"I liked that the course explained specific challenges of students with ASD, and then gave useful ways to implement therapy to avoid behaviors before they even start. The information in this course was very useful and directly relates to my students. I look forward to using the suggested design considerations when working with my students with ASD." M.M. (June 2022)

"Good use of examples. Learning the importance of having a game plan to build into the therapy session to avoid pitfalls." J.T. (June 2022)

"The examples of how to design therapy based on certain ASD challenges was very beneficial to me. I am currently a preschool special education teacher, so I look forward to using some of these examples of design with my students who I know present these challenges, including using peer models, the pivot-grammar approach, staying away from scripted/verbal repetition, and avoiding presenting objects to an object-oriented child at the start of therapy or teaching." M.M. (June 2022)

"Dr. Rydell gives such an organized talk. He gives great examples for the therapy setting. It is well thought out and organized so we can all follow the format and understand where he's going." K.S. (May 2022)

"I liked the therapy applications – easy to understand and broke down important aspects of treatment." L.F. (May 2022)

"I liked the availability of the slides and the information presented in both formats was good." L.N. (Apr. 2022)

"I found the information about transitions and "coach rotation" to be the most beneficial for my daily practice. I liked how the online course was easy to follow along in the sense that each section was similar formatting and many examples were provided." S.S. (Apr. 2022)

"I liked the generative language for gestalt learners – the overall organization of the course." J.T. (Apr. 2022)

"I liked the 5 questions or TEACCH approach, and the strategies that would be helpful for each specific behavior." E.D. (Apr. 2022)

"Gained specific strategies on how to target challenges associated with ASD – assisting children with transitions." S.H. (Apr. 2022)

"I liked how down-to-earth and practical the presenter was with his examples. Course content was applicable to my therapy situations." C.F. (Feb. 2022)

"Useful ideas to use in my therapy". T.J. (Feb. 2022)

"I thought the Shared Control piece was especially helpful, and overall, all aspects of Dr. Rydell's presentation were very beneficial to my therapy design. Dr. Rydell was quite easy to follow. His course was very organized." L.K. (Jan. 2022)

"I liked the concept of peer modeling and its benefit to eliciting behavioral participation. The design recommendations and how they could apply to specific behaviors was helpful." C.E. (Jan. 2022)

“The presenter was very thorough with his explanations of the challenging behaviors encountered and the designs that may be used to reduce these behaviors when planning for therapy sessions.” H.T. (Dec. 2021)

“I found the use of visual and peer models vs. over talking through a situation to be something to consider to decrease demands on the already overloaded child. I like the situations presented and the suggestions made.” H.S. (Dec. 2021)

"Different ways of thinking about working with kiddos who have ASD - definitely going to try some of these strategies!" B.G. (Dec. 2021)

"All of the information shared will be beneficial to my daily practice with students with ASD. Very practical and realistic." A.S. (Dec. 2021)

"To the point....good practical suggestions." K.M. (Dec. 2021)

"I liked the strategies to facilitate easier transitions, and the systematic presentation for each ASD Learning Style component." A.B. (Dec. 2021)

"All of the information shared will be beneficial to my daily practice with students on the ASD." A.S. (Dec. 2021)

"Patrick Rydell is so well organized and logical. It makes learning easy and lasting."  G.E. (Nov. 2021)

"I thought this course was nicely placed."  J.W. (Nov. 2021)

"Use of peers early on as part of therapy and having student experience story/activity prior to therapy session to help build confidence in therapy. All the suggestions recommended to help design successful therapy sessions were very good."  J.T. (Oct. 2021)

"The course was very logical and interesting new ideas for therapy.  I liked that the speaker was confident and straightforward instruction."  K.F. (Oct. 2021)

"The breakdown of the 10 questions and design practices for each was very useful."  L.H. (Oct. 2021)

"The five question of structure for the therapy design and the information regarding transitions were very helpful.  The course was very well organized and easy to understand because of practical examples." K.C. (Jul. 2021)

"I liked the entire presentation and thought it was excellent." R.L. (May 2021)

“I found the use of the 5 questions in planning a session and providing clear expectations for a child in a session to be helpful.” M.W. (Feb. 2021)

“I found the LSP principles and just how to consider more of the flow of my session and how the certain transitions or structure of activities themselves might impact individual children to be very beneficial. Also, that it causes us as clinicians to really consider not only what we are teaching our children but how and how the structure of each session and even transitions might need to vary greatly between children.” C.M. (Jan. 2021)

"The course is clearly presented. I liked the concept of what we say is what and how we think." B.S. (June 2022)

"Unique perspective. Controlled variation was an interesting concept as was directing children with ASD to look to their peers for clues." H.S. (June 2022)

"I appreciated his breakdown of how we would move from start to finish with a student beginning with adult coaching to guiding peer mentors to conversational skills with our students diagnosed with ASD." K.S. (June 2022)

"The course was very clearly laid out. The speaker used a comfortable pace and made good use of visuals in his Powerpoint presentation to support what he spoke about." K.S. (June 2022)

"Learning the importance of peers. I liked the examples that were provided." F.R. (May 2022)

"I liked the way to vary a JAR to encourage flexibility, and the emphasis on using peers to teach these skills." A.R. (May 2022)

"I liked the goals included at the end – the emphasis on peers." K.S. (Apr. 2022)

"All of the helpful tips for running a group session and which strategies we should no longer use when working with students who have Autism. The thoroughness of the topic discussed." L.K. (Mar. 2022)

"I enjoyed learning about the 10 ASD learning style components that focus on moving children with ASD with learning style strengths in order to build independent capacities in social development. I liked the handout in order to review it later on in the year." C.B. (Mar. 2022)

"Using variation to increase flexibility and several ideas on how to do group sessions." J.C. (Feb. 2022)

"I liked all of it - the flow and inter-relatedness of the information." J.R. (Jan. 2022)

"It is something I can use right away." J.W. (Jan. 2022)

"I liked the technique of verbal mapping and the difference between verbal mapping, prompting, and modeling and the clear and concise way in which the information is provided." A.P. (Nov. 2021)

"A highly organized presentation by Dr. Rydell!!! I really enjoyed the fact he repeated and rephrased the important information two and three times over the course of the presentation." I.K. (Oct. 2021)

"Coaching strategies and training paraprofessionals/aids to use visual, nonverbal cues instead of always directing children with ASD verbally. This is a very important component for all of us." C.B. (Oct. 2021)

"This was a helpful discussion of how to use peers in the intervention process along with establishing variation in joint action routines. The course was very organized and had good examples." A.S. (Oct. 2021)

"Easy to follow, good layout, organization. Topic very relevant. Test questions were straightforward and based firmly in the content of the presentation." B.H. (Aug. 2021)

"The use of non-verbal/demonstration preceding verbal modeling; review of stop-wait [OWLING]; goals were beneficial for my daily practice. I liked the systematic presentation." T.W. (Jul. 2021)

“The speaker had extensive knowledge and experience regarding ASD. And used clear concise examples.” L.P. (Feb. 2021)

“I liked using peers to help with social interactions. Good ideas for varying an activity to work on flexibility.” P.D. (Jan. 2021)

“I appreciated how to construct a joint action routine to maximize its benefit for the child. Dr. Rydell is very organized, and I loved how he summed up his course with the "Takeaway" list.” C.F. (Jan. 2021)

"I enjoyed the discussion about the benefits of peer modeling vs adult modeling in language/social learning. The course was easy to understand and was very interesting with many good concepts that are easy to apply to daily therapy sessions." R.P. (June 2022)

"Clear examples. I liked the examples of what to say and how to use the peer." C.W. (June 2022)

"I liked the tips on vocabulary to use during JARS. The course was easy to follow along." H.E. (June 2022)

"I especially appreciated the discussion point pertaining to JAR based vocabulary. The vital importance of expanding sematic category goals for children with ASD was emphasized. The course provided valuable insight and guidance towards the development of JARs." A.M. (May 2022)

"The course was practical." K.R. (May 2022)

"It was easy to understand and follow." A.B. (May 2022)

"Post pandemic, it has been difficult for speech providers to receive training in JARs. This course is worth taking to give insight into how to create, implement, and evaluate JARs.  It went step-by-step over how to create an effective JAR." M.L. (May 2022)

"The break-down of peer involvement in Joint Action Routines was very informative and thorough.  The overview and explanation of the foundation and implementation of Joint Action Routines in relation to the Learning Style Profile strategy was good."  A.C. (May 2022)

"I enjoyed learning about the selection of vocabulary to implement when completing a verbal JAR series."  K.D. (Feb. 2022)

"It was well-organized and easy to follow."  K.K. (Feb. 2022)

"I appreciated how Dr. Rydell discussed everything from the Learning Style Profile to Peer Modeling of words, phrases, and the social use of language. I enjoyed the way he talked about going from basic nonverbal communication teaching to coaching, using peers, and/or the child with ASD so that the child can achieve an ability to socially interact with others." E.H. (Jan. 2022)

"The presenter was very clear and gave good examples. I liked the variation of different play schemes (and the corresponding language)." B.F. (Jan. 2022)

"I liked the handouts, and examples of how to implement the LSP. Enjoyed the speaker's way of presenting information, easy to understand with clear objectives." J.S (Dec. 2021)

"The course was a nice review of joint play strategies. I liked the illustration of inclusion of peers." A.R (Dec. 2021)

"I liked the suggestion about giving choices, comparison, and options to build language." M.A (Dec. 2021)

"I find that I currently implement these strategies in daily practice, but this was a nice refresher."  J.W. (Nov. 2021)

“I found the JAR examples and use of the Pivot Grammar Approach to be very interesting. I liked that he provided real-life examples, making it easy to relate to children on my caseload.” J.B. (Oct. 2021)

"Discussing the awareness of including peers immediately was most helpful. I liked the straightforward information." S.S. (Sept. 2021)

"Using peers as a source of information, and not just teaching nouns, but add in comparisons and actions." R.H. (Sept. 2021)

"The course was presented in a clear manner." B.H. (Aug. 2021)

"I liked the JARs outline, ideas, and suggestions. The interventions covered were most beneficial." M.B. (Aug. 2021)

"This course relates and expands on my experiences in therapy. It is easy to follow print outs directly related to presentation." J.S. (Jul. 2021)

"Including peers in JARs and the explanation of how to incorporate them were good. The presentation was very well organized with slides and specific steps and explanations." E.V. (Jul. 2021)

"The components and process of Joint Action Routines will benefit my daily practice. The verbal Mapping explanation and example of Joint Action Routine are good." S.L. (Jul. 2021)

"Use of peers, in my case since I do home intervention, I will use family members (siblings) more frequently." C.S. (Jul. 2021)

"Very explicit on how to use "verbal mapping" within the context of labels, generative language and social language and Very well organized and covered so that the development and implementation of JARs within the SLP's practice is met with complete success!" J.S. (Jun. 2021)

"Great example use with the cars." B.R. (Jun. 2021)

"The peer model with the practice will be beneficial for my daily practice. The presentation was easy to follow and understand." T.D. (Jun. 2021)

"Learning what a JAR is and how to use it is beneficial for my practice. The course is simple to understand and implement, and applies directly to therapy." M.L. (Jun. 2021)

"The specific topic I liked is the idea of using non-verbal joint routines and giving multiple control." M.K. (May 2021)

"I liked the simplicity of the concept presented." P.L. (May 2021)

“I liked going through the JARS routine and how to incorporate peer models in non-verbal and verbal capacities.” S.B. (Mar. 2021)

“I enjoyed the information on targeting peer play during teletherapy session.” M.G. (Jan. 2021)

"I appreciated learning about the differentiation between the vital role of mentoring verses teaching skills especially during the early stages of intervention." A.M. (June 2022)

"I felt the biggest takeaway was that our models do not need to have a verbal component." R.H. (June 2022)

"Strategies are easy to use. I liked the use of slow and deliberate actions and speech." E.R. (June 2022)

"I enjoyed the practical steps for the environment and manner to approach the student with. I enjoyed the content and how the presenter paced the course as well as brought in real examples."  D.A. (May 2022)

"I liked the idea of not chasing, enticing children to come to you and view you as a source of information. Handouts will be great reminders of key points, especially when teaching assistants and parents." A.R. (Apr. 2022)

"I liked the breakdown of object vs people oriented with examples – great explanations." D.P. (Apr. 2022)

"Valuable information specifically on helping children become more people-oriented." V.A. (Mar. 2022)

"I appreciated the clear strategies for implementing the approach the presenter was promoting. I appreciated the emphasis on the importance of establishing joint attention, which is so critical for working with this population. To have a concrete guide for how to go about this was helpful. I also appreciated that the presenter provided some ideas of goals that could be relevant to this process."  M.H. (Mar. 2022)

"I was interested in hearing about the importance of low energy levels.  The slides were helpful in following along."  J.R. (Mar. 2022)

"I loved the step-by-step hierarchy of achieving this, most vital, goal for children with ASD."  M.F. (Feb. 2022)

"I appreciated the simple break downs presented. Great slide information to support speaker's focus." A.K. (Feb. 2022)

"Clearing the room, simplifying and not talking. As an SLP, I've been preaching 'not talking' to colleagues for many years - it's nice to have back-up!" E.M. (Jan. 2022)

"I will be more conscious of clearing the space of additional toys and stimuli and prompting less. The instructor was pleasant to listen to and covered the points in the outlines and goals presented in the beginning of the session." K.M. (Dec. 2021)

"All of the topics presented in the course were beneficial for my daily practice." A.M. (Dec. 2021)

“Loved the overall review of how to approach this issue. The presenter's knowledge and the examples he offered were great. I liked his teaching style.” A.N. (Dec. 2021)

"I enjoyed the discussion on reducing distractions in the space and focusing on showing play first before letting the child take the object."  S.W. (Nov. 2021)

"The entire discussion about the 10 strategies to increase a child's people oriented learning style was great! It was a clear discussion with well spelled out points and very geared to parents. I felt that it was very important to make this course parent friendly because it works and trains these strategies across settings, the home being the child's main setting for working on these strategies. This brings home and school closer together for generalization of this learning style."  A.H. (Oct. 2021)

"Content presented in a well organized sequence, a lot of information presented at a non-hurried pace." R.T. (Aug. 2021)

"Establishing joint attention and using modeling and demonstration, can set a child up for life-long learning. I liked the direct style of instruction." K.M. (Aug. 2021)

"The idea that establishing social orientation and focus comes before requiring the student to give correct responses is helpful.  the course was very organized."  A.S. (Aug. 2021)

"Learning to slow down and consider that your energy level could be a factor in creating anxiety or withdrawal will be beneficial in my daily practice.  The course presented clear principles to help change a child's focus." H.L. (Aug. 2021)

"The topic that is most beneficial for my daily practice is that you should use others to help with the social interaction as models and to make things as natural as possible." C.M. (Jul. 2021)

"The reminders of how to 'control' environment for interaction was helpful for my daily practice. The importance of interaction/engagement foundation skills first was great!!" J.M. (Jul. 2021)

"The hope that ASD kids will not always view others as an annoyance." M.H. (July 2021)

"The 10 strategies to follow when trying to establish people oriented vs object oriented interactions. The behavior styles of modeling, providing new information, modeling conventional actions with objects, of the adult being the "wingman" and source of useful information for the child to learn to seek them out will be beneficial for my practice.  I liked the visuals that were printed out on the screen to follow as Dr. Rydell discussed." S.L. (Jul. 2021)

"Goals and strategies for building strengths in social communication, with establishing a primary focus on people versus objects.  The relevance of the topic, practicality, and presenter style is good." L.K. (May 2021)

“The entire program is very beneficial. It was presented in a wonderful way for implementation.” L.B. (Mar. 2021)

"The speaker was clear and easy to listen to. I liked the process to get more peer mentoring." K.L. (June 2022)

"The need to get away from the constant prompting & telling students exactly what to do, when to do it, & how to do it. I see this every day with untrained aides or aides who are just there to "get the daily job done" & "keep things running smoothly". I liked the sequenced presentation." K.L. (Feb. 2022)

"Very practical language and examples were used. The presenter was very down to earth and knowledgeable." M.T. (Dec. 2021)

"I liked the advice to drop the prompting and let the student read the room and figure out what to do even if it takes some time (not to immediately jump in with a prompt). I liked the explanations of how to go through this process as well as the examples of goals." L.S. (Dec. 2021)

"I liked the explanations of how to go through this process as well as the examples of goals." L.S. (Dec. 2021)

"I liked the concept of a wingman and following the wingman for social cues. I also liked the emphasis on trust and confidence as crucial elements to independence. I found the course to be highly applicable content and an excellent framework for how to think about and approach social language intervention." K.S. (Dec. 2021)

"Teaching independence to the child – practical suggestions to use tomorrow." C.M. (Dec. 2021)

"I don't work with this population however my son has ASD and I feel I can apply it to our home life. I loved how the presenter broke down all the steps of how to take the child with ASD from focusing on objects to focusing on the environment and peers. Finding the wingman." (Nov. 2021)

“This course was organized, concise, and full of useful information.” C.F. (Nov. 2021)

"Very practical. Can use immediately in therapy. Enjoyed the speaker." A.H. (Oct. 2021)

"The suggestion to create a people-centered (as opposed to object-centered) classroom and how to do this will be helpful in guiding classroom teachers who are teaching social skills in the classroom." E.M. (Sept. 2021)

"The Joint Action routines could work with my non-verbal autistic population - that was most helpful." J.P. (Sept. 2021)

"I liked the organized, comprehensive description of the roles in the approach." H.W. (Aug. 2021)

"The use of common routines and activities to establish joint attention and develop the uses of peer mentors was good." A.S. (Aug. 2021)

"Very good practical information on the correct way to utilize peers in social skills interventions." J.B. (Aug. 2021)

“How to teach children with autism to learn social skills from peers. It was explained in a very easy and clear way to be understood.” R.O. (Apr. 2021)

"This is probably one of the most relevant and highly useful courses that I have taken on this subject. Working in a school setting with intensive structured learning environments and ABA therapy being the trend, this course was extremely relevant as to why we need to move away from the prompted and structured discreet trial methods and focus on the social skills that will allow the child to think and process what he/she is taking in from the room. This is an area that I struggle with as ABA is becoming the above all type of treatment and in my opinion, taking away from the very social interaction skills that it believes it is training. Thank you for a relevant and useful course." M.K. (Jan. 2021)

"The presenter was great and made things interesting!"  L.D. (June 2022)

"I loved this course for all ten segments."  E.H. (June 2022)

"The course was organized and had a video available without having to go to pod cast."  M.M. (May 2022)

"LSP #8-9 information was great and very informative! I liked the in-depth breakdown and implementation techniques." A.C. (Apr. 2022)

"Every part of this online course was beneficial!" C.C. (Apr. 2022)

"I liked the specific examples of what to do and why – simple, clear instructions." C.E. (Apr. 2022)

"I really appreciated the in-depth explanations of each step of the LSP and the examples given. Each level builds on the next and that progression really helped me understand how to move along with the kids I am working with. The handouts are great and helpful resources. Dr. Rydell explained each LSP using the same notes given in the handout so I didn't feel like I was searching through the reading material to learn more. He tied this all in together so well and you can tell he is knowledgeable about the material and can explain so the student can understand it." K.S. (Jan. 2022)

"I found all of the information to be helpful to my daily practice. I enjoyed all of the information presented in this online course, especially the activities that Dr. Rydell presented today during each level of training." A.M. (Jan. 2022)

"Great course. I liked all of it!" A.N. (Dec. 2021)

"I liked all of it. The presentation was done in two parts. The second part was more in-depth and the handouts were helpful." C.N. (Nov. 2021)

"I liked how it was broken down and organized. Using an object to transition with the student, keeping things fairly non-verbal at first. The little steps of how to transition the student to more distance learning." C.M. (Nov. 2021)

"The discussions of each of the areas of the LSP are relevant to my daily practice in some way and help me plan for both my individual and group sessions for my patients on the spectrum. I liked the examples of activities because it helped illustrate the components of the LSP in real-life therapy situations and helped me think of ways to implement the strategies with my own activities." L.R. (Oct. 2021)

"I like the flexibility with objects, activities and people, shared control, and verbal/symbolic communication.  I also liked how it was organized with a visual activity/example for each LSP component." S.K. (Oct. 2021)

“I like integrating JARs to every component and the little tweaks you can do along the way with your clients, depending on their level/learning style. Very helpful, actionable and realistic to help you plan goals/intervention for our young ASD clients, who struggle so much with attention and focus to tasks.” K.J. (Sept. 2021)

"I love how applicable this protocol seems like it will be. I liked how very clearly outlined it was." S.H. (Aug. 2021)

"Very helping in delivering therapy. I liked that there wasn't too much emphasis on theory and things that won't help right away in therapy. Very good & interesting course." G.S. (Aug. 2021)

"It was very logically presented. The first 3 topics were especially helpful." L.S. (June 2021)

"Going over when to prompt and when to lay back on prompting not being so verbal was most beneficial. I liked the course's practicality with young learners." B.C. (May 2021)

"The entire presentation was stellar, but the comments about not doing the same thing in same way twice definitely hit home." S.M. (Mar. 2021)

"I liked the clear explanations of strategies, why they work, and how to discuss with parents the value of a natural developmental style and explain how early steps will eventually lead to the desired learning outcomes." M.F. (Feb. 2021)

"I loved the example on how to implement learning style profile in therapy." J.C. (Feb. 2021)

"The workshop discussing how to implement the Learning Style Profile was helpful. I liked the practicalness of the information."  C.S. (Jan. 2021)

"It was helpful to have each LSP component broken down and therapy ideas integrated into each goal/priority. The instructor is very engaging!" K.B. (Jan. 2021)

"The course was very practical, easy to understand, and the handouts are awesome." L.D. (Dec. 2020)

"All parts were very beneficial - his examples and demonstrations were helpful. The handouts were extremely thorough and easy to follow along and refer back to if needed." A.M. (Dec. 2020)

"This whole course was extremely beneficial for my practice. The LSP approach has really changed my perspective on how to teach my students with ASD. It most importantly has taught me how to create a social game plan so that my students can learn on their own rather than being so prompt dependent." M.M. (June 2022)

"I really liked how the instructor broke down each section of the LSP and gave various video examples on how to implement therapy. One important take-away from the video examples was how I can use less talking and more cuing." M.M. (June 2022)

"I found the entire class to be great! His presentation was very easy to listen to and the videos really brought his ideas to realization." L.D. (June 2022)

"Easy to follow and understand. I liked the information on executive functions as I work on executive function skills with many clients." K.P. (May 2022)

"Straight forward information, supporting the idea that you can't explicitly teach every single thing, but teaching kids how to learn from others." J.C. (May 2022)

"I liked the video examples on how to implement." C.L. (May 2022)

"Specific treatment examples with explanations. I liked the ideas on how to explain the theory behind the practice to family members and teachers." J.L. (May 2022)

"Moving therapy away from scripted communication and toward natural, spontaneous communication was beneficial." S.S. (May 2022)

"I liked the videos illustrating his points, especially how the videos also showed some "what not to do" – that it wasn't all perfection. The early LSPs will be beneficial to my practice because I work with very young children with ASD and need strategies for establishing joint attention and social referencing." A.R. (Apr. 2022)

"I appreciate how Dr. Rydell broke down the LSP and its components while also providing examples through videos of actual patients." A.C. (Apr. 2022)

"The discussion on shifting our patients from Object-Oriented to People-Oriented was very helpful and an easy first step to implement in my daily practice." A.R. (Apr. 2022)

"I thought the video examples were great. The entire course was excellent. I was happy to see that this was an advanced course worth more than 1-2 hours of credit. At this point in my career, these are the kinds of courses I need." N.R. (Mar. 2022)

"I liked the examples of clinician behaviors to give children the best interventions." A.B. (Mar. 2022)

"This approach to ASD therapy makes so much sense! I appreciated the easily applicable modifications to current approaches and how easily these strategies can be worked in and targeted. I appreciated the layout of the 10 objectives and the focus in #1 on minimizing distractions/objects in order to set the stage for the person/therapist as being the most important "object" to interact with in the room." M.C. (Mar. 2022)

"I liked the many examples, videos, and explanations of how/why each technique is effective. I also appreciated the presenter's willingness to show imperfections in his own sessions, as we can all relate to session by session successes and failures in our approaches/strategies." M.C. (Mar. 2022)

"The 10 LSP are useful to organize my thoughts and analysis to a child. I liked the videos, examples and protocol." C.C. (Feb. 2022)

"I liked how Dr. Rydell discussed information on how to work with children with ASD; I enjoyed the videos of the work that he did with his children and their families. I liked how he emphasized how children need to feel that glue which builds their confidence and then the language goes on top of that." A.M. (Jan. 2022)

"I liked all of it! So common sensical when you hear it." T.K. (Dec. 2021)

"I liked the simple way the speaker presented complex information." S.O. (Dec. 2021)

"Presented new ideas when working with ASD children in a way that was easily understood, and provided videos/examples on how to use each part of the learning style profile program. The whole seminar was very beneficial!" C.M. (Nov. 2021)

"I found the topic of clearing the room and not giving the child an object but rather having the child look around and get joint attention with you beneficial." D.A. (Oct. 2021)

"All of the topics covered were relevant. He did an amazing job outlining all of the principles of LSP. It has completely shifted my way of thinking as an SLP and how I structure therapy." L.V. (Sept. 2021)

"I loved all the videos and the concept of foundational teaching for these children with ASD. I appreciated this new perspective of how to help those with ASD and the LSP model." C.M. (Sept. 2021)

"Excellent course! Information was presented clearly. Enjoyed watching the video presentation!" A.G. (Aug. 2021)

"Excellent speaker and very helpful video examples, especially showing student growth over time." M.L. (Jul. 2021)

"The flexibility and generative language, shared control, and executive function will be beneficial for my daily practice. The relevance of the information, the knowledge and enthusiasm of the presenter, and the video examples were good." S.K. (Jul. 2021)

"Everything-amazing and best online course I have ever taken. I loved Pat-very effective at communication the LSP particularly given the videos to follow." J.G. (Jun. 2021)

"I can't pick just one! LSP #4 and LSP #5 were the most enlightening. I love the whole idea of modeling without using words and teaching the young child to switch roles in activities. Clear, practical strategies that I understand today. Given a framework to work within. It builds on the knowledge I already have, but looks through a different lens. Thank you for producing the program." M.G. (Jun. 2021)

"I am working with the younger-aged children and finding it difficult to find ways to engage them in activities, to stay in the room, to not climb onto the counters, etc. This course has given me some useful ideas with one child in particular - the "runner", with no apparent comprehension or communication. I have gotten him to sit in a chair with me for up to 20 minutes, with occasional eye contact while I'm playing with a toy. I hand it over to him after he has watched me and sometimes I have to provide some HOHA, but he has gotten better at watching me, looking at me, and taking a turn. Great examples and working through the LSP steps or levels." K.S. (Jun. 2021)

"The use of videos enhanced what the speaker was teaching." M.G. (May 2021)

"I work at a private school in which my entire caseload is students with autism. For me the most beneficial topics would be to helps my students become more people oriented and the concept of when/then rather than if/then." R.R. (May 2021)

“I think tying together CERT model, joint attention, executive functioning to a learning style profile is wonderful. I liked that the presentation used videos, lecture, and handouts.” S.M. (Apr. 2021)

“I can't pick just one! LSP #4 and LSP #5 were the most enlightening. I love the whole idea of modeling without using words and teaching the young child to switch roles in activities. Clear, practical strategies that I understand today. Given a framework to work within. It builds on the knowledge I already have, but looks through a different lens." M.G. (Apr. 2021)

"The presenter was a dynamic speaker and kept my attention throughout the course. The organization of the course was great. I especially enjoyed the video paired with discussing child's agenda. The videos gave a real feel of the lsp approach." D.L. (Apr. 2021)

“The content was excellent, and the videos provided outstanding examples that support understanding.” S.S (Mar. 2021)

“I enjoyed the examples and the reassurance that it's okay to not know what you're doing at first. I can also relate to his early practice experiences. It was very detailed and relatable to my clinical experience.” A.D. (Mar. 2021)

“I liked the 10 principles that came from boiling down a lot of info.” L.B. (Feb. 2021)

"I really enjoyed learning about JAR and how to mix/match simple words to create greater verbal flexibility. I enjoyed the podcast aspect with input from parents, teachers, and clinicians." H..F. (Feb. 2021)

"I liked the logical explanations to use with parents to explain the use of (non-verbal) instruction/prompting. I appreciated the emphasis throughout on cues as opposed to prompts."  M.F. (Feb. 2021)

"I appreciated the treatment strategies via LSP and how informative the course is." R.T. (Feb. 2021)

"I liked the practical strategies provided. Dr. Patrick Rydell's manner of presentation was excellent. The Rocky Mountain Autism Center sounds like an excellent facility." M.M. (Jan. 2021)

"The parent teaching suggestions were most helpful. This was a logical progress of the Prizant and Weatherby approach and was very comfortable and made total sense to me." G.E. (Jan. 2021)

"I thought the whole workshop was incredibly interesting and made so much sense. Incorporating LSP #1 into the work with the kiddos on my caseload is a great start of this process. The video examples were really helpful. His lecture style was also very engaging and the format flowed from one topic to the next."  C.S. (Dec. 2020)