Tell Me What Happened! Teaching Children With High Functioning Autism To Comprehend And Retell Narratives

#e132

0.2 CEUs

$39.00


Compatibility
Course Type

Description

Learn new strategies for mapping out story content and structuring a basic written summary!

This course will explain the importance of narrative competence, provide a short literature review of narrative difficulties with children on the autism spectrum, explain narrative types, and present a method of structured narrative teaching to help children with ASD comprehend and retell fictional and personal narratives (true stories). Offered for 0.2 ASHA CEUs – 2 contact hours.

Sections Include:

  • Why Teach Narratives (1:00:18)
  • Interventions (44:47)
  • Narratives and Common Core (15:35)

Course Outline

  • Discourse: Definition and How Narratives Fit In
  • Why Teach Narratives?
  • Narratives, Academic Success and Traditional Approaches
  • Brief Literature Review
  • Barriers to Narrative Comprehension and Telling
  • Language Domains Required for Narrative Comprehension and Telling.
  • The Four Language Modalities
  • Developmental MilestonesUnderstanding and Producing Narratives
  • Using Multisensory Narrative Teaching

Total Run Time: 2:00:40

Course presenter is also author of the Narrative & Discourse Builder Tool (NBT) published by Northern Speech Services. Presenter will use the NBT in this presentation to illustrate story mapping. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format: 

Video PowerPoint presentation with author narration & downloadable handout.

Course Objectives

  1. Identify critical elements in improving narrative comprehension and oral narration for children with language impairments.
  2. Use a multisensory narrative storyboard technique to improve a child's ability to comprehend a fictional narrative.
  3. Demonstrate how to use a multisensory narrative storyboard technique to improve a child's ability to generate an oral personal (true) narrative.
  4. Discuss how to transition from structured therapy to generalization of the narrative retell technique.
  5. List strategies that can be used for mapping out story content and structuring a basic written summary.

Presenter & Disclosures

Nicole Gerami, MA, CCC-SLP, lectures on treating children on the autism spectrum and provides in-service training to educators on effective methods for teaching language comprehension from printed material. Nicole treats children with a wide range of delays and disorders and is best known for her work with children with autism spectrum disorders, including her Narrative Builder approach for teaching children with autism and other developmental disabilities to comprehend what they read.

Nicole is co-creator of the Program for Establishing and Enhancing Relationships through Social Skills (PEERSS™) and Friendship in Teams (FIT™), and she is a founding member of Nicole Gerami, LLC. Nicole is a frequent lecturer for the Ohio Speech-Language-Hearing Association, Milestones, and the Cuyahoga County Special Education Service Center. Nicole received her master's degree from Case Western Reserve University in Cleveland, OH where she is currently an adjunct instructor. She is the author of Narrative & Discourse Builder Tool.

Speaker Disclosures:

Financial — Nicole Gerami is presenter of online CEU courses sponsored by Northern Speech Services; receives royalty payments.

Financial — Nicole Gerami is the author of Narrative & Discourse Builder Tool published by Northern Speech Services; receives royalty payments.

Nonfinancial — Nicole Gerami has no relevant nonfinancial relationships to disclose.

Intended Audience/Accreditation

This program is offered for 0.2 ASHA CEUs (Intermediate Level; Professional Area).

Intended Audience

  • SLP

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of CEUs is noted above. Note that 0.1 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:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a masters or doctoral program in SLP or audiology

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:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education. Provider #1654.

Frequently Asked Questions

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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.

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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 the Eastern Standard Time Zone), and number of contact hours (CEUs / CEEs).

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.

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What is an Online Course? Our Online Courses include text, audio, or video formats 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 Northern Speech 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 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 online CEUs.

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Course completion timeframes: Nearly all our courses provide for unlimited time to complete your course. You may work at your own pace and start and stop your course as you wish. Any access limitations will be clearly noted on the individual course description page.

Course content expiration: Nearly all our courses provide for continued access to course content and materials, even after completion of the post test. Any access limitations will be clearly noted on the individual course description page.

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.

Certificate of completion: A certificate displaying participant name, date of course completion (based on the Eastern Standard Time Zone), and the number of contact hours earned is presented to participants once a score of 80% or greater is earned on the post test. 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: Northern Speech will provide CEU information to the ASHA CE Registry for you. At the time of course enrollment if you select that you are taking the course for ASHA Credit and if you provide your ASHA Member Number, Northern Speech will automatically submit your hours to the CE Registry after you successfully complete the post test. Please allow 45-60 days from the date of course completion for your hours to appear on your CE transcript. Note that ASHA will record your CEUs as earned on the last day of the month in which you completed your course. For example, if you completed your course on Nov 7, the CE Registry will reflect course completion as Nov 30.

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 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 non-text online courses provide a link to download the accompanying handout.

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.

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.

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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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Reviews

"This course had something to use tomorrow at work. I loved the examples of typical narrative development with an age attached to them." – R.N. (Feb. 2018)

"I liked the video examples and the discussion on the narrative story builder." – H.D. (Jan. 2018)

"The entire course was excellent and can be easily applied to my work as a SLP in a public Middle School. I have seen great success using this theory/product/technique with my students." – A.G. (Dec. 2017)

"The use of the multi-sensory approach to assist with the acquisition and generalization of skills for children across a variety of levels was most beneficial. I liked the use of videos to demonstrate the skills." – E.M. (Nov. 2017)

"I work with preschool students, and find that simple visual cues for sequencing and retelling are most helpful in my practice. The storyboards featured in this course are a great idea. Organizing and retelling narratives with visual cues will be most helpful for me. I work with preschool students, so more picture cues would have been helpful, but overall, excellent course." – M.S. (Nov. 2017)

"I found the learning technique utilized to most beneficial. Also positive that the presenter provided multiple low-cost methods to create a multi-sensory technique to use with students. I enjoyed the multiple real-life scenarios presented to see how the resources are utilized." – J.M. (Oct. 2017)

"Going over how to break down stories so that children, even at a young age, could understand and retell them in an organized, cohesive way was very helpful. I enjoyed the video clips that demonstrated what the speaker was describing." – D.H. (Sept. 2017)

"I like that it gave many concrete examples with use of video clips. The strategies like story mapping were most beneficial." – E.R. (July 2017)

"The discussion on developmental milestones of understanding and producing narratives was very useful. I like how precise and to the point the course was. Pretty much everything pertained to items that could be used in everyday clinic instead of just citing research a majority of the course." – M.R. (Apr. 2017)

"I have a child on my caseload that has difficulty responding to questions about his day. I believe he will benefit from the use of the visual system and magnets. I like that the course gave step by step information for a realistic tool that can be used in my practice." – M.Y. (Apr. 2017)

"The discussion of Theory of Mind, Central Coherence and Executive Function were good reviews for me. The Narrative Builder looks like a nice product with ideas that I have used in various forms in my practice." – E.D. (Apr. 2017)

"I appreciated the therapeutic approach to working with narratives. Great examples." – L.B.G. (Feb. 2017)

"I loved seeing actual videos. I liked getting concrete activities to use and that they were modeled." – H.C. (Jan. 2017)

"I appreciated the detailed descriptions and video examples of students with ASD, showing the benefits of this strategy/instruction." – J.P. (Dec. 2016)

"I found the examples of the stories the most beneficial in order to compare the narratives heard from the children I work with." – T.C. (Dec. 2016)

"I liked the practical application. I will certainly use this with my students right away." – H.H. (Nov. 2016)

"The content of this lecture was excellent! It was a thorough discussion and review of all aspects of narratives. I also liked the story builder board and magnets - it seems really functional and visual." – A.C. (Nov. 2016)

"I liked the speaker, review of narrative discourse and ideas for therapy as well as how it is related to Common Core." – D.R. (Oct. 2016)

"I appreciated the suggestions for interventions of narratives and lots of video examples." – S.E. (Aug. 2016)

"The research behind narratives and the impact on academic performance as well as the characteristics of various populations included with the impact on narrative language structures were all really beneficial.  The handout was very helpful and clear." – T.S. (Aug. 2016)

"The discussion on how narratives relate to common core was especially useful." – G.S. (Aug. 2016)

"Understanding the difference in difficulties between SLI and HFA with narratives was very helpful. The presentation of videos with narrative examples was great." – P.H. (Aug. 2016)

"I really liked learning the developmental ages of when children produce different types of narratives." – H.D. (Aug. 2016)

"The positive effect of using mapping to help students with ASD and others with EF deficits to retell and tell narratives was my favorite part." – H.B. (Aug. 2016)

"I increased my understanding of Executive Function and Theory of Mind. While I currently use multi-sensory approaches with my students, I intend to create low tech story mapping materials for my students based off of the models in this course." – D.M. (Aug. 2016)

"I thought the direct connection between reading comprehension and narrative comprehension was valuable to learn about. I also thought the detailed explanation of story mapping was wonderful. This gives me some good tools to use with my students." – L.J. (Aug. 2016)

"I liked the author's inclusion of real life narratives / experiences (such as the "Worst haircut ever" and "Ferdinand the bull") as well as supporting research during the presentation." – W.H. (July 2016)

"I appreciated how she explained how we could make our own low tech narrative board. I found the intervention piece to be beneficial as I have several students with these deficits. I also appreciated the explanation as how narrative skills link to common core so that I can easily put that in my lesson plans." – R.R. (July 2016)

"I found the examples very helpful. Seeing how the therapist used scaffolding and visuals with the ASD students is a good reminder of their learning needs." – B.G. (July 2016)

"I found the intervention to be most beneficial. I have many students who have trouble telling narratives, and I look forward to using manipulatives to help map their stories out. I enjoyed the clips of the clients because it shows some normal developing children telling narratives as well as students with ASD, making it easier to compare." – L.B. (July 2016)

"I work with Middle School population and it was beneficial to go back and readdress the basic skills of discourse." – P.R. (June 2016)

"I liked all the examples that were given of students progressing with narrative development." – C.L. (June 2016)

"I liked all the videos the speaker used to show how she teaches students narrative skills." – A.M. (May 2016)

"The intervention techniques for novel narratives were most helpful. I liked the examples of how to use story-mapping in therapy." – H.L. (Apr. 2016)

"Learning the barriers to proper narrative skills as well as the Multisensory Story Mapping for Reading Comprehension tool was most beneficial. I liked the various video examples and discussion of narrative development." – L.H. (Mar. 2016)

"The course was excellent. I especially appreciated the discussion on the barriers to narrative comprehension and production." – M.R. (Mar. 2016)

"The first part did an excellent job discussing the intricacies of narratives. The key skills necessary for storytelling; basic language domains vs. higher language/cognitive areas were really helpful." – ML.M. (Feb. 2016)

"I liked the info regarding impacts of EF/TOM/CC on narrative. I did not like that instructor read right off her slides." – M.M. (Feb. 2016)

"I found the application section of the discussion most useful. The whole beginning section was review.  I liked seeing the videos of the strategies in use." – K.W. (Feb. 2016)

"I really appreciated learning more about the barriers to narrative development and reading comprehension. I have read about these concepts before but the presenters examples helped me to understand them further. In addition, I will be using this information to assist parents with understanding their child(s) deficits as well." – A.W. (Feb. 2016)

"I liked to discussion of deficits specific to ASD. I appreciated its examination of autism and the effects of asd on development of narrative skills. The course was comprehensive enough. It just didn't add to a lot of my existing knowledge and skills regarding narrative intervention. I have been an SLP for almost 13 years. This is a good course for beginning SLPs." – R.B. (Feb. 2016)

"The topic of Theory of Mind and helping students understand the mindset, feelings, and point of view of others was really beneficial. I liked that there were lots of demonstrations." – K.H. (Feb. 2016)

"Good, useful information, and handout. Using a story map and/or magnets to aid students in telling or retelling a story/narrative was helpful." – T.K. (Jan. 2016)

"The idea of using magnets as a motivator while still attaining the goal was incredibly beneficial." – D.W.K. (Jan. 2016)

"I liked the intervention portion of this course and the use of video clips and examples. Some of the video clips were hard to understand/hear." – S.H. (Jan. 2016)

"I liked the cohesive information, real life examples, and relation to the common core." – K.H. (Jan. 2016)

"The video demonstrations using the narrative builder is an intervention that I will be able to put into practice immediately. I have 2 current clients who will benefit greatly from the interventions outlined in the presentation." – J.L. (Jan. 2016)

"My son is hyperlexic (6th grade). There are many subjects in school that I believe he could improve in through the use of a visual story mapping board." – T.L. (Jan. 2016)

"The discussion on the difficulty high functioning Autistic students have with narratives and how story board mapping can help was most beneficial for me." – E.N. (Jan. 2016)