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Current Trends in Social Language Training for Children with Autism and Other Developmental Disabilities: The Color My Conversation Program

# e131   Current Trends in Social Language Training for Children with Autism and Other Developmental Disabilities: The Color My Conversation Program

by Rosslyn Delmonico, MA, RSLP, CCC-SLP

0.6 CEUs

$ 99.00

$ 79.00



This course incorporates practical strategies to guide children with developmental disabilities, including autism, through the conversation flow, including the greeting, bringing up and changing topics, and how to close the conversation. Children will learn to navigate through a conversation starting at a basic greeting and working toward the most complex conversation that the child is capable of having. Offered for 0.6 ASHA CEUs – 6 contact hours.



Included in this program: 

  • “The Conversation Cottage” concept which forms the building blocks of meaningful conversations.
  • “The Personal Profile Puzzle” which lists personality and learning styles that should be considered when planning social language interventions.
  • “The Language Umbrella” that can be used to develop inservice training programs for teachers and parents.
  • “The Color My Conversation Rubric”  that can be used as an informal assessment tool with social language instruction.



Content Disclosure: This presentation will focus on the "Color My Conversation Program" for teaching children the elements of the conversation. Other treatment approaches will receive limited or no coverage during this lecture. Presenter financial and non-financial disclosures may be found by clicking on the Presenter & Disclosures tab.

Course Format: Video PowerPoint presentation with author narration & downloadable handout.

At eCourse conclusion, participants will be able to:

  1. Identify and describe the purpose of "The Conversation Cottage" which forms the building blocks of competent conversationalists.
  2. Identify and describe the "Personal Profile Puzzle" which lists personality and learning styles that should be considered when planning social language interventions.
  3. Identify and describe the "Language Umbrella" and how it can be used for parent/teacher education.
  4. Explain examples of lesson activities from each of the 12 lessons within the Color My Conversation technique; which can be used in social language training.
  5. Identify and describe the "Color My Conversation Rubric" and how it can be used as an informal assessment tool with social language instruction.
  6. Identify and describe four examples of communication theories; which can be considered when planning social language interventions.
  7. Identify and describe four teaching strategies, along with supporting research; which can support social language-based training.
  8. Explain how generational differences can affect how individuals within a society can view communication and how these viewpoints may affect how we interact with each other both personally and professionally.
  9. Explain how technology has advanced over the last century and how its influence affects not only what we do but also who we are becoming as a society.
  10. Explain how social language instruction can positively impact academic development, personal relationships, and eventual professional pursuits for neuro-typical children and children with developmental disabilities.

A score of 80% or better must be received on the post test in order 
to receive a certificate of completion.

Rosslyn Delmonico, MA, RSLP, CCC-SLP, has been a Speech-Language Pathologist for over 35 years both within the private and public school systems, and has had her own private practice since 1991. Through her years of experience, she has worked almost exclusively with school-age children, with her main focus of interest being on those with language impairments. 

Rosslyn saw a need for a connected and comprehensive social language program, one which would take language-impaired children from a basic greeting to the most complex conversation that they were capable of having.  In 2006, she started developing a speech-language therapy tool for children within her caseload called Color My Conversation.  Since that time, it has continued to emerge as a social language based program applicable for both special needs and general education children.

Rosslyn discovered that her best teaching practices developed over her years of experience included movement, color, song, and hands on learning.  If the children were having fun, they were engaged. When they were engaged, they were learning! Her multisensory approach to teaching has proven to be highly effective with her students. Rosslyn's personal philosophy is that all children are special, can learn, and have something to give the world through their unique personalities.   

Speaker Disclosures: 

Financial — Rosslyn Delmonico is presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.

Financial — Rosslyn Delmonico is author of "Color My Conversation" published by Northern Speech Services; receives royalty payments.

Nonfinancial — Rosslyn Delmonico has no relevant non-financial relationships to disclose.  

 


Intended Audience

  • SLP

This program is offered for 0.6 CEUs (Intermediate level; Professional area).

Offered for 6 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.

Content Disclosure: This presentation will focus on the "Color My Conversation Program" for teaching children the elements of the conversation. Other treatment approaches will receive limited or no coverage during this lecture. 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:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a masters or doctoral program in SLP or audiology

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:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.  
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education.  Provider #1654.
  • Peer Reviewed: This course was peer reviewed and registered with ASHA on 07/31/2016.

  • Course Completion Timeframe: You have unlimited time to complete this online course. You may log off and log on as you wish in order to complete all sections of this course.

  • Content Access: Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the E-Courses tab, and then viewing your desired course.

  • Certificate of Completion: On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on the Eastern Standard Time Zone), and number of contact hours (CEUs / CEEs).

  • ASHA CE Registry Submission: 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.

  • Purchase Orders: Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.

  • More FAQ: Please click here.

More Offerings by: Rosslyn Delmonico

Products

  Title Price  
Color My Conversation (CMC) 2nd Edition $149.00
Color My Conversation (CMC) - 2nd Edition & Articulation Theatre Books $178.00

"I enjoyed learning about the 'conversation path' and the various examples of activities for each level of conversation. The songs, visual cues (colored stones), and activities Ms. Delmonico suggested are wonderful things that I can incorporate into my own lessons with the autistic population I work with. I liked the specific lessons and strategies to use with students from beginning conversationalists to advanced. The presenter was thorough in her presentation." – C.F. (Feb. 2016)

"I appreciated the different levels of conversations that can be learned through the physical stepping stones. I enjoyed the real-life application demonstrated through videos and anecdotal stories. However, I expected various other ways to increase communication besides the Color My Conversation program." – A.D. (Feb. 2016)

"This e-course gave practical and simple strategies to use to improve conversational skills. I liked the great examples." – C.C. (Jan. 2016)

"I enjoyed learning a new way to teach students with social language difficulties how to have a conversation. I like that there are different levels to expand conversation. I liked how it can be used as a game board, using separate pieces, and with beads. I liked the suggestions on how to carryover the concepts into the community." – R.I. (Jan. 2016)

"The specific activities to facilitate conversational language while working with students were most helpful. I liked the examples provided." – D.D. (Jan. 2016)

"I appreciate some concrete, hands-on strategies for teaching conversation skills to my students on the spectrum who really don't seem to understand the benefit of learning to have real conversations. The videos were really helpful. Seeing the techniques in action nice." – A.L. (Dec. 2016)

"Walking the conversation path seems like it will be a great tool to incorporate into my daily practice." – N.F. (Dec. 2016)

"I found breaking down a conversation into it's parts & a long vs. short conversation to be most helpful. I expected more of a focus on incorporating the concepts with children who are not as high functioning as those in the videos." – S.S. (Dec. 2016)

"I found the real-life videos about implementing the Color My Conversation techniques to be beneficial. I liked the multi-sensory learning: auditory, visual, songs, and written material!" – S.R. (Dec. 2016)

"I did not realize how important gestures were in the communication process. I will incorporate the use of gestures in therapy." – C.S.I. (Dec. 2016)

"I liked the way that a multi sensory approach was demonstrated as a means of teaching conversational skills. I found the balance of verbal information and examples along with video demonstrations to be helpful." – J.M. (Dec. 2016)

"I plan on using the songs that the presenter sang from Color My Conversation in my daily practice. I enjoyed the video examples and the personal examples that the presenter discussed. The e-course was very thorough." – R.S. (Nov. 2016)

"I am always open to new programs to work on social language skills. I like that it showcased a specific program I could consider." – M.R. (Nov. 2016)

"It was very well presented! The portion on how to structure conversation so that kids will understand and the connected approach where skills move from basic to more complicated were the most pertinent to me." – D.B. (Nov. 2016)

"I liked it all. The information was presented well and can be applied for several kids on my caseload. The videos were awesome and really brought the information together." – C.R. (Nov. 2016)

"It's difficult to say what I liked best! I'm excited to hopefully have an opportunity to use what I've learned with children and young adults. I really appreciated the different levels of conversation and how to improve these levels in children with language difficulties." – L.G. (Nov. 2016)

"Going over how to initiate a conversation with atypical students was very helpful." – L.H. (Oct. 2016)

"I enjoyed the videos and practical application. I found the information regarding strategies for teaching children with ASD conversational skills to be beneficial. I especially appreciated the use of visual aides." – M.S. (Oct. 2016)

"The Marshmallow Test was interesting and very informative. I liked the videos and visuals." – C.P. (Oct. 2016)

"I really liked the use of kinesthetic input with the ball, songs, and gestures. I can see my kids really liking that. I like that I can use these concepts tomorrow." – C.S. (Oct. 2016)

"I appreciated the theoretical aspects of information. I liked the examples given on how to work with children on the conversational techniques." – F.K. (Sept. 2016)

"The use of video modeling with children with autism was most helpful. I liked watching the techniques used with kids like Noah." – T.L. (Sept. 2016)

"The whole concept of how to teach conversational skills using programmed steps incorporating verbal, visual and kinesthetic cues was beneficial." – L.S. (Sept. 2016)

"A well researched and devised program." – L.Z. (Aug. 2016)

"I enjoyed watching the eCourse and found the learning easy. I especially enjoyed seeing the videos embedded showing how the program Color My Conversation worked with real students. The information about the progress students made once they learned the program was nice to see as well! I love the Color My Conversation Rubric and plan to use it with my social language kiddos both as a pre and post assessment!" – D.M. (Aug. 2016)

"The content of this seminar is amazing and I will be able to implement it immediately with several of my students." – J.D. (July 2016)

 

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