Have you ever "hit a wall" with your articulation caseload? Have you ever felt that you aren't totally current on technology-based solutions that could help improve your clients' speech outcomes? If so, this course is for you. This online course is designed to give you a primer in evidence-based device technologies that access multiple sensory modalities to help your clients move more efficiently through their articulation goals. This course is strongly clinically oriented and is designed to give you actionable tips and strategies to apply right away in your practice. Offered for 0.15 ASHA CEUs – 1.5 contact hours.
Run Time: 1:30:03
The presenter of this eCourse is the co-founder and Chief Scientific Officer of Articulate Technologies, Inc., the company that has developed, manufactures and markets Speech Buddies®. The presenter holds a significant equity stake in Articulate Technologies and is paid by the company on a part-time basis. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint Presentation with author narration & downloadable handout.
Gordy Rogers, MS, CCC-SLP, is a graduate of Yale University (BA) and Columbia University (MS) and is the Chief Scientific Officer and clinical founder of Articulate Technologies, Inc., the company behind Speech Buddies®. In addition to maintaining a private practice in New York City, Mr. Rogers conducts research on the use of tactile biofeedback solutions. His work has been featured at numerous industry peer-reviewed conferences and publications. His work has also been featured on various national media outlets and leading industry blogs.
Financial — Gordy Rogers is a presenter of online CEU courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Gordy Rogers is the co-founder and Chief Scientific Officer of Articulate Technologies, Inc., the company that has developed, manufactures and markets Speech Buddies®; he holds a significant equity stake in Articulate Technologies and is paid by the company on a part-time basis.
Nonfinancial — Gordy Rogers has no relevant nonfinancial relationships to disclose.
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 liked the specific information about speech buddies and how to use them." – L.W. (Jan. 2020)
"I enjoyed the specific clinical applications of the information learned." – R.B. (Dec. 2019)
"Lively presentation. I appreciated learning new tools for exercises after reaching a plateau in articulation." – R.B. (Dec. 2019)
"Going over the overview of biofeedback options and how they could be applied to specific articulation targets was most beneficial." – W.D.B. (Nov. 2019)
"I liked the discussion and evidence on the speech buddies." – J.M. (Nov. 2019)
"I enjoyed learning about technologies available." – A.W. (Sept. 2019)
"I liked the newly learned information about biofeedback and more cost-effective approaches I might be able to implement with my students." – C.J. (July 2019)
"I appreciated the work with preschoolers. The online course primarily addressed later developing phonemes which are less applicable to my practice. However, I found the topic regarding the use of biofeedback and Speech Buddies materials very interesting." – L.D. (July 2019)
"I had heard about Speech Buddies but never seen them "up close." This was interesting. Also, I liked to hear about the studies that showed the value of attention to tactile somatosensory processes/needs/etc." – G.H.V. (May 2019)
"The cost-effective biofeedback tools for the school SLP were the most beneficial part." – J.E. (Apr. 2019)
"I appreciated the discussions on the importance of tactile/sensory cues and their usefulness, speech buddies, and tips for eliciting target sounds." – N.S. (Mar. 2019)
"I enjoyed the different ways you can use tactile therapy to help my clients. I liked the breakdown of the different biofeedback therapies." – N.H. (Jan. 2019)
"This course exposed me to what university researchers are doing to advance the intervention techniques using technology. I was hoping for more apps discussion. I know the iPad is not the gold standard of research, but it is the technology that I have access to in the school setting." – L.G. (Dec. 2018)
"The information was presented in an organized way. I especially liked going over getting the parents involved and the tools out there that can help." – A.H. (Dec. 2018)
"I really enjoyed the section on learning about Speech Buddies and felt it would be most beneficial for working with the children in my therapy groups." – T.S. (Aug. 2018)
"Loved the practical tips for acquiring the "hard to elicit" sounds! I thought it was geared more to iPad and that type of technology. However, I think I really got more out of this type of info!" – E.S. (June 2018)
"The discussion on the remediation of the lateral /s/ and /sh/ were most beneficial. I liked how he talked about what I would learn at the beginning and again at the end." – S.P. (Apr. 2018)
"I like that the course wasn't too long and was very focused on research. I especially enjoyed the portion on sensory feedback." – J.F. (Apr. 2018)
"I loved the reminder of the importance of tactile feedback. I liked the tools given to become a better clinician." – J.C. (Apr. 2018)
"I enjoyed learning that tactile feedback can be of assistance to the 28% of articulation cases that are slow to respond to traditional methods of therapy, especially lateralization of s, sh, ch and 'r' cases." – M.E. (Dec. 2017)
"Going over how to elicit certain phonemes was most beneficial. The speaker did do a good job of holding the audience's attention." – A.G. (Nov. 2017)
"I liked the information regarding the research supporting visual and tactile biofeedback use in therapy." – R.S. (Nov. 2017)
"The latter part of the presentation was helpful - going over how to use the speech buddies to help students articulate the sounds correctly. I am not sure what I expected since I had not really heard about Speech Buddies or the different types of Biofeedback such as Visual-Spectral Biofeedback and Ultrasounds to aid in articulation remediation. I am looking forward to trying these in my therapy sessions." – D.H. (Nov. 2017)
"I appreciated the incorporation and explanation of the EBP on tactile feedback. The presenter demonstrated a solid understanding of the EBP but explained it in a useful way to practicing clinicians. Everything I expected was covered and ultrasound was included, which I wasn't expecting but very much appreciated." – K.A.D.R. (Nov. 2017)
"The several types of intervention with technology and the cost associated with each was helpful. I liked the practical application aspect." – L.J. (Oct. 2017)
"I get that this was an advertisement for Speech Buddy. The rest of the information wasn't remotely useful. I don't know any practicing clinician that would do any of those invasive treatments for articulation." – M.S. (Sept. 2017)
"I liked the discussion of speech buddies info. However, I expected more client demonstration with the speech buddy." – Z.K. (July 2017)
"I liked learning about new technology as well as the explanation of different visual feedback techniques." – D.N. (May 2017)
"I appreciated the variety of technologies covered and their related research/evidence." – R.G. (Apr. 2017)
"Going over the need for tactile-somatic component was helpful. I liked the research base, but I wish the course wasn't so obviously a commercial for Speech Buddies. But if they're that effective, I guess it can't be helped." – S.S. (Mar. 2017)
"I think the apps that are available and the speech buddies were the most beneficial to everyday practice. I like staying up to date on what the latest techniques are and the research using the high-end technology as well. Very interesting." – H.H. (Feb. 2017)
"I liked the different strategies listed for each target sound and the use of speech buddies tools to assist with hard to get sounds." – S.M. (Jan. 2017)
"The discussion on how tactile and somatosensory cues can really help students who do not benefit from traditional therapy was very helpful." – A.S. (Dec. 2016)
"I really liked it. Learning about Speech Buddies was very useful." – S.C. (Aug. 2016)
"Learning more about Speech Buddies was really beneficial. I liked the examples provided within the course." – K.W. (July 2016)
"I like that the discussion was accompanied with a hand-out to assist with notes and keeping me on topic. I appreciated the coverage of tech items to use, specifically the Speech Buddies." – M.S. (July 2016)
"I felt the topic definitely addressed ways to better assist therapists with clients that are not responding to more traditional therapy approaches. The discussion of how to utilize each tool to assist in evaluation and treatment was very beneficial and made it easier to understand. I enjoyed the history as well as identifying the reasons why we need to incorporate and embrace changes in how we approach treatment of difficult speech sounds." – S.H. (July 2016)
"I appreciated the specific examples of interventions that are cost effective. I expected more detail of interventions that are more commonly used." – A.D. (June 2016)
"The discussion of use of EPG and speech buddies for biofeedback purposes was most beneficial. The topic covered seems to offer some viable and practical tools for treating the kids that don't respond well to more traditional approaches." – M.L. (June 2016)
"I found the use of the speech buddies for cost-effective treatment and for parent involvement most helpful. I liked that it is current for today's increased use of technology. However, I was hoping for techniques to use for articulation therapy for earlier developing sounds – for preschool children." – C.H. (May 2016)
"The quality and expertise of the presenter were excellent. I really enjoyed the tactile feedback approaches and software for visual feedback approaches." – W.C. (May 2016)
"The historical information helped me understand how far we have come." – J.G. (Mar. 2016)
"I liked that it went through some techniques and equipment that were new to me." – W.P. (Mar. 2016)
"Discussing the knowledge of the importance of biofeedback-somatosensory-visual in remediating speech sounds was most impactful for me." – L.F. (Mar. 2016)
"I liked the introduction of Speech Buddies and how it works." – D.G. (Feb. 2016)
"Incorporating more biofeedback in therapy was the most beneficial discussion." – E.H. (Feb. 2016)
"I appreciated introducing more tactile feedback in therapy." – J.I. (Feb. 2016)
"I liked how it provided several treatment options - different techniques to use other than traditional artic therapy." – K.W. (Feb. 2016)