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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
Ruthann Jarvis, MA, CCC-SLP, graduated from California State University-Long Beach. She began her career as a Speech-Language Pathologist in 1983 at the Scottish Rite Clinic for Childhood Language Disorders in Long Beach, California. She currently works in the Irvine Unified School District in California. Throughout her career she has worked in a variety of positions including: Special Education Teacher, Speech-Language Pathologist, Parent-Child Advocate, Master Teacher Supervisor, and Private Practice Clinician. Her work has focused primarily with students ranging in age from 18 months to 13 years. Areas of particular interest include: early-language development, strategy-based therapy, autism spectrum disorders and Tourette syndrome. Her emphasis has always been to empower her students by teaching and training strategies they can own for life.
Financial — Ruthann Jarvis author of treatment materials published by Northern Speech Services; receives royalty payments.
Financial — Ruthann Jarvis author of online CEU courses offered by Northern Speech Services; receives royalty payments.
Nonfinancial — Ruthann Jarvis has no relevant nonfinancial relationships to disclose.
Elizabeth Peterson, MA, CCC-SLP, is a licensed speech-language pathologist and speech coach with over 17 years of experience working with adults and children. She has experience working with speech delays, language disorders, cognition, voice, regional and foreign accent reduction, and corporate communication. Elizabeth offers a full speech therapy practice addressing preschool, school age and adolescent needs by offering individual speech therapy programs and group therapy that are specific for speech and language disorders, social skills, life skills, as well as offering strategies for learning disabilities that promote academic success. She is a board member of the Colorado Speech Language Hearing Association, and also consults on the Traumatic Brain Injury Team for the Cherry Creek School District. Among other publications, Elizabeth is author of:
Financial — Elizabeth Peterson author of treatment materials published by Northern Speech Services; receives royalty payments.
Financial — Elizabeth Peterson author of online CEU courses offered by Northern Speech Services; receives royalty payments.
Nonfinancial — Elizabeth Peterson has no relevant nonfinancial relationships to disclose.
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 exclusively on SOS – Strategies Offer Solutions – interventions. Other treatment approaches will receive limited or no coverage as part of 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:
More Offerings by: Elizabeth Peterson
"The mnemonics were the best. I liked seeing every slide of the power point." - M.A., 8/23/2016
"The instruction on developing strategies that assist with students with carryover as well as the strategies specifically for written expression, the progess monitoring instruction and the sample goals were all relevant and extremely beneficial." - L.P., 8/9/2016
"The use of classroom curriculum was very helpful. I liked the many examples." - K.B., 8/5/2016
"The discussion of evaluation strategies was most useful. I liked the overall content." - C.L., 8/5/2016
"I appreciated the specific worksheets and specifics for supporting social skills; i.e. eye contact, entering/exiting a conversation, etc." - E.H., 7/30/2016
"I liked the various examples targeting areas of articulation, language and eye contact." - M.R., 7/17/2016
"It was very well organized and easy to understand. I loved the DOES delivery model." - J.S., 7/15/2016
"I found all the material presented to be beneficial. I have been using a traditional approach for many years. Using the SOS strategies and DOES delivery model will give me a fresh way to write goals and deliver service." - S.M., 7/2/2016
"I liked the incorporation of functional tasks." - J.M., 6/28/2016
"I liked that the material was applicable to my daily practice." - M.K., 6/23/2016
"I liked how they outlined specific deficits they had come across and ways to improve those deficits rather than just theoretical practice." - R.B., 6/6/2016
"I found that the S.O.S. strategy is the most beneficial, in that it can be customized for each student. I found that the presenters, Ruthann and Elizabeth, explained the content on each slide clearly and used visuals appropriately." - L.K., 6/2/2016
"It is practical, easy to use and understand, and makes sense." - B.C., 6/2/2016
"I like the visual and gestural components of the SOS program. I have already started using them with 1 student, and have had great success." - A.E., 5/25/2016
"I like that it provided strategies that will be easy to incorporate in my daily practice without having to buy a lot of additional materials." - L.S.M., 5/23/2016
"I appreciate the evidence-based research and how S.O.S. fits as an evidence-based therapy." - D.S., 5/21/2016
"I LOVE STRATEGIES and that this approach is totally about the use of strategies and teaching the students to "own" their own success." - T.C., 4/27/2016
"I found it very beneficial that I can use these strategies with students with different levels within the same group." - A.A., 4/21/2016
"I found the relationship between therapy and utilizing common core/classroom activities to be extremely interesting and functional." - J.S., 3/29/2016
"I appreciated the new strategy ideas to use to help with goaal planning / implementation. I liked the mnemonic device with visual and kinesthetic cues to help with learning and generalizing objectives." - S.Z., 3/11/2016
"I liked that it is a universal strategy that can meet the needs for a diverse group of students in a more uniformed manner." - K.S., 3/11/2016
"I like the entire concept of SOS. I liked the examples and the functional application of the topic." - K.F., 2/28/2016
"I love the mnemonics SOS and the kinesthetic approach." - B.S., 2/26/2016
"The Super Sentence was great." - T.M., 2/23/2016
"I appreciated the way the student is helped to "own" their goals. The program was thorough. Thank you." - T.D.G., 2/21/2016
"I liked learning how these strategies increase carryover and allow other professionals to know what we're doing in speech." - S.M., 2/17/2016
"The SOS cue cards and teaching strategies were most beneficial. Practical and easy to apply." - E.H., 2/16/2016
"The strategies are easy to understand and create." - J.H., 2/16/2016
"I appreciate how the SOS strategies can be customized to specific students on my caseload." - R.H., 2/15/2016
"I was delighted by this course! The course did what I hoped it would. I work at a Deaf school whose students have multiple issues." - L.G., 2/12/2016
"The D.O.E.S. model is most beneficial because it moves what is taught in therapy to the child's everyday practice." - K.R., 2/10/2016
"Talking about mnemonic devices was really beneficial." - S.D., 1/28/2016
"Excellent presentation - visual powerpoint coupled with verbal presentation." - A.W., 1/22/2016
"I really appreciated the sentence expansion, mnemonics, DOES." - A.K., 1/12/2016
"Developing the strategies in a step mnemonic and using the mnemonic on a cue card was so helpful." - S.M., 1/10/2016
"The SOS program is great because it is an evidence-based strategic intervention that can be applied to one's entire caseload. It isn't specific to a certain population. It also teaches and encourages SLPs to create SOS strategies that fit each child best." - S.Y.D., 1/8/2016
"I like that this course is concise and easy to understand. It is written in a way that will make the content taught easy to apply in practice. I REALLY like the free Volumes 1 & 2. I will be able to use these with my students." - A.P., 1/5/2016
"I think that this is a very practical approach for some therapy." - A.J., 1/5/2016
"I appreciated that it reinforced that kinesthetic practices assist in learning." - L.K., 1/2/2016
"I like that you could use the strategies with a variety of students even if they were in special school events." - E.R., 1/1/2016
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