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 us to 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.
The ASHA Code of Ethics is a valuable resource and reference to guide our practice when ethical dilemmas arise. 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. 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. Offered for 0.1 ASHA CEUs – 1 contact hour.
Course Run Time: 1:00:01
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.
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.
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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"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. (July 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. (July 2021)
"It was a good review on the rules for feeding and swallowing as it relates to schools." G.G. (July 2021)
"I found the difference in medical and educaiton SLP benefical for my daily practice and liked the comparison them." E.S. (June 2021)
"Case studies were interesting to review to see what problems arise outside the medical facility." C.H. (May 2021)
“This course was quite informative.” – C.C. (Mar. 2021)
“I enjoyed the summary of SLP roles from in-patient to out-patient to school-based. It 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 appreciated the validation and acknowledgment that you can address feeding in a school setting. I would feel more comfortable bringing feeding up to other professionals, parents/caregivers, etc. if I felt it needed to be addressed for one of my students. I like that certain states have laws about swallowing treatment in schools.” – L.J. (Dec. 2020)
“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. 2020)
"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 2020)
“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. 2020)
“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. 2020)
"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. 2020)
"I enjoyed the discussion of IPP and IPE and case studies." – A.B. (Jan. 2020)
"The case studies were very helpful." – N.T. (Jan. 2020)
"Helpful information to pass along to students learning about feeding/swallowing. Enjoyed having multiple presenters." – T.B. (Dec. 2019)
"I appreciated the discussion on ethical responsibility of making swallowing and feeding treatment in the schools. The presentation of information was easy to learn." – Y.C. (Nov. 2019)
"I thought more information on Ethics for Medical Setting would be covered. It was geared only toward school setting." – S.C. (Oct. 2019)
"Going over the collaboration between medical and school based SLPs was most beneficial. I liked that the information was to the point." – C.S. (Sept. 2019)
"I really enjoyed the amount of case studies discussed and the variety of solutions presented to ethical treatment dilemmas. I like that the course is immediately applicable to the workplace as opposed to reading theoretical research." – K.A. (Aug. 2019)
"I appreciated discussing the patient's current status/recommendations with school SLP and the examples used." – M.D. (Aug. 2019)
"The discussion of the need for schools to address feeding and swallowing issues was most beneficial. I just had this conversation in a meeting at a local school. I like that I received a lot of information in a brief amount of time." – D.M.T. (July 2019)
"Very informative and addressed exactly what it stated it would address." – D.G. (June 2019)
"Going over how the school SLP can justify the treatment of dysphagia in the school setting based on IDEA was very helpful. I like that the two presenters worked together seamlessly." – J.M. (June 2019)
"I liked the specific clinical examples." – J.B. (Apr. 2019)
"I appreciated the discussion on the ASHA Code of Ethics." – V.B. (Mar. 2019)
"The case studies were relevant to my practice. It gave me the chance to review information such as the code of ethics and interprofessional practice." – J.G. (Feb. 2019)
"I enjoyed the case examples and descriptions of the ethical aspects that apply. Good use of slides - topics moved along well." – J.A. (Jan. 2019)
"I appreciated the discussion on the role of the school SLP and how it is supported by the law. I liked that the information was in a clear and concise manner." – E.S. (Dec. 2018)
"I liked the resources provided and the emphasis on the collaborative approach across settings, especially the discussion of each role. In addition, I appreciated the family-centered information/review to apply to my own daily practice." – B.M. (Dec. 2018)
"Going over the role of the school-based SLP in treating dysphagia was most beneficial." – R.N. (Nov. 2018)
"I liked the explanation of ASHA scope of practice and how educational SLP can implement the requirements of IDEA '04. This was a good overview of the topic as it pertains to the educational setting." – A.S. (Oct. 2018)
"I enjoyed that this was specific to feeding and swallowing." – A.F. (Sept. 2019)
"I appreciated the information about the dysphagia portal on ASHA. I liked the case studies and discussions about the responsibilities of school SLP's." – S.G. (July 2019)
"I liked the research resources, case studies, and information about the Clinical Feeding Assessment Templates. I liked the presenter's knowledge, presentation, and handout." – L.H. (June 2019)
"The case studies and ethical considerations were most helpful." – L.A. (Apr. 2018)
"I appreciated the discussion on the role of communicating with School SLPs as well as the convenience and ease of access." – K.E. (Apr. 2018)
"Understanding outpatient dysphagia needs was the most beneficial takeaway. Very informational course." – J.S. (Mar. 2018)
"I enjoyed the discussion of responsibilities of inpatient and outpatient medical SLP and school SLP. I liked the inclusion of various elements impacting this topic." – S.S. (Mar. 2018)
"I appreciated going over the specific roles of a school SLP. I am a medical SLP and all the school SLPs I encounter verbalize different roles." – D.K. (Feb. 2018)
"I am an adjunct for a local University and teach the dysphagia course. I think this is an excellent presentation, especially to the grad students and new clinicians re: the school SLP role in the management children with dysphagia and their responsibilities." – N.K. (Feb. 2018)