and equity and justice. He is currently Partner and Independent Schools Practice Leader at Storbeck Search. In addition to his active role in executive-level searches, he offers consulting on strategy and DEI, as well as leadership and governance coaching and training for education and nonprofit clients. Prior to entering the search industry, Nishant served as Head of School at The Children’s School (TCS), an independent K-8 school in Atlanta. Nishant has lived in four countries and is fluent in several languages. He currently serves on the advisory boards of the Woodruff Arts Center's Alliance Theatre and the Children’s Museum of Atlanta, and on the boards of the National Business Officers Association (NBOA) in Washington, D.C., and Asheville School in Asheville, NC. He is a former board member of the National Association of Independent Schools (NAIS) and the Center for Spiritual and Ethical Education (CSEE), where he served as Board Chair.

Video Recording

Presented on November 9, 2020

Session Overview:
Dr. Tracy Centanni will discuss her current research (which includes some HRS volunteer subjects) on the brain basis of reading acquisition and how this process may differ in those with dyslexia. Her work is designed to investigate the genetic and brain basis for reading and dyslexia as well as translate those findings into novel approaches to intervention.

About the Speaker:
Dr. Centanni is an Assistant Professor in the Psychology Department at TCU and the Director of the Centanni Lab. She completed her PhD at the University of Texas at Dallas in 2013, followed by postdoctoral work at MGH Institute of Health Professions and MIT. Her research focuses on auditory and visual perception of language, reading acquisition, genetics of communication disorders, and plasticity. In addition to research and teaching activities, Dr. Centanni has authored numerous articles in peer-reviewed publications, is a frequent presenter at scientific conferences, serves as an ad hoc reviewer for scholarly publications on the topics of neuroscience, speech, and genetics, and is a member of the Society for Neuroscience, Society for Neurobiology of Language, Society for Scientific Study of Reading, Cognitive Neuroscience Society, and the American Speech and Hearing Association.

Video Recording