This online course focuses on how to maximize articulation therapy through creative drill activities that yield a high number of repetitions per session. It also covers how to implement shorter and more frequent therapy sessions for faster results. Participants will learn various practical therapy ideas and activities for sound practice that promote quicker carryover of learned skills. Effective activities that can be implemented easily and immediately are shared with a focus on high-intensity, high-repetition drill practice that is motivating and yields timely results in the remediation of articulation disorders. Offered for 0.15 SLP CEUs – 1.5 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 in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
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 0.15 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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"I have many of the manipulatives discussed but had not thought of using them in the ways described. I can easily try many of them with my students. I like that it provided a starting point in terms of using syllables to avoid having the students repeat their old habits." – E.B. (Feb. 2020)
"I liked all the demonstrations of toys & documents that can be used for high repetition articulation therapy. Going over the use of manipulatives like an abacus to help yield high numbers of correct articulation productions was especially helpful." – A.M. (Jan. 2020)
"I thought that Ana Paula's numerous materials and examples for how she specifically uses them for HIHR therapy will be most beneficial for my daily practice. I now have a very clear idea for how to carry out this type of therapy. I really feel that this presenter was great at providing you with actual ideas and examples for what to do in your everyday treatment and therapy sessions. So many courses are great at providing you with the background knowledge, but then you feel lost when it comes to implementing the ideas." – E.C. (Dec. 2019)
"I loved all the examples for kinds of therapy activities to achieve this kind of high frequency/intensity practice. It's so helpful to hear what another therapist has had success with and really helps make it easier to see how to incorporate this kind of treatment into your own practice." – L.S. (Dec. 2019)
"I actually found the entire discussion beneficial. The most significant short coming to most presentations is the lack of therapeutic ideas that can be put in place immediately. It was nice to have many of my current therapy practices confirmed in this presentation, but the numerous ideas that I can add to my sessions as soon as this week, are invaluable. I have seen immense progress with students using the HIHR model and this reinforced this strategy and gave so many new ideas. Thank you!" – N.Y. (Nov. 2019)
"I liked the ideas she had for using motivating activities that allow for a high response rate in articulation drills. Very engaging and practical." – C.C. (Oct. 2019)
"Well done course! I was particularly happy to find the 'tally app' which I will use with an adult who has severe verbal apraxia and who has a high interest in the iPad." – V.F. (Oct. 2019)
"I appreciated the ideas on how to implement this technique in daily/weekly therapy as well as how to write it in the IEP. Easily applicable information." – E.G.H. (Sept. 2019)
"The presenter was great and very engaging! I loved the therapy activity ideas with specific toys and games. The presenter did a great job explaining how she uses each one in therapy." – E.C. (Aug. 2019)
"The creative use of music and toys to achieve high repetitions during articulation therapy was most beneficial." – A.A. (July 2019)
"I like the idea of using simple games or toys to make drill therapy more interesting for the student while achieving a high number of targets in a short amount of time." – C.O. (June 2019)
"I enjoyed learning how to relate the needs of the students to the common core standards and the practical aspects of working in a school setting." – M.D.C. (Apr. 2019)
"The speaker was very knowledgeable and provided many different and unique ideas to implement in therapy. I enjoyed the variety of additional therapy ideas/materials that this webinar provided across different age levels for articulation therapy." – A.T. (Apr. 2019)
"I loved the concrete ideas for manipulatives to use. Also loved the ideas around singing to learn. The examples were clear and the video was great." – P.H.H. (Mar. 2019)
"I love the suggestions for increasing the number of productions within a short amount of time. So simple!" – J.C. (Feb. 2019)
"I liked the useful, practical, and efficient techniques to increase progress. I appreciated the activities as well as support for articulation services for students in the public schools who are not failing academically." – K.S. (Jan. 2019)
"I liked the extensive descriptions of 'how to do artic therapy' with the superb examples; all addressed in a manner reiterating the core target (rate and accuracy of production). This course should be a MUST for ALL SLP training programs!" – D.D. (Dec. 2018)
"This was a very practical and useful course with techniques I could begin to use immediately and requires tools that fit within my limited budget. Many of the materials needed are things I already have available to me and/or things that I can download for free. Also, I appreciated the discussion about advocacy, especially that the instructor included the evidence I need to advocate for my students with articulation needs." – L.G. (Dec. 2018)
"The therapy activities and the acronym SHRREIC, which explains the concept of HIHR, were very helpful. The presenter was thorough in explaining the topic and gave clear definitions, examples, resources, and explanations of the research." – D.E. (Nov. 2018)
"The presenter did an excellent job at showing ways that common items/games can be used to obtain high numbers of target-sound practice in therapy. This was an easy-to-follow, practical course. I will definitely use some of these techniques in my practice!" – K.H. (Oct. 2018)
"I liked that the presenter provided real-life engaging activities that are appropriate for the school setting. Overall, it was an engaging presentation." – C.S. (Sept. 2018)
"I loved the practical activities to increase the # of productions without creating more work for me. I am always looking for more ideas. Some of them I have used and others were twists that I had not thought of. It was a great course." – H.K. (July 2018)
"This course was great! I work in a school setting and have been trying to find ways to increase practice sessions and number of repetitions. I like that I was able to listen to the presentation at my own pace and that the courses provide the capability of pausing and picking back up where I left off." – R.H. (May 2018)
"The practical suggestions for how to obtain numerous repetitions per session and how to set up a communication lab was beneficial. I also found that the suggestions for working with articulation students in a school setting useful." – L.E. (May 2018)
"I liked the real therapy examples that are easy to put into practice - especially the specific examples of games like Connect 4 to elicit multiple responses." – L.M. (Apr. 2018)
"I have been using the high intensity model this year, so I was very excited to get so many ideas that I can start using tomorrow. In addition, I really liked the section at the end re: therapy in the schools - specifically the information about non academic adverse effects. This has been a topic at many speech meetings, and I am going to share this information with my fellow SLPs." – H.H. (Apr. 2018)
"I appreciated the documentation of evidence-based practice to show short and frequent drill is effective for reduction of time out of class." – N.B.M. (Mar. 2018)
"I feel the presenter was easy to understand and had great practical ideas that I can implement in therapy immediately. I enjoyed her specific examples of materials to use to obtain high amount of practice from students through drill work that is fun." – E.M. (Mar. 2018)
"I really enjoyed learning about the various activities a clinician may use to achieve multiple repetitions. The therapy session was wonderful!" – K.F. (Feb. 2018)
"I appreciated the examples of delivery materials for articulation therapy." – K.J. (Jan. 2018)
"It was a quick and very good course. I enjoyed the discussion on using common manipulative in new ways, the information about a child's right to service, and the song." – A.D. (Dec. 2017)
"I especially liked and will use the various interactive ways to count/elicit target sounds in drills. I liked the fresh ideas for drill work which can sometimes be boring for both student and therapist." – P.J. (Nov. 2017)
"I thought you offered great ideas for activities to elicit as many productions as possible that still engage students of various ages! I'm excited to start utilizing several of the suggestions from this course and I know my students will benefit! I found this course to be insightful in terms of eligibility for speech services within the public school setting as well." – M.M. (Oct. 2017)
"I Use High intensity and high repetition now with older students. I needed tools for the younger students and I believe she gave me a number of great ideas." – N.K. (Sept. 2017)
"A good review of appropriate toys/activities to use with ideas for some new ones as well. The course was very organized and understandable." – S.S. (Aug. 2017)
"In general, I found the course content quite simple and common-sense, but very affirming for me. The ideas were similar, but perhaps more organized, in comparison to my current practices." – K.W. (July 2017)
"Loved the fine and gross motor activities to help with repetitions. I liked the information to improve articulation therapy delivery." – J.A. (May 2017)
"The video portion was helpful to see the strategies implemented through singing. I liked the activities and manipulatives that were presented. However, I was hoping for more videos to show implementation." – K.F. (May 2017)
"I liked the review of materials used to promote multiple repetitions. Also appreciated the section on articulation in the schools and link to CCSS. Very practical course." – J.M. (Apr. 2017)
"I thought the course was very interesting and beneficial. I loved the ideas and explanations." – J.E. (Mar. 2017)
"Ana Paula provided a lot of great information that will be used as soon as I return to school on Tuesday!" – L.F. (Jan. 2017)
"I liked that the course was down to earth and relatable." – L.L. (Dec. 2016)
"I enjoyed the creative ideas in therapy and using all the senses to help achieve target sound." – J.G. (Dec. 2016)
"Good suggestions for manipulation of traditional game materials. I liked the material suggestion list." – J.M. (Dec. 2016)
"Very informative with real world, applicable suggestions." – E.S. (Nov. 2016)
"The course was engaging and the therapy activities were spot on --- very helpful and very achievable WITHOUT prep. As we all know, time is limited in the school setting. I appreciated the tips, tricks, and ideas presented in this course." – E.R. (Nov. 2016)
"Overall this course was a great reminder to structure all sessions to gain the max number of repetitions of the target. I enjoyed that the topics discussed can be immediately applied to treatment - no additional training or materials required." – K.S. (Oct. 2016)
"I appreciated the ways to alter games to increase engagement. I loved the Can-Can!! Lots of practical tips." – L.M. (Oct. 2016)
"Two parts were really impacting: 1) The information reiterating that therapy services may be needed and deserved for a student even if they are performing well academically. 2) I also found the suggested activities so helpful." – G.T. (Sept. 2016)
"My Can of Cans is an awesome way to practice and engage a student. Loved it!" – O.S. (Aug. 2016)
"I enjoyed the specific recs on therapy materials. I liked the abacus idea and just purchased one on amazon." – G.R. (Aug. 2016)
"So many excellent practical ideas that can easily and immediately put into practice in therapy sessions. Presenter was articulate and had many good practical ideas for therapy." – M.Z. (July 2016)
"Good ideas, useful and practical. Won't cost a fortune to implement and the strategies seemed creative enough to engage students." – W.G. (June 2016)
"The list of fine motor and gross motor activities was extensive. Thank you." – D.N. (May 2016)
"I enjoyed seeing the actual materials used and how to yield high repetitions from them." – (Apr. 2016)
"I enjoyed the topic on High Intensity, High-Repetition Articulation Therapy as I was search for ideas and strategies to help my speech sound production students make more gains per school year." – S.H. (Mar. 2016)
"I liked that the course was easy to follow and useful material -- reconfirms what I have been doing but with some new resources and ideas." – D.G. (Feb. 2016)
"Reviewing the various therapy activities were most beneficial. I liked how this e-course included a large number of therapy activities that can be used clinically." – J.F. (Feb. 2016)
"The discussion on non verbal reminders to help kids in classroom - the target to hit the bull's eye great reminder to get as many reps as possible for motor ease." – L.A. (Feb. 2016)
"I really liked the examples of the materials you can use with kids in order to get more than 100 targeted sounds. Easy to follow, understand, and apply the information to therapy." – A.O. (Feb. 2016)
"I liked how she explained how she is able to get the high repetitions given common materials." – S.C. (Feb. 2016)
"I liked the clear, practical suggestions that I will use. I appreciated the specific ideas for getting a high number of responses." – S.H. (Feb. 2016)
"This course exceeded my expectations. This course was so systematic and easy to follow. I would definitely love to see more presentations by Ana Paula. She was easy to understand. I liked the video clips. They were a very helpful part of the presentation." – L.K. (Feb. 2016)
"I liked that the course provided examples of different activities to use in therapy that covered a broad age range." – K.H. (Feb. 2016)
"The discussion on advocacy for students with articulation disorders was beneficial." – K.S. (Feb. 2016)
"This entire course was great - very practical and something I can apply immediately (rather than a lot of theory). I thought it was great!" – J.P. (Jan. 2016)
"I really enjoyed all of the various tools, toys and such that were shown to be able to obtain high numbers of repetitions during therapy." – T.S. (Jan. 2016)
"Greatly appreciated the course spending less time on the "creative" work (printing) and how to use the material I already have but in a different fun way." – A.P. (Jan. 2016)
"I liked the explanation of education impact rather than just academic performance." – B.S. (Jan. 2016)
"Honestly, this was an excellent e-course and touched upon all elements of HIHR. I would have liked more information on the communication lab, but overall I am still extremely satisfied." – B.L. (Jan. 2016)
"The ideas of how to use simple toys in therapy to elicit numerous sounds was very beneficial." – J.S. (Jan. 2016)
"Liked the tx ideas and the idea of shorter and more frequent therapy sessions." – M.C. (Jan. 2016)