Presenters: Donna Edwards, MA, CCC-SLP, BCS-S & Lisa Rai Mabry-Price, MS, CCC-SLP
– K.F., prior course participant
Ethical issues that arise in speech-language pathology and audiology practices may be far reaching, but proactive utilization of resources, education, professional supports and collaborative efforts help resolve conflict in a professional manner. This course reinforces the support of our professional role to serve children with feeding and swallowing disorders across settings and to advocate for those children and families for best outcomes. Course includes case studies to facilitate learning.
We all have those instances when we realize the limits of our training, preparation and skill. Those times reinforce the need for life-long learning. The ASHA Code of Ethics is a valuable resource and reference to guide our practice when ethical dilemmas arise. Locating experts from your own workplace, local colleges and universities, and medical settings can be supportive resources. You can also look to members of the ABSSD, ASHA Special Interest Group 13, Swallowing and Swallowing Disorders and your state association.
Course is offered for 0.1 ASHA CEUs – 1 Contact Hour.
Course Overview – Run Time: 1:00:01
– E.R., prior course participant
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. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
"Communication with other disciplines was beneficial. I liked the focus on feeding and swallowing." R.D. (May 2023)
"I liked the clarity and organization of this course." L.I. (May 2023)
"Easy to understand the course content. I liked discussion of IPP and the reasoning behind providing feeding therapy in the schools." R.G. (Apr. 2023)
"The reminder that IDEA affects students with swallowing issues was beneficial. I liked the course format." K.M. (Apr. 2023)
"Code of ethics was beneficial. I liked the ease of presentation." A.J. (Apr. 2023)
"The code of ethics was beneficial and really relevant to daily practice. I liked the pace of this course and the option of the online version of it." K.Y. (Apr. 2023)
"I found this information very informative and interesting." G.L. (Apr. 2023)
"The case studies and background information were beneficial." A.G. (Mar. 2023)
"I enjoyed the discussion regarding the SLP's role in various settings. This course was easy to access." B.V. (Mar. 2023)
"The case studies were extremely helpful. All the information was relevant and presented well." A.P. (Mar. 2023)
"Learning the importance of communication between the medical SLP and the school SLP to ensure safe oral intake during the school day was beneficial. The case studies were helpful." E.L. (Mar. 2023)
"Relevant content. Learning the risks for students and the laws and codes that require us to serve them." K.A. (Feb. 2023)
"Rationale for a pediatric patient's right to have feeding needs met. As a hospital-based SLP, I am encouraged to see advocacy for school SLPs to be encouraged, if not employed with the necessary tools to correspond with the medical team to advocate for these patients. Also, to feel supported in establishing requirements for best practice assurance." H.W. (Feb. 2023)
"Feeding and swallowing disorders in pediatrics. The course was convenient." L.R. (Jan. 2023)
"The importance of advocating for feeding/swallowing supports in the school setting. I liked the case studies." L.H. (Jan. 2023)
"I enjoyed the case study reviews." A.E. (Jan. 2023)
"I liked the course layout. Learning what the school SLP is responsible for regarding a child with feeding/swallowing disorders." W.D. (Dec. 2022)
"Educational relevance of feeding and swallowing issues in schools. Outlined a plan of action for coordination of medical SLP and educational SLP." M.H. (Dec. 2022)
"Going through all principles of ethics as well as the role of the medical and school SLP was beneficial. I liked the ease of course access and the flexibility of when I take the course." J.M. (Dec. 2022)
"The medical SLP section was my favorite part, very well done. It broke down responsibilities by setting." B.C. (Dec. 2022)
"Case studies were good to put all information together." S.B. (Dec. 2022)
"I liked the topic on implementing supports for children with feeding and swallowing disorders at school. The case studies were very helpful as well." M.E. (Dec. 2022)
"The review of the code of ethics and the case studies were great. This course had knowledgeable presenters." L.M. (Dec. 2022)
"Very straightforward, and to the point. Understanding the role of the medical SLP vs school SLP with feeding/swallowing." M.H. (Dec. 2022)
"What I found beneficial was the update on use of acronyms, incidence of swallowing disorders in schools, and presence or absence of swallowing services within the schools. Courses like this are a great overview to encourage school based SLPs for competency in this area and thusly increasing the importance of SLPs in the schools." A.H. (Dec. 2022)
"Course was clear, well organized, and professionally presented. I found it objective in presentation and factual in content. The presenters' discussion on available resources was excellent." A.H. (Dec. 2022)
"I liked the case study examples." M.L. (Dec. 2022)
"Helped me to understand that swallowing work is being done and should be done in the schools. The material was well presented with great graphics to help keep my attention. I love the darling student that was featured!!" A.W. (Nov. 2022)
"I appreciated the case studies and the next steps associated with said case studies and the list of resources at the conclusion of the presentation. I also appreciated that it covered a wide swath of concepts." M.B. (Nov. 2022)
"The course was very to the point." K.G. (Nov. 2022)
"Commonly occurring and efficiently presented case studies." M.G. (Nov. 2022)
"Review of roles for the inpatient and outpatient SLPs were good. I liked the format and delivery." A.G. (Nov. 2022)
"The resources were beneficial." J.G. (Nov. 2022)
"The organization of material was good." T.R. (Nov. 2022)
"All information was relevant." S.S. (Oct. 2022)
"I like that I could do this at my own pace and am able to stop and go as needed." A.G. (Oct. 2022)
"I liked having different presenters." L.T. (Oct. 2022)
"Easy to listen to presenters." S.R. (Oct. 2022)
"It was very thorough and provided good examples." L.G. (Oct. 2022)
"Expectations for Dysphagia in the school setting and how I use a team to determine services appropriate for the student was great information." T.H. (Oct. 2022)
"The course Increased awareness of feeding and swallowing issues for my students." J.S. (Sept. 2022)
"I like that the course gave further resources at the end." J.S. (Sept. 2022)
"The course was very informative. I liked the case studies to help connect with present clients." M.M. (Sept. 2022)
"The course covered a lot of material." S.S. (Sept. 2022)
"The course is simple to follow." T.L. (Sept. 2022)
"This course gave a better understanding on what the child and family should be receiving and how to advocate for the child. Course was easy to follow and very interesting and informative information." A.C. (Sept. 2022)
"I like the PowerPoint presentation followed along with the discourse." A.G. (Sept. 2022)
"I like the presentation and the flow." M.S. (Sept. 2022)
"Straightforward and thorough information." A.L. (Aug. 2022)
"I liked that the course was brief but thorough." J.R. (Aug. 2022)
"I like the review of code of ethics." S.H. (Aug. 2022)
"I felt the case studies were beneficial." H.W. (July 2022)
"I work in a school with children who have severe disabilities. There are many students on my caseload who have feeding issues. It was beneficial to hear steps in collaboration with family and medical speech pathologist. I liked how the course emphasized how it is a team approach which we are trying to do currently within the school. I enjoyed the case studies that were shared." C.W. (July 2022)
"Very informative with links to the medical aspects." C.P. (July 2022)
"It was clear, concise and to the point. Highlighted new information that I was unaware of." W.J. (July 2022)
"The collaboration model between SLPs in different settings was helpful. I liked the format of the course and the concise content." A.S. (July 2022)
"I liked that both presenters had varied backgrounds. I liked the discussion regarding competency in this area." R.G. (July 2022)
"The case study of ethical dilemmas and how to potentially approach them are beneficial." E.S. (June 2022)
"The case studies were very helpful and relevant to ascertaining professional practice to address the issues. The format was cohesive." C.R. (June 2022)
"Interesting that so many states work on feeding and swallowing in the public schools. Course was easy to follow with the outline and the case studies were interesting." L.S. (May 2022)
"Course was well organized and had good flow." A.G. (May 2022)
"I liked the case studies. The course was a helpful resource to support the role of school SLP in feeding and swallowing." J.T. (Apr. 2022)
"Presenters were knowledgeable and easy to listen to." H.L. (Mar. 2022)
"The roles of medical and educational SLPs - I found the discussion on appropriate communication and treatment to be especially helpful. The case history reviews were a great way to solidify my understanding of topics." K.B. (Feb. 2022)
"I liked the overview of why feeding and swallowing should be addressed by school SLPs. It was clear and efficiently presented." N.H. (Feb. 2022)
"That the school systems are recognizing that management of Dysphagia and Feeding Difficulties is necessary. Content was organized well and supports multidisciplinary approach." G.Q. (Jan. 2022)
"I liked the collaboration between medical and school SLP and the discussion about how schools should support children with dysphagia." L.K. (Jan. 2022)
"The case studies which specifically addressed practical implementation of swallowing therapy/diagnostics in the school setting were very helpful." K.F. (Jan. 2022)
"I appreciated the case studies and the format in which issues were addressed and next steps were mentioned." A.S. (Jan. 2022)
"I liked being able to observe examples of all areas where we can ensure a patient receives the quality of care needed through collaboration with other professionals." C.L. (Dec. 2021)
"Liked discussion around responsibility of a school district for students with feeding and swallowing needs." A.P. (Dec. 2021)
"Clarifying the legally defined roles the school plays in supporting children with feeding/swallowing impairments was helpful. I liked the case examples." N.C. (Dec. 2021)
"I work with early intervention which is a sort of combination between schools and out-patient. It was helpful to know the roles of both and how I can help with the continuum of care. This course was easy to understand and very professional." E.R. (Nov. 2021)
"The part about understanding each child's family situation and their family culture. I currently work in a private practice with lots of small children and their families. I try to tailor my therapy to meet each one's individual needs." A.H. (Sept. 2021)
"I learned the importance of the school SLP and her role with feeding and swallowing. I liked how everything was tied into Ethics." L.P. (Aug. 2021)
"The information that school districts need to provide feeding to all children at their schools and why will be beneficial for my daily practice." P.B. (Jul. 2021)
"It was a good review on the rules for feeding and swallowing as it relates to schools." G.G. (Jul. 2021)
"I found the difference in medical and education SLP beneficial for my daily practice and liked the comparison them." E.S. (Jun. 2021)
“I enjoyed the collaboration between medical and school SLP’s, as well as the equal roles of other professionals and families. It was helpful to have reminders to complete an ethnographic interview to obtain relevant information for a treatment plan which includes the family's values, goals, and expectations. I appreciated the resources and the breakdown of what is available specifically through the Portal, other agencies, and publications/groups from ASHA. I also appreciated the various aspects of the case studies.” A.G. (Jun. 2021)
"Case studies were interesting to review to see what problems arise outside the medical facility." C.H. (May 2021)
"The case studies were particularly interesting and helped me consider the topics in real-world way. I liked the clear information laid out in the slides." N.B. (May 2021)
“I think that outlining the specific goals for SLPs in each setting as it relates to pediatric feeding and swallowing was the most helpful. I also liked the case studies and handouts. I expected maybe more discussion of school-related issues with feeding and swallowing therapy.” A.C. (Apr. 2021)
“This course was quite informative.” C.C. (Mar. 2021)
“I particularly liked how precise the information was, as well as, the case studies and examples of where to obtain additional information. I thought this course was very informative.” J.W. (Mar. 2021)
"I appreciated learning where to go to find resources. I liked the case studies and how they apply to ASHA's code of ethics." P.P. (Feb. 2021)
“I enjoyed the summary of SLP roles from in-patient to out-patient to school-based. Course was clear and concise and provided plenty of resources and references.” K.F. (Feb. 2021)
“This course was clear and concise with plenty of resources and references.” K.F. (Jan. 2021)
"I enjoyed the discussion of IPP and IPE and case studies." A.B. (Jan. 2021)
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).
Lisa Rai Mabry-Price, MS, CCC-SLP, is Associate Director of School Services at the American Speech-Language-Hearing Association (ASHA) in Rockville, Maryland. Her role at ASHA includes consulting with school-based SLPs and coordinating professional development programs including the annual ASHA Schools Connect Conference. Lisa Rai has authored articles for the Special Interest Group 13 (Swallowing and Swallowing Disorders) Perspectives newsletter and the ASHA Leader on dysphagia services in the schools. She also authored the chapter, "Managing Swallowing and Feeding Disorders in the School Setting" for The Source for Pediatric Dysphagia, 2nd Edition. Lisa Rai has experience working with clients across the age span in various settings including schools, long-term care, and adult rehabilitation.
Financial — Lisa Rai Mabry-Price is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Lisa Rai Mabry-Price is an employee of ASHA; receives a salary.
Nonfinancial — Lisa Rai Mabry-Price 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 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 currently not accepted for online orders, if you wish to submit a purchase order please do so at email@example.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.
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.
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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 courses include closed captioning.
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.
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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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