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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
Nicole Gerami, MA, CCC-SLP, lectures on treating children on the autism spectrum and provides in-service training to educators on effective methods for teaching language comprehension from printed material. Nicole treats children with a wide range of delays and disorders and is best known for her work with children with autism spectrum disorders, including her Narrative Builder approach for teaching children with autism and other developmental disabilities to comprehend what they read.
Nicole is co-creator of the Program for Establishing and Enhancing Relationships through Social Skills (PEERSS™) and Friendship in Teams (FIT™), and she is a founding member of Nicole Gerami, LLC. Nicole is a frequent lecturer for the Ohio Speech-Language-Hearing Association, Milestones, and the Cuyahoga County Special Education Service Center. Nicole received her master’s degree from Case Western Reserve University in Cleveland, OH where she is currently an adjunct instructor. She is the author of Narrative & Discourse Builder Tool.
Financial — Nicole Gerami is presenter of online CEU courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Nicole Gerami is the author of Narrative & Discourse Builder Tool published by Northern Speech Services; receives royalty payments.
Nonfinancial — Nicole Gerami 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: Course presenter is also author of the Narrative & Discourse Builder Tool (NBT) published by Northern Speech Services. Presenter will use the NBT in this presentation to illustrate story mapping. 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: Nicole Gerami
"I appreciated the therapeutic approach to working with narratives. Great examples." – L.B.G. (Feb. 2017)
"I loved seeing actual videos. I liked getting concrete activities to use and that they were modeled." – H.C. (Jan. 2017)
"I appreciated the detailed descriptions and video examples of students with ASD, showing the benefits of this strategy/instruction." – J.P. (Dec. 2016)
"I found the examples of the stories the most beneficial in order to compare the narratives heard from the children I work with." – T.C. (Dec. 2016)
"I liked the practical application. I will certainly use this with my students right away." – H.H. (Nov. 2016)
"The content of this lecture was excellent! It was a thorough discussion and review of all aspects of narratives. I also liked the story builder board and magnets - it seems really functional and visual." – A.C. (Nov. 2016)
"I liked the speaker, review of narrative discourse and ideas for therapy as well as how it is related to Common Core." – D.R. (Oct. 2016)
"I appreciated the suggestions for interventions of narratives and lots of video examples." – S.E. (Aug. 2016)
"The research behind narratives and the impact on academic performance as well as the characteristics of various populations included with the impact on narrative language structures were all really beneficial. The handout was very helpful and clear." – T.S. (Aug. 2016)
"The discussion on how how narratives relate to common core was especially useful." – G.S. (Aug. 2016)
"Understanding the difference in difficulties between SLI and HFA with narratives was very helpful. The presentation of videos with narrative examples was great." – P.H. (Aug. 2016)
"I really liked learning the developmental ages of when children produce different types of narratives." – H.D. (Aug. 2016)
"The positive effect of using mapping to help students with ASD and others with EF deficits to retell and tell narratives was my favorite part." – H.B. (Aug. 2016)
"I increased my understanding of Executive Function and Theory of Mind. While I currently use multi-sensory approaches with my students, I intend to create low tech story mapping materials for my students based off of the models in this course." – D.M. (Aug. 2016)
"I thought the direct connection between reading comprehension and narrative comprehension was valuable to learn about. I also thought the detailed explanation of story mapping was wonderful. This gives me some good tools to use with my students." – L.J. (Aug. 2016)
"I liked the author's inclusion of real life narratives / experiences (such as the "Worst haircut ever" and "Ferdinand the bull") as well as supporting research during the presentation." – W.H. (July 2016)
"I appreciated how she explained how we could make our own low tech narrative board. I found the intervention piece to be beneficial as I have several students with these deficits. I also appreciated the explanation as how narrative skills link to common core so that I can easily put that in my lesson plans." – R.R. (July 2016)
"I found the examples very helpful. Seeing how the therapist used scaffolding and visuals with the ASD students is a good reminder of their learning needs." – B.G. (July 2016)
"I found the intervention to be most beneficial. I have many students who have trouble telling narratives, and I look forward to using manipulatives to help map their stories out. I enjoyed the clips of the clients because it shows some normal developing children telling narratives as well as students with ASD, making it easier to compare." – L.B. (July 2016)
"I work with Middle School population and it was beneficial to go back and readdress the basic skills of discourse." – P.R. (June 2016)
"I liked all the examples that were given of students progressing with narrative development." – C.L. (June 2016)
"I liked all the videos the speaker used to show how she teaches students narrative skills." – A.M. (May 2016)
"The intervention techniques for novel narratives were most helpful. I liked the examples of how to use story-mapping in therapy." – H.L. (Apr. 2016)
"Learning the barriers to proper narrative skills as well as the Multisensory Story Mapping for Reading Comprehension tool was most beneficial. I liked the various video examples and discussion of narrative development." – L.H. (Mar. 2016)
"The course was excellent. I especially appreciated the discussion on the barriers to narrative comprehension and production." – M.R. (Mar. 2016)
"The first part did an excellent job discussing the intricacies of narratives. The key skills necessary for storytelling; basic language domains vs. higher language/cognitive areas were really helpful." – ML.M. (Feb. 2016)
"I liked the info regarding impacts of EF/TOM/CC on narrative. I did not like that instructor read right off her slides." – M.M. (Feb. 2016)
"I found the application section of the discussion most useful. The whole beginning section was review. I liked seeing the videos of the strategies in use." – K.W. (Feb. 2016)
"I really appreciated learning more about the barriers to narrative development and reading comprehension. I have read about these concepts before but the presenters examples helped me to understand them further. In addition, I will be using this information to assist parents with understanding their child(s) deficits as well." – A.W. (Feb. 2016)
"I liked to discussion of deficits specific to ASD. I appreciated its examination of autism and the effects of asd on development of narrative skills. The course was comprehensive enough. It just didn't add to a lot of my existing knowledge and skills regarding narrative intervention. I have been an SLP for almost 13 years. This is a good course for beginning SLPs." – R.B. (Feb. 2016)
"The topic of Theory of Mind and helping students understand the mindset, feelings, and point of view of others was really beneficial. I liked that there were lots of demonstrations." – K.H. (Feb. 2016)
"Good, useful information, and handout. Using a story map and/or magnets to aid students in telling or retelling a story/narrative was helpful." – T.K. (Jan. 2016)
"The idea of using magnets as a motivator while still attaining the goal was incredibly beneficial." – D.W.K. (Jan. 2016)
"I liked the intervention portion of this course and the use of video clips and examples. Some of the video clips were hard to understand/hear." – S.H. (Jan. 2016)
"I liked the cohesive information, real life examples, and relation to the common core." – K.H. (Jan. 2016)
"The video demonstrations using the narrative builder is an intervention that I will be able to put into practice immediately. I have 2 current clients who will benefit greatly from the interventions outlined in the presentation." – J.L. (Jan. 2016)
"My son is hyperlexic (6th grade). There are many subjects in school that I believe he could improve in through the use of a visual story mapping board." – T.L. (Jan. 2016)
"The discussion on the difficulty high functioning Autistic students have with narratives and how story board mapping can help was most beneficial for me." – E.N. (Jan. 2016)
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