Cognitive abilities are critical to positive outcomes, including health, medication/treatment adherence and compliance, and discharge planning. For decades, clinicians have struggled with appropriate ways to assess cognitive abilities like attention, memory, and executive function in the face of frank language impairment like aphasia. This course is offered for 0.2 ASHA CEUs – 2.0 contact hours and addresses four critical questions about assessing cognitive abilities in aphasia:
Run Time: 2:04:03
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.
Jacqueline J. Hinckley, PhD, CCC-SLP, BC-NCD, is Board Certified in Neurogenic Communication Disorders (ANCDS) and has 25 years of experience treating patients with aphasia and other neurogenic communication disorders. After a career as a clinician and clinical manager, she is now Associate Professor Emeritus in Communication Sciences & Disorders at the University of South Florida in Tampa, FL. Dr. Hinckley is known internationally for her work on treatment effectiveness and implementation. She has a particular interest in integrating the clinician's expertise and the client's values with scientific evidence supporting best practices. She has published numerous articles and book chapters on assessment and treatment in aphasia and is the author of the book Narrative-Based Practice in Speech-Language Pathology.
Financial — Jacqueline Hinckley is an author of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Nonfinancial — Jacqueline Hinckley submitted a manuscript titled, "A Case for the Implementation of Cognitive Screenings After Stroke" to the American Speech-Language-Hearing Association.
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 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 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.
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.
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 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.
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"The presenter was wonderful and approached the material in a way that was informative and easy to understand. Going over how cognitive impairment and aphasia are correlated was most useful." – V.P. (May 2020)
"I appreciated the overall discussion of different ways to assess cognitive functioning with aphasia. I liked the examples that were given." – E.S. (Apr. 2020)
"The background information and research is essential, but the assessments are most useful. The course was very well organized into sections, and it was easy to follow." – J.M. (Mar. 2020)
“The course was easy to follow and understand especially for those who are new to neurologically based cognitive communication assessments and treatment approaches.” – C.D. (Feb. 2020)
“All was great information and applicable to daily practice - especially the rationale for cognitive assessment with Aphasia, flow chart for treatment plan, and recommended tests for cog assessment.” – B.K. (Dec. 2019)
“I enjoyed the accurate testing suggestions to pinpoint what deficits are present. The SLP was informed and intelligent without being condescending and critical. More information on treatment tasks would be helpful.” – M.M. (Dec. 2019)
"I liked the structure and content and pace!!! The timelines for cognitive assessments, presentation of different assessments, and the factors for picking one over another for a specific client were especially helpful discussions." – H.H.B. (Nov. 2019)
"I appreciated the statistics about the impact on cognition on fall risk, medication adherence, etc. which will assist in encouraging MDs to order evaluations. I liked the information on a few assessments with which I was unfamiliar." – P.M. (Oct. 2019)
"I liked the case studies included and examples of specific tasks in different cognitive and language screening and assessment tools." – C.S. (Sept. 2019)
"I appreciated going over the importance of looking at cognitive skills in the aphasic patient and how to assess those skills. I liked the practical application underscored by evidenced based practices." – K.T. (Aug. 2019)
"I especially enjoyed the discussion of specific testing measures that can be used to assess cognitive functioning for those with aphasia." – B.M. (July 2019)
"There were 3 assessment tools that are new to me which I will absolutely follow-up on for use in my dept." – N.H. (May 2019)
"The discussion on the need for formal screening/testing for even TBI or mild CVA due to large numbers missed on informal screening was most beneficial. I liked the good, specific resources given and rationale for their effectiveness." – L.S. (Apr. 2019)
"I appreciated going over assessing cognition in even severe aphasia and differences with CLQT and other assessments it was compared to." – C.O. (Mar. 2019)
"I work with a lot of aphasic pt's so seeing how you incorporated cognitive assessment with these pts will be very beneficial to me." – M.B. (Jan. 2019)
"It reinforced the importance of good executive function skills with respect to ADLs." – M.W. (Dec. 2018)
"I really enjoyed this online course. I thought this presentation was thorough and exceeded my expectations." – L.S. (Dec. 2018)
"I like that it provided direction regarding assessing a large percentage of my caseload who are difficult to assess following stroke due to cognitive deficits." – L.S. (Nov. 2018)
"I appreciated the discussion of specific tests for assessing cognition in the face of Aphasia. I liked that the course was concise, organized, and had well-delivered information." – P.B. (Oct. 2018)
"I appreciated the case studies as well as the overview of the screening tools and formal assessment components." – S.L. (Sept. 2018)
"I enjoyed the specific screenings that were recommended to assess cognition in aphasic pts." – A.R. (July 2018)
"I found the specific tests that a patient would benefit from beneficial. The course provided great information on working around the limitations that arise when assessing cognition in a patient with aphasia; this is a very difficult topic." – L.O. (May 2018)
"The specific topic on statistics and the standardized assessments were helpful. I particularly liked that the course provided examples and related to an actual client." – C.D. (May 2018)
"I liked how Dr. Hinckley discussed the reasons to assess cognition in addition to aphasia. I think the course was organized well beginning with the two case studies. It then presented information that could be related back to the case studies at the end of the course. The information was delivered clearly. I feel I can apply much of the information I learned in this course & that it will benefit me in my practice. Great course!" – L.S.N. (Apr. 2018)
"It was very practical. I feel that I can apply these things to what I am doing today. Excellent course and speaker." – C.P. (Feb. 2018)
"The discussion on treatment modalities for executive function disorders was most beneficial. I enjoyed the ease of completion at my own time at home." – S.R. (Jan. 2018)
"I appreciated the statistics related to not assessing cognition with those with aphasia. I thought the course was interesting and helpful with the types of assessments and statistics." – R.A. (Dec. 2017)
"The course was very thorough. I appreciated the case studies and examples provided to help see how the information provided can be applied. The specific cognitive assessments that are appropriate to use with patients with a diagnosis of aphasia were most helpful." – K.P. (Nov. 2017)
"I liked the practical evidenced-based information & that it takes into account the issues clinicians need to consider in a variety of practices given limited assessment time / treatment sessions available." – B.A. (Oct. 2017)
"The information regarding the role of executive function in the ability to utilize strategies effectively in context was especially useful." – S.B. (July 2017)
"I appreciated the discussion of the three cognitive-linguistic tests. This course was very practical and therapy-based." – K.P. (May 2017)
"I liked the course because I am looking for new testing materials. Therefore, the information on what the tests assess was most helpful." – C.H. (Apr. 2017)
"The ways to assess aphasia while minimizing a language component was very beneficial." – B.A. (Mar. 2017)
"I enjoyed the comparison of assessment tools. The course was presented in a logical manner and had enough examples to illustrate the point." – R.C. (Feb. 2017)
"I appreciated the discussion of specific tests and the pros and cons to each." – C.H. (Feb. 2017)
"I liked the review of the cognitive screening tools and a description of the various cognitive assessment tools." – L.N. (Jan. 2017)
"The coverage of cognitive assessment tools for moderate to severe aphasia, in-depth discussion of items on assessments, the formal screening tools, and when to assess aphasia and cognition was all really helpful. I liked the course's straight forward approach. Quick, useful information with good case examples." – A.U. (Dec. 2016)
"I use the CLQT, SCCAN, MOCA and SLUMS on a routine basis. I liked seeing the data backing their use for assessing cognition in Aphasic patients." – L.G. (Nov. 2016)
"This has been a topic raised in our speech dept with no specifics given. This will enable me to go back to the SLP's and discuss language and cognition in more detail." – C.C. (Oct. 2016)
"I really benefitted from the discussion on the importance of understanding an Aphasic Patient's cognitive level in order to determine course of treatment and prognosis. I liked the provided examples of different assessment tools and their benefits." – A.G. (Sept. 2016)
"Well put together course. Appreciate the review of the literature." – K.M. (Sept. 2016)
"Very nice ecourse that I would certainly recommend to others." – T.S. (Sept. 2016)
"This information was relevant for my current practice working in acute care, acute inpatient rehab, and outpatient settings." – B.P. (Sept. 2016)
"I thought this course was very thorough. Section 4 was most beneficial, because I will be able to apply this information to my everyday practice." – C.G. (Aug. 2016)
"I appreciated the review of assessment tools and the use of examples." – M.D. (Aug. 2016)
"I liked the description and explanation of how each assessment is structured and level of impairment best suited for each." – C.B. (Aug. 2016)
"Going over how to assess cognition in aphasic patients and examples of tools to use was incredibly helpful." – A.C. (June 2016)
"I enjoyed the graphics/research. It was a well organized course, but I expected more on tactics/techniques on how to evaluate cog in aphasia." – I.G. (June 2016)
"I liked that the presenter was interesting and gave examples from her experiences. The reminder about cognitive linguistic skills and language skills was especially useful." – Y.D. (May 2016)
"The use of specific cognitive tests for patients with aphasia was most beneficial. I appreciated the speaker's interest in the topic herself." – J.B. (May 2016)
"Adequately covered the topic without being too redundant. I enjoyed the effective assessment tools covered." – A.M. (Apr. 2016)
"I liked the examples provided on assessments." – S.B. (Apr. 2016)
"The cognitive assessment tools for aphasia were really helpful. I liked that cognitive abilities could be assessed in severe aphasia." – L.K. (Mar. 2016)
"I am new to clinical Speech Pathology, and I will be sure to use this info when assessing patients with aphasia. The content was very well-organized and easy to follow." – J.M. (Mar. 2016)
"It was very helpful determining which cognitive tests were appropriate in the context of aphasia." – K.P. (Feb. 2016)
"I appreciated the discussion on appropriate tools for assessment." – T.H. (Jan. 2016)
"I liked the organization of presentation. The screenings and assessments reviewed were most beneficial." – D.S.E.P. (Jan. 2016)
"I liked the topic chart showing how standardized screening was better than observational screening. I would have guessed this to be true but not to as large a degree. Patients often seem to be functioning much higher than they are because they are constantly trying to cover and compensate for deficits." – L.M. (Jan. 2016)
"The discussion on specific screening and formal assessments to utilize was very helpful." – R.M. (Jan. 2016)