Presenter: Patrick Rydell, Ed.D., CCC-SLP
This course is part of the Learning Style Profile© Training Series. The below 2 courses are suggested prerequisites prior to taking this course.
– G.B., prior course participant
This course provides SLPs with step-by-step strategies to design and implement Joint Action Routines (JARs) as a preferred tool to facilitate verbal communication in children with autism. JARs are best practice, naturalistic, social-communicative routines that occur among adult or peer partners and the child with autism 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:
Offered for 0.1 ASHA CEUs – 1 Contact Hour.
Course Overview – Run Time: 1:13:55
– 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.
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.
"Simple example of how to implement. I enjoyed the use of several semantic components vs one. Good reminder re: pivot grammar." D.A. (Nov. 2023)
"The entire topic was beneficial. I enjoyed the content and presentation." R.S. (Nov. 2023)
"The concept of completely relying on a non-verbal peer model during the initial presentation of a joint action routine is interesting. Also, I am interested in attempting to change roles and allow the target child to take the lead in the activity. I liked that the instructor provided a specific example." A.L. (Nov. 2023)
"This course was full of information. I liked the coach rotation information and implementing peers." L.G. (Oct. 2023)
"I liked the review of how to best incorporate joint action routines and the use of peers to help in the process." S.S. (Oct. 2023)
"The use of peers in order to generalize language and social skills was helpful. This is a different approach, specifically structuring variations and choices within the activity to expand language." D.R. (Oct. 2023)
"Learning how to contrive turn-taking opportunities with peers where the coach trades off. I really appreciated the example provided with the crashing/splashing cars and trucks." L.S. (Oct. 2023)
"The goal of teaching language and how to achieve it using JARs was beneficial. This information was very helpful to me, as I work in a private clinic where more than half my patients have ASD, ADHD, or social anxiety." V.H. (Oct. 2023)
"Very clear presentation. I liked using peers as mentors." T.R. (Oct. 2023)
"JARS are an excellent way to teach children with autism how to improve their social language abilities. I liked the specific examples, truck/ramp routine." M.P. (Aug. 2023)
"I liked learning about JAR. I've used this system for years with students with ASD and it's nice to have a label to put with the practice." S.E. (Aug. 2023)
"Learning how to use peers effectively. The presenter was very knowledgeable and gave great analogies to help me understand." R.R. (Jul. 2023)
"Pivot Grammar in JARs was a beneficial topic. I liked the multiple explanations of materials to help with long-term knowledge." T.E. (Jun. 2023)
"Concept of peer mentoring in a naturalistic, child-led role was beneficial. I liked Dr. Rydell's presentation style." M.A. (May. 2023)
"This approach adjusts to the specific needs of the child with autism. Provides tools for SLPs working with ABA team." R.M. (Apr. 2023)
"Language mapping was beneficial. I liked the characteristics of good joint action routines." L.R. (Apr. 2023)
"I liked the coach rotation, creating joint attention routines, using pivot grammar. Themes are based on the child’s intrinsic motivation and interest. Actions are sequenced into logical plan of action. Multiple opportunities for learning and practicing." M.M. (Apr. 2023)
"Going into detail to define JAR was beneficial. I liked the goals presented and course clearly laid out things to think about when implementing JARS." K.W. (Apr. 2023)
"The presenter provided examples of how to incorporate joint action routines into activities. The presenter was very knowledgeable about the components of joint action routines and how to incorporate those components into an activity." M.H. (Feb. 2023)
"Learning how JARs could be used to facilitate communication with children with ASD. As a behavior clinician, I see my role as so vital in a child's learning. The speaker explained in depth, and his use of scenarios was amazing." A.O. (Jan. 2023)
"The information on JARs will be very helpful for the classroom-based setting I work in. The speaker was clear and easy to follow. The information was also easy to follow and take notes." S.S. (Jan. 2023)
"Easy to follow and practical application tips. Information on expanding and developing language and relationships with peers was beneficial." S.E. (Jan. 2023)
"I liked the use of JARs and the value of play with peers. And the theoretical base which is "sound" (grounded) and from highly respected researchers." S.E. (Dec. 2022)
"I liked the idea of starting with non-verbal play routines. I feel sometimes as SLPs we constantly control the situations and we use too much language. I liked the suggestions of the non-verbal JARs, and also using the five semantic categories as a means of establishing and expanding on social routines." M.L. (Dec. 2022)
"Using actions with peer involvement for student's language development was beneficial. I liked that course emphasized peer involvement in therapy." L.W. (Dec. 2022)
"I liked how presenter outlined what to do and how to include peers. Also how to begin with a non-verbal activity and build language on top of it." J.S. (Dec. 2022)
"I will glean ways in which to teach and interact with joint action routines in a more specific way demonstrated in this course." K.K. (Dec. 2022)
"I liked the peers model and helping children notice/learn from their peers. I also liked the concrete examples." C.W. (Dec. 2022)
"The concept of JAR and the benefits for life-long learning were helpful. I liked the idea of teaching children with autism how to find value in learning from their peers." K.J. (Dec. 2022)
"I liked that course was delivered in a simple and precise format." S.B. (Dec. 2022)
"I liked that the notes were available to print and the presenter was easy to understand." V.G. (Dec. 2022)
"We are beginning to implement Jars in our school so the entire presentation was informative. What was particularly interesting was the use of peer mentors and the rational behind that. Very practical to daily practice." J.M. (Nov. 2022)
"In our ETS program we facilitate several joint action routines in which we target expressive, receptive language, imitation, play and social skills. The examples provided here were helpful for this." R.K. (Nov. 2022)
"I enjoyed all aspects of this course. Dr. Rydell is an amazing presenter. I found the discussion surrounding the verbal and non-verbal Jars valuable. The use of non-verbal JARs will help me to lay the foundation for language development with my newer learners in our class." G.B. (Nov. 2022)
"The JARs example was a great way to explain how this can be implemented with students. I genuinely liked the entirety of the course and all of the information provided. I liked that he went into detail about the steps needed to facilitate the JAR approach and other approaches used to increase understanding, engagement and carryover." C.P. (Nov. 2022)
"I liked the depth and examples - the breakdown of what is part of an effective JARS routine." C.J. (Nov. 2022)
"Clear presentation." A.W. (Nov. 2022)
"I liked the organization of material and direct instruction of implementation." S.F. (Oct. 2022)
"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 helpful." A.G. (Aug. 2022)
"I enjoyed the practical ways to bring peers into JARs. This 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. This 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)
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.
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.
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.
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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.
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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.
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