Presenter: Diane German, PhD
– L.S., prior course participant
Learners with Word Finding Difficulties (WFD) can benefit from interventions provided by Speech-Language Pathologists. This 5-part online course focuses on a theoretical based model for Word-Finding (WF) Intervention. Unit 1 will highlight an explanatory lexical model representing the theoretical underpinnings of WFD. Unit 2 will focus on the differential diagnosis of semantic verses phonologically based WF error patterns and corresponding WF characteristics.
Unit 3 will highlight a 3-fold approach to WF intervention (Retrieval Strategies, Self-Advocacy Training and Differentiated Instruction) with a focus on Retrieval Strategies for learners with WFD. Unit 4 will present a model for a dual focus approach to vocabulary instruction – teaching meanings and retrieval strategies. Unit 5 will present IEP goals and benchmarks for learners with WFD.
Course is offered for 0.25 ASHA CEUs – 2.5 Contact Hours.
Course Overview – Run Time: 2:30:00
– J.S., prior course participant
The presenter of this course is also author of assessment and treatment resources that are mentioned as part of this course. The presenter 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. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.
"The TWF-3 model was beneficial to discuss. I liked that the course was self-paced." L.S. (Feb. 2024)
"Defining the intervention to the specific type of word-finding was beneficial. I enjoyed the detailed information for each intervention." C.C. (Feb. 2024)
"Word retrieval compensations matched to specific word retrieval error patterns. Comprehensive course." S.D. (Jan. 2024)
"Learning which word-finding strategies to use for the different types of error patterns was beneficial. I liked that the course focused on the 'hows' of treatment and not just assessment!!" Z.W. (Jan. 2024)
"Differential diagnosis information was beneficial. I liked the treatment ideas." K.L. (Dec. 2023)
"The specific intervention strategies and goal writing/tracking were helpful. I liked the flow of information and being able to utilize strategies right away in my practice." C.R. (Dec. 2023)
"Differential diagnosis was beneficial. Stages of word retrieval and detail on errors." P.M. (Nov. 2023)
"The strategies to facilitate word retrieval were the most helpful. Strategies were explained in great detail for clients of varying ages." M.P. (Nov. 2023)
"Understanding the different areas of disruption during the stages of word finding. Specific strategies to treat various types of errors. I liked the specific strategies by error type." E.A. (Nov. 2023)
"Solid intervention techniques. I liked the treatment strategies for different error types." J.B. (Oct. 2023)
"Learning about the four stages of word-finding and the types of error patterns was beneficial. The speaker was easy to follow and listen to." C.O. (Sep. 2023)
"I really appreciated the in-depth look at therapy strategies to offer to students with WF difficulties." S.S. (Aug. 2023)
"I liked the word-finding strategies, the unit assignments, and case studies." D.V. (Jul. 2023)
"I felt that all the topics and information discussed were beneficial to my daily practice. Retrieval strategy instructions, teaching self-advocacy, and implementing differentiated instruction need to be included in word-finding intervention goals and therapy. This course provided me with beneficial information to help my learners with their WF instruction. I liked the pace of the instructor and the videos." J.L. (Jul. 2023)
"I liked the differential diagnosis of clients with word-finding difficulties and strategies to implement." L.T. (Jun. 2023)
"Identifying and understanding the lexical stages, identifying and defining the word-finding error pattern, and understanding how to identify the student's word-finding error pattern in order to determine the appropriate retrieval strategy instruction to facilitate retrieval. Dr. German was comprehensive and explicit in her instruction. The powerpoint slides and handouts enhanced her instruction and helped with integrating the information." D.A. (Jun. 2023)
"I liked the strategies for intervention. Good videos and examples." P.S. (Jun. 2023)
"Intervention suggestions based on the type of word-finding error were beneficial. I liked that this information can be used right away to help my students." M.J. (May 2023)
"I liked the word retrieval strategies. I can apply this immediately in practice." D.B. (May 2023)
"The case study assignments were beneficial." A.M. (Apr. 2023)
"I liked all of it. This course was easy to follow, good examples." C.J. (Apr. 2023)
"Differentiating the three types of word-finding difficulties and the strategies that help each one was beneficial." M.S. (Mar. 2023)
"Strategies for each error pattern. I liked that course went through strategies, when best to use each one, and what resources you can use to help find the right one for your student." O.I. (Mar. 2023)
"Discussion of error patterns and strategies for each pattern was helpful. I liked the Word Finding model." M.L. (Mar. 2023)
"I liked the direct intervention activities. Understanding the different forms of word finding errors was beneficial." E.S. (Feb. 2023)
"Explained which strategies to use for each type of retrieval error. Good time efficiency." L.G. (Feb. 2023)
"Practical applications and IEP examples. I liked the graphic organizers for use in intervention." S.S. (Dec. 2022)
"Good application to daily practice. Categorizing error patterns for use in intervention was beneficial." M.T. (Dec. 2022)
"I liked the goal writing." K.H. (Dec. 2022)
"Great strategies to help word finding issues at all different stages. I liked the strategies plus learning about the different ERROR patterns." S.H. (Nov. 2022)
"This course encompassed everything I needed in order to assess and treat word-finding difficulties - goals, interventions, vocabulary selection." N.A. (Nov. 2022)
"The list of strategies for each type of word-finding error was extremely beneficial, as were the annual goals and benchmarks. I liked the videos and the explanations of the strategies used with each word finding error." L.S. (Oct. 2022)
"Organized well with strategies that I can use with my students." J.M. (Oct. 2022)
"It is helpful to understand the 4 stages involved in accessing a word, the 3 error patterns that occur with word finding difficulties, and which retrieval strategies are appropriate to use depending on where the error is occurring." A.C. (Sept. 2022)
"Opportunities were given to apply the information to myself. I was then able to determine what my own word finding error patterns were and which retrieval strategies would be most helpful for reducing my word finding difficulties." A.C. (Sept. 2022)
"The goals, benchmarks and slides were good." S.K. (Sept. 2022)
"EXCELLENT graphic examples of the strategies provided!" J.P. (Aug. 2022)
"The visuals were beneficial." H.W. (Aug. 2022)
"The author is cohesive and clearly explained the subject. Liked the explanation of the Lexical Model of word-finding because it provides a theoretical understanding of this process." E.M. (June 2022)
"I liked the specific intervention strategies that were covered, and the various charts provided, a couple of which can be used in therapy." L.M. (June 2022)
"Good word-finding strategies and I liked the case studies." M.P. (May 2022)
"The charts that compared the three areas of difficulty - that was helpful." D.C. (Mar. 2022)
"Using the specific errors to then determine the most effective treatment approach – good use of examples and videos." J.M. (Feb. 2022)
"I liked the retrieval strategies and theoretical distinction between error types. Practical and unique content that is different from other WF courses I've attended." C.G. (Jan. 2022)
"Fascinating theory presented in an understandable schematic!! Once I had this down, I could have "joint attention" to what strategies would be effective for specific word retrieval errors. Brilliant work. I'll be using this a lot in my private practice! Videos/audio files were very helpful to illustrate! However, for me specifically, I really love the theoretical diagram (also helpful that it is located in my TWF-3 and TAWF-2 manuals!). I love having the slides/visual referents and read through them before listening, and this really helped my comprehension." S.M. (Dec. 2021)
"The information on how to break it down into differential diagnosis was valuable." L.S. (Dec. 2021)
"I liked the application during therapy based on the specific word finding difficulty. And the research about word finding difficulties prior to application in therapy." L.V. (Dec. 2021)
"How to write goals and how to target intervention for each of the three error patterns will be beneficial." A.S. (Nov. 2021)
"Differential diagnosis, which strategies to use with which type of errors, and goal setting. Very well paced, thorough, good handouts, very fine delivery of material." S.B. (Nov. 2021)
“This was a very thorough course. Plus, it walks you through each step several times. The examples were extremely helpful.” L.R. (Nov. 2021)
"It is helpful to look at where the breakdown in the word finding difficulties occurs." D.G. (Nov. 2021)
"The retrieval strategies for developing word finding skills. Specifically, the mnemonic strategies were beneficial for my daily practice. I liked the video presentations that went along with the descriptions of word finding strategies." T.A. (Oct. 2021)
"Relevant content and treatment strategies." D.W. (Aug. 2021)
"Very nice balance of theory and applicable techniques." K.H. (Aug. 2021)
"Differential diagnosis to provide appropriate strategies rather than a one size fits all word retrieval strategy set will be beneficial for my daily practice. I enjoyed the case examples and videos." J.C. (Jul. 2021)
"It was helpful learning to better identify and differentiate error patterns based on stages of word-finding. Intervention strategies were applicable in areas that include both areas of receptive and expressive language." A.W. (Jun. 2021)
"Loved it all! I am impressed with the knowledge and how to apply interventions based on the three word finding error patterns. My interventions were more generic in the past and now I know exactly how to provide a differential diagnosis and treat word finding difficulties based on identifying the specific error pattern!" J.S. (Jun. 2021)
"I appreciated the mnemonic strategies and visual aids; I liked the visuals showing the strategies." D.C. (May 2021)
"I liked how practical it was. You linked the theory nicely with the application to clinical work. Constantly referring back to the stages and areas of breakdown was very useful also as it helped me remember each aspect involved." M.L. (Apr. 2021)
“What I found helpful is categorizing different WF errors to target therapy. There are many students on my caseload-and many EL students who have difficulty with WF; however, knowing the root cause will be helpful for targeting strategies and writing goals. Very helpful information!” E.M (Apr. 2021)
“This was the information I was searching for - evidenced-based practice for treating word-finding deficits.” M.W. (Feb. 2021)
“I liked that specific strategies and concrete examples were provided. Exploring the theoretical model enhanced my understanding of the different types of word retrieval errors and where the break down occurs.” J.C. (Jan. 2021)
"The presenter did an excellent job of presenting the information in a systematic manner making it easy to build knowledge and depth of understanding as the course progressed. I especially appreciated going over the differential diagnosis of word finding errors, and strategic intervention for each error pattern will be highly useful with my case load." J.R. (Jan. 2021)
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.
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 firstname.lastname@example.org 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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