This online audio course focuses on best practice for developing functional communication skills for persons with speech and language deficits related to:
While pragmatics will be the main focus, participants will also be given a rationale to support each intervention. Included is a differential diagnosis between the dementias.
The material presented provides participants with a clear understanding of the variables (memory systems, type of stimuli, complexity of stimuli) that need to be manipulated during the treatment process to ensure functional outcomes. Participants will also learn how proper management of these variables can reduce patient stress and fatigue during a treatment session. In addition, this program will identify the one intervention for persons with dementia that has clinical research to support it. Offered for 0.9 ASHA CEUs – 9 contact hours.
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.
Audio with downloadable handout. Audio can be streamed online or downloaded as mp3 files. Course was recorded in front of a live seminar audience.
1. State a problematic behavior associated with frontal lobe damage that needs to be addressed in treatment planning for patients with TBI.
2. State an evidence-based intervention for problems in task initiation for patients with TBI.
3. State a unique characteristic of a client presenting with Alzheimer's disease.
4. State an evidence-based intervention for vascular dementia.
5. Describe two treatments for aprosodia.
6. List three types of treatment for visuospatial neglect.
Domain of OT: Client Factors, Performance Skills
OT Process: Intervention
Margaret Lehman Blake, PhD, CCC-SLP, is an associate professor in the Department of Communication Sciences and Disorders at the University of Houston. Her research focuses on cognitive-communication disorders associated with right hemisphere brain damage (RHD) and spans basic processes, assessment, and treatment. She has authored numerous articles and chapters and has presented nationally and internationally on evidence-based practice for disorders associated with RHD.
Financial — Margaret Lehman Blake is a presenter of online CEU courses offered by Northern Speech Services; receives royalty payments.
Nonfinancial — Margaret Lehman Blake has no relevant nonfinancial relationships to disclose.
Jerry Hoepner, PhD, CCC-SLP, is an Associate Professor at the University of Wisconsin – Eau Claire. He teaches coursework in adult neurogenics, including Anatomy & Physiology, Neuroanatomy & Physiology, Aphasia, Acquired Cognitive Disorders, Dysphagia, and Counseling. He was the 2015-16 UW Systems Wisconsin Teaching Scholar fellowship recipient. He is the co-founder of the UW Systems SoTL Think Tank, an annual disciplinary consortium of faculty interested in evidence-based instruction and scholarship of teaching and learning research. He is a founding editor and editor-at-large of the Teaching and Learning in Communication Sciences and Disorders (TLCSD) journal. Dr. Hoepner’s teaching research focuses on non-course based learning opportunities (e.g., immersion learning, undergraduate research, course-embedded clinical experiences), apprenticeship pedagogy, and training CSD students as educators. This research has been published in a variety of journals, including the Journal of Scholarship of Teaching and Learning, Journal of Teaching and Learning with Technology, and Council of Undergraduate Research Quarterly. He also remains active in clinical research, including student and camper outcomes at the Chippewa Valley Aphasia Camp, social networking applications for individuals with aphasia, Video Self-Modeling interventions for individuals with acquired cognitive disorders, and communication partner training. This research has been published in a variety of journals Brain Injury, Aphasiology, and the Journal of Interactional Research in Communication Sciences and Disorders. In addition, Dr. Hoepner has published several chapters in edited texts. He remains active in community programming for individuals living with traumatic brain injuries and those living with aphasia, including being a co-founder of the Chippewa Valley Aphasia Group, Chippewa Valley Aphasia Camp, and Mayo Mild Brain Injury Group.
Financial — Jerry Hoepner is a presenter of online CEU courses offered by Northern Speech Services; receives royalty payments.
Nonfinancial — Jerry Hoepner has no relevant nonfinancial relationships to disclose.
Jamie Reilly, PhD, CCC-SLP, specializes in the diagnosis and treatment of progressive aphasia and dementia. He is an Associate Professor and Interim Chair of the Department of Communication Sciences and Disorders at Temple University (Philadelphia, PA) where he currently teaches courses in dementia, aging, and traumatic brain injury. Dr. Reilly has published extensively on disorders of semantic memory in Alzheimer’s disease and frontotemporal degeneration (FTD).
Financial — Jamie Reilly is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Jamie Reilly's research is supported by federal grants from the National Institute on Deafness and Other Communicative Disorders (NIH/NIDCD); receives grant funding.
Nonfinancial — Jamie Reilly 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.
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:
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 computer, 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’d 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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"It was very helpful to have some case studies to help me figure out how to help my specific patients. I really liked the ability to listen to the course from anywhere without having to watch any videos." – H.F. (May. 2018)
"The information about RHD and Executive Functions (with the examples) were helpful. I liked that I was able to go at my own pace." – S.H. (Apr. 2018)
"For me, it was the Dementia Treatment discussions and the Right Hemisphere Treatment info that helps the most. I liked the variety of speakers and their depth of knowledge." – J.G. (Mar. 2018)
"I enjoyed the therapy ideas and examples. It was a good course." – W.R. (Feb. 2018)
"The specific case studies provided by Dr. Hoepner and the correlating examples of interventions and their rationales were most beneficial. I liked the thoroughness of information about TBI and RHD." – M.B. (Dec. 2017)
"I appreciated that the diagnostic differentiation was clearly described as well as practical intervention considerations. Being able to complete the course at my convenience was very important to me." – A.P. (Nov. 2017)
"I enjoyed it. It was perfect! I especially appreciated the discussions on Dementia, Lewy bodies, and Alzheimer's. I liked the treatment procedures for these topics. Memory and cognition are my favorites." – S.F. (Sept. 2017)
"The presenters were engaging and relevant to actual clinical practice. The RHD tx for neglect and fxl tx for TBI were very helpful." – C.J. (Aug. 2017)
"This is an excellent course that not only provides an overview of memory systems but provides specifics that help with functional treatment and goal setting. Not all memory issues are the same, and differential diagnosis of the type of and severity of the memory loss is imperative. This course is instrumental in providing that knowledge. I highly recommend it!" – M.S. (Apr. 2017)
"I liked that Dr. Blake's presentation was very application-based. I appreciated both the assessment and treatment portions of the course." – T.E. (Dec. 2016)
"I really appreciated the information about dementia and tx for same. The majority of my caseload is dementia." – T.M. (Dec. 2016)
"I enjoyed all the discourses. I loved the practical suggestions for treatment along with the evidence to support it." – L.F. (Dec. 2016)
"I liked the topic re: emotion wiping out short term memory and intervention to compensate." – N.W. (Nov. 2016)
"The memory and attention strategies for dementia patients were most beneficial." – G.M. (Nov. 2016)
"I found the discussion about routines being beneficial to TBI patients was really helpful. I liked the information regarding the importance of individualizing treatment plans." – M.K. (Oct. 2016)
"I liked that it discussed newer information evaluating and treating a variety of adult neurological diagnoses." – D.E. (Oct. 2016)
"This entire course has helped me further develop my skills as a clinician both in an acute and outpatient setting. I also feel more equipped to educate and explain to physicians the importance of an SLP's role for these patients and their families. I was just asked today by a physician: "What can you do for them - we can't fix it?" And "What difference does it make what kind of dementia they have?" I feel I can not only offer my patients more sound and evidence based treatments but I can also be a more competent advocate for those whose impairments are not so easily defined or addressed by other medical professionals. Thank you for this wonderful comprehensive course!" – T.L. (Oct. 2016)
"The presenters gave specific, real-life examples which made learning the material more enjoyable." – T.R. (Oct. 2016)
"I especially enjoyed the intervention strategies for maintenance of abilities for people with dementia." – K.L. (Sept. 2016)
"It was very informative. I liked the discussion on alzheimers and right hemisphere disorders." – A.V. (Sept. 2016)
"The discussions on Left neglect in rhd and Alzheimer's were really helpful." – M.T.C. (Sept. 2016)
"The speakers were knowledgeable and entertaining." – S.E. (Sept. 2016)
"The therapy techniques for TBI/Dementia were most beneficial. The speakers were knowledgeable and engaging." – M.M. (Sept. 2016)
"The interventions presented are of particular benefit in developing goals for clients. The materials were very helpful in following the audio presentations. Topics were well presented and well covered." – S.M. (Aug. 2016)
"The discussion on routine as preservation of working memory was really useful. I enjoyed the format; multiple presenters for multiple viewpoints." – J.S. (Aug. 2016)
"I appreciated the info on Meta-Cognitive strategies." – R.F. (Aug. 2016)
"I liked the discussion on RHD and treatments." – A.G. (July 2016)
"The TBI and RHD treatments were very helpful." – E.G. (June 2016)
"I enjoyed the discussion on medications in dementia, what they do and who they are appropriate to. I liked the assessments and interventions suggested for dementia." – R.W. (June 2016)
"The entire discussion was of benefit to my daily practice. I work mostly with TBI, dementia and stroke patients. I liked that it's online, so I could go at my own pace and also print out the slides to review." – J.B. (May 2016)
"Enjoyed the discussions on Memory and RT CVA as these are my two main patients at work that I find interesting. I liked the discussion on how to evaluate behaviors by what are antecedents to behaviors and how overwhelmed patients can become." – E.C. (Apr. 2016)
"The attention therapy ideas as well as better goals for RHD were most helpful." – J.T. (Apr. 2016)
"The discussion related to dementia tx efficacy was great." – D.B. (Mar. 2016)
"Very thorough. Good information provided." – M.W. (Mar. 2016)
"It was easy to understand and the topic was interesting and informative." – K.R. (Feb. 2016)
"I especially enjoyed the discussion of working memory and attention/neglect. Excellent quality audio files." – D.L. (Feb. 2016)
"I liked the multiple treatment suggestions with evidence." – K.P. (Jan. 2016)
"The discussion on functional recall for patients with TBI to make treatment more realistic and fits the patient's everyday life tasks was most beneficial. Very informative with research and efficacy." – A.N. (Jan. 2016)
"I really appreciated the treatments for right neglect. I liked the attention training activities." – J.O. (Jan. 2016)
"The content on tbi was very helpful." – K.M. (Jan. 2016)