This course is designed to help speech-language pathologists and educators understand the current research and management approaches for auditory processing disorders (C)APD as evident in children on the autism spectrum (ASD) and children with other developmental learning challenges. The presentation will review new neuroscience research to help participants understand how the brain processes auditory information like speech as well as causative factors known to contribute to (C)APD in children. The course will conclude with presentation of evidence-based interventions from several sources that have been shown to improve auditory processing and effect brain function. The interventions discussed are general in nature providing a starting point and guide to developing specific and comprehensive treatment programs. Offered for 0.2 ASHA CEUs – 2 contact hours.
Course Run Time: 2:00:01
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 0.2 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 enjoyed the in-depth, evidence-based information about the research on auditory processing with brain imaging.” – K.C. (Feb. 2020)
"I liked the organization of the course, how it describes where in the brain impacts different perceptions and how to address those perceptual differences. Going over the types of intervention used to increase auditory processing was most beneficial. I enjoyed learning how to structure auditory training to enhance the child's listening." – E.N. (Jan. 2020)
"I enjoyed learning about the neurological side of APD and treatment strategies; however, this course did not contain enough practical information to help me in my practice." – B.A. (Dec. 2019)
"Really, all of it was great, but I loved the explanation of the chemical changes in the brain that we SLPs facilitate. It was good to think about the brain differences leading to individualized education planning." – P.B. (Dec. 2019)
"I work with students with autisn on articulation, so this was very relevant. I love how she brought everyday concepts and broke them down into how they connect in the brain." – K.G. (Nov. 2019)
"I appreciated going over the differences in brain development found in children with ASD. This is information that is not easily found and full of important findings for treatment." – T.G. (Oct. 2019)
"I liked how even though this was pretty dense information, it was all explained clearly and made relevant to our daily work in the field." – K.H. (Sept. 2019)
"It explained how auditory processing develops, factors that contribute to it not developing, and methods I can use clinically to help patients with APD." – C.S. (Aug. 2019)
"I liked the updates in neuroscience...will look for even more updated research. Presenter was very knowledgeable." – M.D. (May 2019)
"This will support therapies with children that I see with ASD and the environment for which I work with them given their processing skills in both quiet and noise environments." – K.O. (Apr. 2019)
"I love hearing everything Marta Burns has to share!" – L.C. (Mar. 2019)
"The examples and outline of therapeutic techniques and strategies were most beneficial. I enjoyed the deeper look at the underlying neurological organization impacting APD." – M.D.C. (Jan. 2019)
"All of it was excellent! Specifically, the review of brain, the connection between auditory processes and ASD, and Dyslexia." – E.M. (Dec. 2018)
"I appreciated the reminder that our work as an SLP builds fiber tracts; enivonrmental changes for classrooms. The course was easy to listen to, had good graphics, and good studies." – A.J. (Nov. 2018)
"I found this course fascinating. Terminology which I thought would be way over my head was explain wonderfully." – J.M. (Oct. 2018)
"I really enjoyed how it mapped out the exact difficulties in the brain that kids with autism have in regards to auditory processing. Learning about the brain regards to auditory processing and autism." – M.G. (Sept. 2018)
"I would have liked better visuals, but I did enjoy the various interventions in treating auditory processing." – N.O. (May 2018)
"I enjoyed the various intervention methods; however, I did expect more in-depth information to be covered." – M.M. (May 2018)
"The therapy tips about how to train auditory processing skills were very helpful. Clear, organized, easy to follow presentation." – J.S. (Jan. 2018)
"A good blend of research and practical strategies. Excellent illustrations." – A.M. (Dec. 2017)
"I found the discussion regarding treatment to be the most beneficial for my daily practice. Also, the discussion about literacy and processing. I like that the course was backed by research." – A.E. (Dec. 2017)
"Understanding the neuroscience of auditory processing and how it can be applied through intervention methods was most beneficial. I felt the course was excellent." – M.T. (Nov. 2017)
"The background information regarding the braing was helpful. However, I expected more detail and specific examples of how to make these changes in a child with APD. The interventions were just listed." – J.W. (Oct. 2017)
"Very well planned and executed training on Auditory Processing Disorders in children with ASD. I felt the background information about the anatomy of the brain helped increase the understanding of the processing deficits these kids are presenting with. I finished this training with increased knowledge on this disorder, as well as planning for future treatments." – T.M. (July 2017)
"I enjoyed the information related to neuron tracks and the difference between children with ASD and neurotypical children. However, I expected specific treatment examples and helpful resources." – R.P. (July 2017)
"The discussion of what to do in treatment to enhance auditory processing was most beneficial." – S.P. (June 2017)
"I found it all to be beneficial in understanding auditory processing. I liked the science and sources used. I enjoyed the course." – S.V. (Apr. 2017)
"It offered a good review of brain anatomy and function and gave current information as well." – E.S. (Mar. 2017)
"The discussion on the fiber tracks in children with ASD were most beneficial as well as the connection to therapy." – J.H. (Feb. 2017)
"I enjoyed the new research presented regarding reasons for CAPD. The presenter presented material in an engaging and interesting manner. I was expecting more specific treatment coverage. The course was excellent. I enjoyed it." – M.A. (Jan. 2017)
"I found the ways to discuss how we can change the way brains make connections through therapy with other teachers and parents very helpful. I like that the course stretched my memory of neuroscience and gave foundations to the theories and methods we use." – L.W. (Dec. 2016)
"The research was current and informative. The presenter did an excellent job explaining complex info in an easy to understand format. I liked the large emphasis on neuroscience, but I expected more concerning treatment techniques for auditory processing, especially for children with ASD." – M.S. (Dec. 2016)
"I found the neurology behind justifying my auditory training tasks that are integrated into my language sessions to be helpful. Also, helpful was the way reading is related to auditory processing. I can now give suggestions to teachers to increase the underlying auditory processing related to reading. Martha Burns is so easy to follow. It's always such sensible training." – L.H. (Nov. 2016)
"I like that I can use this information immediately and apply my own materials to it. I have a better understanding of the underlying mechanisms of auditory processing. I thought the 'how' was interesting." – L.O. (Oct. 2016)
"I appreciated understanding auditory processing in children with ASD." – C.H. (Sept. 2016)
"I especially enjoyed the current information regarding how therapy changes the fiber tracts in the brain." – S.S. (Aug. 2016)
"Explaining how the neurochemicals can affect therapy was most beneficial. I liked the explanation of the diagrams and reiterating the information throughout the course." – L.B. (Aug. 2016)
"The discussion on the neuro A and P and their applications for linking auditory and visual modalities was good. I would have liked to see videos of examples with children." – E.P. (Aug. 2016)
"I liked hearing some of the newer research that has been conducted since I left grad school. I would have liked just a little more detail on practical treatment strategies." – G.H.V. (Aug. 2016)
"Going over how to include auditory training in therapy and coaching parents as home as part of what I already do for auditory processing therapy was really helpful." – S.M. (July 2016)
"I liked the review of the brain and function, specifically the fiber tracts." – S.P. (July 2016)
"I enjoyed the information about neuromodulators and how what we do influences chemical reactions which thus influences changes in the brain." – N.C. (July 2016)
"I love learning about the brain. I felt as if the studies were very explanatory in discussing the difficulties ASD may have." – L.H. (June 2016)
"I enjoyed learning the 'why' of the brain development with the 'how' it relates. I liked the mixed research with useful hands on information." – M.K. (June 2016)
"All of it was beneficial! Loved the neuroscience and the practical strategies." – N.B. (May 2016)
"I enjoyed the review of neurology regarding speech development and the information on the brain and developmental differences between typically developing children and those with ASD and APD." – S.M. (May 2016)
"I liked how the presenter explained the parts of the brain and their function...very clear and easier to follow than some other courses I have taken." – L.G. (May 2016)
"The research on fiber tracts and literacy was most helpful." – K.J. (Apr. 2016)
"I liked the discussions of what happens at the neurological level in children with ASD. I expected further discussions of treatment methods for children with ASD and auditory processing disorders." – A.E. (Apr. 2016)
"I liked the diagrams and explanations of functions of the brain." – P.R. (Mar. 2016)
"Understanding how literacy can improve auditory processing skills was really beneficial." – M.B. (Mar. 2016)
"The review of neurology helped me better understand the difficulties children with autism might face. I had never considered that therapy changed the structures of the brain." – G.P. (Mar. 2016)
"The presenter's ability to share scientific research in a meaningful way was appreciated." – R.M. (Mar. 2016)
"I appreciated the evidence based treatment for auditory processing and the neurology behind it." – H.H. (Feb. 2016)
"Thoroughly covered the topic for me. I feel I have a better understanding of CAPD and can help other staff members working with the client to better understand the underlying issues and the 'why' we are using the therapy strategies." – J.G. (Feb. 2016)
"Dr. Burns provides a wonderful explanation of the neurological basis of APD - especially in CWA and its intervention. I expected more intervention strategies." – LA.L. (Feb. 2016)
"The volume of practical information which really built a foundation for understanding the basis of auditory processing, what impacts it and how to improve function was impressive!" – L.B. (Jan. 2016)
"I appreciated the discussion on Fiber Tracts. I expected more intervention strategies, though." – M.B.T. (Jan. 2016)
"The therapy suggestions for APD were useful. The discussion of the fiber tracts was interesting." – M.W. (Jan. 2016)