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At eCourse conclusion, participants will be able to:
A score of 80% or better must be received on the post-test in order to
C. Melanie Schuele, PhD, CCC-SLP, is an ASHA fellow and an assistant professor in the Department of Hearing and Speech Sciences at Vanderbilt University. She has focused her research and clinical efforts on understanding and improving the language and literacy skills of children with language impairments. Dr. Schuele currently has two United Stated Department of Education Training Grants that focus on developing expertise in literacy assessment and interventions for speech-language pathology masters and doctoral students. From 2001-2006 she collaborated with the West Virginia Department of Education in a statewide initiative to implement tiered phonological awareness instruction and intervention. She recently completed a term as associate editor for Language, Speech, and Hearing Services in Schools.
Financial — C. Melanie Schuele discloses that she has a financial interest in the "Intensive Phonological Awareness Program," which is referenced in this e-course.
Nonfinancial — C. Melanie Schuele has no relevant nonfinancial relationships to disclose.
This program is offered for 0.3 CEUs (Intermediate level; Professional area).
Offered for 3 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. The author discloses that she has a financial interest in the "Intensive Phonological Awareness Program," which is referenced in this course. 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:
"I have students with poor articulation that have poor phonological awareness. I can now develop activities to help remedy this. The course was well written and could be understood with excellent examples. The content was so relevant to what I do as an SLP." – C.M. (Dec. 2016)
"I appreciated the explanation of the difference between phonemic and phonological awareness. Good research based information." – J.L. (Dec. 2016)
"The developmental sequence of phonological awareness was an excellent review." – A.H. (Dec. 2016)
"I found the discussion on the collaboration between Reading Specialists and SLPs in the school setting most beneficial." – C.B. (Nov. 2016)
"It was very easy to read and go through, and gave practical and useful information. I appreciated the difference between phonemic and phonological awareness, and the specific tasks that represent them." – S.Y. (Nov. 2016)
"I enjoyed the hierarchy of phonological awareness skills. Clearly presented with research based info." – C.F. (Oct. 2016)
"The three behaviors that strongly predict if a child will have difficulty learning to read were really helpful. I like that the material was broken up into pages, and bullet points, and research was simply explained." – J.S. (Sept. 2016)
"It was all so very interesting! Thank you!" – J.C. (Aug. 2016)
"I appreciated the explanations of the difference between phonemic and phonological awareness as well as the specific tasks described from least to most complex. I expected examples of how to implement specific tasks in a classroom or therapy setting." – L.C. (July 2016)
"The discussion on the development of phonemic awareness in young children was very useful. I like that the course covered the relationship between phonemic awareness and reading." – R.M. (May 2016)
"The diagrams were helpful as was the literature that accompanied the course." – R.S. (Apr. 2016)
"The graph representing the simple to complex phonologic and phonemic tasks was most beneficial." – K.G. (Mar. 2016)
"I liked how the course provided examples for each concept that was discussed." – U.P. (Feb. 2016)
"The correlation between phonological awareness and reading was excellent. I liked the examples provided." – J.R. (Jan. 2016)
"Very nice, clear explanation of Phonemic Awareness and Phonological Awareness!" – T.P. (Jan. 2016)
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