This course details the when, why, and how to get parents involved in the speech & language intervention process. When parents are trained to become integral parts of intervention, SLPs are able to increase the frequency and intensity of language intervention. Furthermore, this course discusses how to address time, confidence, and intimidation issues that parents may face. It also describes important differences to consider in relation to individual backgrounds, experiences, education, and culture, as well as how SLPs can facilitate parent participation through play-based interventions that are purposeful and language-rich. Offered for 0.1 CEU – 1 contact hour.
The author of this course is also author of "Articulation Strategies That Work!” 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 0.1 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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"It is all very relevant and great insights on working with multi cultural populations. It was helpful to hear all the examples of how the presenter handles training parents. The POP is truly the clearest most applicable system for supporting families. I could see it also helping new staff and SLPAs too. I liked that the course is practical and functional." – C.K. (Jan. 2020)
"I appreciated the purposeful play activities and discussion of working with multilingual parents and children. The course was well organized and thorough." – D.H. (Dec. 2019)
"The information regarding purposeful play was most beneficial. I appreciate the handouts shared that I can use when working with families. Very well thought out course and reinforced information that I am already doing in my everyday practice with parents and children." – B.F. (Nov. 2019)
"I liked the real life ideas of how to incorporate play in the form of a handout to easily share with parents and involve language in everyday activities that they would engage with the child in daily naturally." – T.A. (Oct. 2019)
"It was a great course. I really enjoyed the personal stories about infusing bilingualism in her home." – D.N. (Oct. 2019)
"The presenter was knowledgeable about the topic and provided activities to utilize with parents in order to increase language skills." – M.H. (Sept. 2019)
"I really appreciated the layout and how each section is divided. It made it much easier to organize in my head! It was a great course!" – B.W. (Aug. 2019)
"I really enjoyed the specific activities and language attached to them. It gave me a lot of really good ideas to use with parents to help train them to become everyday language facilitators. The P.O.P. sheets are an awesome resource!" – K.L. (July 2019)
"I loved all the examples of ways to expand the child's language (vocabulary, sequencing) using a variety of functional and play items from home. Very functional, easy to understand course that I can definitely use in the real world." – A.H.A. (May 2019)
"The strategies to encourage parent involvement that directly target increasing their confidence with regard to play based intervention were most beneficial. I liked the ease of understanding and functional strategies that I can easily utilize in my everyday practice." – M.D.C. (Apr. 2019)
"I liked the helpful handouts to provide parents with strategies to implement at home during functional routines." – D.L. (Mar. 2019)
"I think that this course should be presented to all preschool teachers and special education teachers of low or nonverbal children. My daughter teaches the 3 year old class for the board of education in NYC and I am going to share the handouts with her." – H.W. (Feb. 2019)
"I like the functional handouts that can be useful to various families. I like that there were multiple examples that can be used immediately with families." – M.S. (Jan. 2019)
"The POP sheets for parent education are great. I believe these are very practical and will help in parent education. It was a very practical course." – N.D. (Dec. 2018)
"Very well organized, great information as I am starting a new job in early intervention. Love the POP handouts. Going over the play based interventions, how to incorporate parents, and some of the cultural differences was most beneficial." – K.M. (Dec. 2018)
"All of it was very useful, but I especially liked the content on bilingual families. Great progression and information. The handouts and power point went well with the presentation. It was an excellent course." – L.J.K. (Dec. 2018)
"I liked the practical information and the need to inspire parents, not give them another obligated list of tasks to do. I appreciated her reiterating the perspective of parents and how to empower them." – S.F. (Sept. 2018)
"I really enjoyed the Purposeful Ongoing Play handouts. They are great to guide and better explain to my parents." – M.G. (Aug. 2018)
"I believe the discussion of multilingual families engaging in early intervention therapy was most helpful since I am involved in a private practice that serves a diverse population of bilingual speakers/clients. I love the P.O.P. handouts and reflection on how to implement various items in play." – M.R. (July 2018)
"The parent based intervention topic was interesting and the examples provided were excellent!" – A.M. (May 2018)
"I really liked the topic of how to get parents more involved and the parent training ideas. I loved the POP handouts!" – K.C. (May 2018)
"Honestly, what I really liked best was that it reinforced everything I say and do as a therapist when working with families. Sometimes, it is nice to hear from a colleague that you are on the right track! I was actually very pleasantly surprised by the content of this workshop. I did not anticipate that it would be as helpful and meaningful as it turned out to be." – J.L. (Apr. 2018)
"I loved the handouts and the multi-cultural/bilingual aspects." – J.K. (Feb. 2018)
"I loved the handouts with vocabulary and play-based ideas for parents that the SLP can help teach and facilitate. I also appreciated the discussion about multilingual families." – M.M. (Dec. 2017)
"It was concise, but gave good, practical examples." – A.C. (Nov. 2017)
"I loved all the P.O.P handouts and learning about cultural expectations and multilingual families. Excellent course." – D.E. (Oct. 2017)
"I appreciate the areas addressing how to work with multilingual/multicultural parents. This course had the perfect amount of content and info for 1 CEU." – M.W. (Sept. 2017)
"The enthusiasm of the presenter came through during the presentation. She also had a great voice that kept me engaged during the course. I really liked the POP sheets." – K.S. (Aug. 2017)
"The insight into interviewing the parent to assess their feelings about the diagnosis, etc. was most beneficial. I liked the easy access to the course and practical suggestions." – C.W. (July 2017)
"The POP sheets are excellent!! And going through them in a detailed coverage was very helpful too. I will definitely be using these in my daily practice!! Muito obrigada!! :) I enjoyed the very practical information and the coverage of it in a very engaging and almost conversational manner." – C.L. (June 2017)
"I enjoyed the course. It wasn't necessarily new information but very practical and a good reminder of ways to involve parents." – L.P. (May 2017)
"I enjoyed the examples for parents and resources." – A.H. (Mar. 2017)
"The POP sheets are very helpful and are a nice resource to use with my families." – J.G. (Feb. 2017)
"I thought it was terrific! All of the information provided was valuable." – B.F. (Jan. 2017)
"I liked how the course is relatable to therapists currently working in the field on a daily basis, and I especially appreciated going over how to encourage parents to be primary interventionists." – K.D. (Dec. 2017)
"The P.O.P. activities will be short and simple enough for a variety of parents to implement in everyday activities and play. I liked the respect emphasized for families from different cultures." – C.S. (Dec. 2017)
"The discussion on purposeful ongoing play was really helpful. I liked that many examples were used." – R.H. (Nov. 2016)
"I liked the inclusion of practical therapy tools." – M.H. (Nov. 2016)
"I appreciated the considerations to have previous to work with parenting styles, personal background and experiences and cultural and educational backgrounds. I like how organized the POP was in different categories and ways to apply them." – C.P. (Oct. 2016)
"I liked her personal experiences of bilingualism and how she related the content. She shared that special bond between her parents and her children since they all speak Portuguese." – L.M. (Oct. 2016)
"The multilingual family section was helpful. It's often hard to know what to suggest to families that speak multiple languages and they're adamant about their child not understanding so they want to only speak the language that they (parent) may not be fluent in." – K.W. (Oct. 2016)
"Going over how to be not intimidating while at the same time giving the parents information in facilitating their children's language was most beneficial. I enjoyed the concrete examples in how to show everyday activities for the parents to use to promote their children's language growth." – K.K. (Sept. 2016)
"The POP handouts are great for my parents of my very young children." – J.M. (Aug. 2016)
"Interesting and easy to follow. The discussion on bilingual therapy was very useful." – K.C. (June 2016)
"It was very informative. I especially enjoyed the information about how to involve parents in their child's intervention programs." – B.H. (June 2016)
"I have worked in early intervention (& older kiddos) for awhile, so it really reinforced what I have been doing which is nice to see. A great training in this area for others as well. What benefitted me most here is the resources to be very descriptive of how to encourage play for parents to have within their home programs." – K.J. (May 2016)
"I loved the POP Play suggestion sheets. What a find!! I will use some of these in my own therapy. I use all of the activities and materials, but I haven't thought of as many language concepts and vocabulary to target. Great!" – L.M. (Apr. 2016)
"It was very specific and gave excellent suggestions." – R.A. (Apr. 2016)
"I really appreciated her POP sheets. I already use most of these strategies already, but it is awesome to have something tangible I can share with my parents now to help them remember what to do at home." – M.C. (Mar. 2016)
"Going over the importance of culture in daily living routines was really helpful." – M.B. (Feb. 2016)
"The discussion on bilingual families was most beneficial because we are seeing more and more of that in practice. I liked the content and how easy the handouts were to follow along as well as the POP handouts." – H.S. (Jan. 2016)
"Reminding us to take a parent's culture etc. into account when asking for them to participate in treatment of their child was really helpful. The handouts were very helpful for us visual learners." – L.B. (Jan. 2016)
"I appreciated the multilingual family information. I liked the P.O.P ideas." – S.S. (Jan. 2016)
"The discussion on culture as part of development was really useful." – A.H. (Jan. 2016)
"Using purposeful play was a very benficial discussion. I liked the handout suggestions." – B.C. (Jan. 2016)