Differential diagnosis of Word Finding (WF) is necessary to plan strategic and meaningful WF intervention. It is not enough to just indicate that a learner has Word Finding difficulties. SLPs need to answer the diagnostic question, "What is the nature of the learner's WF challenge?" To address this diagnostic question, this eCourse informs the SLP of the following components needed to carry out a differential diagnosis of a learner's WF skills:
This online course is divided into 4 parts and will present Formal and Informal Procedures for the diagnostic assessment of semantic and form based Word Finding (WF) error patterns. Specifically, part 1 will present in single words and discourse contexts characteristics of three semantic and phonological based WF error patterns. Part 2 will highlight a lexical model representing the theoretical underpinnings of semantic/phonological based lexical access difficulties. Part 3 will present the new Test of Word Finding, Third Edition (TWF-3) and part 4 will present informal procedures for the identification of 3 WF error patterns. Offered for 0.25 SLP CEUs – 2.5 Contact Hours.
Course Run Time: 2:47:51
The author of this course is also author of assessment and treatment resources that are mentioned as part of this course. The author will benefit financially from the sale of these products. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area. All material in this course is protected by copyright and may not be reproduced in any form without the expressed, written permission of Diane G. German, Ph.D.
Video PowerPoint presentation with author narration & downloadable handout.
Diane J. German, PhD, is a professor at National-Louis University where she holds the Endowed Chair in Special Education created to support her work in word finding. She is an internationally acclaimed author and researcher having published the standard in assessment instruments in word finding. Further, she has published articles, presented technical papers, and taught numerous seminars in the US, Canada, Europe, and Asia.
Financial — Diane German is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Diane German is the author of tests, texts, and other materials that are related to and mentioned during this online course; she benefits financially from the sale of these products.
Nonfinancial — Diane German 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.
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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.
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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.
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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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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.
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"The course had clear visuals with plain language; easy to understand." A.N. (Nov. 2021)
"This will help tremendously! I see several students with WF issues and now I feel like I can better understand what's happening. I liked the clear presentation with repetition of information." R.K. (Oct. 2021)
"Differentiating the 3 types of error patterns and the best cues to improve word retrieval in each of these patterns was informative. I liked that I could take the course at my own pace and own time." A.R. (Sept. 2021)
“The presenter was very repetitive, so it was easy to understand this complex system.” – T.S. (Dec. 2020)
“This was wonderfully taught. I found the in-depth exploration of the three error patterns and the clarity of differential diagnosis to be enormously informative and useful. The presenter's knowledge, organization, and overall presentation were fantastic. Rarely do I find presentations so well crafted and organized.” – D.Z. (Jul. 2020)
“I have a student that I worked with last year that I began to realize had WFD. I wish that I had taken this course sooner so that I could have understood better how to help him. I have a very clear idea after watching this course on the metalinguistic underpinnings of word-finding difficulties, as well as a systematic way of identifying which type of errors my students are presenting with. I assume in the follow-up course, I will learn about the most appropriate treatment activities for each type.” – E.B. (Jul. 2020)
"I enjoyed going over the differential diagnosis of the different error types. I liked that the course was very explicit, repetitive, and had detailed explanations." – M.L. (May 2020)
"This course helped me make connections on where my student's specific problem lie. Learning how to clearly identify a word retrieval problem was most beneficial." – N.P. (Apr. 2020)
"I enjoyed learning more about the TWF3 and how it is administered. I liked the video case studies and examples of WF errors. I was a bit confused about the charts presented but appreciated the flow chart the most. I wish she had discussed some type of intervention strategies." – R.B. (Apr. 2020)
"The differential diagnosis of word finding types and Lexical model was most beneficial." – S.L. (Feb. 2020)
"I appreciated differentiating the 3 types of WF errors as well as its organization and how it went systematically through the information." – D.U. (Jan. 2020)
"It is helpful to have a means of applying a theoretical model to a specific area of clinical practice. I like that the course is focused and simply structured." – G.R. (Dec. 2019)
"All of this was beneficial, and I will definitely use this information in testing for differential diagnosis and was thrilled to have the part on oral reading. Good pace of lectures, very understandable." – B.H. (Nov. 2019)
"I appreciated differentiating articulation / motor-planning difficulties versus word-finding difficulties." – K.V. (Oct. 2019)
"I am currently working with a client demonstrating word finding problems and this information was extremely helpful in my differential diagnosis. I particularly liked the flow chart in the last slide, which will directly aid in therapy." – K.H. (Sept. 2019)
"I will look differently at the children who seem to have difficulty with pronouncing multi-syllabic words, yet do not appear to be searching for his words in conversation. The organization of the information was clear, and I appreciated all of the visuals." – L.S. (Sept. 2019)
"Going over the breakdown of where WF difficulties occur was really useful." – M.N.T. (Aug. 2019)
"All of it was helpful. I liked the information presented." – S.T. (Aug. 2019)
"Learning to differentiate errors in word-finding responses was most beneficial. Thorough presentation!" – E.E. (July 2019)
"I appreciated going over the steps to informal assessment of Word Retrieval as well as the clarity and review of the course." – G.G. (May 2019)
"I liked that there were lots of examples of how to differentially diagnose word-finding difficulties." – E.B. (Mar. 2019)
"It was most helpful to understand how to differentiate between word finding error patterns in a much clearer way - what this indicates about where the breakdown in the process is occurring - and how this may manifest in the classroom and when reading." – L.M. (Feb. 2019)
"The information was thorough and presented in a manner that was easy to understand and follow." – D.S. (Jan. 2019)
"The information regarding where word finding errors are likely originating from in the retrieval process was most useful. Good explanation of how to use the TWF. However, it would have been nice to have a few treatment ideas based on the different error patterns assessed. The was just very dry & a bit boring. Seems it could have used a little more pep or enthusiasm from Ms. German." – S.C. (Dec. 2018)
"The entire topic was new to me. I was fascinated by the ability to examine word finding in detail rather than just commenting "he has word finding difficulties." I loved the ability to use informal observation to determine the nature of the word finding." – L.S. (Dec. 2018)
"Differentiating the types of word finding problems was most helpful. I did not realize there were different types." – S.A. (Nov. 2018)
"I liked the specific details related to the differential diagnosis." – J.A. (Sept. 2018)
"The content presented will be quite helpful to SLPs working to differentiate speech sound disorder from, or in concert with language difficulties in young children and adolescents." – Y. H. (Aug. 2018)
"This course was extremely helpful In learning more about the research behind the TWF." – L.C. (Aug. 2018)
"A very well-done presentation on, what I feel, is a very difficult concept... Should be part of graduate school coursework!! Great information, clear organization, and excellent examples. THANK YOU!" – S.S. (Jul. 2018)
"I liked the breakdown of the 2 charts as well as the examples." – M.T. (Feb. 2018)
"The discussions on diagnosing different types of WR difficulties and writing reports that are specific to the child were most beneficial. I liked the organization of the course information." – I.B. (Dec. 2017)
"I liked the flow charts and very specific examples." – E.M. (Dec. 2017)
"I thought this was an excellent course. The information presented very well, and the visuals were exceptional." – E.C. (Oct. 2017)
"I enjoyed learning about the theoretical construct and levels of error patterns on which the TWF-3 is based." – L.T. (Aug. 2017)
"The differential diagnosis of different levels of word finding problems was most beneficial. The graphs were helpful as were the videos." – K.L. (July 2017)
"I have many students with potential word finding difficulties. This topic will assist me in performing a diagnosis." – J.M. (May 2017)
"The knowledge of the three different patterns when teachers and parents bring up 'word finding' difficulties and the demonstration videos were especially helpful." – T.O. (Apr. 2017)
"I found the model, evidence-based studies, and TWF all very beneficial. The presentation as a whole was excellent." – S.T. (Jan. 2017)