Tell Me What Happened! Teaching Children With High Functioning Autism To Comprehend And Retell Narratives

#e132

0.2 ASHA CEUs

$39.00


Compatibility
Course Type

Description

Learn new strategies for mapping out story content and structuring a basic written summary!

This course will explain the importance of narrative competence, provide a short literature review of narrative difficulties with children on the autism spectrum, explain narrative types, and present a method of structured narrative teaching to help children with ASD comprehend and retell fictional and personal narratives (true stories).

Sections Include:

  • Why Teach Narratives
  • Interventions
  • Narratives and Common Core

Offered for 0.2 ASHA CEUs – 2 contact hours.

Course Run Time: 2:00:40

Course Overview:

  • Discourse: Definition and How Narratives Fit In
  • Why Teach Narratives?
  • Narratives, Academic Success and Traditional Approaches
  • Brief Literature Review
  • Barriers to Narrative Comprehension and Telling
  • Language Domains Required for Narrative Comprehension and Telling.
  • The Four Language Modalities
  • Developmental MilestonesUnderstanding and Producing Narratives
  • Using Multisensory Narrative Teaching

Course presenter is also author of the Narrative & Discourse Builder Tool (NBT) published by Northern Speech Services. Presenter will use the NBT in this presentation to illustrate story mapping. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format: 

Video PowerPoint presentation with author narration & downloadable handout.

Course Objectives

  1. Identify critical elements in improving narrative comprehension and oral narration for children with language impairments.
  2. Use a multisensory narrative storyboard technique to improve a child's ability to comprehend a fictional narrative.
  3. Demonstrate how to use a multisensory narrative storyboard technique to improve a child's ability to generate an oral personal (true) narrative.
  4. Discuss how to transition from structured therapy to generalization of the narrative retell technique.
  5. List strategies that can be used for mapping out story content and structuring a basic written summary.

Presenter & Disclosures

Nicole Gerami, MA, CCC-SLP, lectures on treating children on the autism spectrum and provides in-service training to educators on effective methods for teaching language comprehension from printed material. Nicole treats children with a wide range of delays and disorders and is best known for her work with children with autism spectrum disorders, including her Narrative Builder approach for teaching children with autism and other developmental disabilities to comprehend what they read.

Nicole is co-creator of the Program for Establishing and Enhancing Relationships through Social Skills (PEERSS™) and Friendship in Teams (FIT™), and she is a founding member of Nicole Gerami, LLC. Nicole is a frequent lecturer for the Ohio Speech-Language-Hearing Association, Milestones, and the Cuyahoga County Special Education Service Center. Nicole received her master's degree from Case Western Reserve University in Cleveland, OH where she is currently an adjunct instructor. She is the author of Narrative & Discourse Builder Tool.

Speaker Disclosures:

Financial — Nicole Gerami is the presenter of online CEU courses sponsored by Northern Speech Services; receives royalty payments.

Financial — Nicole Gerami is the author of Narrative & Discourse Builder Tool published by Northern Speech Services; receives royalty payments.

Nonfinancial — Nicole Gerami has no relevant nonfinancial relationships to disclose.

Intended Audience/Accreditation

This program is offered for 0.2 ASHA CEUs (Intermediate Level; Professional Area).

Intended Audience

  • SLP

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:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a masters or doctoral program in SLP or audiology

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:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education. Provider #1654.

Frequently Asked Questions

Customer Support: Please phone 888.337.3866 or email info@northernspeech.com.

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.

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 currently not accepted for online orders, if you wish to submit a purchase order please do so at info@northernspeech.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.

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. 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.

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. Most courses include closed captioning.

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. 

Special Needs:

Please click here for any special needs requests, and we will do our best to accommodate them. 

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Reviews

“Although I use story grammar elements when teaching narrative skills, I did not always talk about internal states of the characters or internal states of my student during personal narratives. I will use this element more often. I also thought the videos were very helpful in explaining how to use the Narrative Builder.” – S.H. (Jul. 2020)

"Everything was beneficial! The course is so well organized!" – D.A. (May 2020)

“The information was concise, easily understood, and examples were supportive. I especially enjoyed the discussions on the Theory of Mind, Executive Functioning, and Central Coherence and how these relate to ASD.” – D.P. (Apr. 2020)

“It was so easy to follow and was presented in such a logical manner. I liked how it was all brought together at the end by explaining how the material aligns with the Common Core Standards. Much of the language used will be helpful in developing parts of Individual Education Plans for children with ASD as well; i.e., why we do what we do. The video clips were extremely useful.” – L.K. (Mar. 2020)

"Just good solid information about narrative development and ways to help elicit this information in children. Very well presented, lots of good video examples." – W.S. (Feb. 2020)

"The specific examples were helpful. The course was informative, well organized and it flowed." – M.W. (Dec. 2019)

"I appreciated going over the Development of narratives and components necessary for narratives." – M.G. (Dec. 2019)

"The presentation was well organized and clear. The types and stages of narratives as well as intervention are useful and relevant to my practice." – M.L. (Nov. 2019)

"The use of the narrative and discourse builder tool / story mapping was the most beneficial to my practice. The presenter kept my attention and used many videos to support what she was saying." – L.L. (Oct. 2019)

"This is just what I needed at this time. So many parents of my students with ASD just want so much for their children to be able to talk with friends and share stories of events between home and school. This course provided clear definitions of terminology and reinforced the importance of narrative intervention for students with ASD. The course was great! I will recommend it to my colleagues!" – J.K. (Oct. 2019)

"I love that I'll be able to introduce more story grammar elements with my clients in a clear visual format. I love the way they introduced the clear idea of story mapping -- and although they do have a product that they are suggesting, they also gave enough information and encouraged you to make your own if you are able to and weren't able to purchase at this time. This was a really great course." – K.C. (Sept. 2019)

"The videos were very helpful to compare typical narratives to narratives of children with ASD. Going over the ways to use multiple modalities when teaching a child to retell a narrative was most beneficial." – J.G. (Aug. 2019)

"I found the discussion on how to use the narrative builder tool helpful. I liked the structure with all of the background." – L.D. (July 2019)

"I liked the various examples and how she supported them in each case. I appreciated the discussion on barriers to a child with ASD acquiring this skill set." – A.T. (May 2019)

"I enjoyed the discussion about multisensory story mapping and how it helps with reading comprehension, story retelling and creating a written summary of a story. Each one of the skills it focuses on will help students become better at story narratives. Everything was covered! The course was perfect!" – L.F. (Apr. 2019)

"Getting low tech ideas about story mapping was most beneficial. The speaker was engaging and well organized." – J.S.M. (Mar. 2019)

"I like that it's useful for therapy immediately!" – J.H. (Feb. 2019)

"I appreciated learning about the interconnection of theory of mind, executive functions and central coherence in understanding narratives." – D.M. (Jan. 2019)

"Clear and concise information. The course was pleasant to follow and convenient being online. The methods for teaching students and children how and what parts to include in a narrative was most helpful." – J.N. (Dec. 2018)

"The content was presented clearly and was very functional. I especially enjoyed the stages of storytelling for narrative development." – C.S. (Nov. 2018)

"I liked going over the importance of theory of mind and executive functions to help develop narrative development." – M.M. (Oct. 2018)

"I work with several children who are higher functioning autistic and also have issues with comprehension and story retelling. These ideas will help me within my therapy sessions." – A.W. (Oct. 2018)

"I enjoyed the detailed videos with children. I especially enjoyed seeing a child attempt to retell a story on her own and then how it improved after utilizing the Narrative Builder." – A.S. (Sept. 2018)

"I found the discussion on the link between reading, narratives, and academic performance most beneficial. I liked the relevant information that I can use immediately in therapy sessions." – K.D. (Aug. 2018)

"I have heard about narrative language, but have never seen it taught and didn't know where to start with this idea. I like the live models of how to use this idea." – A.S. (July 2018)

"I enjoyed seeing how well the story board worked on books and personal stories." – L.D. (June 2018)

"I really appreciated this CEU. It was extremely applicable to my practice as I work primarily with children with ASD. I liked the video examples of the narratives done by both typically developing and children with ASD. I also enjoyed the section on intervention where you modeled use of the narrative builder." – C.F. (May 2018)

"The use of the Narrative Builder Tool with the ASD population was very useful. I liked the course pace and visuals. Great background research." – C.L. (Apr. 2018)

"I liked learning the different techniques and how to use story boards." – K.F. (Mar. 2018)

"This course had something to use tomorrow at work. I loved the examples of typical narrative development with an age attached to them." – R.N. (Feb. 2018)

"I liked the video examples and the discussion on the narrative story builder." – H.D. (Jan. 2018)

"The entire course was excellent and can be easily applied to my work as a SLP in a public Middle School. I have seen great success using this theory/product/technique with my students." – A.G. (Dec. 2017)

"The use of the multi-sensory approach to assist with the acquisition and generalization of skills for children across a variety of levels was most beneficial. I liked the use of videos to demonstrate the skills." – E.M. (Nov. 2017)

"I work with preschool students, and find that simple visual cues for sequencing and retelling are most helpful in my practice. The storyboards featured in this course are a great idea. Organizing and retelling narratives with visual cues will be most helpful for me. I work with preschool students, so more picture cues would have been helpful, but overall, excellent course." – M.S. (Nov. 2017)

"I found the learning technique utilized to most beneficial. Also positive that the presenter provided multiple low-cost methods to create a multi-sensory technique to use with students. I enjoyed the multiple real-life scenarios presented to see how the resources are utilized." – J.M. (Oct. 2017)

"Going over how to break down stories so that children, even at a young age, could understand and retell them in an organized, cohesive way was very helpful. I enjoyed the video clips that demonstrated what the speaker was describing." – D.H. (Sept. 2017)

"I like that it gave many concrete examples with use of video clips. The strategies like story mapping were most beneficial." – E.R. (July 2017)