Different from other "literacy" courses, this evidence-based course will provide specific guidance for SLPs working to establish early literacy skills with children with Autism Spectrum Disorder (ASD). Phonological awareness is vital for successful literacy, language and speech skills in children. Exposing children with ASD to early literacy interventions with embedded printed (orthographic) cues is imperative. This course teaches the use of printed cues as a means to activate and synchronize the processors within the brain (orthographic, phonological, meaning and context) resulting in improved communication and literacy skills. Offered for 0.25 ASHA CEUs – 2.5 contact hours.
Run Time: 2:30:00
•Traditional Intervention Results
•Orthographic Instruction Results
•Target Sound Selection
•Orthographic Instruction Progression
•Orthographic Instruction Resources
Orthographic instruction (printed cues) is the primary focus of this course. Additional evidence-based techniques and product resources are discussed. The presenter is the author of the Literacy Speaks!® program published by Northern Speech Services and presenter receives royalties. Literacy Speaks!® is driven by orthographic instruction; the presenter does not discuss the Literacy Speaks!® program during the course.
PowerPoint presentation with author narration, video examples, music examples, and downloadable handout.
Keli Richmond, MS, CCC-SLP, is a practicing speech-language pathologist specializing in early literacy development. She has a Teaching License as well as a Master of Science Degree in Speech-Language Pathology, Bachelor of Arts Degrees in both Speech-Language Pathology and Audiology, and a Minor Focus in Special Education. Her career began in the medical field with an emphasis on neurological disorders; then, she continued to expand her experience by providing therapy and promoting literacy skills for preschool through middle school students.
Keli conducts in-service training for school-based personnel, presents continuing education seminars nationwide for Northern Speech Services (NSS), and speaks at Speech-Language-Hearing Conventions, Educator Conferences and related events.
Some highlights of Keli’s career are receiving the “Professional Achievement Award in Recognition of Advancement of Knowledge in Clinical Practice” from the Indiana Speech-Language-Hearing Association (ISHA); the “Award for Continuing Education” (ACE) from the American Speech-Language-Hearing Association (ASHA); and the “Award for Top 100 Websites for Speech-Language Pathologists”. The ISHA award is based on outstanding professional development and community involvement. The ASHA award is based on a commitment to lifelong learning. The Top 100 Websites award is based on the best available websites for anyone with an interest in speech-language pathology.
She was a founding member of the United Way Women’s Initiative. The Women’s Initiative is an organization dedicated to closing educational gaps through early literacy development.
Keli is the author of the Literacy Speaks!® program. Literacy Speaks!® is a comprehensive program driven by orthographic instruction (printed cues) designed to improve speech intelligibility, enhance phonological awareness and expand language skills while establishing a strong literacy foundation.
For more information on Keli Richmond visit www.LiteracySpeaks.com.
Financial — Keli Richmond is an author of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Keli Richmond is an author of the Literacy Speaks!® materials published by Northern Speech Services; receives royalty payments.
Nonfinancial — Keli Richmond has no relevant nonfinancial relationships to disclose.
This program is offered for 0.25 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe: You have unlimited time to complete this online course. You may log off and log on as you wish in order to complete all sections of this course.
Content Access: Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion: On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase Orders: Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.
What is an Online Course? Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Receiving CEUs: Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online.
Registering for an online course: You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course: You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Testing requirements: Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered: We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs: NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Course formats: Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.
Course handouts: Most of our online courses provide a link to download the accompanying handout as a PDF file.
Group discounts: Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
Computer requirements: For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy: A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
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"I enjoyed the discussion on tying meaning to the written word as a comprehension builder. I liked the presentation style." – P.F.R. (Apr. 2020)
"I was particularly interested in the final webinar with the lists of sound loaded, and grammatical morpheme loaded books. I am interested in incorporating theme based activities in my school practice. I liked the resources provided for online and printable resources." – A.C. (Mar. 2020)
“The videos helped reinforce what was being discussed. The target sound selection was newish information that I will be able to apply immediately - loved it. The pace and flow were great. The content was organized well and had a good flow. Good information was shared as well as resources. Great online course.” – H.F. (Jan. 2020)
“So many great ideas to make the language groups and individual therapy sessions fun for the students. I have to run language groups in my school district and these ideas will help both the children with IEPs and the peer models.” – A.E. (Dec. 2019)
“I found the course very informative. There was more covered than I had anticipated. I especially enjoyed going over the importance of pairing print with the sounds during speech sessions. I liked the specific examples of how to pair the print to the sound. There were a multitude of examples for varying levels of development.” – D.B. (Dec. 2019)
"The course was informative, and I like that the presenter offered strategies that can be applied immediately with my students." – M.D. (Nov. 2019)
"I appreciated the discussion on hyperlexia and how to support comprehension and use of vocabulary as well as sound production practice. However, I expected a little more information specific to ASD." – S.L.S. (Nov. 2019)
"I thought it was great! The presenter clearly loves what she does!" – N.B. (Oct. 2019)
"I enjoyed the suggestions on how to incorporate orthographies into fun activities. Lots of ideas!" – E.H. (Oct. 2019)
"This course was practical with evidence-based techniques and product resources provided." – K.M. (Sept. 2019)
"The ideas to help hyperlexics when out in the community were interesting. Great to hear about the difference in brain function in hyperlexia." – T.L. (Sept. 2019)
"What I liked most about the course were all the resources that were given to help you find the activities you need for your clients and the example videos. I will use more orthographic instruction and literacy activities in my therapy sessions after learning from this course." – S.R. (June 2019)
"As an SLP working at an outpatient therapy clinic, we do not have the opportunity to collaborate with school-based faculty; this course provided a variety of resources and therapy activities that can easily be incorporated into sessions for ALL patients." – N.B. (May 2019)
"The course was brief but provided a good introduction. The research was cited in the slides so that it will be easier to go to the studies that I want to see. I especially appreciated the confirmation that it is "never too early" to begin introducing orthographic instruction for children with ASD." – R.M. (Apr. 2019)
"It was easy to access and understand. Wealth of resources!!!!!!! I appreciated the reinforcement that we need to strive for literacy skills with ASD clients. They CAN develop literacy skills and many of them may have literacy as their only communication mode later on." – K.A.d.R. (Apr. 2019)
"I liked that it made me think about how I am addressing phonetics with my students while associating it with articulation therapy. I think the presenter did a great job covering the material." – J.M. (Mar. 2019)
"Very thorough course and LOVED watching the therapy sessions and creative ideas for implementing this instruction. Thank you for giving me the tools to enhance my students' reading comprehension! I'm excited to put what I've learned to good use." – M.P. (Jan. 2019)
"All of this course was beneficial. I needed a general update so I could begin prep for a new job. I liked the practical nature of the material." – L.L. (Dec. 2018)
"All the terrific ideas for orthographic instruction and ways to include the parents with home tasks was most helpful. I liked the video demonstrations, lesson ideas, and website information was terrific." – A.S. (Sept. 2018)
"It has given me ideas how to help some children in therapy by adding orthographic instruction (in some cases) as an additional layer to their speech therapy sessions." – J.C. (Aug. 2018)
"I enjoyed the information on orthographic instruction techniques and will use this information in my current work. The course was easy to follow along with and made good use of powerpoint." – A.L. (June 2018)
"Learning the benefit of using orthographic instruction in therapy with young children when they are first learning sounds was very beneficial. The therapy videos were very helpful and gave excellent insight to application of the materials. Also, the format and organization of the content in this course was well done." – A.C. (Apr. 2018)
"The discussion about sound loaded books and ideas for homework was especially helpful. I liked the suggested ideas for classroom and list of resources." – E.H. (Feb. 2018)
"Learning how to attach orthographic processes to my therapy to enhance students - language, artic, & literacy." – K.W. (Feb. 2018)
"The techniques for associating printed letter with the production of the target speech sound were especially helpful. All the topics were very beneficial though." – D.H. (Jan. 2018)
"The detailed explanation and video clip illustration of the hierarchy of orthographic approach was excellent. I loved the presenter's enthusiasm and abundant provision of examples and resources." – D.T. (Dec. 2017)
"I appreciated the benefits of phonological awareness in assisting children with autism. The references listed on the course is helpful." – I.C. (Nov. 2017)
"I loved all the examples, videos, and the research discussed. I thought it was well paced and very useful!" – A.M. (Oct. 2017)
"The application seems very easy and impacts so many other speech and language areas." – A.R. (Sept. 2017)
"I enjoyed the helpful websites the instructor listed at the end of the course as well as the focus on literacy when working with students on the autism spectrum." – K.C. ( Aug. 2017)
"I think the entire presentation will benefit my daily practice. It was well-paced with important ideas clearly delineated." – M.T. (July 2017)
"The entire concept of early introduction of the written word to facilitate reading skills and comprehension was most beneficial. I liked the many videos demonstrating this concept in action." – D.B. (June 2017)
"I enjoyed the topic of working with children on the spectrum and helping to identify children with similar challenges with this great approach to building language and literacy." – A.G. (Apr. 2017)
"I appreciated the discussion of the processors and Intervention Strategies. I loved the wonderful amount of resources at the end!" – M.G. (Mar. 2017)
"Going over the relationship between phonological and orthographic skills was really helpful. I liked the video examples." – A.L. (Feb. 2017)
"I found the target sound selection the most beneficial in my daily practice. I liked all the great ideas and activities that this ecourse provided for speech therapists to use in their sessions." – J.J. (Jan. 2017)
"Learning the areas of the brain that ASD students use when reading was very useful. The information was presented in a way that was easy to listen to on computer." – A.M. (Dec. 2017)
"I thought the neurological background information was very interesting. It contained a number of useful resources." – M.K. (Dec. 2016)
"I appreciated using printed letters, words, etc. to support correcting phonological errors and the many ideas and resources presented." – D.H. (Nov. 2016)
"My daughter and one of the children I work with are on the severe end of the ASD spectrum and both have severe CAS. I have always felt that incorporating print into therapy was an important means of helping my daughter speak. The more she understands how words are formed, perhaps she will be able to put sounds together to make words. In addition, I too believe that her best bet for future communication might be through the written word. Although I already incorporate books into my sessions (I was so glad to see I was on the right track!) I have several new ideas thanks to this presentation! I feel recharged! Thanks!" – J.D. (Nov. 2016)
"I liked the inclusion of the letter of the week schedule as well as examples and resources. I especially enjoyed her going over the importance of including orthographic content instead of only auditory." – S.A. (Oct. 2016)
"Great pace and description of the Processors for reading. The sound loaded book lists was really helpful." – D.M. (Aug. 2016)
"I love that I can implement all the processors and use orthographic approaches since many of my patients have difficulties recognizing words." – M.S.F. (Aug. 2016)
"Working on decoding simple words first was the most useful discussion. I liked that there were live examples." – W.G. (Aug. 2016)
"I liked the discussion of the differences in MRI results between typical readers, individuals with dyslexia and with ASD." – J.M. (July 2016)
"The entire course was wonderful - well presented and explained. Most helpful were all of the vast resources and websites she referenced. Very well organized." – S.M. (June 2016)
"Covering how to use the process of first segmenting then blending words on a card was really beneficial. I like how the hierarchy goes from seeing the letter, word, then picture with the word on a card. I plan to use this when developing vocabulary from picture cards in therapy. It reminded me that these children need print with the picture even when working on vocabulary." – R.S. (June 2016)
"I appreciated the explanation of the orthographic approach - benefits and practical suggestions. Keli's presentation was well organized, informative, & practical! Very thorough!" – M.L.W. (May 2016)
"I like that Keli works directly with kids and uses her experiences to share with other therapists how easily these techniques can be incorporated into therapy sessions." – A.M. (May 2016)
"Discussing the benefits of orthographic instruction was most useful. I liked seeing examples of each type of instruction." – J.S. (Apr. 2016)
"I love the way Keli put all the elements together. I find that this is essential when treating with our ASD population, if not all our speech and language delayed children. I have used orthographics for years with great success. Thanks to Keli for all the good ideas and links!!" – D.N. (Apr. 2016)
"Going over using orthographics functionally in therapy was very beneficial." – K.S. (Mar. 2016)
"It was perfect and her enthusiasm showed throughout the course. The examples were great!" – R.M. (Mar. 2016)
"The importance of Orthographic Instruction really impacted me. I liked the implications of value to students with ASD." – C.M. (Feb. 2016)
"I really appreciated the sample videos and abundance of therapy tools and technique suggestions. I was impressed with all of the information provided." – L.R. (Jan. 2016)