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At e-course conclusion, participants will be able to:
Martha S. Burns, PhD, CCC-SLP, is a renowned author and clinician specializing in language and brain development. Dr. Burns is an ASHA Fellow, serves on the faculty of Northwestern University in the Department of Communication Sciences and Disorders, and has been a consultant to Chicago area school districts for over 30 years. She has authored three books, a test, and over 100 book chapters and articles on language and brain development, language disorders, and interventions for autism, auditory processing disorders and language disorders.
Financial — Martha Burns is the author of online CEU courses sponsored by Northern Speech; receives royalty payments.
Financial — Martha Burns is a paid consultant for Scientific Learning Corporation.
Nonfinancial — Martha Burns has no relevant nonfinancial relationships to disclose.
This program is offered for 0.2 CEUs (Intermediate level; Professional area).
Offered for 2 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: 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: Martha Burns
"All of the suggestions for helping students develop executive function skills will be helpful." - S.K., 8/30/2016
"Well-organized presentation. I really appreciated the section on neurology." - A.B., 8/29/2016
"I liked the blend of research and application. The specific strategies to incorporate the thinking and doing aspects of executive functions were most useful." - B.B., 8/10/2016
"Very well organized with a good flow. Liked having strategies I can walk away with. Was happy to have ideas for therapy sessions as well as ideas for collaborating in the classroom. The intervention strategies and emotional regulation discussions were most beneficial." - L.M., 7/20/2016
"I liked the ideas for organizing for reading and writing." - J.P., 7/15/2016
"Excellent review of neuroscience. The emphasis on meta-cognition throughout therapy, but broken down into functional strategies will be very helpful." - L.M., 7/12/2016
"It was an excellent course and very helpful." - A.H., 7/8/2016
"I appreciate that this course focused on middle and high schoolers and contained practical strategies." - J.K., 7/6/2016
"I am glad specific, usable information was provided - especially with writing activities." - J.K., 7/1/2016
"The tasks designed to help students with working memory and goals as well as the classroom interventions were really useful. I liked the overview of executive functions and the focus on adolescent problems." - R.V., 6/27/2016
"The topic was very appropriate and I have not found many continuing education classes on executive function and children with ADHD or Autism spectrum. The description of the four quadrant model was incredibly beneficial. I think this will be very helpful in designing a treatment program. I thought the examples given were also very helpful." - T.M.L., 6/5/2016
"The slides were interesting, easy to understand, and provided information that was clearly evidence-based." - K.R., 5/15/2016
"The information about prefrontal cortex was really helpful. I liked the explanation of specific therapy ideas." - L.G., 5/12/2016
"I really appreciated the discussion on organization and graphic organizers." - B.M., 5/4/2016
"I liked the neuroscience information and practical activities." - S.B., 3/24/2016
"I appreciate that this course helped me to understand executive functioning disorders & what to look for as well as the review of frontal lobe / prefrontal lobe. However, I expected more ideas to target specific deficits through therapy." - D.G., 3/20/2016
"The discussion on organizers was helplful. I liked the visuals." - A.C.B., 2/24/2016
"I appreciated the discussions re: predicting outcomes and evaluating risks doing working memory tasks backward goal design. I liked the four quadrant model." - M.M., 2/8/2016
"Great refresher on brain and the overview of executive function. I liked the specific tasks to try focusing on different academic areas." - K.H., 2/5/2016
"The developmental aspects of executive function were most beneficial. I liked the discussion of theory of mind." - L.M., 2/3/2016
"I found the strategies to use in treatment to target increasing working memory and attention very helpful. I liked that lots of resources and information were provided - very practical." - R.W., 2/3/2016
"I enjoyed the practice of graphic organization being implemented in the therapy. I liked that the course was filled with many real life information to incorporate into my practice." - A.B., 1/25/2016
"I'm new to the middle school level so learning strategies such as COPS and backwards goal setting were interesting to me." - P.T.M., 1/24/2016
"The Aspergers components were most helpful to me." - K.F., 1/19/2016
"I found the graphic organizers, working on TOM beneficial." - K.G., 1/17/2016
"The strategies for classroom interventions were really helpful." - K.M., 1/13/2016
"Like all of it! In general, the course, information, handout, duration and test exceeded my expectations. It is very motivating, engaging and favorable to us professionals who are already working in this field." - S.D.L.B., 1/7/2016
"Nice review of brain functions and overview of theory of mind." - J.D., 1/4/2016
"Benefitted from the examples and detailed descriptions of strategies." - K.H., 1/3/2016
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