This course will cover new research on the neurobiology of autism spectrum disorders with specific attention to how this new research impacts language and cognitive intervention with children with ASD or other developmental disorders. Participants will learn to apply this neuroscience research to differential diagnosis and development of treatment plans. Participants will also learn to utilize evidence-based intervention research on ASD to develop cognitive-communicative intervention goals for early childhood through high school age children. Offered for 0.15 ASHA CEUs – 1.5 contact hours.
Course Run Time: 1:41:13
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.
Financial — Martha Burns is a presenter of online CEU courses sponsored by Northern Speech; receives royalty payments.
Financial — Martha Burns is a paid consultant for Scientific Learning Corporation.
Nonfinancial — Martha Burns 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 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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"I liked the background information about the brain and the reference materials and treatments." – J.S. (Nov. 2019)
"I enjoyed learning about early intervention strategies for young children showing signs of ASD. I enjoyed learning about brain structures, functions, and recent research related to ASD etiology." – A.K. (Oct. 2019)
"The therapy ideas for young children were most helpful for me, as I work with this population. I liked the material and scope of the information shared. I felt Dr. Burns did an excellent job of covering an overview of ASD but not necessarily over developmental disorders." – K.M. (Oct. 2019)
"I appreciated the general discussions about 'breaking into the child's bubble,' across all areas and times of the day. This is something that is easily understood by parents and can be applied. I liked the balance of background and treatment strategies." – B.V. (Sept. 2019)
"All info was very helpful! I liked the specific programs which can be used!!" – M.B. (July 2019)
"The course provided me with more education on possible causes of ASD and a better understanding of neurological deficits such as disconnections between major areas in the brain that explain the social problems for individuals with ASD. The best intervention practices for young children and different strategies discussed will also help me in my practice." – C.J. (July 2019)
"I appreciated learning how to incorporate mirror play with children on the spectrum. All the topics were interesting." – M.C. (June 2019)
"The portion of the course which reviewed anatomy of the brain and function of the various lobes was most helpful as well as when the presenter reviewed the 4 major divisions of neurological development in the first 2 years of life. I liked the explanation of terms and strategies discussed for training cognition with autistic children." – S.H. (May 2019)
"The course encompassed a wealth of information related to the neurological aspect of ASD as well as effective therapies." – A.M. (Apr. 2019)
"The section describing different treatment options and computer programs available was most helpful." – L.A. (Apr. 2019)
"I found the discussion of techniques used in older children - I work with 4th-6th grade students - especially beneficial." – P.D. (Feb. 2019)
"I appreciated the discussion on the importance of focusing on "imitation" in therapy for building the mirror neurons and a means for teaching the child how to pay attention to others. I like the visuals. I liked that the research was from updated sources and learning the new findings." – D.C. (Dec. 2018)
"Easy to follow, informative, and great information and review of brain cognition. I enjoyed the treatment suggestions provided along with the resources and websites." – R.K. (Nov. 2018)
"There was an inordinate amount of new wonderful information for me. I would have appreciated if she spoke a little slower so I could process it better." – M.S. (Nov. 2018)
"The speaker was very knowledgeable and had great treatment strategies." – L.W. (Oct. 2018)
"Describing what we can do now to intervene for toddlers, preschoolers, and school-aged children was most beneficial. The studies that were cited and reviewed were helpful. However, many details are now out of date in 2018." – E.K. (Aug. 2018)
"I appreciated the treatment for preschool children and going over the neurodevelopment differences for children with ASD and intervention approaches to facilitate social, cognitive, and language challenges." – G.L. (July 2018)
"I liked the review of the brain. It helped quite a bit with making sense of some information." – A.M. (June 2018)
"Learning how the brain of a child with ASD differs from a typical brain was very insightful. The visual aids were extremely helpful when referencing the brain and the different research studies done." – A.C. (Apr. 2018)
"I liked the different research shown as well as the websites and materials to use for therapies that were shared." – K.C. (Feb. 2018)
"The information on therapy techniques, imitation, and cognitive flexibility was helpful." – H.F. (Feb. 2018)
"Well organized. The review and current information on the brain and intervention ideas were most beneficial." – F.C. (Jan. 2018)
"Very good information on the imitation and the value of early intervention in imitation. Good sources for additional reading and research on treatment. Great class and glad it was offered." – A.G. (Dec. 2017)
"Very thorough with neurology, as well as useful tools to use in therapy sessions." – M.D. (Nov. 2017)
"The therapy techniques and how it correlates with the ASD brain development were most beneficial. Very informative course - I really liked that the course provided great information on 'how' and 'what' to target for therapy (i.e. ideas, suggestions, approaches) for a variety of age ranges." – L.L. (Aug. 2017)
"The specific treatment approaches and tools were very helpful." – R.P. (July 2017)
"I appreciated the direct and to the point presentation of the information without too much information on case studies. I especially enjoyed the many examples of specific programs for use in therapy for the various age ranges." – M.C. (Apr. 2017)
"I found the review of neurology and treatment suggestions most beneficial. In addition, I enjoyed the resources provided for working memory. I liked the concise presentation of this information." – S.K. (Feb. 2017)
"I appreciated the mix of research, brain info, and practical application." – E.S. (Jan. 2017)
"I enjoyed the suggested intervention techniques, references for articles, and suggested products." – L.D. (Dec. 2016)
"Connecting the brain research to the therapy was really helpful. It is always good to understand why something is suggested (often that is missing). I liked the practical therapy ideas and research on the brain." – L.S. (Nov. 2016)
"I loved that the first several sessions were laid out for the therapist to get started with non verbal children. The specific research on brain development and what it looks like for children with ASD was the most beneficial part for me." – V.G. (Oct. 2016)
"I liked the brain development, the new visuals of the long tracks of moving information in the brain." – L.M. (Sept. 2016)
"The treatment ideas for children on the autism spectrum were most beneficial. I liked the detailed description of current research and brain development related to ASD." – A.M. (Aug. 2016)
"I really enjoyed the new research and new ideas for therapy. Martha Burns is a great presenter. She does not spoon-feed but gives seasoned therapists things to consider and research further if needed." – K.E. (July 2016)
"The research update and ideas to help people with ASD were incredibly helpful. I liked that I could work at my own pace with the flexibility to start one day and complete when I had time. Plus I liked the ability to review information." – A.H. (July 2016)
"The information regarding treatment options and intervention strategies was most useful. However, I expected specific information regarding how children with autism learn and the best strategies to use." – M.R. (June 2016)
"I liked the transition from scientific to practical. The specific materials to use to develop various skills was really beneficial." – I.N. (May 2016)
"Excellent course. I loved the explanations and the handout." – D.H. (Apr. 2016)
"The discussions on mirror neurons and early intervention strategies were great. I liked the practical clinical recommendations." – K.C.A. (Apr. 2016)
"I appreciated the intervention for very young and preschool age children." – S.B. (Apr. 2016)
"I liked the intervention strategies and the resources that were provided." – S.K. (Apr. 2016)
"I really enjoyed the discussion on teaching imitation to preschoolers and the explanations of current research." – A.C. (Mar. 2016)
"I liked the overview of research and ideas for treatment. I am thankful for the understanding of brain differences, too." – R.S. (Mar. 2016)
"I appreciated the overview of complexity of ASD." – D.B. (Feb. 2016)
"Well-paced, good presentation. Nice balance of research and practical application." – L.R. (Feb. 2016)
"It is very beneficial to be able to explain about brain development and how that corresponds to the need for therapy to be early and intensive. The research is fascinating." – L.K. (Feb. 2016)
"Some of the resources/programs/ideas to use with individuals with ASD were useful." – C.K. (Feb. 2016)
"The discussions on the importance of gaining child's interest and ways to elicit imitation were incredibly helpful." – K.W. (Feb. 2016)
"The focus on imitation training and the information that reduction of stereotypical repetitive behaviors is desirable because it benefits brain development. I liked the combination of research and practical treatment applications." – V.D.A. (Feb. 2016)
"I really enjoyed learning about the advances of ASD and causes. I liked the variety of materials to use in every day activities in an educational environment." – A.B. (Jan. 2016)
"Loved the time spent on intervention ideas! Also, appreciated the explanations of how the interventions will specifically help children." – W.R. (Jan. 2016)
"I liked that there were a couple functional tasks that didn't require purchasing new products." – S.J. (Jan. 2016)