~ Training and Materials ~
With growing and diversifying caseloads, SLPs are increasingly challenged to make meaningful therapy progress with each student. This course was designed by two school-based SLPs for SLPs who are seeking practical, functional, and easy-to-implement strategies to target articulation, language, grammar, organizing thoughts, inferring and reasoning, written language, attention, fluency awareness, eye contact and more. Offered for 0.6 ASHA CEUs – 6 contact hours.
Specifically, participants will learn the SOS formula – Strategies Offer Solutions – which uses three, short directions grouped into a SOS mnemonic to successfully develop quick and easy strategies to target speech and language deficits. Included will be evidence-based strategies incorporating highly effective visual, auditory, kinesthetic and tactile cues. Strategies will be presented that are effective in whole-class, small-group, and individual therapy settings. You will also learn to create individualized strategies for a unique student need. Learn to use SOS to:
Participants will learn to implement SOS's unique DOES Delivery Model to enable students to grow from a dependent stage of being constantly prompted What to do to a higher level of success where the student "DOES" the desired behavior with more independence and less cueing or prompting. Learn how SOS strategies can be used with students with varying disorders to:
This presentation will focus exclusively on SOS – Strategies Offer Solutions – interventions. Other treatment approaches will receive limited or no coverage as part of this course. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Ruthann Jarvis, MA, CCC-SLP, graduated from California State University-Long Beach. She began her career as a Speech-Language Pathologist in 1983 at the Scottish Rite Clinic for Childhood Language Disorders in Long Beach, California. She currently works in the Irvine Unified School District in California. Throughout her career, she has worked in a variety of positions including Special Education Teacher, Speech-Language Pathologist, Parent-Child Advocate, Master Teacher Supervisor, and Private Practice Clinician. Her work has focused primarily with students ranging in age from 18 months to 13 years. Areas of particular interest include early-language development, strategy-based therapy, autism spectrum disorders, and Tourette syndrome. Her emphasis has always been to empower her students by teaching and training strategies they can own for life.
Financial — Ruthann Jarvis author of treatment materials published by Northern Speech Services; receives royalty payments.
Financial — Ruthann Jarvis author of online CEU courses offered by Northern Speech Services; receives royalty payments.
Nonfinancial — Ruthann Jarvis has no relevant nonfinancial relationships to disclose.
Elizabeth Peterson, MA, CCC-SLP, is a licensed speech-language pathologist and speech coach with over 17 years of experience working with adults and children. She has experience working with speech delays, language disorders, cognition, voice, regional and foreign accent reduction, and corporate communication. Elizabeth offers a full speech therapy practice addressing preschool, school age and adolescent needs by offering individual speech therapy programs and group therapy that are specific for speech and language disorders, social skills, life skills, as well as offering strategies for learning disabilities that promote academic success. She is a board member of the Colorado Speech Language Hearing Association, and also consults on the Traumatic Brain Injury Team for the Cherry Creek School District. Among other publications, Elizabeth is author of Functional Learning For The Home And Community.
Financial — Elizabeth Peterson author of treatment materials, including "Functional Learning for the Home and Community" published by Northern Speech Services; receives royalty payments.
Financial — Elizabeth Peterson author of online CEU courses offered by Northern Speech Services; receives royalty payments.
Nonfinancial — Elizabeth Peterson has no relevant nonfinancial relationships to disclose.
This program is offered for 0.6 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 computer, 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’d 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 liked the practical strategies for collaborative efforts with student success. The strategic goal writing for integration into common core curriculum was especially helpful." – B.G. (July 2019)
"It provided many examples for implementation and abundant resources. It was helpful to go over the teaching strategies and how they enable the scheduling of groups with increased differentiation, especially for makeup sessions." – R.N. (July 2019)
"This course provides numerous ideas that encompass numerous areas of need, along with everything from goal writing, strategies, and data collection. This "program" is applicable to numerous areas of therapy and provides a new way to focus on one goal." – H.M. (June 2019)
"I loved this course and have already started applying SOS. I liked the topic of using mnemonics to give children strategies to meet their goals instead of the SLP facilitating the goals. I loved the idea of the SOS and being able to share it with the teacher and parents." – M.S. (June 2019)
"I liked all the handouts provided so that it can be easily applied." – C.R. (Apr. 2019)
"This will apply to the students on my caseload with language processing difficulties in my treatment plans." – A.C. (Mar. 2019)
"I found the intelligibility topic most beneficial. This course was extremely thorough and provided useful materials." – C.T. (Mar. 2019)
"Using multi-modal evidenced-based intervention was most valuable. I liked the practical examples that were presented with different levels of disorder." – C.T. (Feb. 2019)
"I love the way unlikely combinations of kids can be seen at once with specific goals being met. Very thoroughly discussed. I feel like I can establish an SOS strategy right now." – C.E. (Dec. 2018)
"Extremely functional, evidence-based, and easy to measure strategies/goals. Going over how to implement core curriculum into the therapy activities was most helpful. I am happy with what I learned." – N.P. (Nov. 2018)
"I found it beneficial to be able to apply the SOS strategy to so many different areas with assistance at applying it to actual goal/objective writing. The SOS and DOES model offers a comprehensive way to treat! The handouts are well explained and true teaching of how to create your own SOS and implement it in therapy is better than most courses I have taken." – K.K. (Oct. 2018)
"I love the idea of teaching my students strategies that they can apply in multiple contexts. The speakers were great. The content was great. I feel like the information presented will be very useful and so will the handouts." – F.L. (Sept. 2018)
"I liked the relevance of the topic and slides were explained not just read. I loved how these two ladies were organized, creative, and really just wanted us to learn how to help us and our kids on our caseloads." – J.P. (July 2018)
"This was a very informative and effective presentation. The information was very useful and practical for working more effectively with my elementary school-age students. I am excited to begin incorporating Strategies Offers Solutions and the DOES Delivery Model with my students. I will definitely recommend this course and these strategies to my colleagues and fellow SLPs." – C.L. (April 2018)
"I liked the clearly stated objectives, how articulate and organized the presenters were, the references for evidence-based practice, and how this course addressed all the frustrations mentioned at the beginning!" – J.S. (Apr. 2018)
"I enjoyed learning how SOS can be brought into the classroom and home to help a child generalize new behaviors as well as how this program applies at any area of speech or language or behavior and can be individualized to a certain child's needs." – J.P. (Mar. 2018)
"I loved how the authors incorporated strategies and printables that you can give to parents and teachers." – K.J. (Feb. 2018)
"I liked that program is practical with easy applicable strategies that can be applied with most students on my caseload (I had expected discussion on how to implement with preschool age). It really helped that they took you through the entire program step by step." – L.L. (Jan. 2018)
"Very practical. Finding strategies for therapy that have better carry-over and are easy to involve other professionals and parents is always beneficial." – S.L. (Dec. 2017)
"The discussions on how to use SOS for syntax and language goals as well as how to implement with the core curriculum were very helpful. I like how functional it is." – M.H. (Dec. 2017)
"I enjoyed the background, breakdown and examples provided to teach the SOS and DOES delivery model. There was a plethora of excellent examples to help me visualize the use of SOS and DOES in practice. The course was very comprehensive!" – K.F. (Nov. 2017)
"I liked how they described making these strategies very measurable for adequate documentation for all parties involved in the child's care. I'm really excited to use this strategy with a broad range of clients as it really seems to simplify the focus of the Speech Therapist." – L.S. (Oct. 2017)
"The use of mnemonic strategies have been used for years and were helpful, yet never thought to use them in therapy! Great idea! I liked the S.O.S. strategy and how it helps the child learn to actually meet the desired goal independently." – K.M.C. (Sept. 2017)
"Deciding 'what you really want' from the student in order to set up their SOS was the best portion. I also liked how this can be carried over into the classroom and home. As for the course itself, I liked the slides that went along with the powerpoint; I was able to easily follow along." – A.R. (Aug. 2017)
"The entire SOS model and the DOES delivery system were most beneficial. I liked how you provided examples of how to use strategies as well as how strategies may fail if we do not ask for what we really want the student to achieve." – C.B. (July 2017)
"I liked the thorough explanation of how the materials can be applied in practice and the multitude of examples given." – H.A. (May 2017)
"SOS provides an organized and structured way to work with multiple types of student's needs. I liked the related handouts and materials presented." – K.T. (Feb. 2017)
"All of it was beneficial! I love the discussion around changing the focus of goals to teach strategies. It is simple but now what most SLPs are doing in practice. The specific example of writing a strategy based goal (vs traditional goal) based on assessment results was very helpful. Great presentation and accompanying materials. I feel like I can start implementing this new way immediately and have some resources to get me started. And it's Evidence-Based!" – H.R. (Jan. 2017)
"I enjoyed learning strategies that provide tools for the students to complete instead of the therapist showing the student how to do it - and that these strategies can be used easily and immediately." – S.C. (Dec. 2016)
"I appreciated the SOS and DOES model for clearly defining what is the desired behavior, structuring strategies that will yield progress, having the benefit of the visual cards for the students coupled with the kinesthetic, and the ability to use the strategies for both goal writing and monitoring progress. I also liked the abundance of handouts to use as needed!" – D.L. (Nov. 2016)
"Going over how to specifically create and apply SOS, as well as making goal using the strategies, was most beneficial. I liked all of the examples of real world students and how you applied the strategies step by step." – L.P. (Oct. 2016)
"The presentation was well done, LOTS of information, and the excellent informational content." – A.F. (Sept. 2016)
"The instruction on developing strategies that assist with students with carryover as well as the strategies specifically for written expression, the progress monitoring instruction and the sample goals were all relevant and extremely beneficial." – L.P. (Aug. 2016)
"The use of classroom curriculum was very helpful. I liked the many examples." – K.B. (Aug. 2016)
"I appreciated the specific worksheets and specifics for supporting social skills; i.e. eye contact, entering/exiting a conversation, etc." – E.H. (July 2016)
"I liked the various examples targeting areas of articulation, language and eye contact." – M.R. (July 2016)
"I found all the material presented to be beneficial. I have been using a traditional approach for many years. Using the SOS strategies and DOES delivery model will give me a fresh way to write goals and deliver service." – S.M. (July 2016)
"I liked how they outlined specific deficits they had come across and ways to improve those deficits rather than just theoretical practice." – R.B. (June 2016)
"I found that the S.O.S. strategy is the most beneficial, in that it can be customized for each student. I found that the presenters, Ruthann and Elizabeth, explained the content on each slide clearly and used visuals appropriately." – L.K. (June 2016)
"It is practical, easy to use and understand, and makes sense." – B.C. (June 2016)
"I like the visual and gestural components of the SOS program. I have already started using them with 1 student, and have had great success." – A.E. (May 2016)
"I like that it provided strategies that will be easy to incorporate in my daily practice without having to buy a lot of additional materials." – L.S.M. (May 2016)
"I appreciate the evidence-based research and how S.O.S. fits as an evidence-based therapy." – D.S. (May 2016)
"I LOVE STRATEGIES and that this approach is totally about the use of strategies and teaching the students to "own" their own success." – T.C. (Apr. 2016)
"I found it very beneficial that I can use these strategies with students with different levels within the same group." – A.A. (Apr. 2016)
"I found the relationship between therapy and utilizing common core/classroom activities to be extremely interesting and functional." – J.S. (Mar. 2016)
"I appreciated the new strategy ideas to use to help with goal planning / implementation. I liked the mnemonic device with visual and kinesthetic cues to help with learning and generalizing objectives." – S.Z. (Mar. 2016)
"I liked that it is a universal strategy that can meet the needs for a diverse group of students in a more uniformed manner." – K.S. (Mar. 2016)
"I appreciated the way the student is helped to "own" their goals. The program was thorough. Thank you." – T.D.G. (Feb. 2016)
"I liked learning how these strategies increase carryover and allow other professionals to know what we're doing in speech." – S.M. (Feb. 2016)
"The SOS cue cards and teaching strategies were most beneficial. Practical and easy to apply." – E.H. (Feb. 2016)
"I was delighted by this course! The course did what I hoped it would. I work at a Deaf school whose students have multiple issues." – L.G. (Feb. 2016)
"The D.O.E.S. model is most beneficial because it moves what is taught in therapy to the child's everyday practice." – K.R. (Feb. 2016)
"Developing the strategies in a step mnemonic and using the mnemonic on a cue card was so helpful." – S.M. (Jan. 2016)
"The SOS program is great because it is an evidence-based strategic intervention that can be applied to one's entire caseload. It isn't specific to a certain population. It also teaches and encourages SLPs to create SOS strategies that fit each child best." – S.Y.D. (Jan. 2016)
"I like that this course is concise and easy to understand. It is written in a way that will make the content taught easy to apply in practice. I REALLY like the free Volumes 1 & 2. I will be able to use these with my students." – A.P. (Jan. 2016)