This is the sequel to the Level 1 course (see course #e82) and should not be considered until Level 1 has been completed. This Level 2 course includes numerous videos of treatment sessions to describe and illustrate treatment for children on the autism spectrum who use echolalia or who have used echolalia at an earlier stage in their language development. It is presumed that the previous training will have provided participants with the foundation to understand the principles of gestalt language processing in both neurotypical children and children on the autism spectrum.
This Level 2 course begins with a brief review of those principles and continues by presenting treatment considerations depending on the language level of the client. Treatment contexts, activities, and planning are illustrated through video clips, language transcripts, and discussion. Related language goals are considered, as well as ways of reporting progress. Offered for 0.25 ASHA CEUs – 2.5 contact hours.
Course Run Time: 2:30:00
The presenter of this course is also the author of the text, "Natural Language Acquisition on the Autism Spectrum: The Journey from Echolalia to Self-Generated Language" that is mentioned as part of this course. The presenter does not benefit financially from the sale of this book; however, the non-profit center, Communication Development Center (CDC), for which the presenter is founder and director, does receive royalties.
Video PowerPoint presentation with author narration & downloadable handout.
Marge Blanc, MA, CCC-SLP, is a clinical Speech-Language Pathologist, and founder and director of the Communication Development Center (CDC) in Madison, WI. Serving children with autism and others who benefit from sensorimotor supports, CDC has provided specialized speech, language, and social communication services for over 15 years. Marge is the author of the book, Natural Language Acquisition on the Autism Spectrum and she is the author of the online CEU course, Natural Language Acquisition in Autism: Echolalia To Self-Generated Language, Level 1 and Level 2.
For more information, visit www.communicationdevelopmentcenter.com which includes links to Marge's articles and columns, which originally appeared in the Autism Asperger's Digest. Her article topics include language development in autism, language development for visual thinkers, language retrieval in autism, AAC in autism, language and self-regulation in autism, and speech development with dyspraxia in autism.
Financial — Marge Blanc is a presenter of CE seminars sponsored by Northern Speech Services; speaking fees are received by the Communication Development Center.
Financial — Marge Blanc is a presenter of online CE courses sponsored by Northern Speech Services; royalties are received by the Communication Development Center.
Financial — Marge Blanc is the author of the book, "Natural Language Acquisition on the Autism Spectrum: The Journey from Echolalia to Self-Generated Language"; she does not receive royalties, however, the non-profit Communication Development Center does.
Nonfinancial — Marge Blanc is the founder and director of the Communication Development Center (CDC) in Madison, WI; she does not receive any compensation in this role.
This program is offered for 0.25 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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"I found the description of mitigation very useful for treatment, and I liked the NLA model. I expected a little more detailed or prescriptive outline of evaluation and treatment." – M.R. (Apr. 2020)
"I already incorporate most of these ideas but it was a good lesson on why!" – A.K. (Mar. 2020)
"I enjoyed going over how to assess and work with kids that are echolalic." – T.F. (Feb. 2020)
"I thought the discussion regarding how to put the ideas into therapy was helpful. I liked the videos to demonstrate ideas." – C.S. (Jan. 2020)
"The provided practical methods for using the child's gestalts for functional language were most beneficial. I liked the comparison of typical language development with gestalt learners." – A.S. (Jan. 2020)
"It was a good reminder that I should incorporate more sensory play into my everyday therapy sessions. I also liked the information regarding a child who says 'no' a lot. I liked seeing the video clips." – J.H. (Dec. 2019)
"It was helpful to view NLA in practice via the video examples. I liked having the real-life video examples and transcripts. I expcted more specific goal writing, though." – C.A. (Nov. 2019)
"Having taken the NLA Level 1 course, this second course was able to aid in moving treatment beyond modeling common gestalts, as well as teaching me how to analyze a language sample as a client moves beyond stage 1, to stages 2-4. I liked the visual input from the videos, that helped explain the process of natural language acquisition for clients in different stages of language development." – C.S. (Oct. 2019)
"Going over how to pick language models was most beneficial. Ms. Blanc was easy to understand and follow. I would have enjoyed a little bit more in depth teaching about how to pick language models for moving into Stage 2." – K.F. (Sept. 2019)
"I now have a deeper understanding of gestalt language and NLA. The videos were helpful. Because I was work with Early Intervention, I was hoping for some videos with younger children, too." – H.B. (Aug. 2019)
"The actual therapy sessions were awesome. I am sure that the first course was beneficial, but the 2nd part was awesome. Flow was much better." – E.S. (Aug. 2019)
"I liked the new way of looking at echolalia as a medium for language development. The section on cohesion, the videos, and the transcripts of treatment were most beneficial." – M.W.P. (Aug. 2019)
"The videos helped me with practical use in my therapy sessions." – A.S. (July 2019)
"I will use more mix and match phrase and single words isolated from mitigated phrases during my play-based therapy. I will use more sensorimotor therapy activities." – L.G. (June 2019)
"Good discussion about the interpretation of judging higher stage utterances versus gestalt that could seem higher-level structures. I find the video clips of therapy sessions helpful for translating the theory to practice." – S.P. (May 2019)
"It was useful to see the extension to Level 1 into the more practical treatment phase. I like that it provided concrete videos of the therapy in action along with an explanation to help interpret what was going on." – K.A.D.R. (Apr. 2019)
"I liked the way in which Marge used examples and provided repetition of critical concepts frequently throughout the course." – J.L. (Mar. 2019)
"I appreciated the examples of child-lead flexibility and foundation of self-regulation to support language learning/retrieval. I liked the videos followed by discussion." – E.F. (Feb. 2019)
"I liked the videos and her explanation of what we saw. The treatment considerations were especially beneficial." – E.M. (Jan. 2019)
"I enjoyed the overall discussion of how to use echolalia and understanding how important echolalia is and how it can be used to develop self-generated language." – K.P. (Dec. 2018)
"I found it helpful discussing the gestalts and determining if language was mitigated or a gestalt." – E.O. (Nov. 2018)
"All of the videos and discussion were beneficial to view the techniques in real-time." – M.M. (Sept. 2018)
"The mitigation of echolalia utterances and how to move to self-generated utterances was most beneficial. I feel like it honors the child's attempts at communication and helps the therapist help the child make himself more understandable." – B.D. (Aug. 2018)
"I appreciated the discussion on language treatment for children with ASD who used echolalia & that it looks the same as other play-based therapy except that we have to be cognizant of their gestalts." – L.B. (June 2018)
"IT was great! I love how Marge approaches the topic." – M.Z. (May 2018)
"I love seeing treatment application and hearing goal examples for targeting language in a natural way." – M.W. (Mar. 2018)
"The language modeling during play-based therapy was the most beneficial part. I liked the video examples and clear outlines of what to look for in the videos." – K.D. (Feb. 2018)
"Looking at neurotypical language learning processes as analytical vs gestalt gives me a whole new perspective to use in assessment and treatment and work with families in my Early intervention practice. It gives new avenues of thinking and treatment that will be useful for all kids and gives a better underpinning to the idea that interactions with children who are having a hard time learning language must include active sensory-motor play." – S.F. (Jan. 2018)
"Going over how to recognize the level at which a child is functioning and what is the proper way/therapy to help them to the next level was incredibly helpful. I enjoyed the examples of real children and analysis of their language." – A.J. (Dec. 2017)
"Going over incorporating more sensory motor opportunies into therapy was most beneficial." – B.H. (Nov. 2017)
"I was not familiar with Gestalt as a natural language style. I have always felt echolalia was a gateway to robust communication. It is helpful to have the research to back it up." – J.G. (Sept. 2017)
"I enjoyed the videos (they were extremely helpful), which help me understand the why, when, how, etc... and how to incorporate NLA into therapy sessions." – K.F. (Aug. 2017)
"I think the stages will be most beneficial to my daily practice. I liked the pacing of the course." – M.T. (July 2017)
"I enjoyed the many examples of language therapy for gestalt language processors. I liked the videos and language samples with analysis." – H.S. (June 2017)
"The examples and videos of play-based therapy demonstrated how to incorporate multi-sensory stimuli within each session. Courses that contain real-life video examples are always conducive to learning. It helps to see the techniques in action." – C.G. (May 2017)
"I really liked the emphasis on gestalt language processing and how to talk about it with parents. The videos to show therapy were most beneficial." – I.W. (Apr. 2017)
"I have a few patients I can use the information I learned in guiding assessment/treatment. I was surprised that it was featured as information regarding treatment, planning, goals, progress reporting etc. I felt that the videos we watched were interesting, but they were used in place of general treatment/planning/goal information for all patients." – T.S. (Mar. 2017)
"I will be using this approach with all of my kids who are echolalic. I think it is the missing class from grad school for SLPs. I liked the practical strategies, but I was expecting more examples of targets for therapy." – S.S. (Feb. 2017)
"I appreciated extending my understanding of how to move through the stages during treatment. I liked the case studies." – L.K. (Jan. 2017)
"I liked the topic of what treatment looks like and all that is involved. I really liked the videos!" – M.C. (Dec. 2016)
"I enjoyed the sensory motor activity suggestions and how to incorporate them into therapy." – M.M. (Nov. 2016)
"The examples of goals/treatment recommendations were helpful. The presenter showed lots of videos where were helpful. This was a good e-course." – V.E. (Oct. 2016)
"I am currently using NLA with several clients. I read the book cover to cover, but doing this ecourse helped! It was great to watch the videos and hear things not mentioned in the book." – A.Z. (Oct. 2016)
"Covering how to support a child as he or she moves through the different stages was really beneficial. The course was very practical and easy to apply immediately to clinical practice. However, I expected her to go over how to use these principles in a different setting, such as in a school with minimal opportunities for physical supports." – A.D. (Sept. 2016)
"I enjoyed the treatment videos." – A.B. (Aug. 2016)
"It was ALL beneficial!" – R.O. (Aug. 2016)
"I appreciated the review of the stages of NLA in assessment." – A.A. (Aug. 2016)
"I love that I am more fully able to recognize and intervene effectively with 'gestalt' language usage. I feel more confident in making the case for progress, too. Thanks." – C.C. (July 2016)
"The discussion on sensory motor was really helpful." – P.A.G. (July 2016)
"Excellent presenter. I loved the new framework for understanding language development." – A.L.V. (June 2016)
"I liked the relevance to children with ASD. The treatment approaches were most useful." – M.S. (June 2016)
"The most beneficial discussion was analyzing and dissecting the children's linguistic output and their responses. I enjoyed the videos." – D.H. (June 2016)
"I appreciated the coverage on how to use the gestalts to move forward." – J.V. (June 2016)
"I liked the speaker's knowledge regarding the course content and the incorporating of sensorimotor input." – A.B. (June 2016)
"The discussion on redundancy not repetition was most beneficial. This therapy technique is easy for parents to understand and take home when SLPs explain what they are doing and model how to do it. I have found it highly effective in my daily practice at an outpatient clinic where I see many kids who are echolalic. I really liked the video examples showing how to implement the therapy." – J.S. (June 2016)
"Well-presented. I like that this answered questions about NLA." – M.R. (May 2016)
"Easy to listen to and understand and loved the use of video. I especially enjoyed the discussion on which contractions she felt were the best ones to start with for mitigation. However, I expected some sample goals written out along with sample documentation." – K.B. (May 2016)
"This course gives me a framework for discussing goals and treatment with families. The most useful topic was how to mitigate or recombine gestalt language." – N.R. (Apr. 2016)
"I enjoyed Marge as the speaker/presenter." – S.D. (Apr. 2016)
"I really appreciated the discussion of gestalt language processors in neurotypical kids and ASD kids and to teach other professionals who work with these kids about this." – R.S. (Apr. 2016)
"I liked seeing the treatment videos, but I would like to see more treatment and development of specific goals." – G.J. (Apr. 2016)
"I am rating this course as 'excellent' because this information should be required by any clinician working with ASD." – S.S. (Apr. 2016)
"I liked the video examples and written samples of interactions during therapy." – B.M. (Mar. 2016)
"I just don't know of anyone else who is talking about kids with ASD/echolalia from a practical, yet clinically driven vantage point the way Marge is. Well done!" – J.S. (Feb. 2016)
"The information is accurate and clearly presented. As a practicing SLP with almost 20 years of experience in clinical and school settings, I have applied my growing knowledge of gestalt language processing to support my clients and students with autism. What Marge adds with this course is a masterful tie to the research — and an organizational framework to help SLPs feel confident that the research base in gestalt language development can be applied through treatment methods that are part of our field’s best practices. The play-based therapy that is embraced in my school district is a natural environment for applying the material gained in this course. Marge’s tool for assessing grammar, and her principles of treatment, give us a way to guide our therapy so that it is respectful of each student, supportive of children’s communicative intentions, and relevant to communicative functions beyond requesting." – K.S. (Feb. 2016)
"The course beautifully illustrates the application of the principles presented in the Level 1 eCourse on Natural Language Acquisition for autistic children who are gestalt language processors. I can hardly express how important this information is – it has the potential to revolutionize language therapy for autistic children all over the world. I hope it will become one of our field’s ‘best practices’ to embrace echolalia as the first step in the natural progression of language development for our clients with autism who are gestalt language processors." – L.S. (Feb. 2016)
"I believe ALL speech-language pathologists who work with children with autism should have to take this course – it’s that important. (I think it is telling that Barry Prizant recently praised Marge’s work in his recent book, Uniquely Human.) I plan to strongly recommend Levels 1 and 2 to my students and colleagues. I certainly hope there will be a Level 3 follow-up course, and that NLA will be a topic of discussion ASHA-wide!" – L.S. (Feb. 2016)