~ Training and Materials ~
This course provides school-based speech-language pathologists with general methods for collaborating with the classroom teacher to improve communication skills in the classroom for children with speech and language disorders. Participants will learn 10 strategies that provide a framework for classroom teachers to modify their instruction to better support children with speech and language disorders. Participants will be guided to develop a personalized, customized action plan (CAP).
This brief course focuses on improving the partnership between the SLP and teacher. Empowering the teacher encourages them to be able to use the techniques that the SLP has identified as most appropriate for helping students. The general methods discussed are based on best practices for service delivery, interprofessional collaboration, and education change. Course contents address solutions to challenges such as: (1) aligning intervention to curriculum standards; (2) mandates for better accountability and outcomes; (3) the increasing numbers of students with complex disabilities; (4) mandates for alternative approaches to service delivery; and (5) personnel shortages. Offered for 0.15 ASHA CEUs – 1.5 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.
Jean Blosser, EdD, CCC-SLP, is passionate about creating systems in our schools that ensure therapists and educators provide high-quality, outcomes-based services for children with disabilities. To Jean, collaboration is essential! Jean is an entrepreneur, professor, innovator, author, teacher, researcher, and leader in school-based services. She has held leadership positions in schools, universities, professional organizations, and business. Throughout her career she has mentored hundreds of aspiring school-based therapists, encouraging them to be innovative, to coach, and to collaborate with their education partners and families, to make services educationally relevant and meaningful to children so they can participate and succeed in their classrooms.
As President of Creative Strategies for Special Education she provides consulting services nationally to K-12 schools, universities, health care agencies, state departments of education, and professional associations. She loves engaging in training activities, strategic planning, program design/development/management, strategies for mentoring new professionals, and innovative instruction and intervention services for children with learning and communication disabilities.
Much of her work has focused on developing a unique, systematic approach for planning and delivering collaborative therapy services and improving student outcomes. Jean’s publications include numerous books, chapters, articles, clinical products, and resources for related services professionals, teachers, and parents including: School Programs in Speech-Language Pathology: Organization and Service Delivery; Outcomes Matter in School Service Delivery; Speech Remediation: A Parents’ Guide to Understanding and Helping; Let’s Talk and Listen Today: Calendars of Daily Activities for Teaching Talking and Listening Skills; and Integrating the Core Curriculum into Service Delivery. She has been named a Fellow of The American Speech-Language-Hearing Association, the American Council on Education, and The Ohio Speech and Hearing Association.
Financial — Jean Blosser is presenter of online CE courses offered by Northern Speech Services; receives royalty payments.
Financial — Jean Blosser is the President of Creative Strategies for Special Education; ownership interests.
Financial — Jean Blosser is the author of School Programs in Speech-Language Pathology: Organization and Service Delivery published by Plural Publishing; receives royalty payments.
Nonfinancial — Jean Blosser has no relevant nonfinancial disclosures.
This program is offered for 0.15 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of CEUs is noted above. Note that 0.1 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 E-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 the Eastern Standard Time Zone), and number of contact hours (CEUs / CEEs).
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.
More FAQ: Please click here.
What is an Online Course? Our Online Courses include text, audio, or video formats 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 Northern Speech 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 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 online 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 Online Courses tab on your profile screen. Click View next to 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.
Course completion timeframes: Nearly all our courses provide for unlimited time to complete your course. You may work at your own pace and start and stop your course as you wish. Any access limitations will be clearly noted on the individual course description page.
Course content expiration: Nearly all our courses provide for continued access to course content and materials, even after completion of the post test. Any access limitations will be clearly noted on the individual course description page.
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.
Certificate of completion: A certificate displaying participant name, date of course completion (based on the Eastern Standard Time Zone), and the number of contact hours earned is presented to participants once a score of 80% or greater is earned on the post test. 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: Northern Speech will provide CEU information to the ASHA CE Registry for you. At the time of course enrollment if you select that you are taking the course for ASHA Credit and if you provide your ASHA Member Number, Northern Speech will automatically submit your hours to the CE Registry after you successfully complete the post test. Please allow 45-60 days from the date of course completion for your hours to appear on your CE transcript. Note that ASHA will record your CEUs as earned on the last day of the month in which you completed your course. For example, if you completed your course on Nov 7, the CE Registry will reflect course completion as Nov 30.
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 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 non-text online courses provide a link to download the accompanying handout.
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.
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, Internet Explorer, etc) and newest version of Flash Player. 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.
| Contact Us |
"I appreciated the recommended strategies for modifying instructional communication. I liked the forms and explanations on how to use them." – D.H. (Apr. 2018)
"I think it was helpful to have the forms available during the presentation to understand areas that could be a focus when collaborating with a teacher. I think it helps as a guide to know areas of strengths and weaknesses of certain students." – D.S. (Apr. 2018)
"The Teacher Chat Segment was most beneficial. I liked the practical suggestions for collaborating more successfully with teachers." – A.B. (Dec. 2017)
"I enjoyed the specific techniques for classroom observations and the teacher's self-assessment of instructional/communication style. I liked the handouts and questionnaires that I can use during my classroom collaboration with teachers." – K.F. (Nov. 2017)
"I appreciated the strategies to recommend to teachers. This course was very relevant to my caseload." – S.R. (Nov. 2017)
"I thought the course was great! A lot of information packed into a short course! This course fully met my expectations!" – J.D. (Oct. 2017)
"I loved the simple suggestions for collaborating with the classroom teachers. The handouts were also helpful. It covered a lot of information, but it was described in a clear manner." – J.B. (Oct. 2017)
"What I found to be most valuable was the suggestion that teachers are given one technique to try at a time. What a great idea to keep from overwhelming teachers! The tools provided by the presenter will be useful - the Teacher Chat form, the Classroom Observation Guide, and the Teacher Self-Assessment." – P.D. (Oct. 2017)
"The discussion of the scope of SLP to coach teachers to implement instructional communication was beneficial. I liked the list of strategies for classroom teacher from the SLP." – L.A. (Oct. 2017)
"I appreciated the ways to change communication styles as well as the handouts and examples." – J.E. (June 2017)
"I enjoyed the author listing strategies that SLPs can use with teachers." – D.N. (May 2017)
"I think the checklists provided will be so beneficial in developing these new practices with teachers! All of the information was so helpful. I especially liked her examples of what to say and how to go about developing better collaboration with teachers. I would have loved to see some actual role-playing videos of the SLP actually doing these activities with teachers." – P.W. (Mar. 2017)
"I liked the information about classroom observations, but I felt that this ecourse was extremely slow paced. I would have expected more specific examples of classroom based strategies." – R.L. (Mar. 2017)
"I found the 'how to' for the various tools (e.g. completing the teacher chat) were the most beneficial. I liked the materials provided that I can implement into my practice tomorrow." – H.R. (Feb. 2017)
"It was a great course! I loved the collaboration with classroom teachers! The classroom/teacher observation forms to assess & converse about best communication to help students learn were very useful." – J.H. (Jan. 2017)
"I found the portion on how to help teachers to modify their techniques to increase student performance most helpful." – M.H. (Dec. 2016)
"I liked the examples of how the presenter would handle working with a given teacher." – K.E. (Dec. 2016)
"This course was very good for the amount of time. I liked the materials provided that could be implemented immediately." – G.B. (Dec. 2016)
"Going over how to approach the self-assessment with your teacher colleagues and the forms provided were both the best parts." – S.A. (Dec. 2016)
"The 4-part process (learner, observer, experience, practice) paired alongside the different forms to gain information was excellent. I liked that the information was practical and readily transferable to daily practice. I would have liked more discussion on gaining buy-in." – K.T. (Dec. 2016)
"The whole discussion was beneficial - including the teacher-therapist chat, observation and self-reflection form. The strategies were also very beneficial." – V.K. (Dec. 2016)
"I appreciated the topic of ways to teach teachers how to modify their instruction through the self assessment. However, I expected ways to push into the classroom." – A.F. (Nov. 2016)
"The discussion of the teacher chats was helpful. The handouts will be very applicable in my daily interactions with teachers." – S.K. (Nov. 2016)
"The handouts on the Teacher Chat and teacher assessment and classroom observation were awesome." – L.H. (Nov. 2016)
"Easy to follow and organized. The make time count session and suggestions were especially helpful." – H.J. (Nov. 2016)
"I liked the discussion of recommended strategies for modifying instructional communication." – J.S. (Nov. 2016)
"I liked the questionnaire to have conversations with teachers." – S.C. (Nov. 2016)
"The sample questionnaires for the teachers were most helpful." – E.L. (Nov. 2016)
"Absolutely current!! I find myself stretched so thin in my weekly schedule - this technique will help spread reinforcement across my caseload, as well as with all gen ed students. This is a GREAT presentation. I have already used some of the forms to with my students and teachers. I feel this program validates what I already do, and i can recommend it to my department chair to justify more time to work in the classes and with teachers, and to reduce the actual pull-out time." – R.G. (Oct. 2016)
"Absolutely love the tools offered from this course. This content is so useful for my current work setting. I feel like this presentation is something that can be implemented immediately and SLP's in school settings will love it." – J.D. (Sept. 2016)
"It is very relevant to the School SLP." – L.C. (Sept. 2016)