According to surveys, speech-language pathologists have identified generalization as a major clinical challenge. This fun, interactive, and evidence-based course was designed by a speech-language pathologist seeking to help her school-age caseload internalize lessons taught in therapy and generalize them to real-life communication situations. By utilizing experiential learning, she saw children improve their speech and language skills through active participation in meaningful learning experiences.
This course provides an overview of experiential learning, the scientific evidence behind it, and its role in helping school-age children achieve generalization of skills targeted in speech-language therapy. Presented in detail will be over forty (40) highly engaging and easy-to-implement experiential, speech-language therapy lessons incorporating elements of:
To make these lessons even more impactful, the presenter also includes specific suggestions for how to implement these lessons in order to target a variety of goals. You will end this course inspired and equipped to try out some new activities in your speech therapy sessions! Offered for 0.3 ASHA CEUs – 3 contact hours. (Run Time: 3:03:07)
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 and downloadable handout.
Claudia Doan, MS, CCC-SLP, has worked in the field of Speech-Language Pathology since 2008 after receiving Bachelor of Arts and Master of Science Degrees in Communication Disorders from Southern Connecticut State University. She is the author of the blog Creative Speech Lab and has several years of experience working for school systems and in pediatric clinic settings. Claudia is the recipient of the American Speech-Language-Hearing Association's Mentoring Pair Award for original research in the field of Speech-Language Pathology and is a Sertoma International Scholar in Communication Disorders. She is the author of Articulation Theatre Books and Language Theatre Books published by Northern Speech Services.
Financial — Claudia Doan is a presenter of online CEU courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Claudia Doan is the author of Articulation Theatre Books and Language Theatre Books published by Northern Speech Services; receives royalty payments.
Nonfinancial — Claudia Doan has no relevant nonfinancial relationships to disclose.
This program is offered for 0.3 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 firstname.lastname@example.org 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.
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 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.
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.
Please click here for any special needs requests, and we will do our best to accommodate them.
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"As a school-based SLP doing teletherapy, I will be able to implement some of the suggestions effectively. I found the information about experiential learning very compelling." J.C.-G. (Sept. 2021)
"The specific topic of discussion that was most beneficial to me was moving away from drill-play to activities that are child-led." J.L. (July 2021)
"The instructor spoke at a clear pace, gave useful examples." R.E. (May 2021)
"It provides a variety of activities to use with students, that can be easily carried out in the school setting." K.R. (May 2021)
“I liked that there were suggestions on actual therapy activities.” – B.S. (Feb. 2021)
“I liked the distinction between experiential learning vs. drill work. Many activities I considered to be experiential were proven to not be! This course has been so helpful and useful.” – W.D, (Jan. 2021)
"It was wonderful to be reminded of the importance of making experiences in therapy relevant and memorable. I found this course outlined an inspiring framework for therapy and offered many suggestions relevant to school based practice." – P.M. (Apr. 2020)
"The course was well-organized and research-based, and provided many ideas for child-centered therapy activities. The presenter's voice was well-modulated and calm, making it easy to listen to for three hours!" – J.B. (Mar. 2020)
"The topic of experiential learning and reflection of what one is doing was so helpful and will be beneficial on a daily basis. Students are more likely to create and store memories when therapy is motivating and engaging." – A.G. (Feb. 2020)
"I loved all of the ideas that I could start using tomorrow. Everything was explained in detail, and the instructor was easy to listen to. She provided excellent ideas and activities." – H.H. (Jan. 2020)
"It provided an abundance of realistic therapeutic ideas to include into my therapy. The discussion on tailoring my therapy to be more experiential and incorporating specials into therapy was most beneficial." – J.M. (Jan. 2020)
"The detailed examples and pictures of experiential ways to target artic and language were helpful. I liked the course format, slides, organization, and detail." – J.D. (Dec. 2019)
"I appreciated the ideas to increase generalization outside of the therapy room as well as the photos of activities and materials used." – L.W. (Dec. 2019)
"I liked the practical examples of generalization for a variety of speech-language deficits (e.g. articulation, language, fluency, pragmatics, etc.)." – A.M. (Nov. 2019)
"The entire course was beneficial for special population and/or programs with push in delivery services and generalization within their classes and participation at home. I feel this course related to my needs, whereas some course titles appear to be what I am in search of but may not address specific questions I have on the topic or skill area." – K.L. (Oct. 2019)
"I liked the actual therapy lessons and ideas provided by the presenter. The research and article references were helpful as well." – B.B. (Oct. 2019)
"Great course! I like that it had lots of samples and that I am able to bring back ideas to use in therapy." – E.H. (Aug. 2019)
"I love the concept of experiential learning for generalization, which is always a struggle, as well as the practical way to implement those activities in therapy." – C.G. (July 2019)
"The visuals of the experiential learning activities were helpful. The examples of experiential learning that could be used in therapy were good." – M.M. (July 2019)
"I got so many ideas for therapy! I loved the variety of ways to incorporate experiential learning into therapy and the multitude of goals that could be targeted!" – C.O. (June 2019)
"The discussion on recognizing when an activity is not experiential learning was most beneficial. I thought it was a great course, especially for a new therapist." – M.H. (June 2019)
"I liked the specific examples of activities she has used in her own therapy." – D.H. (May 2019)
"I appreciated the practical therapy ideas with specific ways to target a variety of goals." – K.M. (Apr. 2019)
"I loved all the different activity ideas that I can incorporate into sessions with my clients. All the intervention ideas!" – C.L. (Mar. 2019)
"The recipe section of relating back to articulation, syntax, and sequence goals was most beneficial. I liked all of the useful strategies." – M.C. (Mar. 2019)
"I enjoyed going over how to make simple activities, objects, and drawings more meaningful and memorable through creative narratives." – C.F. (Feb. 2019)
"I appreciated all the practical ideas provided by the presenter, especially the ideas that can be used with older students. One in particular that I liked was students creating silly stories to practice articulation." – P.D. (Feb. 2019)
"I liked the variety of activities that were outlined that could be used in all areas of speech pathology. The three M's - motivating, meaningful, and memorable - were most beneficial. Being able to keep these in mind when planning therapy sessions is very helpful." – T.B. (Jan. 2019)
"This course made me reflect on my own therapy. This course provided so many valuable examples of how to bring experiential learning into my own therapy room. I have learned that making the learning target motivating, meaningful, and memorable for the student is essential for generalization. I loved all of the different therapy ideas that were shared throughout the course." – M.H. (Jan. 2019)
"I love all of the experiential activities and how the presenter adapted them to a variety of students' articulation, language, fluency, AAC needs. I also greatly appreciated the suggestions and acknowledging the importance of observing/collaborating in the general education setting. The presenter's voice and method of delivery were very pleasing to listen to, and the information was so useful!!" – M.C. (Jan. 2019)
"The presentation was well organized and much information was given. I liked the manner of presentation and multiple examples as well as the different ways to use client-centered therapy." – P.H. (Dec. 2018)
"Excellent suggestions to expand all lessons; going into Specials to help with direction following. Great visuals; the speaker's voice was engaging and easy to listen to." – L.H. (Nov. 2018)
"Great ideas that I can't wait to implement with my students - elementary school kids. I liked the examples of crafts, activities, and ideas for speech sessions, simple directions and tons of advice. It was a great course." – Y.I. (Oct. 2018)
"I liked the examples and ideas for lessons. The discussion on social communication was most beneficial." – G.C. (Sept. 2018)
"The entire presentation regarding experiential learning was very informative! I liked the quality and quantity of information." – A.P. (Aug. 2018)
"This entire presentation was beneficial to my daily practice. I work in a setting servicing students with disabilities. Our school promotes learning through activities of daily living and using the information presented will help my students learn in the most effective way possible." – J.D.B. (July 2018)
"I loved the practical ideas that I can use daily in my school practice." – J.E. (June 2018)
"I really enjoyed this course. It was very specific and practical. I feel that I can successfully carry out the ideas presented." – S.S. (May 2018)
"The strategies for autism students were most beneficial. I liked the ideas given using theatrics and video modeling and all the ideas to promote generalization." – D.B. (Apr. 2018)
"I enjoyed the therapy materials/activities the presenter provided." – W.C. (Mar. 2018)
"Lots of innovative ideas that will be very engaging for students. I really like how the presenter stressed that reflection is a key component." – A.N. (Feb. 2018)
"The most beneficial portion was the concrete and tangible activities that I can already see using with my students. I liked the explanation of learning as the beginning and constant reinforcement of the learning concepts in all activities." – R.S. (Feb. 2018)
"I enjoyed the discussion on how to make changes from my clinician-directed tasks so they become child-directed tasks with simple techniques and changes in my mindset. I liked the emphasis on making therapy meaningful for the student for increased generalization. I would like to have seen some video examples of the therapy actually being used with students." – P.M. (Dec. 2017)
"Going over how to increase child-centered therapy approach was most beneficial. I love that the course was easy to follow and attend and had many examples of how to child-centered therapy. It was a great course!" – K.A. (Nov. 2017)
"I liked that the SLP provided different examples for each subject and explained each one of them." – H.C. (Nov. 2017)
"I appreciated the three M's and the variety of real-life examples." – T.B. (Nov. 2017)
"It was a great course - especially the generalization of therapy practices!" – A.O. (Nov. 2017)
"I think it was valuable to not only engage your student but let them have time to reflect. I like the examples. It helps us know how to integrate activities into our therapy." – H.C. (Oct. 2017)
"Loved the specific experiential learning activities." – H.B. (Oct. 2017)
"I appreciated the discussion on incorporating more narratives in lesson plans. The therapy ideas were well presented." – M.A. (Oct. 2017)
"The section on the use of Dramatic Play and Debate was most beneficial as it could be used for middle school students. I liked the ideas for innovative interventions." – C.S. (Oct. 2017)
"It was good. I watched this online course with other SLPs from my district, which was helpful for discussing the content after we finished." – T.S. (Oct. 2017)
"I enjoyed the lesson plans and ideas as well as the hands-on examples. I was hoping for more examples for lower developmental level." – K.D. (Oct. 2017)
"The handouts were excellent, and the course was detailed and easy to follow." – M.D. (Sept. 2017)
"I love the discussion on the three M's (motivating, meaningful and memorable). As SLPs we don't always keep this in mind. I like the examples that the presenter gave us. She is very creative." – K.R. (Aug. 2017)
"VERY applicable to pediatric SLPs, with lots of practical, easily implemented activities. I wish parents and administrators "in the real world" understood the value of "play"." – R.G. (July 2017)
"This course offers many ideas for generalization that can be easily incorporated into therapy sessions. I especially appreciate the suggestions for activities that include both speech and language goals; our time with students is limited and precious. The lessons are well thought out and provide approaches for learners at different levels. The voiceover is the best I have ever experienced. The speaker is well-spoken, yet, very natural sounding - as if she was speaking to me personally. I found her voice to be very soothing and easy to listen to." – A.F. (July 2017)
"This course presents well put organized strategies and suggestions for the School-Based SLP to use to aid in generalization and carryover. The author gave many specific techniques that were helpful and useful. I specifically enjoyed how she presented a fresh perspective on this approach and also showed the listener how to adapt and change strategies." – D.K. (June 2017)