In addition to speech and language deficits, school-age children often present with cognitive issues that impact literacy and other areas of academic achievement as well as social interaction. This course will review the current research on disorders of attention, memory, perception, executive function and social skills in school-age children. The focus is clinical application with a review of assessments that can be used by SLPs, evidence-based practice, and clinical activities that can be used in treatment sessions or in the classroom. Offered for 0.2 ASHA CEUs – 2 contact hours.
Run Time (2:23:22)
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.
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 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 email@example.com 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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"I appreciated the discussion of the physiology of the different attention networks." E.L. (Aug. 2021)
"I liked the memory activities and the information on auditory processing in general. This workshop really challenged my understanding on cognitive struggles and ways to address such problems at the elementary level." G.G. (July 2021)
"Differentiating between ADHD, ADD, APD is beneficial for my daily practice." S. M. (June 2021)
“The neuro review was helpful, but the focus on therapy was wonderful. I felt it was equally balanced.” – J.G. (Jan. 2021)
“I liked that this course differentiated between disorders and provided areas to work on and materials to utilize in therapy.” – E.M. (Dec. 2020)
“I love the connection between the brain areas on the various types of difficulties exhibited. Sometimes you can forget about those scientific backings when working day to day. It also helps me to stop and think about what is going on in the brain that might be causing the different difficulties.” – C.K. (Dec. 2020)
“The speaker was very knowledgeable and interesting. She understandably explained topics - making connections to previously covered information.” – C.G. (Nov. 2020)
“I liked everything! It truly is one of the most beneficial and informative courses I have ever taken - Thank you!!!!” – C.G. (Oct. 2020)
“I found it all to be beneficial for my daily practice. It is so important to understand the neurological components in dealing with cognitive deficits! This is information that anyone who is working with students should know and be exposed to. It truly is one of the most beneficial and informative courses I have ever taken. The course exceeded my expectations. I loved it! She was an excellent speaker and very informative! Loved it.” C.G. (Oct. 2020)
“It was interesting to learn how the different parts of the brain affect attention, executive functions, social skills, and language.” M.W. (Sep. 2020)
“This course provided so much information, from etiology to assessment, and treatment. I will use this as a reference for my students with ADD and auditory processing. I learned that working on working memory has definite benefits.” – E.M. (Aug. 2020)
“How to incorporate working memory increase for my language-impaired and social communication deficit students was helpful. Also, how to improve cognitive control by setting interim goals. Very clear Powerpoint and notes. Great explanations and evidence. Presentation applies to SLP and useful for student diagnosis and treatments.” – J.G. (Jul. 2020)
“The knowledge related to the specific assessments that SLPs can implement with their clients was most beneficial. It was enlightening to see the differences between ADD and ADHD, and to realize that ADD is actually CAPD was eye-opening and yet confirming related to my personal and professional experience.” – L.P. (Jun. 2020)
"It was helpful to have perspective on the similarities and differences between attentional and memory/auditory processing problems. I liked the evidence based interventions/approaches for helping students." – B.T. (May 2020)
"I liked the examples of working memory activities for children." – S.C. (Apr. 2020)
"Differentiating ADD/ADHD from CAPD and the list of medications used to treat ADD/ADHD were most useful." – J.S. (Mar. 2020)
"I appreciated the specific therapy techniques and materials/resources. I liked that the course was fast moving and touched on many parts without dwelling too long on one topic." – R.B. (Feb. 2020)
"In the school setting, most of my students have ADHD, memory or processing difficulties. This course had a lot of information I can use to help with my students." – M.A. (Jan. 2020)
"The activities given to help students with attention and working memory issues who also have speech and language deficits were most helpful. I liked the ADD vs ADHD breakdown and comparison. I expected more information and activities for kindergarten or even EC level students who have memory and attention deficits. Overall, I thought it was good." – S.T. (Jan. 2020)
"I liked the neuroscience/connections behind the areas of executive functioning, attention, and memory. I enjoyed the practical activities to improve the specific areas of weaknesses and to remember that it's the process of the memory activities, not the outcome...sometimes we forget. Dr. Burns covered quite a bit in this short lecture." – K.S. (Dec. 2019)
"This course was a nice refresher about the brain in relation to deficits that impact cognition and language. The specific strategies for working with students and helping classroom teachers to understand and support students were most helpful." – J.C. (Dec. 2019)
"I thought the discussion of the existence of a general auditory processing impairment in developmental dyslexia was interesting. I liked the suggestions." – K.B. (Nov. 2019)
"The activities used to improve attention, working memory, and auditory processing were most beneficial. I liked research that supported the presenter's course of treatment." – L.L. (Oct. 2019)
"I liked the neuroanatomy and physiology tied into tx activities." – N.R. (Oct. 2019)
"Overall, the course gives good general insight into the topics of working memory, ADHD, and APD." – A.R. (Aug. 2019)
"I appreciated the strategies to promote the process of working memory." – V.J. (July 2019)
"Going over the relationship of auditory processing disorders to ADD was most beneficial. I liked the presenter's ability to explain neuroscience in an understandable manner." – P.P. (July 2019)
"I enjoyed the entire course - especially the suggestions for intervention of attention, memory, and social communication." – L.L. (June 2019)
"I think the part that differentiates problems with different kinds of memory processes is important. I like that the course gave many ideas and suggestions for therapy." – D.F. (June 2019)
"The treatments and strategies for ADHD were most helpful." – A.B. (May 2019)
"I thought the assessment section was very beneficial to know which tests are used with students who have ADD and working memory difficulties. The presenter was very knowledgeable and gave evidenced-based approaches and interventions." – S.W. (Mar. 2019)
"I liked the practical information regarding how a school SLP could address the issues presented, as well as the information specifying working memory problems as the core issue in Auditory Processing Disorders." – P.D. (Feb. 2019)
"I liked the breakdown and comparison of ADHD, ADD, APD. I liked the material suggestions at the end of the presentation." – L.M. (Jan. 2019)
"Thorough insight into cognitive systems. I liked the references (chats, diagrams)." – R.R. (Dec. 2018)
"I like that it provided functional useful information - especially the type of assessment to use of executive function problems." – L.A. (Nov. 2018)
"I found the intervention strategies for improving attention to be the most beneficial for my daily practice. I like the background review of the brain and how it pertained to functioning." – V.T. (Oct. 2018)
"I liked the description of auditory processing and dyslexia." – E.G. (Sept. 2018)
"I liked the translation of research and application to clinical practice. The course is very complete, thorough, and excellent." – S.A. (July 2018)
"It was helpful and packed a lot of material into 2 hours. I enjoyed the great intervention ideas and material information." – A.Q. (June 2018)
"I enjoyed learning how the degree of noise to the unborn child can affect his/her brain in regards to speech development. I appreciated the different speech activities listed." – J.N. (June 2018)
"The portions on executive functioning and auditory processing were most beneficial. I liked how it broke apart characteristics as well as provided applicable therapy." – S.S. (Mar. 2018)
"I love all of Dr. Martha Burns courses. She does an incredible job summarizing research in a practical, usable way." – E.V. (Feb. 2018)
"I liked the strategies included that will enhance my students' classroom attention. I also liked the activities I can use with my students to build their working memory." – L.H. (Feb. 2018)
"I enjoyed the building blocks on working toward reinforcement with short term deadlines. I liked the incredible knowledge base of Dr. Martha Burns." – N.Z.K. (Dec. 2017)
"The therapeutic techniques/activities to address executive functioning, memory and attention difficulties were most beneficial. I thought that the course would address how executive functioning, memory and attention difficulties affect specific speech and language areas more in depth." – K.R. (Dec. 2017)
"Discovering the tools for getting the best results from students with certain deficits was really helpful. I liked the course organization." – L.F. (Dec. 2017)
"I think the course is excellent. It lays a foundation for anyone interested in attention and auditory processing. It was a very high-level course. One of the best Northern has offered from the ones I've taken." – A.Y. (Sept. 2017)