This course reviews the new science, assessments and evidence-based interventions for auditory processing disorders, dyslexia and childhood apraxia of speech. The course begins with a review of current neuroscience research on the underlying causes of APD, dyslexia and CAS. Several new neuroimaging studies will be highlighted including recent dyslexia research from the Shaywitz team at Yale and research on Prompt for CAS. The course then reviews available assessment tools and evidence-based interventions. Offered for 0.2 ASHA CEUs – 2 contact hours.
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.
Financial — Martha Burns is a presenter of online CEU courses sponsored by Northern Speech; receives royalty payments.
Financial — Martha Burns is a paid consultant for Scientific Learning Corporation.
Nonfinancial — Martha Burns has no relevant nonfinancial relationships to disclose.
This program is offered for 0.2 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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"The course was extremely informative. I found it to be quite comprehensive. I appreciated that the presenter discussed evidence-based approaches for treatment of auditory processing disorders, dyslexia, and apraxia, as well as the differential diagnosis of APD as opposed to ADHD/ADD." – A.M. (Aug. 2019)
"I liked what information there was on CAS and treatment. I expected more information/ideas on intervention." – V.S. (July 2019)
"I appreciated going over the relationship between language development and reading. I liked all the examples of brain development and changes." – L.M. (June 2019)
"I liked the neuroscience behind how the brain can be retrained as well as the relationship between ADD and APD." – C.P. (June 2019)
"The Dyslexia presentation was very beneficial to my work in the schools." – C.B. (June 2019)
"I enjoyed the correlation of language development, reading, and phonological processing. I liked the review of Cerebral Cortex areas related to phonological processing." – D.G. (May 2019)
"The portion on dyslexia will most benefit my current needs and focus. I enjoyed how many references the presenter made to research authors and publications...some future reading! I also enjoyed the "deep dive" into the review of neuroanatomy...it's been a long time since I've reviewed much of that." – A.M. (Apr. 2019)
"Great visual maps of the brain/research results. The discussion of EB treatment techniques was especially helpful." – K.W. (Mar. 2019)
"I found all topics beneficial regarding treatment techniques and causes. The information was very thorough when discussing the brain hemispheres and regions. I was hoping there would be more focus on treatment. The speaker is very knowledgeable and provided very adequate information when discussing the topics." – S.H. (Mar. 2019)
"Very interesting! It keps my attention, and I learned a lot!" – J.M. (Feb. 2019)
"I enjoyed the discussion on the evaluation and treatment approaches for APD. Very informative course." – K.G. (Jan. 2019)
"I currently have a dual role in my school district. I'm a speech-language pathologist serving students with language disorders as well as childhood apraxia of speech as well as a dyslexia interventionist. I liked the tie in of all three disorders and the role that the SLP plays in working with these students." – C.B. (Dec. 2018)
"I liked the evidence-based information about interventions. I appreciated going over the relationship between language and literacy as well as early predictors of reading difficulty." – J.C. (Nov. 2018)
"The course was very in-depth and included research to back information." – L.W. (Oct. 2018)
"I liked the described correlation of early language disorders and dyslexia and apraxia. The discussion on the evidence-based therapy approaches was most beneficial." – A.L. (Sept. 2018)
"I appreciated the Differential Dx of AP and ADD and the various programs that dx and help with AP, Dyslexia, and CAS." – M.G.R. (Aug. 2018)
"There was a lot of why there is a problem and neuroanatomy, but not a lot of HOW to treat the problem. I liked the suggestions of reading programs." – A.E. (June 2018)
"The discussion on Childhood Apraxia of Speech was the most beneficial topic for me to use in my daily practice. The visual graphs and diagrams were very helpful in the course." – A.C. (Apr. 2018)
"I liked the information about Apraxia vs. Dyslexia. I will most likely incorporate several evidence-based interventions for CAS, especially P.R.O.M.P.T. and Rapid Syllable Transition Treatment having taken this course." – C.T. (Apr. 2018)
"The evidence-based approaches given to help with remediation were very useful. I liked the explanation of how the develops language." – K.S. (Mar. 2018)
"It was a very theoretical course. Some more clinical examples and case studies would have maybe made it more interesting. The lecturer was very knowledgeable but the course became boring at times." – A.S. (Feb. 2018)
"The discussions on APD and evidence-based interventions for CAS were most helpful." – A.D. (Jan. 2018)
"The information about assessment and treatment for CAS and information about the precursors to literacy were the most beneficial." – L.W. (Dec. 2017)
"I enjoy learning new information. This course was sufficiently interesting and challenging, and I especially enjoyed the portion on apraxia. However, I would like more in-depth information on treatment for apraxia." – A.C. (Nov. 2017)
"It was a great course - very detailed. I like all the research on brain functioning." – A.F. (Oct. 2017)
"I thought this was a very well-researched and thoughtful series. She clearly knows the research inside and out. It is helpful for school-based clinicians who may not have time to read tons of journal articles or limited access to these articles." A.Y. (Oct. 2017)
"The information about dyslexia programs was very helpful." – K.J. (Aug. 2017)
"I appreciated the information on auditory processing disorders and language development being foundational for reading. I liked the map diagrams of brain related to speech, language and reading." – M.R. (June 2017)
"I enjoyed learning about the assessments and treatment approaches utilized to target these diagnoses. I liked that the course was done promptly and I could take it at my own pace. I wouldn't change a thing about this course!" – A.L. (June 2017)
"Auditory Processing versus Attention Deficit Disorder are two areas that seem to present themselves similarly. The information I've gained will give me a better tool to support instead of recommending a Dr. diagnosis." – T.D. (June 2017)
"Learning more about dyslexia and apraxia: knowing more about these two areas will help in my practice as I better understand what goes on and the different approaches that aid these areas. It was also good to learn how the different approaches get at the deficit areas in the brain." – P.B. (May 2017)
"Good, clear PowerPoint presentation. Excellent focus on neuroscience. All topics were applicable. I personally enjoyed the discussion of apraxia given it is a high-interest area for me." – L.A. (May 2017)
"I found the descriptions of the evidence based programs very helpful. This course gave a good summary of many relevant research articles. I like that I have access to the articles." – J.D.L. (Mar. 2017)
"I love Dr. Burns. Her courses are always top-notch! I just wish she would have had time to go into more detail on all of these topics." – V.J. (Jan. 2017)
"I appreciated the information regarding evidence-based interventions -- specifically the reminder regarding use of PML strategies. I like that the course offers information regarding current brain imaging and it sort of links it to treatment." – E.B. (Dec. 2016)
"It is really good to review the neurology. That sometimes gets forgotten in the practical applied world. I love the presenter. She is so good at explaining things." – M.F. (Dec. 2016)
"I have a child with CAS and one with hearing impairment so all the course material was helpful." – R.P. (Dec. 2016)
"I loved the combination of ASD, Dyslexia, and Apraxia in one course. Martha is simply brilliant. Her knowledge is so strong and I like how well she speaks about this content area." – J.S. (Nov. 2016)
"Would love more practical treatment approaches." – J.C. (Oct. 2016)
"This course does not address the needs of a school based clinician. We need practical information on how to help our students. I would prefer to see examples of the therapy models discussed." – D.M. (Sept. 2016)
"I liked the information on treatments available that have been proven to work. The specific topics of dyslexia and ADD were most helpful to me." – J.J. (Aug. 2016)
"Excellent background information and practical application. I have many students diagnosed with apraxia so this was very informative." – A.F. (Aug. 2016)
"I found the assessment and remediation data for each of the disorders beneficial and relevant. I liked the evidence-based data on the value of the SLP for a struggling student's academic success. Practical and evidence-based treatment approaches!!" – T.S. (Aug. 2016)
"I liked that it did not assume I remembered everything about brain anatomy, but reviewed it in a non-condescending manner." – C.J. (Aug. 2016)
"I really loved receiving extensive information on how to notice differences between what often constitutes ADHD vs. APD. The information on diagnosis and treatment of APD was especially helpful. I loved the pattern of the presentation and the fact that studies were listed in a way that I will be able to access them further when doing treatment or providing a basis to clients for why I'm choosing a particular program." – K.D. (Aug. 2016)
"I liked how the neuroscience was connected to specific programs of intervention. Reviewing the research was also helpful." – S.Q. (Aug. 2016)
"I enjoyed Dr. Burns' teaching style and her voice. She had wonderful pictures of the brain and a great power point loaded with usable information - especially the language to literacy connection." – K.B. (Aug. 2016)
"I appreciated understanding where in the brain the breakdown occurs. However, I thought this course was going to actually focus on interventions/strategies to use that were in therapy and not just give list approaches and the evidence that proves they work." – D.W. (July 2016)
"I found the section on apraxia of speech and the section of reading and how it can be impacted at a young age and why students with a language disorder have more difficult time learning." – C.L. (July 2016)
"The discussion about the difference between ADHD (non-hyperactive) and auditory processing deficits was most helpful." – S.P. (June 2016)
"I found the review of evidence based interventions for each of the areas discussed - CAPD, dyslexia, and apraxia - most beneficial. I especially liked the information on dyslexia b/c I had not had a training course over this area before." – T.J. (May 2016)
"Learning how Prompt changes the neurological makeup of the brain was really valuable. I liked the review of anatomy and physiology." – N.D. (Apr. 2016)
"I appreciated the discussion on apraxia. I like that the course discussed the neuroscience behind auditory processing disorders." – E.R. (Mar. 2016)
"I liked the studies and visuals. The discussion on Apraxia was most beneficial." – K.A. (Feb. 2016)
"The interventions discussed were very helpful." – B.I. (Feb. 2016)
"I appreciated the topic of brain mapping. I thought there would be more time spent on apraxia of speech." – C.C. (Feb. 2016)
"The section regarding CAS was really useful." – S.F. (Feb. 2016)
"I liked the speakers depth of knowledge. I appreciated the evidence-based approaches." – K.G. (Jan. 2016)
"Learning which assessments best identify the disorder I'm looking at along with therapy techniques was very beneficial." – S.H. (Jan. 2016)
"I found the Apraxia Treatment program breakdown most valuable." – C.D. (Jan. 2016)