Explaining to students how to change the way they move their tongue, lip and jaw muscles to improve speech intelligibility has always been challenging. Utilizing a multi-sensory approach and video demonstrations this course makes it easier for students to understand, remember, self-monitor, and use evidence-based strategies for the remediation of r, s, z, l, f, v, th, sh, and ch sounds. Included in the program are reproducible materials that address visual strategies, CVC word lists, sound bombardment sentences and minimal pair lists for quick screening, treatment and evaluation. Pressing topics that relate to school-based services are also discussed including adverse effects on educational performance, and response to intervention (RTI) efforts. The strategies are also written so that teachers and parents are able to reinforce therapy sessions. This is a comprehensive coverage of the speech sounds with which students most often struggle. Offered for 0.35 ASHA CEUs – 3.5 Contact Hours.
This course includes numerous downloadable reproducibles for use in your daily practice.
Course Run Time: 3:49:42 (Course = 1:50:20 / Videos = 1:59:22)
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.
List at least three possible nonacademic adverse effects of articulation disorders on educational performance.
Describe placement strategies that make terminology accessible to children, caregivers and teachers.
List two tools to assess and monitor articulation skills and progress.
Ana Paula G. Mumy, MS, CCC-SLP, is a trilingual speech-language pathologist and a clinical assistant professor in the field of speech-language pathology. She has extensive experience working with individuals with communication disorders, particularly bilingual children. She has authored numerous courses, webinars, articles as well as intervention materials and guides for diverse populations. Her specialized interests include articulation disorders, stuttering, language-literacy, and bilingualism. Many of her resources for SLPs, educators, and parents can be found on her personal website The Speech Stop (www.thespeechstop.com). Ana Paula is the author of GROW! ¡CREZCA! Language Building Storybooks.
Financial — Ana Paula Mumy is a presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Ana Paula Mumy is the author of treatment materials, including the GROW! ¡CREZCA! Language Building Storybooks, published by Northern Speech Services; receives royalty payments.
Nonfinancial — Ana Paula Mumy has no relevant nonfinancial relationships to disclosure.
This program is offered for 0.35 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 our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
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 are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org or fax to 888-696-9655.
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.
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. Please note that courses offered for university students are not applicable for CEUs.
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.
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.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
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.
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.
Please click here for any special needs requests, and we will do our best to accommodate them.
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“The very clear and concise directions regarding how to produce sounds were excellent. As SLP's, it's easy to forget how complex phoneme production can be. I also liked the clinical focus of the presentation.” – K.S. (Aug. 2020)
“I liked the rationale for continuing to treat articulation errors in ALL children and giving ownership to the students by teaching them terms and strategies. It was not about the "best new practice" in teaching articulation, but gives practical ideas to take back to a job, and leaves room for clinicians to incorporate ideas into what they already practice. A lot of resources were provided!” – E.P (Jun. 2020)
"I appreciated the ideas of how to communicate with the teachers of my students and to employ their help in the therapy process. I also like the specific checklists provided for progress monitoring and the word lists to give to teachers and parents. And the presenter was very thorough and clear." – R.C. (May 2020)
"I loved hearing the strategies/techniques and learning about new resources. I liked how accessible the material/handouts are. There is not 'extra.' She gives information directly without ranting." – A.A. (Apr. 2020)
"I appreciated going over how to facilitate the skills into the classroom and at home. I loved the video of the student practice, and all of the materials that come with it." – S.T.J. (Mar. 2020)
"I loved the materials included with this presentation and the videos of treatment." – H.S. (Feb. 2020)
"I liked the practical application - especially the specific strategies to elicit and stabilize phoneme production." – E.Y. (Feb. 2020)
"It has been difficult to find a way to help teachers 'buy in' to RTI. The strategies presented were helpful and easy to implement into practice to help teachers facilitate and understand the process better." – K.S. (Jan. 2020)
"Very balanced with research and methods for immediate use." – R.B. (Dec. 2019)
"I enjoyed the visuals and handouts. I am currently doing many of the things she presented, but not in such a clear and concise manner. This will help me in presenting strategies clearly from the beginning and having a better perspective of the RTI process." – S.M. (Dec. 2019)
"The use of visual cues to help facilitate placement and production of target sounds was most beneficial. I liked the access to cueing cards and demonstration videos." – M.P. (Nov. 2019)
"I liked the discussion about adverse educational impact. The cues and strategies were excellent." – K.V. (Oct. 2019)
"I will be sure to explicitly teach placement strategies to improve production and carryover of target phonemes. I liked the resources that were available to download and the videos of the techniques being demonstrated with students. I thought the course was excellent." – E.C. (Aug. 2019)
"I'm so pleased with this course that I've already shared it with a few SLP friends for them to purchase." – M.P. (Mar. 2019)
"I liked the combination of slides, videos, and handouts/resources. The strategy sheets that describe in "kid" friendly terms were most beneficial. The discussion on the way to produce target sounds will be very useful with my students." – K.Z. (Mar. 2019)
"I appreciated all the resources the presenter provided, as well as the emphasis on providing teachers and parents resources to encourage student practice of target sounds." – P.D. (Feb. 2019)
"The strategies and how to have teachers and caregivers implement them throughout their daily routine were very helpful. I like that the course was easy to follow and very informative." – M.L. (Feb. 2019)
"I've taken courses from this instructor before and pretty much love how she covers her topics. I especially enjoyed the discussion and specific resources for how to involve teachers and parents in the practice process. The handout resources are phenomenal. Thanks!" – L.G. (Dec. 2018)
"I appreciated the practical therapy ideas I gained to use in my daily practice." – K.W. (Nov. 2018)
"I liked the suggestions on how to train the teachers to implement strategies for RTI and how to monitor progress. I appreciate the ready-made materials. I was looking for child-friendly language for teaching articulation strategies and that is what was offered. It would be nice to have more video content or a faster pace. (I struggle to stay awake.)" – C.S. (Nov. 2018)
"I like that the information was functional and useful without being overwhelming. I especially enjoyed the strategies card for each sound." – P.M. (Oct. 2018)
"I loved the suggestions for teaching placement strategies to the classroom teachers, outlining short practice sessions, use of visual reminders, and progress monitoring ideas for RTI. I loved the examples of sites to go for ideas and word lists and also free materials." – C.W.C. (Oct. 2018)
"I appreciated the rationales behind each statement and strategy. This course included a lot of useful tools for speaking with teachers and students about buy-in and carry over, not just the elicitation techniques. However, I was expecting and hoping for a little more on the RTI process in general and best practice for how that should work with students." – K.F. (Sept. 2018)
"The phonetic approach and strategies as well as eliciting help from teachers were most beneficial. I liked the step by step procedure including other school personnel." – D.F. (Aug. 2018)
"I was pleasantly surprised that there was still something to learn as an experienced SLP and appreciate the breadth of resources provided." – L.F. (July 2018)
"Wonderful course! I have no suggestions for improvement other than to say thank you and I hope for more of the same in the future when I look for CEUs." – K.N. (June 2018)
"The articulation keywords were most beneficial! Loved the therapy ideas and shared resources!" – A.W. (May 2018)