This course introduces Dr. Patrick Rydell’s Learning Style Profile© (LSP), a profile that expands our current understanding of unique learning styles related to individuals on the autism spectrum. By incorporating the LSP Protocol (included with this course), participants will be able to identify the learning style challenges of young children with an ASD that inhibit social connectivity and reciprocal communication. The LSP will assist professionals and families to identify early profiles of learning style strengths and challenges, then establish evidence-based and proven interventions uniquely designed to help children with an ASD get ready for natural, reciprocal social interactions and conversation.
Specifically, this course addresses 10 naturalistic, developmental-behavioral intervention components that represent the greatest challenges for professionals and families as they establish and facilitate the necessary foundations for conversational skills in young children with an ASD. Offered for 0.6 ASHA CEUs – 6 contact hours.
The LSP intervention strategies assist children with an ASD to “look up and around” to recognize social-communication and interpersonal cues in the naturalistic context in order to understand “how and when” to independently use their skills to engage in meaningful social interactions and conversation. The LSP routinely asks the question, “Who's Doing The Thinking?” Are the adults prompting the children with a) what to say, b) when to say it, and c) how to say it? Or, are the children learning how to take advantage of the contextual cues to make these decisions on their own, thus preventing a prompt-dependent learning style? The LSP avoids an overemphasis on using direct teaching methods to teach correct skills. Rather, the LSP focuses on assisting children to develop a learning style that promotes independent decision-making and a confident use of a social-communication “game-plan” to initiate, maintain and respond to others in naturalistic contexts.
Course Overview – Run Time: 6:23:51
This presentation will focus exclusively on the Learning Style Profile© (LSP). Other treatment approaches will receive limited or no coverage as part of this training. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video course with downloadable handout, downloadable Learning Style Profile© Assessment Protocol and links to 10 corresponding Podcasts. This course was recorded in front of a live audience.
Patrick J. Rydell, Ed.D., CCC-SLP, is the Founder and Director of the Rocky Mountain Autism Center, Inc. and Autism On Call, LLC, in Lone Tree, Colorado. With more than 38 years of practice (“on the floor”) in the field of Autism Spectrum Disorder (ASD), he has provided international and national trainings, workshops, consultations and program development to governmental agencies, medical facilities, universities, school districts, professionals and families. His doctorate was earned through a National Institute of Health Leadership in Autism grant (1989) and he has a double master’s degree in speech pathology and special education with a program emphasis in early childhood and autism spectrum disorder. Dr. Rydell is a U.S. Fulbright Senior Specialist Grant recipient (2005). Dr. Rydell is the co-author of the SCERTS Model (Prizant, Wetherby, Rubin, Laurent & Rydell, 2006) and author of the Learning Style Profile for Children with Autism Spectrum Disorder (Rydell, 2012) and Autism On Call Educational Series (Vimeo, 2017). Dr. Rydell has also co-authored 5 book chapters and numerous peer-reviewed research articles on topics related to autism spectrum disorders. He is currently developing ASD programs across Asia, Central Asia, and South America based on the LSP approach.
Financial — Patrick Rydell is a presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Patrick Rydell is the author of Learning Style Profile for Children with Autism Spectrum Disorder, published by Rocky Mountain Autism Center (January 21, 2013); receives royalty payments.
Nonfinancial — Patrick Rydell has no relevant nonfinancial relationships to disclosure.
This program is offered for 0.6 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe:
You have unlimited time to complete 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.
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 are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org 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.
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.
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.
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.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
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.
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.
Please click here for any special needs requests, and we will do our best to accommodate them.
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"Excellent course! Information was presented clearly. Enjoyed watching the video presentation!" A.G. (July 2021)
"Excellent speaker and very helpful video examples, especially showing student growth over time." M.L. (July 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. (July 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. (June 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 andteaching 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 lense. Thank you for producing the program." M.G. (June 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. (June 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 liked the 10 principles that came from boiling down a lot of info.” – L.B. (Feb. 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. (Dec. 2020)
“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. (Nov. 2020)
“The content was excellent, and the videos provided outstanding examples that support understanding.” S.S (Sep. 2020)
“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. (Aug. 2020)
"I appreciated the treatment strategies via LSP and how informative the course is." – R.T. (July 2020)
"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. (June 2020)
"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. (May 2020)
"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. 2020)
"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. (Mar. 2020)
"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. (Jan. 2020)
"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. (Jan. 2020)
"Very functional info. The discussion on helping object oriented learners become more people oriented and really focusing on foundation before pushing for verbal output was most beneficial." – E.C. (Dec. 2019)
"All of it was excellent. I liked the practical steps to engage children with autism. I would have liked more tools/ideas on how to increase ASD children's focus from objects to people." – B.A. (Dec. 2019)
"The ideas were clearly presented and applicable to my practice. The discussion on the importance of peer to peer social communication was helpful." – D.K. (Nov. 2019)
"His instructional style, video examples, the way the course was organized, and overall content were all fantastic!" – A.C. (Oct. 2019)
"I loved the shared control and non-verbal demonstration of coaching examples. I can think of several kids that I work with - from age 2 to age 9 - that will benefit from this presentation. I loved Dr. Rydell's presentation style and the videos used to illustrate points. I also appreciated Dr. Rydell's reiterating points throughout the presentation so that the whole came together very well." – P.H.H. (Oct. 2019)
"I liked the increased information on treating children with ASD." – R.K. (Sept. 2019)
"Very informative, very engaging. I especially liked the discussion on how to better interact and engage with children with ASD." – A.H. (Aug. 2019)
"I think the ways the principles were stated, organized and sequenced was very helpful. The connection of nonverbal behavior to verbal behavior communication was important. The videos were very helpful to illustrate how to carry out intervention." – S.P. (July 2019)
"I appreciated the discussion on shifting children's attention from being object-oriented." – J.D. (July 2019)
"I liked the videos and seeing intervention live. I appreciated that there was less theory and more real-life examples I can incorporate into my practice." – L.S. (July 2019)
"Great information presented in an engaging manner with an excellent selection of videos." – S.M. (June 2019)
"Perfect course! I liked how practical and down to earth the instructor was." – M.D. (May 2019)
"I liked how practical the course was." – C.B. (Apr. 2019)
"I enjoyed the discussion on the LSP approach and all the new information I learned." – S.H. (Mar. 2019)
"I appreciated how this course reinforced what I already use in therapy and offered suggestions for how to work with several of my patients. The speaker explained his ideas effectively and used videos to ensure comprehension." – L.C. (Mar. 2019)
"It was very well organized and well supplemented with videos. I especially enjoyed the discussions on building the foundation through rehearsal, modeling and cues vs just repetition and prompting, and adding language after the joint attention." – E.B. (Mar. 2019)
"I would recommend this to all my colleagues. Teaching children how to look up and learn in a variety of situations is vital to successful social interaction and self-esteem. If this program works for my kids like it has for Dr. Rydell, I will have found the missing piece to teaching socially appropriate behavior.” – A.O. (Jan. 2019)
"An exceptional presentation that incorporates a wealth of observational information and evidence-based intervention strategies that address social communication needs of young ASD children. The speaker was dynamic and highly pragmatic in his verbal illustrations and video clip presentations used to demonstrate a number of key overarching intervention principles. The short course provided specific strategies and principles that can I can directly apply to my assessment and therapy sessions tomorrow." – C.L. (Jan. 2019)