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At audio eCourse conclusion, participants will be able to:
1. State a problematic behavior associated with frontal lobe damage that needs to be addressed in treatment planning for patients with TBI.
2. State an evidence-based intervention for problems in task initiation for patients with TBI.
3. State a unique characteristic of a client presenting with Alzheimer's disease.
4. State an evidence-based intervention for vascular dementia.
5. Describe two treatments for aprosodia.
6. List three types of treatment for visuospatial neglect.
A score of 80% or better must be received on the post-test in order to
Domain of OT: Client Factors, Performance Skills
OT Process: Intervention
Margaret Lehman Blake, Ph.D., CCC-SLP, received her master's degree from Arizona State University and her doctorate from the University of Pittsburgh. She completed a post-doctoral fellowship at the Mayo Clinic. Dr. Blake teaches undergraduate and graduate courses in disorders of speech/language/cognition in adults. Her primary research interest is language disorders due to right hemisphere brain damage.
Financial — Margaret Lehman Blake is a presenter of online CEU courses offered by Northern Speech Services; receives royalty payments.
Nonfinancial — Margaret Lehman Blake has no relevant nonfinancial relationships to disclose.
Jerry Hoepner, PhD, CCC-SLP, is an Associate Professor at the University of Wisconsin – Eau Claire. He teaches coursework in adult neurogenics, including Anatomy & Physiology, Neuroanatomy & Physiology, Aphasia, Acquired Cognitive Disorders, Dysphagia, and Counseling. He was the 2015-16 UW Systems Wisconsin Teaching Scholar fellowship recipient. He is co-founder of the UW Systems SoTL Think Tank, an annual disciplinary consortium of faculty interested in evidence based instruction and scholarship of teaching and learning research. He is a founding editor and editor-at-large of the Teaching and Learning in Communication Sciences and Disorders (TLCSD) journal. Dr. Hoepner’s teaching research focuses on non-course based learning opportunities (e.g., immersion learning, undergraduate research, course-embedded clinical experiences), apprenticeship pedagogy, and training CSD students as educators. This research has been published in a variety of journals, including: the Journal of Scholarship of Teaching and Learning, Journal of Teaching and Learning with Technology, and Council of Undergraduate Research Quarterly. He also remains active in clinical research, including student and camper outcomes at the Chippewa Valley Aphasia Camp, social networking applications for individuals with aphasia, Video Self-Modeling interventions for individuals with acquired cognitive disorders, and communication partner training. This research has been published in a variety of journals Brain Injury, Aphasiology, and the Journal of Interactional Research in Communication Sciences and Disorders. In addition, Dr. Hoepner has published several chapters in edited texts. He remains active in community programming for individuals living with traumatic brain injuries and those living with aphasia, including being a co-founder of the Chippewa Valley Aphasia Group, Chippewa Valley Aphasia Camp, and Mayo Mild Brain Injury Group.
Financial — Jerry Hoepner is presenter of online CEU courses offered by Northern Speech Services; receives royalty payments.
Nonfinancial — Jerry Hoepner has no relevant nonfinancial relationships to disclose.
Jamie Reilly, PhD, CCC-SLP, specializes in the diagnosis and treatment of progressive aphasia and dementia. He is an Assistant Professor at the University of Florida where he currently teaches courses in dementia, traumatic brain injury, and neuroimaging. Dr. Reilly has published extensively on disorders of semantic memory in Alzheimer’s disease and frontotemporal dementia, and he remains an active clinical service provider for the UF Speech and Hearing and Memory Disorders clinics.
Financial — Jamie Reilly is presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Jamie Reilly’s research is supported by federal grants from the National Institute on Deafness and Other Communicative Disorders (NIH/NIDCD) and the Office of Naval Research (ONR); receives grant funding.
Nonfinancial — Jamie Reilly has no relevant nonfinancial relationships to disclose.
This program is offered for 0.9 CEUs (Intermediate level; Professional area).
Offered for 9 CEEs. Northern Speech Services’ continuing education activities are eligible for Speech-Language and Audiology Canada (SAC) Continuing Education Equivalents (CEEs) in speech-language pathology. An activity’s eligibility for CEEs does not imply SAC’s endorsement of its content or any associated products or procedures.
AOTA: Approved Provider of Continuing Education by the American
Occupational Therapy Association, Inc. #4095.
Content Disclosure: The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found by clicking on the Presenter & Disclosures tab.
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of CEUs is noted above. Note that 0.1 CEU = 1 contact hour = equals 1 CEE.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUS: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
More Offerings by: Margaret Blake
More Offerings by: Jerry Hoepner
"This is an excellent course that not only provides an overview of memory systems but provides specifics that help with functional treatment and goal setting. Not all memory issues are the same, and differential diagnosis of the type of and severity of the memory loss is imperative. This course is instrumental in providing that knowledge. I highly recommend it!" – M.S. (Apr. 2017)
"I liked that Dr. Blake's presentation was very application-based. I appreciated both the assessment and treatment portions of the course." – T.E. (Dec. 2016)
"I really appreciated the information about dementia and tx for same. The majority of my caseload is dementia." – T.M. (Dec. 2016)
"I enjoyed all the discourses. I loved the practical suggestions for treatment along with the evidence to support it." – L.F. (Dec. 2016)
"I liked the topic re: emotion wiping out short term memory and intervention to compensate." – N.W. (Nov. 2016)
"The memory and attention strategies for dementia patients were most beneficial." – G.M. (Nov. 2016)
"I found the discussion about routines being beneficial to TBI patients was really helpful. I liked the information regarding the importance of individualizing treatment plans." – M.K. (Oct. 2016)
"I liked that it discussed newer information evaluating and treating a variety of adult neurological diagnoses." – D.E. (Oct. 2016)
"This entire course has helped me further develop my skills as a clinician both in an acute and outpatient setting. I also feel more equipped to educate and explain to physicians the importance of an SLP's role for these patients and their families. I was just asked today by a physician: "What can you do for them - we can't fix it?" And "What difference does it make what kind of dementia they have?" I feel I can not only offer my patients more sound and evidence based treatments but I can also be a more competent advocate for those whose impairments are not so easily defined or addressed by other medical professionals. Thank you for this wonderful comprehensive course!" – T.L. (Oct. 2016)
"The presenters gave specific, real-life examples which made learning the material more enjoyable." – T.R. (Oct. 2016)
"I especially enjoyed the intervention strategies for maintenance of abilities for people with dementia." – K.L. (Sept. 2016)
"It was very informative. I liked the discussion on alzheimers and right hemisphere disorders." – A.V. (Sept. 2016)
"The discussions on Left neglect in rhd and Alzheimer's were really helpful." – M.T.C. (Sept. 2016)
"The speakers were knowledgeable and entertaining." – S.E. (Sept. 2016)
"The therapy techniques for TBI/Dementia were most beneficial. The speakers were knowledgeable and engaging." – M.M. (Sept. 2016)
"The interventions presented are of particular benefit in developing goals for clients. The materials were very helpful in following the audio presentations. Topics were well presented and well covered." – S.M. (Aug. 2016)
"The discussion on routine as preservation of working memory was really useful. I enjoyed the format; multiple presenters for multiple viewpoints." – J.S. (Aug. 2016)
"I appreciated the info on Meta-Cognitive strategies." – R.F. (Aug. 2016)
"I liked the discussion on RHD and treatments." – A.G. (July 2016)
"The TBI and RHD treatments were very helpful." – E.G. (June 2016)
"I enjoyed the discussion on medications in dementia, what they do and who they are appropriate to. I liked the assessments and interventions suggested for dementia." – R.W. (June 2016)
"The entire discussion was of benefit to my daily practice. I work mostly with TBI, dementia and stroke patients. I liked that it's online, so I could go at my own pace and also print out the slides to review." – J.B. (May 2016)
"Enjoyed the discussions on Memory and RT CVA as these are my two main patients at work that I find interesting. I liked the discussion on how to evaluate behaviors by what are antecedents to behaviors and how overwhelmed patients can become." – E.C. (Apr. 2016)
"The attention therapy ideas as well as better goals for RHD were most helpful." – J.T. (Apr. 2016)
"The discussion related to dementia tx efficacy was great." – D.B. (Mar. 2016)
"Very thorough. Good information provided." – M.W. (Mar. 2016)
"It was easy to understand and the topic was interesting and informative." – K.R. (Feb. 2016)
"I especially enjoyed the discussion of working memory and attention/neglect. Excellent quality audio files." – D.L. (Feb. 2016)
"I liked the multiple treatment suggestions with evidence." – K.P. (Jan. 2016)
"The discussion on functional recall for patients with TBI to make treatment more realistic and fits the patient's everyday life tasks was most beneficial. Very informative with research and efficacy." – A.N. (Jan. 2016)
"I really appreciated the treatments for right neglect. I liked the attention training activities." – J.O. (Jan. 2016)
"The content on tbi was very helpful." – K.M. (Jan. 2016)
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