$29.00 USD

94% rating - reviews

0.1  ASHA CEUs

How To Create Joint Action Routines For Children With Autism: Strategies To Facilitate Vocabulary, Phrases, And Social Use Of Language #e253


Presenter: Patrick Rydell, Ed.D., CCC-SLP

Learn step-by-step strategies to design and implement Joint Action Routines to facilitate verbal communication.


This course is part of the Learning Style Profile© Training Series. The below 2 courses are suggested prerequisites prior to taking this course.


This course provides SLP's with step-by-step strategies to design and implement Joint Action Routines (JARs) as a preferred tool to facilitate verbal communication in children with an autism spectrum disorder. JARs are best practice, naturalistic, social-communicative routines that occur among adult or peer partners and the child with an autism spectrum disorder that provide rich contexts for language learning, including vocabulary, generative language and social use of language. Dr. Rydell fully describes each component of a JAR, including:

  1. A common, unifying theme or purpose.
  2. Themes are based on the child’s intrinsic motivation and interest.
  3. Actions are sequenced into logical plan of action.
  4. Multiple opportunities for learning and practicing.
  5. Systematic variation and novelty are built into each subsequent routine.
  6. Roles and responsibilities are exchanged.
  7. Interactions prioritize social orientation, awareness and joint attention.
  8. Interactions support a social priority and people-oriented learning style.
  9. Interactions support partners as important sources of new information.
  10. Interactions support contingent actions, social reciprocity, follow through and social imitation supports language learning and development.

Offered for 0.1 ASHA CEUs – 1 Contact Hour.

Course Overview – Run Time: 1:13:55

  1. Description of the Learning Style Profile© (LSP) for Children with ASD.
  2. Description of Joint Action Routine components.
  3. JAR-based vocabulary development.
  4. JAR-based generative language development.
  5. JAR-based social-pragmatic development.
  6. Incorporation of peer mentors into JARs.
"Learning what a JAR is and how to use it is beneficial for my practice. The course is simple to understand and implement, and applies directly to therapy."

– M.L., prior course participant


"I found the JAR examples and use of the Pivot Grammar Approach to be very interesting. I liked that he provided real-life examples, making it easy to relate to children on my caseload."

– J.B., prior course participant

This presentation will focus exclusively on the Learning Style Profile© (LSP). Other treatment approaches will receive limited or no coverage as part of this training. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format

Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Reviews

"The basic idea that you establish the non-verbal JAR and overlay the verbal component was great!  The course was well organized."  B.D. (Sept. 2022)

"The discussion of using semantic comparisons to build vocabulary and generative language was good."  A.G. (Aug. 2022)

"I enjoyed the practical ways to bring peers into JARs.  The course was engaging and informative."  D.A. (Aug. 2022)

"I enjoyed the discussion about the benefits of peer modeling vs adult modeling in language/social learning. The course was easy to understand and was very interesting with many good concepts that are easy to apply to daily therapy sessions." R.P. (June 2022)

"Clear examples. I liked the examples of what to say and how to use the peer." C.W. (June 2022)

"I liked the tips on vocabulary to use during JARS. The course was easy to follow along." H.E. (June 2022)

"I especially appreciated the discussion point pertaining to JAR based vocabulary. The vital importance of expanding sematic category goals for children with ASD was emphasized. The course provided valuable insight and guidance towards the development of JARs." A.M. (May 2022)

"The course was practical." K.R. (May 2022)

"It was easy to understand and follow." A.B. (May 2022)

"Post pandemic, it has been difficult for speech providers to receive training in JARs. This course is worth taking to give insight into how to create, implement, and evaluate JARs.  It went step-by-step over how to create an effective JAR." M.L. (May 2022)

"The break-down of peer involvement in Joint Action Routines was very informative and thorough.  The overview and explanation of the foundation and implementation of Joint Action Routines in relation to the Learning Style Profile strategy was good."  A.C. (May 2022)

"I enjoyed learning about the selection of vocabulary to implement when completing a verbal JAR series."  K.D. (Feb. 2022)

"It was well-organized and easy to follow."  K.K. (Feb. 2022)

"I appreciated how Dr. Rydell discussed everything from the Learning Style Profile to Peer Modeling of words, phrases, and the social use of language. I enjoyed the way he talked about going from basic nonverbal communication teaching to coaching, using peers, and/or the child with ASD so that the child can achieve an ability to socially interact with others." E.H. (Jan. 2022)

"The presenter was very clear and gave good examples. I liked the variation of different play schemes (and the corresponding language)." B.F. (Jan. 2022)

"I liked the handouts, and examples of how to implement the LSP. Enjoyed the speaker's way of presenting information, easy to understand with clear objectives." J.S (Dec. 2021)

"The course was a nice review of joint play strategies. I liked the illustration of inclusion of peers." A.R (Dec. 2021)

"I liked the suggestion about giving choices, comparison, and options to build language." M.A (Dec. 2021)

"I find that I currently implement these strategies in daily practice, but this was a nice refresher."  J.W. (Nov. 2021)

“I found the JAR examples and use of the Pivot Grammar Approach to be very interesting. I liked that he provided real-life examples, making it easy to relate to children on my caseload.” J.B. (Oct. 2021)

"Discussing the awareness of including peers immediately was most helpful. I liked the straightforward information." S.S. (Sept. 2021)

"Using peers as a source of information, and not just teaching nouns, but add in comparisons and actions." R.H. (Sept. 2021)

"The course was presented in a clear manner." B.H. (Aug. 2021)

"I liked the JARs outline, ideas, and suggestions. The interventions covered were most beneficial." M.B. (Aug. 2021)

"This course relates and expands on my experiences in therapy. It is easy to follow print outs directly related to presentation." J.S. (Jul. 2021)

"Including peers in JARs and the explanation of how to incorporate them were good. The presentation was very well organized with slides and specific steps and explanations." E.V. (Jul. 2021)

"The components and process of Joint Action Routines will benefit my daily practice. The verbal Mapping explanation and example of Joint Action Routine are good." S.L. (Jul. 2021)

"Use of peers, in my case since I do home intervention, I will use family members (siblings) more frequently." C.S. (Jul. 2021)

"Very explicit on how to use "verbal mapping" within the context of labels, generative language and social language and Very well organized and covered so that the development and implementation of JARs within the SLP's practice is met with complete success!" J.S. (Jun. 2021)

"Great example use with the cars." B.R. (Jun. 2021)

"The peer model with the practice will be beneficial for my daily practice. The presentation was easy to follow and understand." T.D. (Jun. 2021)

"Learning what a JAR is and how to use it is beneficial for my practice. The course is simple to understand and implement, and applies directly to therapy." M.L. (Jun. 2021)

"The specific topic I liked is the idea of using non-verbal joint routines and giving multiple control." M.K. (May 2021)

"I liked the simplicity of the concept presented." P.L. (May 2021)

“I liked going through the JARS routine and how to incorporate peer models in non-verbal and verbal capacities.” S.B. (Mar. 2021)

“I enjoyed the information on targeting peer play during teletherapy session.” M.G. (Jan. 2021)

Course Objectives

  1. Describe the components of Joint Action Routines (JARs).
  2. Describe how each JAR component helps to facilitate communication development.
  3. Describe the role of peer mentors as a critical component within the JARs.

Presenter & Disclosures

Patrick J. Rydell, Ed.D., CCC-SLP, is the Founder and Director of the Rocky Mountain Autism Center, Inc. and Autism On Call, LLC, in Lone Tree, Colorado. With more than 38 years of practice (“on the floor”) in the field of Autism Spectrum Disorder (ASD), he has provided international and national trainings, workshops, consultations and program development to governmental agencies, medical facilities, universities, school districts, professionals and families. His doctorate was earned through a National Institute of Health Leadership in Autism grant (1989) and he has a double master’s degree in speech pathology and special education with a program emphasis in early childhood and autism spectrum disorder. Dr. Rydell is a U.S. Fulbright Senior Specialist Grant recipient (2005). Dr. Rydell is the co-author of the SCERTS Model (Prizant, Wetherby, Rubin, Laurent & Rydell, 2006) and author of the Learning Style Profile for Children with Autism Spectrum Disorder (Rydell, 2012) and Autism On Call Educational Series (Vimeo, 2017). Dr. Rydell has also co-authored 5 book chapters and numerous peer-reviewed research articles on topics related to autism spectrum disorders. He is currently developing ASD programs across Asia, Central Asia, and South America based on the LSP approach.

Speaker Disclosures:

Financial — Patrick Rydell is a presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.

Financial — Patrick Rydell is the author of Learning Style Profile for Children with Autism Spectrum Disorder, published by Rocky Mountain Autism Center (January 21, 2013); receives royalty payments.

Nonfinancial — Patrick Rydell has no relevant nonfinancial relationships to disclosure.

Intended Audience/Accreditation

asha ce approved provider

This program is offered for 0.1 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 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:

  • 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

Customer Support: Please phone 888.337.3866 or email info@northernspeech.com.

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.

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 currently not accepted for online orders, if you wish to submit a purchase order please do so at info@northernspeech.com 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.

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. 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.

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. Most courses include closed captioning.

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. 

Special Needs:

Please click here for any special needs requests, and we will do our best to accommodate them. 

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