This course will help to fill the information void on ethical decision making in the pediatric setting. When striving for autonomy and the push for clinical beneficence clash, service providers need sound advice based on current best practice. Participants will learn how ethical healthcare is based on evidence-based practice which requires patient and family input and respect of their values. This approach can be successfully applied to practice in order to better manage complex pediatric cases. Offered for 0.1 ASHA CEU – 1 Contact Hour.
Course Run Time: 1:12:09
•Values, Morals and Ethics
•Evidence Based Practice
•Patient Values and Beliefs
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.
Domain of OT: Client Factors: Values, Beliefs and Spirituality
Professional Issues: Issues and Trends: Ethics; Evidence-based practice
Donna Edwards, MA, CCC-SLP, BCS-S, is an author, inventor, national/international speaker and Board Certified Specialist in Swallowing and Swallowing Disorders at Dayton Children's Hospital where she serves an inpatient/outpatient pediatric population and trains students/colleagues in clinical care. Upon graduating, she worked with children and adolescents in the school system, including working along with the national autism teacher of the year. After several years, she relocated to Ohio and began working with adults in extended care facilities before working as the Dysphagia Coordinator at a Level I Trauma Hospital while treating patients in acute care and on the Head Injury, Spinal Cord Injury, and CVA rehab teams. She has served patients from the ages of 103 years old to premature infants. Serving as the Director of Legislative Advocacy for the Ohio Speech, Language and Hearing Association (OSLHA) she advocated legislatively for patients and families impacted by communication, hearing, and swallowing disorders. She now serves as President for her state association. On The American Board of Swallowing and Swallowing Disorders, she serves as Chair of the Mentorship Committee and as a member of the Application Committee. She is past Editor of ASHA SIG 13 Perspectives and currently sits on the ASHA Governmental Relations Public Policy Board. She was awarded the honor of Elwood Chaney Outstanding Clinician Award in 2009, the honor of Fellow of the Association for her state association in 2013 and the honor of ASHA Fellow was bestowed in 2014. She has a patent pending for a jaw function measurement apparatus. She is an author of the free educational coloring book to reduce choking risk in the pediatric population entitled, Chewing Can Be Tricky.
Financial — Donna Edwards is employed by Dayton Children's Hospital; receives a salary.
Financial — Donna Edwards is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Donna Edwards is a Board Member for the ASHA Government Relations Public Policy Board (2015-2018).
Nonfinancial — Donna Edwards is the Vice President of Association Management for OSLHA (2014-2017) and President-Elect (2016-2019).
Nonfinancial — Donna Edwards was the Past Editor for ASHA SIG 13 Editorial Committee (2012-2015) and is Swallowing Disorders Executive Committee Member-Secretary-Mentor Committee Liaison-Co-Chair of the Continuing Education Committee (2011-2016).
Paula Leslie, PhD, FRCSLT, CCC-SLP, is a professor and director of the Doctor of Clinical Science in Medical Speech-Language Pathology. She maintains full clinical licenses in the USA and UK where she is a Specialist Adviser to the Royal College of Speech & Language Therapy in swallowing disorders. She provides support to researchers and provides continuing education from grassroots to international level and across the health professions on complex clinical decision making, ethics, and end of life decisions in vulnerable populations. Her honors include the Honors of the Association Southwestern Pennsylvania Speech-Language-Hearing Association, the American Speech-Language-Hearing Association DiCarlo Clinical Achievement Award, the Pennsylvania Speech-Language-Hearing Association Clinical Achievement Award, and Fellow of the Royal College of Speech & Language Therapists (UK).
Financial — Paula Leslie is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Paula Leslie 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 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.
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"The Seedhouse Grid was helpful in understanding patient perspectives. I liked the use of graphs to provide increased visual aids. All topics were appropriate and relevant." – E.L. (Apr. 2020)
"The presenter made very valid points in finding out why a patient isn't attending therapy or following the recommended protocol. The course made me realize how my personal judgment can interfere with my treatment/recommendations and how I need to acknowledge these and not let them affect my professional decision-making." – M.S. (Mar. 2020)
"This course helped me to realize the importance of taking the perspective of the patient and family when I'm providing information. Families may be embarrassed to admit they don't understand a clinician, or might be "in crisis" and therefore unable to receive a clinician's information. I also found the notion that patients and families rated the quality of communication with clinicians/healthcare providers as more important than the outcome." – B.B. (Feb. 2020)
"The discussion of patient noncompliance meaning not agreeing with the clinician and the meaning of clinician noncompliance was excellent. I liked the discussion of understanding best research practice as well." – P.M. (Feb. 2020)
"I appreciated going over the appropriate communication with parents, especially those children with significant special needs. The charts and diagrams were helpful in the absence of live video." – C.S. (Jan. 2020)
"I liked the thoughtful examples of presenter. The discussion on pediatric decision making was most helpful." – J.G. (Jan. 2020)
"I appreciated the discussion on incorporating the patient's perspective and not judging them as being noncompliant. I liked the use of specific examples/stories/studies." – L.L. (Dec. 2019)
"The content was excellent and well presented by Paula and Donna. I especially appreciated reviewing the research and viewing patient/family participation in treatment process." – S.B. (Dec. 2019)
"I particularly liked the Seedhouse Grid as a quick view to aid in supporting clinical decision making. I liked the concise and quick information regarding ethics, evidenced-based practice and decision making for clinical care." – A.H. (Dec. 2019)
"It was a good reminder to consider the patient's perspective and make sure personal bias doesn't affect clinical decisions. I liked the presenter's accent. She was wonderful to listen to." – A.C. (Nov. 2019)
"Considering the three-pronged approach to decision-making: evidence-based practice, clinical expertise, and informed patient preferences was most beneficial. I like the case studies that were used. I like the presenter's voice." – J.J. (Oct. 2019)
"Very informative and clinical examples were well presented. The discussion on values, personal bias, and ethics was very enlightening." – J.L. (Sept. 2019)
"I enjoyed the reminder to really take time to evaluate the articles/studies read. The Seedhouse diagram was also helpful." – J.S. (Aug. 2019)
"Efficient and to the point. I found going over the difference between values, morals, and ethics as well as the explanation of informed clinical expertise as not defined by years of working most beneficial." – A.I. (Aug. 2019)
"I appreciated the pediatric case studies. The presenter's accent made listening very easy & enjoyable." – K.G. (Aug. 2019)
"I thought they did a very thorough job! Being more consciously aware of cultural and personal differences of families and engaging in respectful probing discussions with families related to service of care was most helpful." – J.N. (July 2019)
"I found the impact of cultural and patient preferences to be the most beneficial. It was affordable, easily accessible, and well organized." – T.D. (June 2019)
"The whole discussion on interpreting and implementing the Code of Ethics is always a refresher and influences the way that I think about service delivery." – A.H. (May 2019)
"The speakers were very engaging and gave excellent examples to demonstrate concepts taught." – D.J. (Apr. 2019)
"I appreciated the triangulation of Informed clinical expertise, patient preference, and best practice as defining Evidence-Based Practice." – S.M. (Mar. 2019)
"I found the explanation of values, morals, and ethics and their effect on clinical practice extremely informative. I thought the presenters were extremely knowledgeable in terms of research and clinical areas related to the subject matter." – E.W. (Feb. 2019)
"I liked the information covered - especially the evidence-based practice vs eminence based practice." – K.S. (Jan. 2019)
"I appreciated the inclusion of specific case studies to demonstrate how easy it can be to judge a client inadvertently. The discussion related to understanding patient/caregiver perspective is extremely valuable in helping me to provide home activities that work for the family." – L.G. (Dec. 2018)
"I think the information about counseling families is a good reminder for all clinicians and when teaching younger students or clinicians." – J.W. (Nov. 2018)
"The examples of patients and their families dealing with feeding issues. I liked the incorporation of patient cases to the content of the course." – L.S. (Oct. 2018)
"Great presenters, well organized, and relevant to my practice." – J.H. (Sept. 2018)
"I liked learning about personal bias and how sometimes we don't realize small things impact our decisions. I thought the speakers were very knowledgeable and I thought they kept a good pace. I also liked that they included some case studies and charts in the presentation." – F.G. (Aug. 2018)
"I was hoping it was not so clinically based. I am a school clinician and I would have liked to have some examples related to ethics in the school setting." – L.K. (July 2018)
"I liked the charts that help you visualize information and the fact that the speakers remind us to look outside the SLPs perspective to gain an understanding of others." – D.R. (June 2018)
"I enjoyed the Seedhouse Grid and updating myself on ethics." – M.K.T. (Apr. 2018)
"It's just a good refresher. I liked that the speaker had a cute sense of humor." – A.E. (Apr. 2018)
"I appreciated the EBP as how it relates to my population (0-3 years) within the home setting. I liked the examples that they provided." – A.A. (Mar. 2018)
"Reviewing the importance of taking all perspectives in decision making as well as being sure to attempt to understand the reasons for certain behaviors in patients/families were valuable discussions. I liked the ease of access and practicality of information." – K.E. (Mar. 2018)
"Honestly, the consideration of stress on the families as you give information and recommendations was most beneficial. All so often I felt I was clear and a parent understood what I was saying only to find out later that they did not understand at all. The example given was very helpful in understanding and seeing this in a different light." – A.P. (Feb. 2018)
"I enjoyed the explanation of the difference between values, morals, and ethics as well the part about thinking about other cultures. I liked it all, but I expected dealing with medically fragile children in schools to be covered." – A.G. (Feb. 2018)
"Effective presentation. I specifically appreciated the specific references to ASHA Code of Ethics." – A.B. (Jan. 2018)
"The presenter was interesting to listen to as well as relatable, and I especially enjoyed the discussion on personal bias." – R.D. (Dec. 2017)
"The case studies helped put into perspective various situations one may encounter and how one may be impacted with decision making." – J.L. (Nov. 2017)
"The course was very well presented and at a great pace. Appreciated the therapy scenarios that were presented and the information bringing values, code of ethics, and biases together in treating patients." – W.R. (Nov. 2017)
"The Seedhouse Grid was most beneficial. I liked the easy of understanding this whole presentation." – T.T. (Oct. 2017)
"The break down of definitions of values, morals and ethics will help me treat a varied population. I will look at my clinical interactions and judgments and more closely being more mindful of morals and values." – A.C. (Sept. 2017)
"The first case study was beneficial because of the discussion of the three possible scenarios for making a clinical decision. I enjoyed learning about the Evidence Based Practice Model and the intersection of the three components." – L.T. (Aug. 2017)
"I liked the 'communication' portion - specifically the reminder that all people are different and crisis affects understanding. I would LOVE to see an ethics course that is geared towards school-based clinicians." – K.R. (July 2017)
"The discussion on how to evaluate therapist bias and Patient values was excellent. I liked the power point handouts to take notes on." – A.J. (May 2017)
"I appreciated going over how to address cultural perspectives as well as the visuals (esp. the Seedgrid model) of how to address evidence-based practice and ethical treatment of patients." – H.D. (Apr. 2017)
"I enjoyed the discussion of including the family's unique perspective in clinical decision making, including discussion with the family to analyse barriers to care. I liked the case studies." – C.B. (Feb. 2017)
"It's always beneficial to be reminded to look at your own bias and to remember that families don't just exist in a vacuum. I liked that this course fulfills the last hour of ethics I needed for my license and it was cheap. I would have liked some examples beyond just swallowing; there are SO many other issues in peds." – A.S. (Jan. 2017)
"Evidence based practice was the most essential part of this course. This is something that I can totally relate to in properly knowing how to speak to different cultural parents. I liked having the powerpoint presentation available." – S.G. (Dec. 2016)
"It provided a good review of values, morals, and ethics, the similarities and differences between them, and how they affect our practice. I like that it provided case studies on the topic." – C.S. (Dec. 2016)
"I like the scenarios and how to look at them ethically. They not only gave background information but talked about how to apply and the importance of it." – P.B. (Nov. 2016)
"I appreciated how many of the topics addressed were relevant to my practice & were discussed in ways that made sense. The topics were practical and not only theoretical. She expanded on ideas of EBP that I thought I understood (or--wasn't so sure about), but the presenters provided excellent and clarifying elaboration on certain points of EBP. The test items hit main points and not obscure points (like some tests do). The power points were well-done. Good amount of info." – S.T. (Nov. 2016)
"I enjoyed the discussion on professional morals vs personal morals. I like that the course was quick and simple." – J.B. (Sept. 2016)
"All of it was beneficial! Excellent course!" – S.C. (Aug. 2016)
"The discussion on considering cultural differences at home was really helpful." – J.M. (Aug. 2016)
"I work in a school based setting, so the most beneficial to me was the topic on ethics. I will be more sensitive to understanding the child and where the family is coming from. It helps me to be more open to differences in people due to their own experiences, backgrounds, and their culture." – M.C. (Aug. 2016)
"I liked the benefits of researching appropriate information." – K.S. (Aug. 2016)
"The case study examples were the best part." – M.E. (Aug. 2016)
"The grid was interesting and a good basis for examining ethical situations in practice. I like that the course was easy to complete on my terms during a busy schedule." – K.A. (Aug. 2016)
"I appreciated the components of evidence based practice defined." – S.S. (Aug. 2016)
"Good examples to connect the information to practical situations." – R.R. (July 2016)
"The Seedhouse Model was most helpful. I liked the visuals and real life examples." – M.C. (July 2016)
"I appreciated the discussion on the importance of considering pt/family cultural perspectives & differences." – J.A. (June 2016)
"The family input and respecting the values of the family was the best topic." – P.R. (June 2016)
"I really liked how topics were addressed specifically and effectively without being too verbose." – J.C. (June 2016)
"Paula was an excellent speaker in addition to providing useful, thought provoking information." – M.W. (June 2016)