This course reviews the research on development of perceptual, phonological, and motor aspects of speech acquisition. Emphasized will be the differential diagnosis of speech sound production problems due to auditory processing disorders, phonological processing, and motor speech issues. Best practices for treatment planning with each type of speech disorder is also briefly covered. Relevant for population 0-5 years. Offered for 0.2 CEUs – 2 contact hours.
Run Time: 02:01:02
~What we know from perceptual studies and fMRI research
~Clinical Import of Kuhl research for FFWD interventions - bilingual infants
~Intracranial electrophysiology (ICE)
~What is Childhood Apraxia of Speech
~13 Characteristics used to characterize children with severe speech disorders
Video PowerPoint presentation with author narration & downloadable handout.
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 by clicking on the Presenter & Disclosures tab.
Financial — Martha Burns is a presenter of online CEU courses sponsored by Northern Speech; receives royalty payments.
Financial — Martha Burns is a paid consultant for Scientific Learning Corporation.
Nonfinancial — Martha Burns has no relevant nonfinancial relationships to disclose.
This program is offered for 0.2 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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"Highlighting the importance of nursery rhymes for young children and those second language learners as well as learning about Kuhl's phrases and how I could use this during intervention was helpful." – J.P. (Mar. 2020)
"The discussion on identifying Childhood apraxia of speech was most beneficial. I liked the handouts and references." – M.D. (Feb. 2020)
"I enjoyed the practical applications to speech production vs perception discussions. The course was short yet very informative, concise yet rich." – C.T. (Jan. 2020)
"I liked Kuhl's research findings. The portion on infant perception was especially helpful." – P.S. (Dec. 2019)
"The differential diagnosis related to speech acquisition was excellent. I love Martha Burns' wealth of knowledge and ease of explanation of concepts with information for treatment implications." – D.L. (Nov. 2019)
"I appreciated the understanding of brain differences in children with apraxia and dyslexia and the characteristics found in research of children with apraxia. I really found it to be convenient and very easy to follow." – T.G. (Oct. 2019)
"Differentiating CAS from PPD was helpful. I liked the summary of characteristics of CAS." – C.I. (Sept. 2019)
"Everything was super easy to understand and did not move too quickly. I especially enjoyed the information about perception and producation as well as the differential diagnosis indicators between CAS and PPD." – C.R. (July 2019)
"The discussions on second language learning and timing as well as the differences in motor speech problems vs phonological problems were excellent." – K.H. (June 2019)
"Although I don't practice with children routinely, I do occasionally and found the information related to perception as a key component of production very helpful. I also liked the idea of frequent use of nursery rhymes for sound perception and production." – S.L. (June 2019)
"The level of examples included throughout this course helped to relate to the material as well as apply to potential clients treatment plans. I was expecting more specific information on how to treat these disorders." – C.M. (Mar. 2019)
"I appreciated the developmental timeline for perception and production of speech in infancy, as well as the characteristics list for motor speech vs perceptual processing disorders. I liked everything!" – K.B. (Jan. 2019)
"Nice review of how children acquire language and how determining if a child has a perceptual versus production problem will determine our therapeutic approach." – L.J.K. (Dec. 2018)
"Excellent breakdown of current research." – S.M. (Dec. 2018)
"The discussion on distinguishing characteristics between CAS and PPD and the research regarding differences between perception and production were most beneficial." – K.S. (Oct. 2018)
"Kuhl's research about speech perception and production was very interesting and allows me to look at children coming in and the assessment and/or intervention in a different way and to ask different questions. Although I really liked this talk, I think the title was a little misleading. I found it to be more regarding assessment and trying to determine a differential diagnosis rather than treatment plannin." – C.S. (Sept. 2018)
"I did like the visuals for this presentation. I do have children that I see with CAS and it was helpful to hear more technical information about it and factors that classify an issue as CAS as opposed to an articulation disorder." – M.S. (July 2018)
"Although the video clips could have been better, I found the 7 criteria that help to differentially diagnose CAS beneficial." – H.P. (May 2018)
"Patricia Kuhl's research on the influence on the right and left hemispheres' processing has on an infant's perception was highly interesting and very useful to consider with new patients. The course visual aids were clear, useful and applicable." – A.C. (Apr. 2018)
"What I found most important and that cannot be stressed enough is that in order for a child to successfully develop language, parents must talk to him/her. Also most important is interaction with other children and play. I would have liked to have seen actual therapy sessions." – B.L. (Feb. 2018)
"It was beneficial to hear how speech acquisition can differ in a variety of populations (i.e. English language learners, individuals with childhood apraxia of speech, dyslexia, autism, and cerebral palsy). I liked that this was a well-organized course, powerpoint slides were provided, and it was easy to listen to." – M.C. (Jan. 2018)
"The discussion of the overlapping of speech perception and production with children was most helpful. I like that the course clearly stated helpful and well laid out information with research that supported what was being presented." – L.S. (Dec. 2017)
"I appreciated going over the importance of the social language component of language acquisition and the use of nursery rhymes." – S.R. (Dec. 2017)
"I found the description of the difference between speech perception and speech production issues informative and helpful. It made me think about some of the students I work with who have apraxia of speech and what is the best way to help them." – T.K. (Nov. 2017)
"I thought it was a good course. The beginning of the presentation was most beneficial to me working in the 0-3 population. I really enjoyed the Speech Learning Timetable and think parents would be interested in the information. I also found the description of why infant directed speech is so beneficial. I always talk with families about this but now I'm able to tell why it's so important. I also did enjoy the tables with the characteristics/indicators of childhood apraxia of speech." – A.M. (Sept. 2017)
"Current research, fast moving and full coverage of research and application." – A.S.C. (Aug. 2017)
"I enjoyed the techniques to use in speaking to infants and practical information of the course." – J.G. (Apr. 2017)
"Great visuals, excellent presenter of info..organized and all pertinent to what I do and the kids I see." – J.L. (Feb. 2017)
"I especially appreciated the info regarding apraxia of speech, and I liked that the course was short yet full of information." – M.W. (Jan. 2017)
"The developmental chart of speech perception and production was most helpful. I like that the research was presented in a clear manner." – J.L. (Dec. 2016)
"I enjoyed learning about the brain studies and current information about brain mapping. I was expecting more specific intervention strategies that I can take away and use." – J.R. (Dec. 2016)
"I found the discussion on the specific characteristics of CAS in a differential diagnosis as well as support for the Nursery Rhyme Effect most beneficial." – K.D. (Dec. 2016)
"The 13 characteristics used to characterize children with severe speech disorders will be very helpful." – D.C. (Nov. 2016)
"The development of infant perception and production was helpful as well as the development of bi-lingual speech and language. The study with Nancy Kaufman's K-SLP was very informative and useful." – L.H. (Nov. 2016)
"The content was fascinating. I feel I now have better tools to explain (backed by research) a child's production and perception issues." – E.V. (Aug. 2016)
"I appreciated the discussion on the importance of voice recognition in young infants and how that influences both social and communication development. I always love anything by Martha Burns. She does an excellent job of synthesizing the research and helping translate that into ways we can improve our practice." – A.G. (July 2016)
"I enjoyed the charts and graphs as visual aids. I also enjoyed the types of intervention proven to be the most effective for treatment planning. The review of the Language Learning Timetable was a good review." – K.K. (June 2016)
"I found the discussion on Apraxia of Speech to be very beneficial. I found it particularly interesting to review the other areas that children with AOS may have difficulty. I also found the information about Phases of development (Kuhl) to be very informative to provide a framework for understanding the development of speech. I liked the examples the presenter provided, as well as how she tied all the information back to practical application within a speech therapy session." – U.P. (Mar. 2016)
"The language learning timetable was really useful." – K.G. (Jan. 2016)
"This was an informative course." – S.P. (Jan. 2016)