Cognitive impairment directly impacts all functional activities, from speaking to dressing to walking. Relearning these activities can be challenging for both geriatric and cognitively impaired patients. For successful outcomes, these patients need an individualized approach that addresses their specific cognitive abilities. This course was developed to help rehabilitation professionals individualize their approach for each patient, with focused consideration on the patient's abilities and barriers. The approaches presented will be supported by research and will focus on improving functional independence in communication, mobility, and ADLs. Offered for 0.45 ASHA CEUs – 4.5 contact hours.
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.
Mike Studer, PT, MHS, NCS, received his physical therapy degree from the University of Missouri-Columbia in 1991. He received his post-professional MHS degree in physical therapy with neurologic emphasis from the University of Indianapolis. He has been board-certified as a Clinical Specialist in Neurologic Physical Therapy since 1995 and has been designated a Certified Exercise Expert in the Aging Adult (CEEAA) by the Academy of Geriatric PT since 2011. Mike has served as the Vice-president of the Academy of Neurologic Physical Therapy of the APTA and has been the chair and vice-chair of several special interest groups at the national level in each of the Academies of Neurologic and Geriatric PT, including Balance and Falls, Stroke, and the Practice Committee in neurology. He is a full-time treating therapist at and founder of Northwest Rehabilitation Associates, in Oregon. Mike has presented courses and published articles on neurologic and geriatric rehabilitation since 1995 and has authored and co-authored over 25 articles on topics of neurology and geriatrics, as well as several book chapters on stroke, PD, and preventative care as well. Mike is now regularly a guest lecturer on a national and international basis at several universities and national meetings on the topics of balance, motor control, motor learning, cognitive impairment, and case management. He was awarded the 2011 Clinician of the Year by the Academy of Neurologic Physical Therapy – a section of the American Physical Therapy Association – and in 2014 the same award by the Academy of Geriatric PT making him the first to receive this national distinction from each entity.
Financial — Mike Studer is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Mike Studer has no relevant nonfinancial relationships to disclose.
Robert G. Winningham, PhD, has over 20 years of experience researching human memory and has largely focused on older adults and ways to enhance their mental functioning and quality of life. He creates brain stimulation activities for thousands of communities and rehabilitation facilities as a part of Dr. Rob's Cranium Crunches on activityconnection.com and helps create cognitive stimulation video games for linkedsenior.com. Dr. Winningham has served as Dean of the College of Liberal Arts and Sciences and Chair of the Behavioral Sciences Divisions at Western Oregon University where he is also a professor in both the Psychological Sciences and Gerontology Departments. Dr. Winningham received his Ph.D. in Neuroscience from Baylor University. He has trained thousands of professionals to offer high-quality cognitive rehabilitation and therapy programs. In addition to publishing many peer-reviewed articles in the area of human memory, Dr. Winningham has been invited to given well over 1000 invited presentations about memory and aging at various conferences and workshops. His book, Train Your Brain: How to Maximize Memory Ability in Older Adulthood was published by Baywood Publishing and his latest book was published in 2016 and is entitled Cranium Crunches. For more information go to www.robwinningham.com.
Financial — Robert Winningham is the author of "How to Maintain a Good Memory Ability with Advancing Age" and "Train Your Brain: How to Maximize Memory Ability in Older Adults"; receives royalties.
Financial — Robert Winningham is an author of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Robert Winningham is on the Advisory Committee for Linked Senior; ownership interests.
Nonfinancial — Robert Winningham has no relevant nonfinancial relationships to disclose.
This program is offered for 0.45 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.
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.
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.
| Contact Us |
"I appreciated going over how to effectively motivate those with depression as the majority of my patients have the diagnosis of depression." – B.M. (Feb. 2020)
"I work as an SLP in a traumatic brain injury rehabilitation center, and will certainly utilize the attention and memory rehabilitation techniques introduced in the lecture. All covered topics were very clear, pertinent to my field, and interesting." – K.D. (Dec. 2019)
"Dr. Winningham was very engaging and kept my attention; great examples. The discussion on optimist and pessimist and how to motivate them was most beneficial." – C.B. (Nov. 2019)
"All of the information was new to me and interesting. Great course!" – N.S. (Nov. 2019)
"The speakers were very knowledgeable/interesting; great examples; concise information. I especially appreciated the discussions on how to engage individuals who are not motivated, treatment ideas, and cueing strategies. It's an excellent course that I've already mentioned this course to several colleagues." – A.B. (Oct. 2019)
"The format was excellent, extending from basic anatomy/physiology to the effects of cognitive impairment and finally treatment approaches to facilitate improved functioning." – L.M. (Sept. 2019)
"So many excellent examples of cognitive exercises and justification for focusing on improving attention as a means to improve cognitive functioning. I like that I remember a lot more than I usually do because the presenter makes such excellent use of his knowledge and memory and cognition to present his material and cues the listener to get to the answer." – T.M.R. (Sept. 2019)
"I liked all of it. Going over awareness deficits, new learning information, and executive function activities was most helpful." – K.R. (Aug. 2019)
"I loved all the therapy ideas and applications as well as the willingness to share materials." – M.C. (Apr. 2019)
"The treatment ideas for executive functioning were the best part." – A.S. (Mar. 2019)
"I felt all of the information presented was pertinent to my work and had useful tools for me to utilize going forward. The presenter was easy to listen to." – C.N. (Dec. 2018)
"I appreciated the examples of therapy/treatment options, going over the procedural memories with patients with dementia, and how depression and optimism influence treatment outcomes." – E.L. (Sept. 2018)
"I enjoyed the specific examples of activities to target executive functioning. I liked the discussion of the impact mental health has on efficacy of treatment." – S.A. (Aug. 2018)
"I thought the course topics were all very relevant, I did not have a favorite. The course was very easy to follow and well explained." – W.E. (May 2018)
"The topic of types of memory and ways of supporting higher executive functioning was interesting. The course was easy and familiar with updated research included." – B.M. (May 2018)
"I appreciated the review of and specific information related to types of memory as it relates to cognitive impairment. I liked the application of strategies in therapeutic settings." – E.V. (Apr. 2018)
"Lots of great therapy ideas." – J.F. (Apr. 2018)
"I appreciated the discussion on therapy tasks to use and specific ways to motivate patients. I liked the content and resources available." – R.P. (Dec. 2017)
"Very clear descriptions, nicely paced course. The section about memory was most helpful." – M.N. (Nov. 2017)
"I liked the discussion about how physical activity relates to cognition...this will be helpful in encouraging my elderly patients to increase their activity. This course was very applicable to practice/treatment." – A.L. (Nov. 2017)
"Using executive function and attention to improve cognition was the most beneficial topic for me. I like that the course was easy to understand and had many examples." – K.B. (Oct. 2017)
"The comprehensive presentation of Executive Functioning, Learning, Mental health factors, and Maximizing Attention and Frontal Lobe Activation offered valuable information along with various resource activities." – J.J. (Sept. 2017)
"The course was wonderful! Very interesting and engaging speaker. I especially enjoyed the correlation between attention, memory, and executive function as well as all of the therapy ideas and resources for activities for treatment." – L.L. (Mar. 2017)
"Section 4 & 5 were very helpful - I used the self-efficacy concept the next day and saw a big smile on my client's face." – H.T. (Jan. 2017)
"Clear explanation of theoretical background information and concrete ways to apply in therapy." – Y.H. (Dec. 2016)
"Good examples. I liked the way the psych terms and research were applied to rehab. However, I am an outpatient SLP working with some higher level patients, their executive function and memory demands are much higher. The examples seemed to focus on low level examples only." – M.D. (Dec. 2016)
"I liked the treatment ideas that were given that targeted executive function and attention skills. I liked the specific examples provided for treatment options." – J.S. (Nov. 2016)
"I enjoyed the last section about therapeutic intervention for executive function as well as the information about depression and it's affect on therapy outcomes." – P.O.G. (Nov. 2016)
"I found the recommended activities, the information about motivation with patients who are depressed, and learning about how memories are developed and stored most beneficial." – L.H. (Oct. 2016)
"The last section was really helpful. I really appreciated the variety of different activities that could easily be added to my daily materials." – A.H. (Oct. 2016)
"The portion on helping patients with dementia learn with procedural learning techniques was excellent. I liked the overview of memory model and definitions of memory given all the terms that are used. I enjoyed the practical application." – J.M. (Oct. 2016)
"I really enjoyed the many activity ideas given in the final section as well as the education regarding the types of memory and how attention affects memory. The presenter was very engaging." – J.C. (Sept. 2016)
"I liked the memory and behavioral portion. I work with TBI patients and they suffer from all of the above." – E.C. (Sept. 2016)
"Excellent course." – L.B. (July 2016)
"The usefulness of duel task challenges was most beneficial. The hand out was very helpful." – D.S. (Apr. 2016)
"I really appreciated the discussion on ways for making new explicit memories. I liked the tasks to utilize in treatment." – N.N. (Mar. 2016)