Course Faculty: Ianessa A. Humbert, PhD, Phoebe Macrae, PhD, and Catriona M. Steele, PhD
Course Description: This course provides an advanced tutorial about evidence-based practice for SLPs working with adult dysphagia. Primary goals of this course include: present the evidence for frequently prescribed swallowing rehabilitation techniques, examine common swallowing pathophysiologies that contribute to aspiration and how they are measured, and discuss levels of research evidence relative to their contribution to the current state of dysphagia rehabilitation.
Participants will learn to incorporate swallowing physiology into diagnosis and management of dysphagic patients. Participants will also learn how evidence-based practice in dysphagia is limited, and how to interpret and critique the scientific literature given these limitations. This is critical to ensure that the clinical tools used to impact swallowing ability are based on physiology.
Case studies are used to discuss the evidence behind widely-used dysphagia interventions, including: chin tuck, effortful swallow, Mendelsohn maneuver, and Shaker exercise. This course will provide a roadmap for clinical decision making and a framework for evaluating any swallowing treatment used in therapy. Offered for 0.25 SLP CEUs – 2.5 contact hours.
Run Time: 2:32:46
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Ianessa A. Humbert, PhD, CCC-SLP, is an Associate Professor in the Department of Communication Sciences and Disorders at The University of Iowa. She is an accomplished researcher, having studied the effects of electrical stimulation on hyo-laryngeal movement in healthy and dysphagic adults. Dr. Humbert's research focuses on swallowing neurophysiology and Alzheimer's disease.
Financial — Ianessa Humbert is an author of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial— Ianessa Humbert is the author of the text, "The Swallowing Pocket Guide" published by Northern Speech Services; receives royalty payments.
Financial — Ianessa Humbert is an inventor for Passy Muir, Inc; holds a patent on equipment.
Nonfinancial — Ianessa Humbert has no relevant nonfinancial relationships to disclose.
Phoebe Macrae, PhD, is the Deputy Director of the newly formed Rose Centre for Stroke Recovery and Research, a subsidiary of the University of Canterbury in Christchurch, New Zealand. Her role at the Rose Centre is focused on multidisciplinary stroke research development. Her area of research is swallowing neurophysiology and dysphagia, with a focus on neural control mechanisms and motor learning in swallowing. Dr. Macrae completed her undergraduate degree in Speech and Language Pathology, and her PhD in dysphagia rehabilitation at the University of Canterbury. She then embarked on a two-year post-doctoral fellowship at Johns Hopkins University, before returning to the University of Canterbury in 2014.
Financial — Phoebe Macrae is the author of online CEU courses sponsored by Northern Speech Services; receives royalty payments.
Nonfinancial — Phoebe Macrae has no relevant nonfinancial relationships to disclose.
Catriona M. Steele, PhD, is a clinician scientist working in the area of swallowing and swallowing disorders. She has a background as a medical speech-language pathologist and is Director of the Swallowing Rehabilitation Research Laboratory at the Toronto Rehabilitation Institute - University Health Network. Dr. Steele is a Professor in the Department of Speech-Language Pathology at the University of Toronto, a past board member of the Dysphagia Research Society, a board-certified specialist in Swallowing, an ASHA Fellow and past Coordinator of ASHA's Special Interest Group 13 (Swallowing and Swallowing Disorders).
Financial — Catriona Steele is an author of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Catriona Steele is employed by Toronto Rehabilitation Institute - University Health Network; receives a salary.
Financial — Catriona Steele's research is supported in part by National Institutes of Deafness & Other Communication Disorders; receives grant funding.
Financial — Catriona Steele's research is supported in part by Nestle Health Science; receives grant funding.
Financial — Catriona Steele's research is supported in part by Bracco Canada; receives grant funding.
Nonfinancial — Catriona Steele has no relevant nonfinancial relationships to disclose.
This program is offered for 0.25 ASHA CEUs (Advanced 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.
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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.
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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.
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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.
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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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“The explanation of the different comp swallow techniques and the purpose for use was helpful!” – D.K. (Dec. 2020)
“I most enjoyed the research about the effortful swallow and all the muscles that are truly involved in all 4 of the dysphagia rehab techniques. It was a great refresher. I was engaged the entire session and learned a great deal from this course! It was highly applicable!” – M.K. (Oct. 2020)
“I enjoyed the talk about different techniques and the overall effectiveness.” – L.D. (Aug. 2020)
“The supporting evidence for physiologic changes of each intervention was very insightful.” – D.M. (Jul. 2020)
“I enjoyed going through several common therapeutic techniques and discussing the literature and case studies for each. Excellent clear lecture, applicable knowledge.” – S.K. (Jun. 2020)
“I appreciated the info regarding specific treatment methods: chin tuck, effortful swallow, M Menuever, and Shaker ex. However, I expected more time spent on when to use treatment strategies, maneuvers and exercises.” – E.M. (Apr. 2020)
“I liked the last section about the specific interventions used and what they are really good for.” – M.C.M.P. (Mar. 2020)
“I enjoyed how the presenters went through each technique and identified what it was originally thought to target and how research has changed the way we use the technique. I liked how it was presented in a systematic way.” – D.K. (Mar. 2020)
"I enjoyed the data on research and being able to follow and review at my own pace as well as the knowledge of the presenters. The course is great." – Y.C. (Jan. 2020)
"The review of anatomy and physiology of the swallowing mechanism was particularly beneficial, along with the diagrams/photos." – S.F. (Dec. 2019)
"I appreciated the application of treatment approaches and exercises that I often use, but with more specific focus on muscular involvement. I liked the convenience of the course and the knowledge of the presenters." – J.J. (Dec. 2019)
"The first part was a great review. The topics were set out well with good breakdown within each technique. Good review of literature - both pros and cons." – J.R. (Nov. 2019)
"I found the specific and individual aspects of the swallow measured for each strategy/maneuver most beneficial. I liked the practical use of the course." – E.C. (Nov. 2019)
"I enjoyed the disussions of instrumental assessment techniques and evidence based practice." – E.B. (Sept. 2019)
"Going over the evidence behind familiar treatment techniques was most helpful. It was nice that the course was divided into 3 different speakers." – K.H. (Aug. 2019)
"I appreciated the actual videos of swallow tx results and the information re: effectiveness of the chin tuck maneuver." – M.A.H. (July 2019)
"I liked the discussion of techniques as well as the review of cranial nerves and muscles." – G.F.F. (June 2019)
"I found the specific results of research of these exercises helpful in terms of measuring change or reduction in aspiration, pharyngeal residue, and functional outcomes of improved swallow function. The case studies were also interesting to document change with single swallow exercises based on the type of impairment." – C.W. (Apr. 2019)
"I enjoyed the comparison with exercise and physiology as well as the extensive influence on the tongue on the swallow act." – D.D. (Mar. 2019)
"I liked the review of anatomy and physiology of swallowing and the analysis of commonly used evidence-based treatments." – B.C. (Jan. 2019)
"I appreciated the review of MBS case studies, the discussion of research findings, and the application of treatment protocols." – J.B. (Dec. 2018)
"I especially liked the discussion of the case studies and the discussion of the efficacy of the compensatory and rehabilitative treatments. I liked the visuals and case studies best. However, I expected postural changes combined with chin tuck strategy to be covered and the Masako Maneuver." – D.W. (Nov. 2018)
"The case studies with analysis were the most beneficial. I liked the structure, frequent reviews, and summaries." – M.H. (Oct. 2018)
"The discussion on examining exercises and the effects they have on swallowing impairments was very helpful." – B.E. (Sept. 2018)
"I appreciated the updated info related to techniques to improve decision making with dysphagia patients." – V.S. (June 2018)
"I found all of it very beneficial. The topics were clearly presented." – S.R. (May 2018)
"I loved that it addressed strategies and maneuvers commonly used in the treatment of dysphagia. It was very thorough." – C.W. (Apr. 2018)
"Very informative with updated studies and research. I appreciated the studies with resulting information on use of exercises/techniques as compensatory and part of rehab program. It was also beneficial to be aware of lasting effects of e" – R.R. (Feb. 2018)
"I enjoyed the EBP Treatment recommendations as well as the different presenters and varying viewpoints within the course." – C.M.K. (Jan. 2018)
"Very careful and concise use of relevant research to support or influence the need for careful consideration of swallow strategies; compensatory or rehabilitative. Comprehensive for a short course. I took ten pages of notes." – G.E. (Dec. 2017)
"The breakdown of the results of specific treatment techniques and impact on the swallow were most beneficial. The MBS videos w/highlighting were helpful." – C.P. (Oct. 2017)
"The info regarding effectiveness versus fallacies of targeted swallowing exercises/maneuvers regarding what is actually improved was most helpful." – B.R. (July 2017)
"The information on the compensatory maneuvers and rationales was good. I liked the flexibility and directness of the course." – J.B. (May 2017)
"I liked the variance in research findings for the compensatory swallowing strategies." – C.D. (Apr. 2017)
"I appreciated the review of maneuvers and their effects as well as the case studies." – D.E. (Mar. 2017)
"I liked how they looked at the maneuvers and exercises through different lenses to see if they mattered to different physiologic aspects." – S.L.M. (Jan. 2017)
"The info on the Shaker exercise, which I had previously not used very much, was most helpful. I liked that research results had been accumulated to substantiate use of various treatment techniques. Helpful info to consider when reviewing research and applying it to specific patients." – S.H. (Sept. 2016)