School-based speech-language pathologists are increasingly being expected to relate their intervention with their state’s education standards. The Common Core State Standards are the most common standards, adopted in over 40 states. The session will briefly review the history of the standards and present a method for analysis of standards to plan for intervention for students with autism spectrum disorders (ASD). By analyzing grade level standards, with an eye on those standards that will be challenging for children with ASD, SLPs can then incorporate student strengths and needs with the expectations of the curriculum. This foundation allows for successful intervention planning. After a review of the characteristics of ASD, and how these characteristics will impact students’ acquisition of education standards, two case studies are presented. These case studies present elementary aged students with different communication challenges. The analysis model enables planning for positive outcomes for both students. Case studies are included. Offered for 0.1 ASHA CEUs – 1 contact hour.
Course Run Time: 1:10:30
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.
Peggy C. Agee, SLPD, CCC-SLP, has facilitated children’s language and literacy development for the past 38 years. Dr. Agee began her work as a speech-language pathologist in a rural school division and later entered the classroom as an early childhood special educator and later as a teacher of at-risk 4-year-olds. Most recently, she has served as an associate professor in communication sciences and disorders at Longwood University, teaching and supervising graduate students as they evaluate and treat children and adolescents with language and literacy-learning challenges, including autism spectrum disorder. In 2010, Dr. Agee received the Louis M. Di Carlo Award for Clinical Achievement from the American Speech-Language-Hearing Foundation for her work in planning and conducting Camp JumpStart, an emergent-literacy-focused initiative for preschool children. Dr. Agee has presented frequently at the state and national levels on topics related to both autism and literacy.
Speaker Financial Disclosures:
Financial — Peggy Agee is the presenter of online CEU courses sponsored by Northern Speech; receives royalties.
Nonfinancial — Peggy Agee has no relevant nonfinancial disclosures.
Lissa Power-deFur, PhD, CCC-SLP, is a professor in the communication sciences and disorders program at Longwood University in Virginia. Among the courses she teaches is public school methods, which focuses on supporting children's mastery of the language expectations of the Common Core State Standards.
Prior to joining the faculty at Longwood, Dr. Power-deFur worked at the Virginia Department of Education in special education, student services, and policy, where she first developed her interest in analyzing the language and communication expectations of the general curriculum.
Dr. Power-deFur is a Fellow of ASHA and the Speech-Language-Hearing Association of Virginia and regularly volunteers for the profession. She has served as a state education advocacy leader and as a member of numerous education-related committees at ASHA. She is the ASHA 2014-2016 vice president of standards and ethics in speech-language pathology. Additionally, she received The ASHA Leader Outstanding Service Award for her 2011 article on special education eligibility.
Financial — Lissa Power-deFur is the author of online CEU courses offered by Northern Speech Services; receives royalty payments.
Financial — Lissa Power-deFur is employed by The University of Florida; receives a salary.
Financial — Lissa Power-deFur receives funding through a Pathway To Independence K99/R00 Award through the National Institutes of Health; receives grant funding.
Nonfinancial — Lissa Power-deFur has no relevant nonfinancial relationships to disclose.
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 our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
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 are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org or fax to 888-696-9655.
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.
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. Please note that courses offered for university students are not applicable for CEUs.
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.
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.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
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.
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.
Please click here for any special needs requests, and we will do our best to accommodate them.
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“I liked the 4 step process of developing treatment plans that fit into the CCSS.” – S.G. (Aug. 2020)
“I found the case study information and layout of the steps of common core and developing goals based on strengths/challenges to be helpful.” – K.B. (Jul. 2020)
"The case studies were very helpful. The course was very informative and easy to complete." – A.H. (May 2020)
"I liked the two case studies that highlighted children with very different needs. Going over the standards analysis and intervention design provided a step by step approach to bridging the gap between present levels of performance/IEP goals and academic standards was most beneficial." – J.D. (Apr. 2020)
"The 5-step Standards analysis was interesting." – L.C. (Mar. 2020)
"I appreciated going over aligning the common core standards to what goals." – R.B. (Jan. 2020)
"The portion on the DLM standards was most helpful. I liked the case studies as well." – K.V. (Oct. 2019)
"Excellent discussion on how to approach using the standard with the more involved students. I liked the explanation of the steps to take in order to select the appropriate standard." – D.W. (Sept. 2019)
"I liked how deconstruction is so explicitly demonstrated. I also liked the case studies!" – D.W. (July 2019)
"The course was very clear and covered all topics. I liked the practical examples discussed and the portion on how to determine the needs and possible IEP objectives for a student." – J.B.W. (June 2019)
"I enjoyed the specific strategies presented and how current the material was." – S.B. (Jan. 2019)
"I appreciated the discussion of how to deconstruct the common core skills to individual speech therapy goals. Loved the examples." – A.B. (Dec. 2018)
"The intervention provided for kids with Autism was most beneficial." – M.d.C.C. (Dec. 2018)
"I really liked the Dynamic Learning Maps and case studies." – N.M. (Dec. 2018)
"Going over adapting core standards so they are accessible to children with special needs was very helpful. I liked the use of DLM." – M.M. (Oct. 2018)
"It gave me some ideas on how to look for alternative common core standards for my students with ASD." – K.G. (Sept. 2018)
"The case study with the severely autistic student was very helpful." – C.L. (Aug. 2018)
"The framework of steps for addressing the use of standards when determining the most appropriate goals and interventions for students with Autism was very beneficial and well organized. I was not aware of the 'Developmental Learning Maps' and will now refer to then when developing IEP goals, strategies, and interventions for students on my caseload. The use of the case studies was very thorough and beneficial in demonstrating the use of the 'steps' framework." – T.V.N. (July 2018)
"I liked the case studies especially because they were so different from each other. The case study of the student who has more severe characteristics and needs was most beneficial." – A.M. (June 2018)
"Excellent course!!!! I felt this course was extremely beneficial as a SLP in a school setting. The presenters did an excellent job of helping me connect the common core standards to my students with ASD. The case studies were very helpful, and there was a great deal of practical information in this course. I especially liked the information related to IEP goals!" – G.J. (Apr. 2018)
"It was informative learning how to plan intervention for ASD students according to the Common Core Standards. The course was very user-friendly and had practical information that can be incorporated into intervention planning." – S.R. (Apr. 2018)
"The topic that will be beneficial for my daily practice is the topic of goal writing and incorporating common core standards into our teaching. The presenters were extremely knowledgeable about relating the standards into speech and language sessions. The case studies were helpful. I also liked the explanation of the DSM and the criteria and impairments that are required for students to get diagnosed with ASD. I found this class to be very insightful." – P.D. (Apr. 2018)
"Excellent course." – R.S. (Mar. 2018)
"The case studies were most beneficial." – H.S. (Nov. 2017)
"The use of the Dynamic Learning Maps (which I was just introduced to during this course) was most beneficial." – S.B. (Oct. 2017)
"The Five Step process was well laid out, and I thoroughly enjoyed the practical application of examples which went the Five Step process. Thank you!" – R.D. (Aug. 2017)