This course incorporates practical strategies to guide children with developmental disabilities, including autism, through the conversation flow, including the greeting, bringing up and changing topics, and how to close the conversation. Children will learn to navigate through a conversation starting at a basic greeting and working toward the most complex conversation that the child is capable of having.
Included in this program:
Offered for 0.6 ASHA CEUs – 6 contact hours.
Course Run Time: 6:00:00
This presentation will focus on the "Color My Conversation Program" for teaching children the elements of the conversation. Other treatment approaches will receive limited or no coverage during this lecture. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Rosslyn Delmonico, MA, RSLP, CCC-SLP, has been a Speech-Language Pathologist for over 35 years both within the private and public school systems, and has had her own private practice since 1991. Through her years of experience, she has worked almost exclusively with school-age children, with her main focus of interest being on those with language impairments.
Rosslyn saw a need for a connected and comprehensive social language program, one which would take language-impaired children from a basic greeting to the most complex conversation that they were capable of having. In 2006, she started developing a speech-language therapy tool for children within her caseload called Color My Conversation. Since that time, it has continued to emerge as a social language based program applicable for both special needs and general education children.
Rosslyn discovered that her best teaching practices developed over her years of experience included movement, color, song, and hands on learning. If the children were having fun, they were engaged. When they were engaged, they were learning! Her multisensory approach to teaching has proven to be highly effective with her students. Rosslyn's personal philosophy is that all children are special, can learn, and have something to give the world through their unique personalities.
Financial — Rosslyn Delmonico is presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Rosslyn Delmonico is author of "Color My Conversation" published by Northern Speech Services; receives royalty payments.
Nonfinancial — Rosslyn Delmonico has no relevant non-financial relationships to disclose.
This program is offered for 0.6 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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"The walking conversation path was an interesting way to have children interact and teach social language skills in a fun way. Her video presentations of her clients actually showing how the script was used in the session was very helpful. I appreciated that the author actually covered information that I was not aware of." – I.C. (Apr. 2019)
"Going over the importance of greetings and chit chat leading to later short and long conversations that impact lives. I liked the use of music, videos, and colors on the screen." – D.G. (Apr. 2019)
"I liked that the course had practical implementations that can be taken and used immediately." – M.C. (Mar. 2019)
"I really enjoyed the songs examples. I think a lot of my students will enjoy listening and learning from them. The course provided great information!" – L.J. (Mar. 2019)
"The color-coded pathway to making a conversation is valuable with children on the spectrum. Using the ball to facilitate eye contact is a very helpful strategy. The video content to demonstrate the ideas presented was very helpful." – R.S. (Feb. 2019)
"I loved that the course included accommodations for students with more intense needs. It is rare that I find programs that have accommodations for a wide range of abilities!!" – N.B. (Jan. 2019)
"The Color My Conversation technique was wonderful! I loved how I can apply all of the techniques!" – P.A. (Dec. 2018)
"I appreciated the use of language movement and music as the children learn and walk the conversation path. All of the elements seemed to draw children in and help them to learn how to carry on a conversation regardless of their areas of weakness. While everything Rosslyn said was valuable, there was a lot of "extra" information that didn't directly pertain to the Color My Conversation program. It was good information but it felt like it took the course a little off track here and there." – K.A. (Nov. 2018)
"Seeing the multiple levels of conversation in practice was helpful. I serve multiple ages and I could see various ways to adapt for all levels." — J.H. (Sept. 2018)
"I appreciated learning about a new approach to teaching social communication skills. The breakdown of conversation skills was particularly helpful and the Conversation Cottage made the components easy to understand." – M.G. (July 2018)
"The program as a whole will greatly benefit my daily practice. I work with a lot of children on the spectrum, and we constantly practice appropriate communication skills." – K.K. (May 2018)
"The Color My Conversation program will be useful in my daily practice with special needs students. I liked the videotapes and the lessons with the students using the Color My Conversation program." – J.P. (Apr. 2018)
"Learning about the Errorless Learning as an effective strategy for children with language learning deficits was very interesting and I'm excited to use this with my students. The benefit of social language training can have on academic success was very interesting and helpful!" – A.C. (Apr. 2018)
"I believe that just having a 'color-coded' conversation will help my students remember the basics of conversations (i.e. greetings, starters, stoppers, etc.). Most of my students have difficulty with starting and stopping conversations appropriately so I believe this will help them come up with new ways and 'scripts' to help with this skill." – C.M. (Apr. 2018)
"I like that the course taught how to approach conversational skills teaching systematically in sequence. Walking the conversation path was especially helpful." – J.P. (Mar. 2018)
"The research, the CMC program, and the presenter's attitude about conversation in today's world were all excellent." – D.L. (Feb. 2018)
"The detailed lesson explanations and the social language learning strategies for consideration will be the most beneficial to my daily practice. I like that the course was easy to follow and I can use this in my practice right away." – B.S. (Jan. 2018)
"I am always a little skeptical that these are "sales pitches;" however, there were many ideas that I feel I can adapt and use in some of my current lessons." – L.F. (Jan. 2018)
"I enjoyed the course - especially that I will be able to implement this program into my group sessions for my students with Autism. The videos were helpful, and the handouts were good." – A.M. (Dec. 2017)
"The learning songs, such as "the question song," were the most beneficial. I have already started to use that in my speech therapy sessions daily. I really liked how the different levels of conversation were broken down. It reminded me how important working on greetings, asking questions, and commenting, etc. were - as well as language therapy - with my kids with ASD." – E.R. (Nov. 2017)
"I work primarily with younger children with behavioral challenges including those with autism. I had never thought to use a kinesthetic approach when teaching greetings, etc. There are various areas needed to address with social language and this provided me with an excellent foundation. Thank you!" – J.L. (Oct. 2017)
"I found the kinesthetic incorporation to be very positive and useful in working with children rather than what one thinks of 'standard sit at a table therapy.' The information was very thorough; I took away a lot. I liked that the foundation for the program was provided including theories and research rather than just the program." – K.P. (Sept. 2017)
"I enjoyed the discussions about all the therapy models. I am planning on using them in my everyday therapy with my school-aged students." – A.S. (Aug. 2017)
"I like linking the songs, movement/gestures, with social skills/conversation concepts. The research section was the most interesting/informative. A good grad school refresher! However, I noticed long stretches of talking when the visuals didn't change. This caused my attention to wander at times." – R.S. (July 2017)
"I found the suggestions and uses of visualization especially beneficial and plan to use them with several of my older students. Perhaps some more examples with older students would be helpful; otherwise, I felt that the course was very comprehensive." – B.P. (June 2017)
"Watching the step by step, multi-sensory approach way of walking the children through the program was impressive and effective when looking at the videos!" – L.W. (Mar. 2017)
"I enjoyed learning about the 'conversation path' and the various examples of activities for each level of conversation. The songs, visual cues (colored stones), and activities Ms. Delmonico suggested are wonderful things that I can incorporate into my own lessons with the autistic population I work with. I liked the specific lessons and strategies to use with students from beginning conversationalists to advanced. The presenter was thorough in her presentation." – C.F. (Feb. 2017)
"I appreciated the different levels of conversations that can be learned through the physical stepping stones. I enjoyed the real-life application demonstrated through videos and anecdotal stories. However, I expected various other ways to increase communication besides the Color My Conversation program." – A.D. (Feb. 2017)
"This e-course gave practical and simple strategies to use to improve conversational skills. I liked the great examples." – C.C. (Jan. 2017)
"I enjoyed learning a new way to teach students with social language difficulties how to have a conversation. I like that there are different levels to expand conversation. I liked how it can be used as a game board, using separate pieces, and with beads. I liked the suggestions on how to carryover the concepts into the community." – R.I. (Jan. 2017)
"The specific activities to facilitate conversational language while working with students were most helpful. I liked the examples provided." – D.D. (Jan. 2017)
"I appreciate some concrete, hands-on strategies for teaching conversation skills to my students on the spectrum who really don't seem to understand the benefit of learning to have real conversations. The videos were really helpful. Seeing the techniques in action nice." – A.L. (Dec. 2016)
"Walking the conversation path seems like it will be a great tool to incorporate into my daily practice." – N.F. (Dec. 2016)
"I found breaking down a conversation into it's parts & a long vs. short conversation to be most helpful. I expected more of a focus on incorporating the concepts with children who are not as high functioning as those in the videos." – S.S. (Dec. 2016)
"I found the real-life videos about implementing the Color My Conversation techniques to be beneficial. I liked the multi-sensory learning: auditory, visual, songs, and written material!" – S.R. (Dec. 2016)
"I did not realize how important gestures were in the communication process. I will incorporate the use of gestures in therapy." – C.S.I. (Dec. 2016)
"I liked the way that a multi sensory approach was demonstrated as a means of teaching conversational skills. I found the balance of verbal information and examples along with video demonstrations to be helpful." – J.M. (Dec. 2016)
"I plan on using the songs that the presenter sang from Color My Conversation in my daily practice. I enjoyed the video examples and the personal examples that the presenter discussed. The e-course was very thorough." – R.S. (Nov. 2016)
"I am always open to new programs to work on social language skills. I like that it showcased a specific program I could consider." – M.R. (Nov. 2016)
"It was very well presented! The portion on how to structure conversation so that kids will understand and the connected approach where skills move from basic to more complicated were the most pertinent to me." – D.B. (Nov. 2016)
"I liked it all. The information was presented well and can be applied for several kids on my caseload. The videos were awesome and really brought the information together." – C.R. (Nov. 2016)
"It's difficult to say what I liked best! I'm excited to hopefully have an opportunity to use what I've learned with children and young adults. I really appreciated the different levels of conversation and how to improve these levels in children with language difficulties." – L.G. (Nov. 2016)
"Going over how to initiate a conversation with atypical students was very helpful." – L.H. (Oct. 2016)
"I enjoyed the videos and practical application. I found the information regarding strategies for teaching children with ASD conversational skills to be beneficial. I especially appreciated the use of visual aides." – M.S. (Oct. 2016)
"The Marshmallow Test was interesting and very informative. I liked the videos and visuals." – C.P. (Oct. 2016)
"I really liked the use of kinesthetic input with the ball, songs, and gestures. I can see my kids really liking that. I like that I can use these concepts tomorrow." – C.S. (Oct. 2016)
"I appreciated the theoretical aspects of information. I liked the examples given on how to work with children on the conversational techniques." – F.K. (Sept. 2016)
"The use of video modeling with children with autism was most helpful. I liked watching the techniques used with kids like Noah." – T.L. (Sept. 2016)
"The whole concept of how to teach conversational skills using programmed steps incorporating verbal, visual and kinesthetic cues was beneficial." – L.S. (Sept. 2016)
"A well researched and devised program." – L.Z. (Aug. 2016)
"I enjoyed watching the eCourse and found the learning easy. I especially enjoyed seeing the videos embedded showing how the program Color My Conversation worked with real students. The information about the progress students made once they learned the program was nice to see as well! I love the Color My Conversation Rubric and plan to use it with my social language kiddos both as a pre and post assessment!" – D.M. (Aug. 2016)
"The content of this seminar is amazing and I will be able to implement it immediately with several of my students." – J.D. (July 2016)