This course integrates a holistic review of anatomy and physiology of the critical systems of the human body as related to medical speech pathology. Presented will be valuable information on how body systems function to promote, delay, or impede progress with intervention programs targeting acquired communication and/or swallowing disorders. Foundational concepts for understanding the relationships between pathophysiology, laboratory studies (e.g. blood, urine, etc.), and pharmacological interventions are introduced. Learn how blood sugar levels and brain cell sodium levels can affect communication and swallowing. Special emphasis is placed on the impact of disease and the medical management process as related specifically to communication and swallowing disorders.
This course puts it all together for the SLP and participants will gain a better understanding of how body systems function in relation to the assessments and interventions employed by the speech-language pathologist. Offered for 0.9 ASHA CEUs – 9 contact hours.
Run Time: 9:20:22
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 in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Robert J. Arnold, SLPD, CCC-SLP, BCS-S, is the Chief Clinical Officer for Southeastern Biocommunication Associates, LLC. Dr. Arnold has over 20 years of experience in medical speech-language pathology as a diagnostician, therapist, clinical research scientist, author, inventor, and adjunct professor. He has made numerous presentations at the state, regional, and national level. Dr. Arnold has been twice presented with the Distinguished Clinical Achievement Award by the Speech and Hearing Association of Alabama and he is a Board Certified Specialist in Swallowing and Swallowing Disorders. In addition, Dr. Arnold is the inventor of the Oromotor Dynamometer.
Financial — Robert Arnold is the presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Robert Arnold is the inventor of Oromotor Dynamometer; holds the patent.
Financial — Robert Arnold is the author of the CSA Endoscopy differential diagnostic algorithm for the upper aerodigestive tract; holds copyrights & trademark.
Financial — Robert Arnold is a co-owner of Southeastern Biocommunication Associates, LLC; ownership interests.
Nonfinancial — Robert Arnold has no relevant nonfinancial relationships to disclose.
Employer — Southeastern Biocommunication Associates, LLC, Hoover, AL.
Financial — Veda Cochran is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Veda Cochran has no relevant nonfinancial relationships to disclose.
This program is offered for 0.9 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
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.
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.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
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 My Online 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 Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
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.
What is an Online Course? Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Receiving CEUs: Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online.
Registering for an online course: You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course: You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Testing requirements: Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered: We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs: NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs 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 CEU limits related to home-study courses prior to enrolling in an online course.
Course formats: Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.
Course handouts: Most of our online courses provide a link to download the accompanying handout as a PDF file.
Group discounts: Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
Computer requirements: For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy: A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
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"All of the topics were beneficial! I liked the detailed information and practical application for medical SLPs. I loved the course! I was just saying how I wish more courses were straight to the point and filled with information and how to apply information to our daily practice as therapists. My wish came true! Great job!!!!!" – J.C. (Feb. 2020)
"I liked the thorough review of symptoms and going over the lab values we never learned in grad school." – L.W. (Jan. 2020)
"The discussion of implications of various lab results and interactions of multiple abnormal lab results in an individual. The content and clarity of presentation was great! The practical applications and implications were provided." – M.O.S. (Dec. 2019)
"The section that dealt with cardiology was especially helpful since I spend a lot of time in our cardiac unit. Very very thorough!" – J.S. (Dec. 2019)
"The discussion on fluid levels was beneficial as I see a lot of this at work. This course explains a lot of 'unexplainable' bouts of cognitive issues." – J.B. (Oct. 2019)
"I appreciated putting all the pieces together re medical status to help understand relevant sequelae and to help us be able to recognize the need to alert other professionals regarding pt behavior and possible underlying causes. I like the clear explanations." – C.G. (Sept. 2019)
"Going over the implications for speech, language, cognitive and swallowing disorders was most helpful. I iked the detailed information and the handouts." – D.S. (Sept. 2019)
"I absolutely loved the comprehensive nature of this course." – D.M. (July 2019)
"I appreciated going over the significant effects of dehydration on speech, language, and cognition." – C.E. (July 2019)
"I liked the scope of knowledge covered. The discussion on fluid/electrolyte imbalance was especially helpful." – A.E. (June 2019)
"This course taught me the importance of paying close attention to lab data and medical history not only when conducting a chart review for evaluation, but also throughout the treatment period. There was so much valuable information provided in this course." – S.S. (May 2019)
"I work in a hospital setting. This information will be invaluable." – L.N.K. (May 2019)
"All topics were equally beneficial for daily practice as I work in acute care and rehabilitation and need to have a good understanding of body functions as they impact cognition and dysphagia." – E.V. (May 2019)
"I particularly liked the discussion on fluid imbalances, interpreting lab values, and review of the renal and endocrine systems and how these body system changes will affect the patient. It was also helpful to connect what we're observing in change in patient's cognition and swallowing and how this relates to these body system changes. All of the information was critically important to help understand about how our bodies function, especially for those working the medical setting." – C.W. (Apr. 2019)
"The discussion about lab values and pharmaceuticals was of particular benefit to me. It stressed the importance of looking at these areas and the impact on the patient's participation in therapy activities. The handouts were very well organized and detailed. The presenter expanding further on the information provided and gave excellent examples and case studies." – P.K. (Apr. 2019)
"An overview of all systems was incredibly helpful since I am a practicing SLP in a SNF. Understanding lab values and the effects directly related to speech-language pathology is not information obtained during graduate school and will allow me to be a more effective clinician." – S.S. (Jan. 2019)
"The first lesson was very applicable to a patient I have now. All of the information was very pertinent but that first lesson and the importance of hydration was very beneficial! I liked that the course was self-paced and applicable to my work setting." – B.P. (Jan. 2019)
"I liked that the course was a holistic approach to cog-comm and swallowing disorders. Very informative in explaining how all body systems are connected and providing practical ways to better assess a patient's status and risk for cog-comm/swallow disorders through translating lab values." – M.R. (Dec. 2018)
"All the topics were helpful but especially info related to fluid balance system, dehydration, and digestion. I liked the case studies, practical info, and info about reading lab values." – A.P. (Dec. 2018)
"I appreciated the review of non-traditional diagnosis and the potential effect on the nervous system. I liked that the course was concise, well-organized, and practical." – L.R. (Aug. 2018)
"This course is a MUST for all Medical Speech Pathologists! Thank you, Dr. Arnold!!!" – D.L. (June 2018)
"Going over conditions to be aware of that may explain changes in cognition and swallowing, such as labs, diagnosis, and medications was most beneficial. Great information for the medical SLP." – R.S. (Apr. 2018)
"It gave me a better understanding of the cognitive decline (both sudden and gradual) that I see in my patients with no seeming explanation. I especially appreciated the review of lab results and how to interpret them." – A.F. (Apr. 2018)
"The discussion about drugs and their effect on / implications for swallowing. I liked the coverage of the broad range of conditions that can affect communication and cognition that were discussed. This will help me to be better equipped to help patients and multi-disciplinary team members. Also, I liked the mention of the proposed unified taxonomy classification system of Cognitive Communication Disorders." – C.V.R. (Feb. 2018)
"I found the discussions on electrolyte imbalances and why a patient "falls asleep" mid-sentence and then wakes up a minute later and continues talking where they left off very helpful. I would have loved more case studies, though." – E.M. (Dec. 2017)
"I enjoyed the review of all the medical systems, and I will have increased confidence during patient management. I felt Dr. Arnold is extremely knowledgeable, and the case scenarios were very helpful." – J.H. (Nov. 2017)
"Very thorough review of many topics. I especially liked the section on renal function. I liked that the course helps the SLP understand the body as a whole as well as the relevance of medication." – J.P. (Oct. 2017)
"The discussion on WBC and neutrophil counts and its relation to dysphagia patients was most beneficial." – G.P. (Oct. 2017)
"Going over all of the different body systems and how they relate back to cognition and swallowing was very helpful. It was a really good course with tons of information." – W.R. (July 2017)
"It was very comprehensive. I especially enjoyed going over the types of dehydration and the significance of the WBC." – J.R. (May 2017)
"The information about hyponatremia and hypernatremia was really useful. Very informative course. Good review of info from graduate school." – D.C. (Mar. 2017)
"Very well put together course. I liked the proposed CCD types and delineation for future delineation. The discussions that were cardiac related and medication-related issues were beneficial. I kept on thinking of all of my patients while taking this course." – T.B. (Jan. 2017)
"The portion on the relationships between body systems and communication/swallowing disorders was most helpful. I liked the level of information and the medical side of my daily practice. This course should be required study by ASHA for any therapist working in nursing homes." – R.F. (Dec. 2016)
"I thought the section on hypo and hypernatremia was very beneficial. I thought the course was a good overview of issues involved in medical speech pathology." – M.G. (Dec. 2016)
"I appreciated the portion on renal disease and the impact of cognition; the occurrences at the cellular level that impact cognitive functioning." – T.S. (Nov. 2016)
"The WBC count and glucose level information was really useful. I liked that the course was clearly organized." – L.A. (Nov. 2016)
"There was so much helpful information for anyone who works in a hospital setting! I liked the way that the body was broken down into different systems to help understand how each affects our practice as SLPs." – K.A. (Oct. 2016)
"I appreciated the discussion on specific effects & deficits of various lab values & diagnoses. I would have liked more specific information added to the handouts. Some portions of the course were very dense but the slides had minimal information. Not being very familiar with the technical terminology specific to the various areas made it difficult to take my own notes on these slides." – H.P.M. (Oct. 2016)
"I appreciated the fuller explanation of fluid imbalance, cardiac and pulmonary sections." – J.L. (Oct. 2016)
"I thought the last section of the seminar was most helpful, where they explained the various ways that these topics could relate to speech pathology. I also thought the discussion of differences between left and right hemisphere strokes were helpful." – J.S. (Oct. 2016)
"I found the relations of medical conditions to cognitive communication disorders as well as swallowing to be beneficial." – S.R. (Oct. 2016)
"All of it was helpful. I work in acute care. I've been saying since day one that I need an MD just to do my job effectively. This addresses all that." – M.V. (Sept. 2016)
"The discussion on how drug interactions impact cognitive-communication skills was especially helpful. I like that I was able to complete the course in small chunks of time, as the material was very detailed and would have been difficult to retain if presented all at once." – E.M. (Aug. 2016)
"I was familiar with the terms hypo/hypernatremia but now have a better understanding. It was a good course, all info was useful." – P.Z. (Aug. 2016)
"I found the resources and the description of each resource in the first section to be very helpful. I like the examples that were used throughout the course." – A.M. (July 2016)
"I liked the clinical implications offered based on findings and blood work/urine analysis. The sections on hydration were especially beneficial." – C.S. (July 2016)
"I was open for hearing about the importance of the influence of body systems on communication. I knew that there were correlations, but not to the extent of which I learned from the contents if this course." – G.M. (June 2016)
"The discussions on fluid balance, cardiovascular system, and renal-urologic were most helpful; all were beneficial, however. I liked the examples of case studies and good application to usefulness with patients." – E.T. (June 2016)
"I liked learning how illness impacts the body." – D.L. (June 2016)
"Very well organized and detailed. The review of lab values and their implications was especially useful." – S.D. (June 2016)
"I appreciate that it presented a more in depth review of lesser known dx affecting cognition and communication." – L.R. (June 2016)
"Cardiac was a tremendous refresher for me. I liked the thoroughness of the content. I am a senior therapist in charge of four departments (inpatient, outpatient, SNF) that hire a lot of new graduate therapists. This will be great information to pass onto them. I am looking into making this a requirement at the time of hire." – C.E. (May 2016)
"I found bringing all of the systems together and understanding how all of these systems play an integral part in the care of my patients would definitely benefit me in my daily practice. I liked the simple, straightforward information and handouts that made it easier for me to better comprehend the information." – D.B. (May 2016)
"All portions of this course beneficial to my daily practice within a skilled nursing facility! This information is invaluable to me as an SLP. The instructor did a wonderful job of presenting the information in a well organized manner which was helpful to my learning. This course exceeded my expectations!" – S.H. (Apr. 2016)
"Going over how the different systems and imbalances can affect speech therapy efficacy was incredibly beneficial." – S.D. (Apr. 2016)
"This will assist with my per diem work at a skilled nursing facility. The dehydration information was very helpful." – J.B. (Apr. 2016)
"I actually liked it all. Probably the in depth endocrine and renal issues were most helpful as I have a lot of patients with those but never really counted them in speech therapy." – R.M. (Mar. 2016)
"It was very thorough covering all of the systems and their interplay w/cognition and swallowing. The presenter kept returning to how each system impacted cognition and swallowing." – T.C. (Feb. 2016)
"The information related to UTIs, dehydration, and reflux were most beneficial." – S.S. (Feb. 2016)
"I appreciated the coverage on the effects of medications and fluids on communication disorders." – L.A. (Feb. 2016)
"The discussion on using labs as an additional source for information during patient chart review was really helpful." – A.J. (Jan. 2016)
"I liked the amount of information and case study information. Excellent course." – A.N. (Jan. 2016)
"I found the topic of medications and how to observe s/s when conducting screens, evaluations, and during treatments very beneficial." – R.M. (Jan. 2016)
"I appreciated the discussion re: the cognitive changes that occur due to these described medical conditions are treatable by SLP and not 'normal' "changes for the patient." – W.R. (Jan. 2016)
"I liked the format and the amount of information provided as well as how it related the information to swallowing and communication." – P.F. (Jan. 2016)
"The discussion of 02 levels was most interesting to me. I liked that the course had the audio and pdf format." – V.T. (Jan. 2016)