"Beneficial learning the specific diagnostic criteria of ASD diagnosis and learning SLANT to increase active listening, and the 5 steps of standards analysis." C.M. (Mar. 2022)

"I liked the information as it related to children with autism and relevance of state standards." J.R. (Jan. 2022)

"Course was very organized. I liked the 5 steps of standards analysis and intervention design." A.S. (Oct. 2021)

“I liked the process of developing treatment plans that fit into the CCSS." S.G. (Aug. 2021)

“I found the case study information and layout of the steps of common core and developing goals based on strengths/challenges to be helpful.” K.B. (Jul. 2021)

"I liked the process of developing a plan for two very different students with ASD using the CCSS." H.W. (Jul. 2021)

"The case studies were very helpful. The course was very informative and easy to complete." A.H. (May 2021)

"I liked the two case studies that highlighted children with very different needs. Going over the standards analysis and intervention design provided a step by step approach to bridging the gap between present levels of performance/IEP goals and academic standards." J.D. (Apr. 2021)

"Easy to follow format, concise info and case study applications." K.C. (Mar. 2021)

"The 5-step Standards analysis was interesting." L.C. (Mar. 2021)

"I appreciated going over aligning the common core standards to what goals." R.B. (Jan. 2021)

"The portion on the DLM standards was most helpful. I liked the case studies as well." K.V. (Oct. 2020)

"Excellent discussion on how to approach using the standard with the more involved students. I liked the explanation of the steps to take in order to select the appropriate standard." D.W. (Sept. 2020)

"I liked how deconstruction is so explicitly demonstrated. I also liked the case studies!"  D.W. (Jul. 2020)

"The course was very clear and covered all topics. I liked the practical examples discussed and the portion on how to determine the needs and possible IEP objectives for a student." J.W. (Jun. 2020).

"Excellent examples of videos of children's story telling."  B.S. (July 2022)

"Had a good emphasis on intervention."  D.S. (June 2022)

"Loved the example videos and real life application of the ideas presented."  A.P. (June 2022)

"It really distills a complex topic into digestible, discrete chunks. The course also provides a nice balance between theory and definitions and practical application."  G.R. (May 2022)

"I liked the explanation of the areas of deficit in comprehending and creating narratives for children with ASD. I found the discussion of Theory of Mind, central cohesion and executive functioning very clear, and how those abilities relate to narratives was illuminating. The presenter helped organize and clarify the complex subject of narrative intervention." S.C. (Apr. 2022)

"I appreciated the videos that demonstrate how to use the tools/storyboard." A.M. (Apr. 2022)

"The examples of story mapping were very useful." M.D. (Dec. 2021)

"The liked the intervention examples. The course was complete and easy to understand." T.B. (Oct. 2021)

"I appreciated seeing various students use the visuals to tell a narrative as well as the scaffolding that helped them be successful. It was very structured and organized to give pertinent information as well as practical, useful examples of HOW to implement successful narrative therapy." C.H. (Aug. 2021)

“It was so easy to follow and was presented in such a logical manner. I liked how it was all brought together at the end by explaining how the material aligns with the Common Core Standards. Much of the language used will be helpful in developing parts of Individual Education Plans for children with ASD as well; i.e., why we do what we do. The video clips were extremely useful.” L.K. (Jul. 2021)

"It was very organized and informative! Multisensory story mapping is a great resource to use to help organize narratives and improve comprehension." B.K. (Jun. 2021)

"I really enjoyed this course. There was a lot of information covered.  Excellent, Excellent. I thought this was a great course." B.K. (Jun. 2021)

"Everything was beneficial! The course is so well organized!" D.A. (May 2021)

"I liked the review of the stages of narrative development. I also found the information regarding common core extremely helpful. I thought it was interesting to see how you can work on narratives in subjects other than ELA. It was very organized and informative! Multisensory story mapping is a great resource to use to help organize narratives and improve comprehension." M.B. (May 2021)

"I liked the arrangement of the concrete skills, leading to the complete narrative, and the processes to address narrative skills." T.D. (Mar. 2021)

"Appreciated the explanation of why narratives are so difficult for our ASD kids. I liked how the videos highlighted the explanations of how to use the story board." J.T. (Feb. 2021)

"Just good solid information about narrative development and ways to help elicit this information in children. Very well presented, lots of good video examples."  W.S. (Jan. 2021)

“I liked the Executive Function and Central Coherence. Also, the research on differences between narrative skills of children with ASD and specific language disorder.”  L.C. (Jan. 2021)

“Although I use story grammar elements when teaching narrative skills, I did not always talk about internal states of the characters or internal states of my student during personal narratives. I will use this element more often. I also thought the videos were very helpful in explaining how to use the Narrative Builder.” S.H. (Dec. 2020)

“The information was concise, easily understood, and examples were supportive. I especially enjoyed the discussions on the Theory of Mind, Executive Functioning, and Central Coherence and how these relate to ASD.”  D.P. (Dec. 2020)

"I work with autistic students so everything that was discussed is beneficial to my daily practice.  I loved the visuals."  S.H. (Aug. 2022)

"Learning to listen carefully to scripting and to read between the lines (and talk to others on the team) to figure out the meaning was beneficial for my practice." M.M. (Aug. 2022)

"I liked that I could take the course at my own pace." M.L. (July 2022)

"Highly applicable to supporting my students." L.W. (July 2022)

"I found the information about sensory integration very important. Also the explanation of individual treatment sessions was helpful. I really liked the perspective coming from a mother. MAN, her smile could light up the world." J.R. (July 2022)

"Learning about the hidden meaning in gestalts, learning how to individualize treatment for GLPs. I like that it targets an area that I really needed to learn more about!" M.M. (July 2022)

"I feel that the bulk of my caseload consists of NLA processors and I can already see that shifting my focus of intervention is improving their willingness to engage and communicate in the context of treatment sessions." L.G. (July 2022)

"The entire course was very helpful. This gave me a structure of how to educate my co-workers about gestalt language and how to describe this best to families. The course will definitely help me with better goal writing and focusing more on mitigation and stage 3, when the kids are ready. The grammar section was great - I had no idea that you can introduce verbs too early, and this will be the biggest shift in my practice." E.K. (July  2022)

"Extremely detailed and informative. I liked all of the content." D.T. (July 2022)

"This course was enriching and inspiring." R.S. (July 2022)

"Oh my goodness. ALL of it. I wish that I had this all ten years ago. I knew the term gestalt and that some kids learned language as "wholes" but I never knew what to do with that information. The DST and DSS were also new to me (or maybe long forgotten?). This is a game changer in my work with autistic students!" S.C. (June 2022)

"I loved the videos of clinicians at work with kids." K.C. (June 2022)

"The section on sensory regulation was very helpful. It was also very useful to learn a bit about how AAC can be used with GLPs.  I loved how in-depth this course was. I also really appreciated all of the case studies/real-life examples." J.W. (June 2022)

"Big emphasis on relationship and connection was very well portrayed throughout." T.S. (June 2022)

"Everything was great! From the basics to the client videos and especially the parent perspective. I appreciated so much that Marge presented primarily from her speech center and not from behind a desk." S.L. (May 2022)

"I liked learning about the differences between gestalt and analytic language processors as well as employing more appropriate language strategies for gestalt language processors." S.L. (May 2022)

"I liked both the specific 'how to' of scoring the NLA and DSS, and also the more general perspective of respecting gestalt processors. The guest speakers helped break up the course." G.H. (May 2022)

"I liked the real life examples – seeing it in action is so much more beneficial than hearing what to do." K.M. (May 2022)

"I am astonished that I have been practicing for almost 25 years with this population and knew nothing about NLA. I liked Marge's easy, loving, joyful, sensory-filled approach to therapy. I began in a rehab center collaborating with OTs and PTs and have felt that it was right for my kids. I did not always get a lot of support even when that positive results were evident. Now, I have the validation and immediately added a trampoline and BIG JOE pillow to my not very big, but very fun playroom." K.K. (May 2022)

"I liked all of it, especially the information on moving into stage 3 and the grammar section with the DSS and DST." C.K. (May 2022)

"I liked the video examples and parent stories." H.J. (Apr. 2022)

"Enlightenment onto the importance of echolalia as acceptable, part of a child's development, and how vital they are for "connecting" to others. Seeing the PASSION in of all the therapists when doing their job, when connecting with their clients...the passion to succeed in communicating with ASD kiddos and adults." A.B. (Mar. 2022)

"I liked the examples of how to mitigate at stage 3 - Marge's DSS chart." D.S. (Mar. 2022)

"I liked the developmental sentence scoring, and the ease of access of the course. " J.C. (Mar. 2022)

"I currently have a student with Autism and he is echolalic. I now have the knowledge to teach him language." D.C. (Mar. 2022)

"I loved all of it! Especially the grammar section." J.S. (Mar. 2022)

"I currently have a student who needs to begin to move from Level 2 to Level 3. This course was very helpful in helping me plan my therapy. I liked the content because it addressed treatment and gave many examples of techniques being used. I also liked that it was recorded and that I could work at my own pace." M.C. (Mar. 2022)

"I liked how to model gestalts that can be easily mitigated to move a child from stage 1 to stage 2." K.P. (Feb. 2022)

"I appreciated the deep dives into various specific cases to see different ways GLPs can sound and different ways NLA approaches can be implemented. I love REALLY picking apart language development, and this course went full speech nerd with me."  S.L. (Feb. 2022)

"I liked all of it – real life examples. It was perfect!." D.B. (Feb. 2022)

"There was soooo much in this course that will impact my practice. I am re-visiting the way I write goals for my gestalt processors and trying to follow the NLA skill progressions. It's amazing how much more engaged children are when I follow their lead and don't force artificial/unreasonable expectations (e.g., all the sentence strips).  I appreciated the video examples and the parent input." D.M. (Jan. 2022)

"Level 3 of the NLA courses is a must for every SLP working with children who are gestalt language processors. Levels 1 and 2 allowed us to learn the NLA stages and guiding treatment principles. In this Level 3 course we learn how to individualize NLA intervention for specific clients with a host of differences, how and why to incorporate movement, and the power of grammar. Marge eloquently guides this course as we learn to tailor NLA intervention to meet the needs of real children and their families within meaningful and engaging contexts, ultimately fostering sincere and organic expression." C.H.

"With the background of knowing about NLA assessment and stages, the level three course gave me an understanding of how to incorporate this knowledge into treatment. I am able to set up an affirming environment for reciprocal, self-generated language without relying on frustrating techniques such as withholding items." E.F.

"Marge Blanc does it again! This course is a phenomenal in-depth deep-dive into all the areas the first two courses left you wondering about. We can truly wrap our heads around Stages 3 and 4, and it all makes so much sense! The case studies are incredible, and really help solidify and put into action all that Marge teaches. Every single pediatric SLP needs this information. It really should be required coursework in graduate school." A.Z.

"The flow and format is excellent!"  H.T. (July 2022)

"I liked going through the different core competencies and teaching of strategies. I liked the strategies to promote optimistic thinking in children." L.G. (June 2022)

"It touches upon a vital role that we as clinicians can play in the lives of children and it is helpful to have a framework for being able to contribute to this." G.R. (May 2022)

"I liked EVERYTHING! Everyone needs this course! Very practical information." L.A. (Mar. 2022)

"I liked the practical nature of helping a child build these skills while simultaneously building up language." S.B. (Feb. 2022)

"I like that these skills can be learned. This is empowering to children." S.J. (Feb. 2022)

"The idea of looking at mistakes as opportunities to learn as well as helping kids walk through the steps of figuring out solutions. We can talk through cool thoughts and hot thoughts to build impulse control by helping kids build their awareness." S.B. (Feb. 2022)

"Take this course! As a school based SLP for over 30 years, this is one of the most relevant and practical courses I have taken. You can apply this information to ALL of your students!" G.J. (Dec. 2021)

"Explaining growth mindset and how it affects children’s view in learning. Also, how important descriptive praise is and the outcomes it has on children.  Easy to follow and I could complete it on my own schedule."  C.T. (Aug. 2022)

"The use of language to reinforce the idea that mistakes are an important part of the learning process was beneficial to my practice.  Tthe approach was friendly and not so technical that i couldn't absorb it. Lots of examples to reinforce course objectives."  A.H. (July 2022)

"Easy to follow with lots of examples. The Growth Mindset tools were great!" C.P. (July 2022)

"The examples of analogies to help students understand the process of learning and how new learning can challenge and grow our brains was good." M.H. (May 2022)

"I liked the hands-on activities that were shown and described in detail, and the books listed to help children learn about the brain." A.A. (May 2022)

"I always like ideas I can use immediately. The script to problem solving during a reading comprehension task is something I can use right away when working on inferencing." K.C. (Apr. 2022)

"I often work on problem solving with students, so I found a lot of the information helpful for solving social problems as well as ways to target negative thoughts and teaching students how emotional regulation helps them learn more easily." K.C. (Apr. 2022)

"This course is so timely and relevant to meeting the needs of today's youth, particularly after all the time spent in eLearning these past couple of years. I appreciate the specific examples given throughout the presentation, as growth mindset feedback is so different than what many of us automatically use." R.G. (Jan. 2022)

"Exactly what "academic language" is; the importance of working with the curriculum; an organized model to frame how to approach therapy for students in the schools.  The instructor was knowledgeable, gave great examples, very appealing and informative slides."  V.J. (Aug. 2022)

"I always like practical information such as the core knowledge website."  M.M. (Aug. 2022)

"Easy to follow.  Good powerpoint.  Pleasant voice. Excellent information."  B.K. (July 2022)

"I enjoyed the variety of language that was covered that relates to school based language use. I liked the specific ideas for working within the curriculum." S.R. (July 2022)

"I enjoyed the entire presentation. It provided a great blueprint and resources for teaching academic vocabulary.  The Power Point was clear and easily understood. I loved the inclusion of the CoreKnowledge website."  B.S. (June 2022)

"The examples of how to integrate multiple dimensions of academic language into a session were beneficial for my daily practice. The course was very informative and covered a lot of info." B.F. (June 2022)

"I liked the practicality of the course and resources and actual direction of how to apply this knowledge." D.J. (June 2022)

"The information was organized with great examples and the resources are greatly appreciated." M.D. (June 2022)

"I appreciated hearing about multiple types of goals that could fit what we learned. It was information that I could easily use in therapy." C.B. (June 2022)

"Practical and specific targets to implement in therapy. I liked the goal writing." L.S. (June 2022)

"I found topics on morphological knowledge and inferential thinking most beneficial. I liked the examples of goal writing and how to apply it to all areas. I also appreciated the informational website filled with resources." D.B. (June 2022)

"Information regarding the Core Knowledge website will be very helpful! Course was well organized and engaging. I will be able to utilize a lot of the information." H.H. (June 2022)

"It was to the point and easy to follow. I liked the use of narratives and academic language to help students." S.M. (June 2022)

"In depth discussion about Academic Language! I liked how she explained and provided specific examples of academic tasks that integrate multiple dimensions of academic language (storytelling, informational writing, reading). I also like how she provided specific examples of how to integrate academic language into specific subjects (science, social studies, etc)." H.P. (June 2022)

"Easy to listen to and she went at a good speed. I liked all the resources." A.P. (June 2022)

"It covered a broad spectrum of the academic language content." K.Q. (May 2022)

"The specific topic of vocabulary will be the most beneficial to my daily practice. I liked that sample goals and activities were given at the end of each dimension of academic language." J.C. (May 2022)

"I enjoyed hearing how effective using discourse and curriculum topics is for students as well as how to touch on multiple language areas. The course was very informative, research backed, with example goals and example therapy, and resources provided." K.C. (May 2022)

"I liked the link to language dynamics group, and that I was able to pause the video to take notes." C.T. (Apr. 2022)

"I liked the specific goal writing examples, as well as the three activities that help with conceptualizing academic language." M.C. (Apr. 2022)

"The sequence of teaching will be helpful. I've been teaching vocab in context, but not in the framework, and have been frustrated by lack of retention." K.G. (Apr. 2022)

"The topic was quite relevant to the work I do. The presentation was thorough and practical." J.A. (Apr. 2022)

"Very easy to follow, extremely helpful, short and sweet and addresses something seen in the schools very often. I liked examples of the goals written out and I liked the resources provided." A.A. (Mar. 2022)

"I really enjoyed the treatment goals and how she explained everything in a clear, concise manner. " S.B. (Feb. 2022)

"I particularly enjoyed the different intervention examples and the specific goals provided. Presenter was well spoken, knowledge, and provided succinct information that I felt was functional." K.B. (Jan. 2022)

"The course gave specific examples of parts of language SLPs typically teach (morphology, vocabulary, etc..) and how to teach those within academic content rather than as isolated entities (via worksheets, skill lessons, etc...)." K.W. (Jan. 2022)

"Helpful reminders about how essential it is to provide contextual opportunities for learning vocabulary and the use of academic language." C.B. (Jan. 2022)

"It was very helpful to learn about the importance of academic language and including the lessons in my sessions. The course was clear and I was able to follow along with the slide show." C.L. (Dec. 2021)

"Coreknowledge.org vocabulary resource discussion is something that can be utilized nearly immediately. It is a great beginning course to talk about the tier 1/2/3 vocabulary framework, narrative/expository frames, and complex sentences. I completed "Creating Complex Sentence Competence: Evidenced-based Treatment to Improve Receptive and Expressive Syntax Skills" before this course. I wish I had completed this one first, and followed with the more in-depth CEU course. This is a great precursor course to the other." S.B. (Dec. 2021)

"I found the website suggestions and the sample goals to be very helpful. I loved the framework for academic language and the way inferencing ties it all together." L.B. (Dec. 2021)

"The information about making vocabulary relevant to academics and how to address academic vocabulary and the statistics mentioned which support the importance for focus on academic relevance are beneficial for my daily practice.  A lot of helpful information about why and how to address vocabulary relating to academic materials and the website resource."  K.T. (Dec. 2021)

"Information regarding academic language and how to teach it in the classroom will be beneficial in my daily practice.  I liked the presentation of information." M.S. (Dec. 2021)

"The goal writing tied to core curriculum requirements was beneficial for my daily practice. Everything that Trina presented could be immediately utilized in the school setting." J.G. (Nov. 2021)

"I liked that the presenter was concise and provided a clear framework for a lot of material." J.T. (Nov. 2021)

"Lots of examples of practical activities and ways to integrate multiple goals." M.M. (Nov. 2021)

"I found the information regarding the skills that I teach my students, and how they can be incorporated into the academic curriculum most beneficial. I hope more SLPs utilize academic language within their sessions with their students. It definitely provides teachers, parents. and most of all students with a better understanding of Speech/Language services. What I liked best about this course was how easily the content can be connected to everyday Speech/language goals and therapy, with meaningful outcomes."  I.G. (Nov. 2021)

"I really loved the examples and resources from coreknowledge.org. I also liked the easy to follow, good speaker, and the content aligned with what feels important to me professionally." A.L. (Nov. 2021)

"I currently supervise two wonderful SLPA's and I would like to share this information as it supports what I have been encouraging them to do in their therapy sessions.  Trina is an excellent speaker and teacher. Her presentation was clear and detailed."  C.D. (Oct. 2021)

"The speaker provided the listener with excellent examples." G.J. (Aug. 2021)

"Learning about the dimensions of language and how I can integrate them into functional academic activities for my students will be beneficial for my daily practice. The practicality of all the information was great." J.T. (Aug. 2021)

"The whole concept of academic language and the specific ways to integrate instruction will help my daily practice. Excellent course from start to finish." W.C. (Aug. 2021)

"How to use the picture exchange as well as teaching the vocabulary was good."  N.C. (Aug. 2022)

"Great information to utilize."  M.C. (Aug. 2022)

"There was a lot of information and examples provided that allowed for application of the knowledge. I liked the demonstrations for carryover of skills for more than communication for basic statements." A.R. (July 2022)

"I liked the instruction on phrases to model using child's preferred activities." M.V. (July 2022)

"Learning how to incorporate low tech AAC into different forms of communication was beneficial. And learning how to use this form of communication with different populations." L.K. (July 2022)

"I loved the organization, the colorful slides and using the CVES pictures. I loved recording the baby’s first 10 words and analyzing what word types they are using." J.S. (July 2022)

"It was packed with an abundance of information. I liked the downloadable handouts/inventories. Also the therapy clips of the children using CVES." L.M. (June 2022)

"It was all superbly explained and pertinent to helping my youngest students who are just beginning a language journey. The Aided Language Input section was especially helpful; also showing first 10 words, and how to use masking. The presenter did a marvelous job of comprehensive coverage of CVES and all its components as well as explaining all of the what/how/why basics." K.A. (June 2022)

"I liked how it supported functional communication. The video clips showing use of the visual schedule, masking icons, SNUG and specific uses of the CVES were good. The handouts are helpful including the reinforcement assessment, etc." C.H. (June 2022)

"I liked the entire course. The instructor was great!" R.E. (June 2022)

"I liked learning to use core with the first / then and scheduling, how to use core words in their many functions, how to get started - the inventories and language acquisition, and that I was able to view course in my own time and place. Also great resources." T.P. (June 2022)

"It gave excellent explanation on how to teach core vocabulary using picture exchange. I liked the discussion on how to choose core vocabulary based on imageability." S.Z. (May 2022)

"I love that it was on demand and saved my progress!" J.F. (May 2022)

"I liked the examples for language expansion." A.S. (May 2022)

"I liked the use of core words in language acquisition and expansion. Appreciated that the presentation was divided into sections with access to print the slides." M.H. (May 2022)

"I liked the concept of parents filling out the inventory at the beginning, then again after a few weeks to assess progress and determine goals." S.F. (May 2022)

"I love the idea of pairing our daily schedule with core words (I'm currently a Pre-K teacher, though I've also been an SLP for many years). The information was very practical and very clear." R.W. (Apr. 2022)

"The use of the CVES system as a low tech AAC system for use with my low to non-verbal students will benefit my practice. I liked the course. It was a wonderful presentation." N.W. (Apr. 2022)

"The course was very easy to understand and interesting. Learning how to incorporate core vocabulary and aided language into my sessions, creating a communication loop, and using the icons to respond back to my students was beneficial for my practice." D.G. (Apr. 2022)

"I liked the availability of how to start with use of icons, then track and keep data on progress." A.B. (Mar. 2022)

"Very practical. I liked the imageability and methods to create inventories." D.G. (Mar. 2022)

"Course was engaging. I liked the ideas to mask words for students who are learning at a slower rate." J.G. (Mar. 2022)

"The course had the content and style of in-person, yet it was online. Very convenient." L.C. (Mar. 2022)

"Will definitely be utilizing this process. Very, very useful!" J.H. (Mar. 2022)

"Learning that with ASD there are connectivity deficits in the brain and their impact and how we as clinicians can connect the white fiber tracts via receptive input to reduce over-pruning." J.B. (Mar. 2022)

"I think this will benefit some of the younger kids at our school." J.W. (Mar. 2022)

"I liked the blend of best practice and research information, and learning about an exchange system highlighting core words. I liked how CVES can be a bridge to a speech generating device with robust language pages." M.J. (Mar. 2022)

"Excellent Workshop! This system is completely new to me and I'm excited to try it!" D.B. (Mar. 2022)

"I liked the importance of core vocabulary overall and how to use it with picture exchange. The presenter kept my attention throughout and it was easy to follow." K.K. (Feb. 2022)

"I liked the information on how to start choosing vocabulary and then how to build child's language going forward using the device. Sometimes choosing vocabulary can be overwhelming as there can be so many options." K.W. (Jan. 2022)

"Great conference - excellent examples - well explained and demonstrated." T.A. (Jan. 2022)

"Presenter was very easy to follow and kept my attention even though it was online." L.T. (Jan. 2022)

"I liked all of it as I continue to struggle with how to use low tech devices with nonverbal children. We do not have a system in place so I will have to order this one. Plus being able to watch tutorials on youtube is very helpful." N.M. (Jan. 2022)

"Excellent examples - well explained and demonstrated - great handouts." T.A. (Jan. 2022)

"Presenter was very easy to follow and kept my attention even though it was online." L.T. (Jan. 2022)

"She's done her research and walks the walk. Great job!" M.V. (Dec. 2021)

"I loved the incorporation of receptive and expressive language into a PECS type format. I loved the pairing of core words throughout the day and activities.  I loved the discussion of brain impact when not addressing all parts of communication." L.M. (Dec. 2021)

"Love the refresher in development and also how to work with BCBA."  R.B. (Dec. 2021)

"I was not familiar with the CVES but have been interested in it for use with my students. Presentation was very good and linked to numerous references. Demonstrations were also helpful." S.C. (Dec. 2021)

"It was clear and concise and used real-life examples."  S.C. (Dec. 2021)

"All of this presentation will be incorporated in my daily practice." K.C. (Dec. 2021)

"I found the research about tactile input and benefits of moving pictures versus pointing to them helpful." S.B. (Dec. 2021)

"The Core Word Acquisition chart will be almost immediately utilized in my therapy session with several students." S.B. (Dec. 2021)

"I enjoyed learning how this communication system is built for a child using core words, fringe words, and how it ties to developmental milestones in language." E.C. (Nov. 2021)

"I appreciated all aspects of this course...the review, the handouts, and the wealth of information." J.S. (Oct. 2021)

"Presented in an orderly, clear, and concise manner. One of the best online courses I have done." C.M. (Oct. 2021)

"This tool seems very detailed and comprehensive but flexible. It seems to be based on both research and practical experience. I appreciate that the pre therapy data collection and the ongoing data collection tools are included." S.P. (Oct. 2021)

"How to use the checklist and how to select from there the actual target core/fringe words based on their preferences was good information.  I like the manner explained, examples, visuals, material and all of the resources examples provided." S.V. (Sept. 2021)

"I appreciated having the handouts for where to start - gathering the preferences and word lists, then the explanation.  Being able to have all the materials, especially the docs to implement the program and then moving at my own pace to reflect upon the student that I will be using CVES with." K.H. (Aug. 2021)

"The discussion on the CVES system and how it works for core and fringe vocabulary and reinforcing language development along established pathways was beneficial.  The client videos showing us the CVES system were nice." S.M. (Aug. 2021)

"I love this system. I have grappled with many types of systems thru the years and this seems to address all of them." S.T. (Aug. 2021)

"I liked that the speaker focused on clinical practice after going through the foundational concepts."  A.L. (Aug. 2022)

"Great presentation. Loved having videos that demonstrated Kaufman's points."  R.D. (Aug. 2022)

"I really liked how she taught how to use shaping and telegraphic speech to meet goals. Common mistakes in implementation was also helpful. I like how she talked about how to implement methods with children with Autism.  I like the examples, videos and seeing the progress of clients after seeing Nancy."  E.S. (July 2022)

"Specifically, the information regarding the types of cueing and how to fade them out was very interesting and beneficial. I am excited to try them out in my own therapy.  The information was presented clearly, and the video examples that were included throughout the presentation were very beneficial."  A.A. (July 2022)

"LOVED the videos!! I also enjoyed Ms. Kaufman's lectures, as she is dynamic and an excellent presenter."  E.F. (July 2022)

"It was a comprehensive course highlighting important aspects of speech motor therapy that made me more confident treating this population."  O.C. (July 2022)

"The cueing, how to do it, and the videos were extremely helpful. I like that I could work at my own pace and start and stop the video as needed. I also liked the preview test." K.T. (June 2022)

"Using the cues for therapy and all the examples were extremely helpful. I was able to take the information learned and put it into practice the same day!" E.H. (June 2022)

"I enjoyed watching the progress of the students' speech with play practice on her videos. This will benefit carryover of the strategies. I liked having practice videos to watch the strategies in action." S.E. (June 2022)

"I liked that the course was self-paced, and focused on things I can use in treatment (vs. basic knowledge of diagnosis)." J.R. (June 2022)

"The course is very easy to navigate." T.R. (June 2022)

"I liked that the course discussed a variety of cues and targets (from word approximations to combining words). I also liked the resources shared regarding our clients/students who are not talkers yet. I like that it is self-paced and I can rewind if I didn't understand a concept immediately." C.T. (June 2022)

"It was a great course start to finish resource. Nancy built upon my knowledge of phonological processes to explain the how of apraxia therapy." S.E. (June 2022)

"I like all the examples and easy to understand videos and tutorials." C.H. (June 2022)

"The entire course was highly applicable and informative. I enjoyed the real life examples and video clips of evaluation/treatment sessions." S.L. (June 2022)

"I enjoyed the video examples."  M.G. (May 2022)

"I liked the parent training & coaching, the word shells, and moving up the hierarchy. And the ability to revisit material several times or watch at learner's own pace." L.E. (May 2022)

"I loved the real life video examples! And learning how to use the Kaufman Cards during a therapy session." J.L. (May 2022)

"I enjoyed the videos of actual case studies to see how to apply what was taught in actual sessions." A.D. (Apr. 2022)

"I liked the specific examples throughout the course showing therapy in session – the therapy videos with all the children were great." A.D. (Apr. 2022)

"I enjoyed the videos of therapy with kids." E.L. (Apr. 2022)

"The topics discussed in this course are strategies that I can use immediately. The course was easy to navigate." M.K. (Apr. 2022)

"The course was very easy to understand. It was nice that it was broken up into modules." J.W. (Apr. 2022)

"I liked the tips for cueing and all videos providing examples of treatment." L.T. (Apr. 2022)

"I appreciated the pace of her lecture and the real videos. It helped seeing the application from start to finish." C.F. (Apr. 2022)

"Not only using core words as first words but teaching other words such as names and highly preferred items. The teaching videos were very helpful for aiding in my understanding of what was being taught as well as to see the progress of children using the K-SLP method." J.V. (Apr. 2022)

"I liked all of the examples she showed of kids she has worked with. And learning how to use the therapy cards." T.H. (Apr. 2022)

"I liked the principles of motor learning and DTTC hierarchy, and the real-life examples." C.W. (Mar. 2022)

"Very useful course and easy to understand. I liked the information on cueing, implementing and fading cues." S.P. (Mar. 2022)

"The entire presentation was relevant to my current daily practice. The videos were so helpful to see how to implement." C.D. (Feb. 2022)

"It is very organized and presented in an easy to understand format. The videos were wonderful for showing examples of techniques." A.L. (Feb. 2022)

"I found the therapy suggestions very helpful. The videos were awesome! It was nice to see Ms. Kaufman in action." L.A. (Feb. 2022)

"Every aspect discussed will be helpful. From choosing motivating activities and reinforcers, to evaluating sounds and syllable shapes a client can produce, and working on increasing ability to produce more sounds and syllable shapes. Great info on shaping production of sounds/words, providing cueing, fading cues, shaping more grammatically accurate phrases, etc. The presenter and material were so relevant. Very well presented - great video examples, great handouts." D.F. (Jan. 2022)

"The description of how to simplify the motor plan of words was beneficial for my daily practice." J.W. (Jan. 2022)

"I love the online video format so I could repeat sections to fully understand material and strategies." D.F. (Jan. 2022)

"Nancy was thoroughly organized and very detailed in the demonstration of the K-SLP method. The variety of client videos helped immensely." J.S. (Jan. 2022)

"I enjoyed the demonstrations via videos, and I especially enjoyed how Nancy worked with the children and their families to help improve the children's apraxia of speech. I thought it was wonderful how she showed video of children when they began therapy, and she included videos of the children as they progressed over a period of time. It was awesome to see some of the children when they were adults on their way to college." A.M. (Jan. 2022)

"The course moved at a good pace and included much pertinent information to my practice." E.T. (Dec. 2021)

"I enjoyed the entire course! The examples/videos are so great to reinforce concepts." A.S. (Dec. 2021)

"Videos of actual patients were very interesting."  J.B. (Dec. 2021)

"The concept of developing single word lists beyond the therapy cards, then teaching those words across all operant as well as the use of pivot words and phrases to practice the child's words/approximations will benefit my daily practice.  I enjoy the presenter's methods of presentation, down to earth style of sharing her knowledge and the real videos. I loved that the full course was specific to what to do with students/clients in the therapy setting...hands on techniques."  K.K. (Nov. 2021)

"The entire course content is applicable to my daily practice.  Nancy presents all information on the topic in an easy to understand and functional manner."  C.L. (Nov. 2021)

"Reinforced what I use in therapy currently and learned new information regarding :-how to model modified word approximations-consider elements of coarticulation, -keeping vowel with the consonant at the beginning of words-also a reminder don't use the schwa for isolated consonant sounds."  H.K. (Nov. 2021)

"The concept of using phonological processes to scaffold up was mind blowing, makes so much sense, yet it's counter intuitive to someone who's been working to *remediate* those processes!  I loved the very clear videos showing each concept."  M.F. (Nov. 2021)

"All of this was very helpful. I work mostly with 2-3 year olds and all of this information is relevant in some form or another. I also started seeing a kiddo with suspected CAS and have learned a lot on how to improve my therapy sessions with him and get more vocalizations from him by watching this." S.S. (Nov. 2021)

"Nancy is passionate and clearly an expert in her field. I liked the videos that showed the process, from the first day, and at a later age." J.D. (Oct. 2021)

"Ms. Kaufman is a wonderful presenter as I have taken her courses pre-pandemic on several occasions. She is a gifted teacher of both children and adults she works with. Her videos were wonderful."  L. (Oct. 2021)

"It was all beneficial. Especially seeing the videos which showed the implementation of the program."  D.R. (Oct. 2021)

"The evaluation process and videos of eval and treatment/progress was beneficial for my daily practice.  Presenter was wonderful, great examples."  J.B. (Oct. 2021)

"I liked the goal ideas and specific treatment strategies for colleagues."  M.S. (Oct. 2021)

"I loved the videos! I am new to being an SLP and will likely use ALL of the info. I have several kids with a diagnosis of CAS and a few that I suspect have CAS and they are all at different skill levels. I loved the flexibility of watching at home or work at my own pace."  K.F. (Oct. 2021)

"The correct use of the Kaufman cards the rapid imitation method importance of using pivot phrases importance of teaching nouns importance of using every opportunity to teach language importance of teaching expressive language not just articulation from the start. Nancy is passionate and clearly an expert in her field.  Nancy's enthusiasm videos that showed the process, from the first day, and at a later age." J.D. (Oct. 2021)

"I like that it related to many different types of children." L.H. (Oct. 2021)

"The therapy videos were very helpful throughout.  The videos put the information into practice which was very helpful to see." L.J. (Sept. 2021)

"I liked all of the course - very few clinicians show you what they did incorrect so that others can learn from them. Also the examples of how to do therapy implementation and how to coach the parents." S.P. (Sept. 2021)

"Making imitations using common phonological processes practical uses for KSTL cards was beneficial. Nancy did a wonderful job presenting and providing real examples." R.C. (Sept. 2021)

"Nancy's practical and hands-on tools and therapeutic intervention methods presented along with the great videos were helpful.  All topics discussed were excellent!!!!!" D.D. (Sept. 2021)

"The word approximation models were helpful. I also liked all of the different cues. Nancy was knowledgeable, interesting and entertaining." A.L. (Sept. 2021)

"The section on combining words (how to use pivot words, scripting functional language, etc.) was a great reminder for me! I feel pretty successful using KSLP up to a certain point and then it is easy to get stuck.  Nancy is fun to watch and I appreciate all the video examples she provided." K.P. (Aug. 2021)

"The steps of KSLP were helpful for my daily practice.  I liked all the video examples." A.T. (Aug. 2021)

"The descriptions of ways to use the KSLP cards in sessions will help my daily practice. I loved getting to hear from Nancy, the expert!" H.D. (Aug. 2021)

"Teaching phonological processes as an appropriate way to simplify words will help my daily practice." M.Y. (Aug. 2021)

"Implementing and fading cues and use of reinforcements will help my daily practice.  I loved the videos of treatment being carried out." E.P. (Aug. 2021)

"I enjoyed it all. I think my favorite however was getting to learn about and watch coaching of families with the K-SLP method. I also liked getting to see the progress that was made among the kiddos who participated in the K-SLP method.  I also like that she included a list of her go-to materials that would be helpful to have as a new therapist working with CAS." V.V. (July 2021)

"The actual treatment approaches will be beneficial! I love classes that teach real work, not just theory.  Nancy is an amazing presenter and the content is so accessible!" C.F. (July 2021)

"I would recommend this course."  A.L. (July 2022)

"I liked learning about the important role of white matter tracts, cause and effects, and that new born babies should have a stapedial reflex test." G.G. (June 2022)

"I enjoyed learning about all the new research being done. As someone who is passionate about early intervention and absolutely adores children with ASD, the auditory processing component/connection discussed in this course has given me a new lens. I kept thinking, that makes sense... this is why... I know iPads and iPhones are NOT good for my little bitties, and, yes, now I know why certain therapy techniques and combinations thereof, are working!" M.S. (June 2022)

"I gained more understanding of the underlying causes of ASD, and why these symptoms are present." A.A. (May 2022)

"I liked the in-depth discussion of research and the importance of early identification." A.H. (May 2022)

"I have always believed that early interventions and an enriched language environment are important for children to develop language skills. The research supported my beliefs. I always enjoy Martha Burns' knowledge." C.C. (Apr. 2022)

"I liked the strategies for training auditory processing, and that I could do course at my own pace." T.C. (Apr. 2022)

"I liked the information regarding red flags for differences as early as 1 year, and how therapy can change the brain. The presenter was knowledgeable and there were many references." P.M. (Mar. 2022)

"Supported by research and presented clearly." J.J. (Dec. 2021)

"I liked the explanation on the neurological side of these disorders." M.F. (Dec. 2021)

"Concrete anatomy and current research." J.C. (Dec. 2021)

"It was really helpful to learn all about the brain and research as it relates to autism and auditory processing." K.W. (Dec. 2021)

"Understanding more about the parts of the brain affecting those diagnosed with ASD.  The areas of ASD that were covered were good." A.W. (Nov. 2021)

"The part that I would take out of this for my daily practice is the early signs of ASD. I learned how early signs start to show." A.V. (Aug. 2021)

"The course is so informative and practical based." M.K.S. (Aug. 2021)

"I learned about some new research on ASD and APD and liked the information on dyslexia." M.H. (Jul. 2021)

"The discussion on DMRI and tractography I found to be helpful." K.A. (May 2021)

“This course provided a clear summary of the research in this field.” S.S. (Mar. 2021)

“This well-organized presentation highlights recently conducted neuroscientific research. The newly revealed studies indicate support for very early intervention to occur in many cases. Earlier initiation of therapy with supportive parent training especially for infants showing signs of ASD offers favorable results.”  A.M. (Jan. 2021)

“I liked that she stressed the importance of early diagnosis and early intervention. Also, the promise of new research for changing the lives of kids with ASD.”  L.L. (Dec. 2020)

“I found the information on the relationship to auditory processing in neurodevelopmental disorders (in particular dyslexia) and the importance of early intervention to be very helpful. Along with the number of studies which support the information presented.”  M.M. (Dec. 2020)

"The anatomy of areas important for executive function and regulation were beneficial."  M.F. (Aug. 2022)

"The course covered a lot of information."  K.B. (July 2022)

"What did I not find beneficial! This course was a much needed refresher. Not only did this course jog my memory but I learned so many new things. The visuals and graphics in the course are amazing. I wish we had those in grad school!" J.G. (June 2022)

"Clinical applications – the explanations with diagrams of different brain views were very helpful in understanding." K.S. (June 2022)

"Covered a broad range of topics in the area of neuroscience." L.L. (June 2022)

"Clinical application throughout the course. She was very thorough and the visuals really helped to connect her information." C.G. (June 2022)

"I appreciated the connections to the interventional aspects, and the depth of information." J.B. (May 2022)

"Discussion of fiber tracts, role of thalamus in language, and new clinical research was all good information. I also liked that I was able to go at my own pace." M.C. (May 2022)

"The relationship of the limbic system to functioning of memory and learning was interesting. Each major point was followed by clinical application for the knowledge." J.H. (Apr. 2022)

"Well organized and efficient coverage of extensive education." J.E. (Apr. 2022)

"I liked the discussion of implications in clinical practice – a very informative update on neurology." K.V. (Mar. 2022)

"I liked the updates on bilateral vs. coordinated whole brain functions. The graphics really help." K.L. (Feb. 2022)

"The author's wealth of knowledge. I don't spend a lot of time studying or reading about neurology or neuroscience. It was challenging but stimulating to stretch my knowledge and Dr. Burns was the perfect expert to provide the challenge." S.G. (Jan. 2022)

"I liked the activities in session to promote dopamine and help with joy and memory." H.J. (Jan. 2022)

"I liked the connection between therapy and changes made in the brain. The speaker provided great examples!" S.G. (Jan. 2022)

"All information was excellent, and was well directed to the SLP field of practice." S.S. (Dec. 2021)

"I enjoyed learning about current research that is happening in the field of neurology." D.Z. (Sept. 2021)

"I was encouraged by research that shows that neuroplasticity lasts longer than we thought. The course was very informative." M.K. (Sept. 2021)

"Love this presenter!" A.B. (Sept. 2021)

"The functions of memory and attention control will be the most beneficial information.  The course was very detailed, great visuals and challenging." G.G. (Jul. 2021)

"I will use this info to help parents understand what we do as therapists and to explain to parents and prospective parents why their role in educating their children begins at birth. The presenter was so knowledgeable that the information flowed from her easily." O.S. (Jul. 2021)

“I very much enjoyed the latest technology used to image anatomy and its function. The course also provided basic information and linked it to more contemporary information.” D.J. (Jun. 2021)

“Excellent information on the necessity of the limbic system/emotional regulation in learning. Updated research information and upcoming research in the field.” T.C. (Jun. 2021)

"The impacts of problems at various stages or within various areas of the brain are good topics.  It was very detailed and evidence based." K.R. (May 2021)

“This course was well organized. And in such short time, the speaker was able to convey a good amount of very informative material.” L.A. (Feb. 2021)

“I liked the anatomy and function of the brain. It was well presented and easy to follow.” P.R. (Dec. 2020

“The information on the potential for early detection of dyslexia was helpful. The research information is fascinating.” L.L. (Dec. 2020)

"I liked the idea of inventories to complete as you move through sessions."  H.R. (Aug. 2022)

"Good strategies to improve eye contact, greetings and goodbyes. I liked the visuals / videos provided with examples." A.S. (July 2022)

"I liked the explanation of how conversations build social relationships. Great examples of activities to use to build conversations." T.E. (July 2022)

"Clearly presented. Useful and easily put into use in therapy." K.M. (July 2022)

"Practical and easy to follow! Lots of ideas to implement – not just theory and knowledge." B.W. (July 2022)

"Interesting examples and suggestions to teach social communication that are relevant to everyday life. I liked the strategies used to teach Chit Chat." C.P. (July 2022)

"I loved it all! I especially liked the conversation stone visuals and walking the conversation path. I also like how to integrate receptive-expressive language while teaching social communication." B.W. (July 2022)

"I liked the visuals and the ideas on implementation were good." K.C. (June 2022)

"I especially liked how conversations were broken down into steps with some possible scripts for each. I liked the videos that explained and showed each piece." J.G. (June 2022)

"I liked the therapy ideas and the activities provided." M.I. (May 2022)

"I liked the functional examples provided, and description of how we can all become more effective and interactive communicators." C.R. (May 2022)

"It was very relevant to my current caseload! The videos were very helpful in explaining the conversational stones and how to use them." A.H. (May 2022)

"Course was easy to listen to and understand. I liked the ideas for teaching conversation starters." A.B. (May 2022)

"I enjoyed the discussion of generating a topic inventory to help children understand that there are shared and unique conversation topics for each individual. It's a good way to help build insight and perspective-taking." C.R. (May 2022)

"I liked the discussion of conversation specifics: greeting & farewell, chit chat, and long conversation." J.C. (Apr. 2022)

"Great organization of program & ideas – nice visuals. I liked the topic library!" K.G. (Apr. 2022)

"I have kids of my own – so practical for everyone all season – love the tree visual." L.A. (Mar. 2022)

"I liked how the presenter made the conversation very visual for the child." K.H. (Mar. 2022)

"I liked the conversation ball activity and inventory topics to increase conversation – these were very beneficial." D.S. (Mar. 2022)

"I love the conversational blocks with the ball and will try that this week with my older students." J.W. (Mar. 2022)

"Gave examples of practical activities to introduce in the classroom. I liked the discussion of taking others perspectives and for students to realize others interests may differ from their own. Then find some middle ground/common interests." D.B. (Mar. 2022)

"I liked the videos to show examples of what the speaker was referring to. I also liked the help with goal writing." M.D. (Mar. 2022)

"The organization, visuals and video examples, as well as the therapy activity suggestions were all very good." K.L. (Feb. 2022)

"I liked the breakdown of conversation: greetings, short conversation, long, etc. and the visuals that we can use during our sessions to help our kids." M.K. (Feb. 2022)

"I liked all the examples, they were very helpful for me to understand and use during therapy." S.B. (Feb. 2022)

"I liked the use of the stones, conversation ball, and other visuals to help students with key conversational features." M.C. (Jan. 2022)

"I liked everything. I think the activities were great and the examples of how each part of the conversation applies to every day life and also how it affects future interactions with people was so incredibly powerful and useful." W.D. (Dec. 2021)

"I liked the 'color my conversation' stones, which can easily be implemented in therapy sessions with various levels of communicators." A.S. (Dec. 2021)

"It was great knowledge and I liked the ease of accessing."  P.G. (Dec. 2021)

"The simple dissecting of a complete conversation into it's component parts was beneficial for my daily practice." J.M. (Nov. 2021)

"I liked the clear examples and video clips." A.S. (Nov. 2021)

"I liked the good examples of activities I can try right away."  D.M. (Nov. 2021)

"I especially liked the social emotional connections. Rosslyn presented the topic in a clear and organized way which made it easy to imagine ways I can incorporate these ideas into my therapy sessions. I especially enjoyed seeing how she loved her students and made them feel special, as with the young girl who learned her birthday. What a great world we would have if all kids (and Adults!) could learn to be empathetic communicators. Thank you Rosslyn!"  C.C. (Nov. 2021)

"I liked the examples of how to make the communication skills interesting and meaningful for children and suggestions for modification."  M.E. (Oct. 2021)

"I appreciated the breakdown of the conversation pathway. The visuals and idea of errorless learning to teach these skills was great. The course was clear and moved at a good pace."  H.H. (Oct. 2021)

"The effortless learning model was very helpful." S.A. (Sept. 2021)

""Extremely pertinent for 4 students on my caseload this year." S.F. (Aug. 2021)

"I liked the video examples on topic conversation (conversation starters and stoppers) for my language and AU groups. The videos, and the speaker has a very pleasant voice." G.G. (Jul. 2021)

"I liked the conversation stones which form the conversation path and the examples and videos." S.L. (Jul. 2021)

"Learning how simple chit chat can be so powerful to create belonging." T.K. (Jul. 2021)

"The specific ways in which to engage others in conversation maintenance are beneficial for my practice.  The desire of the presenter to help the upcoming generation to engage with people as opposed to technology, i.e., phones, was wonderful!" K.N. (Jul. 2021)

"I liked the visual and physical aspect of the stones making up a pathway to follow. I often use the analogy with my clients that a conversation is like taking a walk together down a path or trail and its up to each one of us to make sure we don't lose the other person by going off topic unexpectedly, stopping the conversation abruptly, etc.  The way the speaker/author always grounded what she is ultimately doing is creating relationships & belonging and in different communities of love and trust. She's like the Mary Poppins of social & emotional skills!" S.M. (Jun. 2021)

"Examples of activities and videos with visuals (bracelets, colored conversational path w/various examples) were great!  I liked that it incorporated applicable material for all ages." H.R. (May 2021)

“The long conversation was the most beneficial. I liked the ideas, such as the topic inventory and topic library. I also liked the way to provide feedback, 3 praises, and 1 to think about. I liked the different examples of activities that could be done at each level, such as making scripts from magazine pictures, different games, and making a bead bracelet to remember the conversational steps. There were a lot of good suggestions.”  P.C. (Jan. 2021)

"The pointers/ideas for designing therapy such as have peers be wingman and using mentors/peers nonverbally is good."  T.E. (July 2022)

"I liked that the course explained specific challenges of students with ASD, and then gave useful ways to implement therapy to avoid behaviors before they even start. The information in this course was very useful and directly relates to my students. I look forward to using the suggested design considerations when working with my students with ASD." M.M. (June 2022)

"Good use of examples. Learning the importance of having a game plan to build into the therapy session to avoid pitfalls." J.T. (June 2022)

"The examples of how to design therapy based on certain ASD challenges was very beneficial to me. I am currently a preschool special education teacher, so I look forward to using some of these examples of design with my students who I know present these challenges, including using peer models, the pivot-grammar approach, staying away from scripted/verbal repetition, and avoiding presenting objects to an object-oriented child at the start of therapy or teaching." M.M. (June 2022)

"Dr. Rydell gives such an organized talk. He gives great examples for the therapy setting. It is well thought out and organized so we can all follow the format and understand where he's going." K.S. (May 2022)

"I liked the therapy applications – easy to understand and broke down important aspects of treatment." L.F. (May 2022)

"I liked the availability of the slides and the information presented in both formats was good." L.N. (Apr. 2022)

"I found the information about transitions and "coach rotation" to be the most beneficial for my daily practice. I liked how the online course was easy to follow along in the sense that each section was similar formatting and many examples were provided." S.S. (Apr. 2022)

"I liked the generative language for gestalt learners – the overall organization of the course." J.T. (Apr. 2022)

"I liked the 5 questions or TEACCH approach, and the strategies that would be helpful for each specific behavior." E.D. (Apr. 2022)

"Gained specific strategies on how to target challenges associated with ASD – assisting children with transitions." S.H. (Apr. 2022)

"I liked how down-to-earth and practical the presenter was with his examples. Course content was applicable to my therapy situations." C.F. (Feb. 2022)

"Useful ideas to use in my therapy". T.J. (Feb. 2022)

"I thought the Shared Control piece was especially helpful, and overall, all aspects of Dr. Rydell's presentation were very beneficial to my therapy design. Dr. Rydell was quite easy to follow. His course was very organized." L.K. (Jan. 2022)

"I liked the concept of peer modeling and its benefit to eliciting behavioral participation. The design recommendations and how they could apply to specific behaviors was helpful." C.E. (Jan. 2022)

“The presenter was very thorough with his explanations of the challenging behaviors encountered and the designs that may be used to reduce these behaviors when planning for therapy sessions.” H.T. (Dec. 2021)

“I found the use of visual and peer models vs. over talking through a situation to be something to consider to decrease demands on the already overloaded child. I like the situations presented and the suggestions made.” H.S. (Dec. 2021)

"Different ways of thinking about working with kiddos who have ASD - definitely going to try some of these strategies!" B.G. (Dec. 2021)

"All of the information shared will be beneficial to my daily practice with students with ASD. Very practical and realistic." A.S. (Dec. 2021)

"To the point....good practical suggestions." K.M. (Dec. 2021)

"I liked the strategies to facilitate easier transitions, and the systematic presentation for each ASD Learning Style component." A.B. (Dec. 2021)

"All of the information shared will be beneficial to my daily practice with students on the ASD." A.S. (Dec. 2021)

"Patrick Rydell is so well organized and logical. It makes learning easy and lasting."  G.E. (Nov. 2021)

"I thought this course was nicely placed."  J.W. (Nov. 2021)

"Use of peers early on as part of therapy and having student experience story/activity prior to therapy session to help build confidence in therapy. All the suggestions recommended to help design successful therapy sessions were very good."  J.T. (Oct. 2021)

"The course was very logical and interesting new ideas for therapy.  I liked that the speaker was confident and straightforward instruction."  K.F. (Oct. 2021)

"The breakdown of the 10 questions and design practices for each was very useful."  L.H. (Oct. 2021)

"The five question of structure for the therapy design and the information regarding transitions were very helpful.  The course was very well organized and easy to understand because of practical examples." K.C. (Jul. 2021)

"I liked the entire presentation and thought it was excellent." R.L. (May 2021)

“I found the use of the 5 questions in planning a session and providing clear expectations for a child in a session to be helpful.” M.W. (Feb. 2021)

“I found the LSP principles and just how to consider more of the flow of my session and how the certain transitions or structure of activities themselves might impact individual children to be very beneficial. Also, that it causes us as clinicians to really consider not only what we are teaching our children but how and how the structure of each session and even transitions might need to vary greatly between children.” C.M. (Jan. 2021)

"The visual organizer to reduce confusion and anxiety, and the varying of JAR to prompt a tolerance for flexibility is beneficial.  It was clear cut and well presented."  L.N. (July 2022)

"This course has provided me with a new perspective on running small groups with individuals with ASD."  M.H. (July 2022)

"The course is clearly presented. I liked the concept of what we say is what and how we think." B.S. (June 2022)

"Unique perspective. Controlled variation was an interesting concept as was directing children with ASD to look to their peers for clues." H.S. (June 2022)

"I appreciated his breakdown of how we would move from start to finish with a student beginning with adult coaching to guiding peer mentors to conversational skills with our students diagnosed with ASD." K.S. (June 2022)

"The course was very clearly laid out. The speaker used a comfortable pace and made good use of visuals in his Powerpoint presentation to support what he spoke about." K.S. (June 2022)

"Learning the importance of peers. I liked the examples that were provided." F.R. (May 2022)

"I liked the way to vary a JAR to encourage flexibility, and the emphasis on using peers to teach these skills." A.R. (May 2022)

"I liked the goals included at the end – the emphasis on peers." K.S. (Apr. 2022)

"All of the helpful tips for running a group session and which strategies we should no longer use when working with students who have Autism. The thoroughness of the topic discussed." L.K. (Mar. 2022)

"I enjoyed learning about the 10 ASD learning style components that focus on moving children with ASD with learning style strengths in order to build independent capacities in social development. I liked the handout in order to review it later on in the year." C.B. (Mar. 2022)

"Using variation to increase flexibility and several ideas on how to do group sessions." J.C. (Feb. 2022)

"I liked all of it - the flow and inter-relatedness of the information." J.R. (Jan. 2022)

"It is something I can use right away." J.W. (Jan. 2022)

"I liked the technique of verbal mapping and the difference between verbal mapping, prompting, and modeling and the clear and concise way in which the information is provided." A.P. (Nov. 2021)

"A highly organized presentation by Dr. Rydell!!! I really enjoyed the fact he repeated and rephrased the important information two and three times over the course of the presentation." I.K. (Oct. 2021)

"Coaching strategies and training paraprofessionals/aids to use visual, nonverbal cues instead of always directing children with ASD verbally. This is a very important component for all of us." C.B. (Oct. 2021)

"This was a helpful discussion of how to use peers in the intervention process along with establishing variation in joint action routines. The course was very organized and had good examples." A.S. (Oct. 2021)

"Easy to follow, good layout, organization. Topic very relevant. Test questions were straightforward and based firmly in the content of the presentation." B.H. (Aug. 2021)

"The use of non-verbal/demonstration preceding verbal modeling; review of stop-wait [OWLING]; goals were beneficial for my daily practice. I liked the systematic presentation." T.W. (Jul. 2021)

“The speaker had extensive knowledge and experience regarding ASD. And used clear concise examples.” L.P. (Feb. 2021)

“I liked using peers to help with social interactions. Good ideas for varying an activity to work on flexibility.” P.D. (Jan. 2021)

“I appreciated how to construct a joint action routine to maximize its benefit for the child. Dr. Rydell is very organized, and I loved how he summed up his course with the "Takeaway" list.” C.F. (Jan. 2021)

"I enjoyed the discussion about the benefits of peer modeling vs adult modeling in language/social learning. The course was easy to understand and was very interesting with many good concepts that are easy to apply to daily therapy sessions." R.P. (June 2022)

"Clear examples. I liked the examples of what to say and how to use the peer." C.W. (June 2022)

"I liked the tips on vocabulary to use during JARS. The course was easy to follow along." H.E. (June 2022)

"I especially appreciated the discussion point pertaining to JAR based vocabulary. The vital importance of expanding sematic category goals for children with ASD was emphasized. The course provided valuable insight and guidance towards the development of JARs." A.M. (May 2022)

"The course was practical." K.R. (May 2022)

"It was easy to understand and follow." A.B. (May 2022)

"Post pandemic, it has been difficult for speech providers to receive training in JARs. This course is worth taking to give insight into how to create, implement, and evaluate JARs.  It went step-by-step over how to create an effective JAR." M.L. (May 2022)

"The break-down of peer involvement in Joint Action Routines was very informative and thorough.  The overview and explanation of the foundation and implementation of Joint Action Routines in relation to the Learning Style Profile strategy was good."  A.C. (May 2022)

"I enjoyed learning about the selection of vocabulary to implement when completing a verbal JAR series."  K.D. (Feb. 2022)

"It was well-organized and easy to follow."  K.K. (Feb. 2022)

"I appreciated how Dr. Rydell discussed everything from the Learning Style Profile to Peer Modeling of words, phrases, and the social use of language. I enjoyed the way he talked about going from basic nonverbal communication teaching to coaching, using peers, and/or the child with ASD so that the child can achieve an ability to socially interact with others." E.H. (Jan. 2022)

"The presenter was very clear and gave good examples. I liked the variation of different play schemes (and the corresponding language)." B.F. (Jan. 2022)

"I liked the handouts, and examples of how to implement the LSP. Enjoyed the speaker's way of presenting information, easy to understand with clear objectives." J.S (Dec. 2021)

"The course was a nice review of joint play strategies. I liked the illustration of inclusion of peers." A.R (Dec. 2021)

"I liked the suggestion about giving choices, comparison, and options to build language." M.A (Dec. 2021)

"I find that I currently implement these strategies in daily practice, but this was a nice refresher."  J.W. (Nov. 2021)

“I found the JAR examples and use of the Pivot Grammar Approach to be very interesting. I liked that he provided real-life examples, making it easy to relate to children on my caseload.” J.B. (Oct. 2021)

"Discussing the awareness of including peers immediately was most helpful. I liked the straightforward information." S.S. (Sept. 2021)

"Using peers as a source of information, and not just teaching nouns, but add in comparisons and actions." R.H. (Sept. 2021)

"The course was presented in a clear manner." B.H. (Aug. 2021)

"I liked the JARs outline, ideas, and suggestions. The interventions covered were most beneficial." M.B. (Aug. 2021)

"This course relates and expands on my experiences in therapy. It is easy to follow print outs directly related to presentation." J.S. (Jul. 2021)

"Including peers in JARs and the explanation of how to incorporate them were good. The presentation was very well organized with slides and specific steps and explanations." E.V. (Jul. 2021)

"The components and process of Joint Action Routines will benefit my daily practice. The verbal Mapping explanation and example of Joint Action Routine are good." S.L. (Jul. 2021)

"Use of peers, in my case since I do home intervention, I will use family members (siblings) more frequently." C.S. (Jul. 2021)

"Very explicit on how to use "verbal mapping" within the context of labels, generative language and social language and Very well organized and covered so that the development and implementation of JARs within the SLP's practice is met with complete success!" J.S. (Jun. 2021)

"Great example use with the cars." B.R. (Jun. 2021)

"The peer model with the practice will be beneficial for my daily practice. The presentation was easy to follow and understand." T.D. (Jun. 2021)

"Learning what a JAR is and how to use it is beneficial for my practice. The course is simple to understand and implement, and applies directly to therapy." M.L. (Jun. 2021)

"The specific topic I liked is the idea of using non-verbal joint routines and giving multiple control." M.K. (May 2021)

"I liked the simplicity of the concept presented." P.L. (May 2021)

“I liked going through the JARS routine and how to incorporate peer models in non-verbal and verbal capacities.” S.B. (Mar. 2021)

“I enjoyed the information on targeting peer play during teletherapy session.” M.G. (Jan. 2021)

"I appreciated learning about the differentiation between the vital role of mentoring verses teaching skills especially during the early stages of intervention." A.M. (June 2022)

"I felt the biggest takeaway was that our models do not need to have a verbal component." R.H. (June 2022)

"Strategies are easy to use. I liked the use of slow and deliberate actions and speech." E.R. (June 2022)

"I enjoyed the practical steps for the environment and manner to approach the student with. I enjoyed the content and how the presenter paced the course as well as brought in real examples."  D.A. (May 2022)

"I liked the idea of not chasing, enticing children to come to you and view you as a source of information. Handouts will be great reminders of key points, especially when teaching assistants and parents." A.R. (Apr. 2022)

"I liked the breakdown of object vs people oriented with examples – great explanations." D.P. (Apr. 2022)

"Valuable information specifically on helping children become more people-oriented." V.A. (Mar. 2022)

"I appreciated the clear strategies for implementing the approach the presenter was promoting. I appreciated the emphasis on the importance of establishing joint attention, which is so critical for working with this population. To have a concrete guide for how to go about this was helpful. I also appreciated that the presenter provided some ideas of goals that could be relevant to this process."  M.H. (Mar. 2022)

"I was interested in hearing about the importance of low energy levels.  The slides were helpful in following along."  J.R. (Mar. 2022)

"I loved the step-by-step hierarchy of achieving this, most vital, goal for children with ASD."  M.F. (Feb. 2022)

"I appreciated the simple break downs presented. Great slide information to support speaker's focus." A.K. (Feb. 2022)

"Clearing the room, simplifying and not talking. As an SLP, I've been preaching 'not talking' to colleagues for many years - it's nice to have back-up!" E.M. (Jan. 2022)

"I will be more conscious of clearing the space of additional toys and stimuli and prompting less. The instructor was pleasant to listen to and covered the points in the outlines and goals presented in the beginning of the session." K.M. (Dec. 2021)

"All of the topics presented in the course were beneficial for my daily practice." A.M. (Dec. 2021)

“Loved the overall review of how to approach this issue. The presenter's knowledge and the examples he offered were great. I liked his teaching style.” A.N. (Dec. 2021)

"I enjoyed the discussion on reducing distractions in the space and focusing on showing play first before letting the child take the object."  S.W. (Nov. 2021)

"The entire discussion about the 10 strategies to increase a child's people oriented learning style was great! It was a clear discussion with well spelled out points and very geared to parents. I felt that it was very important to make this course parent friendly because it works and trains these strategies across settings, the home being the child's main setting for working on these strategies. This brings home and school closer together for generalization of this learning style."  A.H. (Oct. 2021)

"Content presented in a well organized sequence, a lot of information presented at a non-hurried pace." R.T. (Aug. 2021)

"Establishing joint attention and using modeling and demonstration, can set a child up for life-long learning. I liked the direct style of instruction." K.M. (Aug. 2021)

"The idea that establishing social orientation and focus comes before requiring the student to give correct responses is helpful.  the course was very organized."  A.S. (Aug. 2021)

"Learning to slow down and consider that your energy level could be a factor in creating anxiety or withdrawal will be beneficial in my daily practice.  The course presented clear principles to help change a child's focus." H.L. (Aug. 2021)

"The topic that is most beneficial for my daily practice is that you should use others to help with the social interaction as models and to make things as natural as possible." C.M. (Jul. 2021)

"The reminders of how to 'control' environment for interaction was helpful for my daily practice. The importance of interaction/engagement foundation skills first was great!!" J.M. (Jul. 2021)

"The hope that ASD kids will not always view others as an annoyance." M.H. (July 2021)

"The 10 strategies to follow when trying to establish people oriented vs object oriented interactions. The behavior styles of modeling, providing new information, modeling conventional actions with objects, of the adult being the "wingman" and source of useful information for the child to learn to seek them out will be beneficial for my practice.  I liked the visuals that were printed out on the screen to follow as Dr. Rydell discussed." S.L. (Jul. 2021)

"Goals and strategies for building strengths in social communication, with establishing a primary focus on people versus objects.  The relevance of the topic, practicality, and presenter style is good." L.K. (May 2021)

“The entire program is very beneficial. It was presented in a wonderful way for implementation.” L.B. (Mar. 2021)

"The speaker was clear and easy to listen to. I liked the process to get more peer mentoring." K.L. (June 2022)

"The need to get away from the constant prompting & telling students exactly what to do, when to do it, & how to do it. I see this every day with untrained aides or aides who are just there to "get the daily job done" & "keep things running smoothly". I liked the sequenced presentation." K.L. (Feb. 2022)

"Very practical language and examples were used. The presenter was very down to earth and knowledgeable." M.T. (Dec. 2021)

"I liked the advice to drop the prompting and let the student read the room and figure out what to do even if it takes some time (not to immediately jump in with a prompt). I liked the explanations of how to go through this process as well as the examples of goals." L.S. (Dec. 2021)

"I liked the explanations of how to go through this process as well as the examples of goals." L.S. (Dec. 2021)

"I liked the concept of a wingman and following the wingman for social cues. I also liked the emphasis on trust and confidence as crucial elements to independence. I found the course to be highly applicable content and an excellent framework for how to think about and approach social language intervention." K.S. (Dec. 2021)

"Teaching independence to the child – practical suggestions to use tomorrow." C.M. (Dec. 2021)

"I don't work with this population however my son has ASD and I feel I can apply it to our home life. I loved how the presenter broke down all the steps of how to take the child with ASD from focusing on objects to focusing on the environment and peers. Finding the wingman." (Nov. 2021)

“This course was organized, concise, and full of useful information.” C.F. (Nov. 2021)

"Very practical. Can use immediately in therapy. Enjoyed the speaker." A.H. (Oct. 2021)

"The suggestion to create a people-centered (as opposed to object-centered) classroom and how to do this will be helpful in guiding classroom teachers who are teaching social skills in the classroom." E.M. (Sept. 2021)

"The Joint Action routines could work with my non-verbal autistic population - that was most helpful." J.P. (Sept. 2021)

"I liked the organized, comprehensive description of the roles in the approach." H.W. (Aug. 2021)

"The use of common routines and activities to establish joint attention and develop the uses of peer mentors was good." A.S. (Aug. 2021)

"Very good practical information on the correct way to utilize peers in social skills interventions." J.B. (Aug. 2021)

“How to teach children with autism to learn social skills from peers. It was explained in a very easy and clear way to be understood.” R.O. (Apr. 2021)

"This is probably one of the most relevant and highly useful courses that I have taken on this subject. Working in a school setting with intensive structured learning environments and ABA therapy being the trend, this course was extremely relevant as to why we need to move away from the prompted and structured discreet trial methods and focus on the social skills that will allow the child to think and process what he/she is taking in from the room. This is an area that I struggle with as ABA is becoming the above all type of treatment and in my opinion, taking away from the very social interaction skills that it believes it is training. Thank you for a relevant and useful course." M.K. (Jan. 2021)

"I would recommend this course and will benefit from the course."  K.W. (July 2022)

"I liked the supportive information for having parents directly involved, and using daily activities & materials in the home as a means of providing effective therapy. So many parents continue to expect the clinician to wholly & consistently provide 'academic' materials & activities on screen. Prepping & sending needed hands-on materials for pre-K & K students has been absolutely overwhelming at times! All of the suggested activity ideas & resources are very much appreciated." K.L. (Feb. 2022)

"Practical suggestions for providing speech and language activities at home. Also, considering the parent's work load, number of children at home, stress in household, etc... when planning speech and language sessions and activities for the child." K.W. (Jan. 2022)

"Great examples related to screen time and recommending activities for use in home with family involvement. I liked the discussion on screen time, i.e., negative impacts, and how to minimize negative outcomes." T.A. (Jan. 2022)

"I liked the ideas for functional language and speech activities in the home." T.A. (Jan. 2022)

"I loved all of the recommended activities to implement when you have to deliver a different service model." R.M. (Dec. 2021)

"It's beneficial to note that telepractice may not be the best practice; that as an SLP, there are many options for providing support, services, and follow up with clients and families. These opportunities may even be more welcome, now, than if they were suggested during normal times as carry-over or family activities. It was reinforcing to the SLP and the efforts being made to provide services in a challenging time." A.H. (Dec. 2021)

"Thank you for providing an in depth study into how Covid 19 has affected our profession as well as other professions. The other strategies offered were very helpful and useful." R.M. (Dec. 2021)

“It contained good background on the current situation, legal considerations, and suggestions to improve interactions with our students.” K.F. (Oct. 2021)

“I enjoyed the historical context provided by the speaker.” S.C. (Sept. 2021)

"More current information in regards to ASHA, legislative and HIPAA recommendations and procedures were beneficial. The overview of the timeline and descriptions of impact of COVID on our populations was good." J.G. (Sept. 2021)

"It was very well organized and thorough. I appreciated the specific therapy and activity recommendations." J.L. (Aug. 2021)

"I appreciated the review of consultation service delivery. I also found the digital citizenship resources beneficial. It was a good overview of issues and options to consider in telepractice." K.F. (Jul. 2021)

"I liked the new information provided about concerns with HIPAA and privacy requirements as well as the pacing of the presentation. I especially enjoyed going over the specific home resources for caregiver/family practice generalization of skills." T.G. (Jul. 2021)

“I enjoyed the history of distance learning. Functional speech-language strategies. And the limitations of telepractice.” V.F. (Mar. 2021)

“This course concisely covered all areas of teletherapy. It provided good practical and functional information.” K.D. (Feb. 2021)

“I liked the reiteration of using functional communication to enhance daily routines and empower parents.” E.W. (Jan. 2021)

"Great ideas and techniques during this difficult time. I especially appreciated going over how to approach teletherapy to help clients during the pandemic." E.S. (Jan. 2021)

"I appreciated the information about how distance learning is affecting families and children. This was a good overview of issues to consider when providing teletherapy." M.G. (Jan. 2021)

"How motivation an self regulation are connected, as well as how the limbic system can affect learning. I also appreciated the practical therapy ideas for working memory, etc.  The instructor was really engaging, and the content was challenging."  C.M. (July 2022)

"All of it was beneficial. Super helpful as I serve birth-21 and not a specific population. Quick, efficient, and great info. Also, I LOVED the specific treatment techniques that I can further investigate and utilize with my clients. Very tangible and helpful." R.C. (June 2022)

"Very current research/clinical info, practical strategies. Liked the new info and strategies for attention and executive function." S.D. (June 2022)

"I liked the therapeutic approach of taking a major project and working backward to break the task into small, manageable parts." T.D. (June 2022)

"The executive function targets related to ADHD were helpful." T.K. (June 2022)

"Beneficial to learn therapy activities and systems within therapy that help promote confidence, engagement, etc. at a biological and physiological level. I liked that this course offered some concrete activities and strategies to implement that are backed by research about best practice." K.G. (Apr. 2022)

"Practical therapy ideas for students to work on executive functioning skills, including information on adolescents." R.O. (Apr. 2022)

"I liked the activity ideas for working memory, and suggested word recall exercises for younger children. Course was well organized, with many links and resources to refer back to." J.W. (Apr. 2022)

"I enjoyed how the presenter reiterated the level of difficulty tasks are for the clients we work with, and how there needs to be a balance." S.W. (Apr. 2022)

"I enjoyed learning more about executive functioning. I thought that the information was well organized." J.B. (Mar. 2022)

"I liked the explanation of social competency skills and the relationship of SEL to Executive Function skills." K.L. (Mar. 2022)

"What staff reaction should be for bad behaviors – the top-down, bottom up foundations. Course was straightforward." M.H. (Mar. 2022)

"Understanding the connection between emotion and memory – I liked the background information and resources." J.J. (Mar. 2022)

"It was a good review about the importance of bottom up and top down. Also, all children can learn when we individualize and balance "expected" rewards versus anticipated effort. I liked her interactive activities and the demonstrations." K.H. (Mar. 2022)

"I learned how to better facilitate motivation. I liked the topic and content." S.J. (Feb. 2022)

"Excellent course! Easy to follow and SO relevant to my job as a school-based SLP! Brain information was fascinating! Great course!!! Take it!" G.J. (Dec. 2021)

"I liked the incredibly valuable information about EF and the emotional aspect of learning. The discussion on terminology, the why, the science behind the why and what was most beneficial. The course was excellent." A.H. (Dec. 2021)

"I liked the motivation breakdown balance of incentive and effort. And info concerning stress on brain and learning." T.S. (Dec. 2021)

"I liked the focus on motivation and confidence – functional use for my clients!" K.G. (Nov. 2021)

"I liked the executive function strategies, science underpinnings, and practical examples." L.N. (Nov. 2021)

"I liked the practical activities listed – the course was thorough." M.B. (Nov. 2021)

"I liked the discussion of all of the brain research in relation to memory & emotion. So much important information." C.K. (Oct. 2021)

"The examples of $10 words and warm ups and the very end ideas for sustaining a therapy session were good." C.M. (Sept. 2021)

“I am extremely excited about the idea that adolescence is the age of opportunity. So many educators today just give up on the adolescent. I also liked that it was positive, and it stressed the point that anyone can learn.” C.D. (Aug. 2021)

"I appreciated going over the relation to brain structures. I liked the visuals and examples." A.B. (Jul. 2021)

"I liked the current research examples cited. The examples of therapy tasks for attention, working memory, goal-setting, etc. were very helpful." S.O. (Jul. 2021)

"The overall content was extremely helpful. I think the suggestions for activities near the end of the lecture were helpful and can easily be put into practice. I liked the pace of the speaker, explaining the material, and the visuals." K.H. (Jul. 2021)

"The references to young children was beneficial since that is my caseload. The material was presented in an interesting manner."  L.K. (Jun. 2021)

"The information was interesting and applicable." S.M. (May 2021)

“I like courses by this author. She challenges me to understand new research, but in a very organized way translates it to connect with my prior knowledge and experience. Just like good therapy.” S.P. (Feb. 2021)

“I found it very helpful to hear the ideas for how to build the skills necessary to improve executive functioning skills. Particularly for school-aged clients. I appreciated that before we got to the teaching of how to target growth of executive functioning skills, we were taught the information about and research on executive function skills and why we target what we do to strengthen these skills.” M.W. (Jan. 2021)

"I liked the way the course was organized. It also helped the the person giving the course was a school SLP.  All aspects of the course were very good and relevant."  V.K. (Aug. 2022)

"Very helpful for working with selective mutism.  Good presentation order."  J.H. (July 2022)

"There were a lot therapy ideas. I liked the step by step incremental increase on how to increase complexity of therapy."  M.B. (July 2022)

"I found the Assessment and Treatment sections of the presentation to be the most beneficial. I found The Social Communication Bridge to be important for both parents and clinicians. I really enjoyed the videos showing CDI being used correctly and incorrectly and VDI being used correctly and incorrectly. This really helped me to understand." L.C. (June 2022)

"Clear presentation. Well organized and useful examples. I liked the breakdown of treatment strategies with video examples." J.F. (June 2022)

"Very relevant information for my caseload." C.M. (June 2022)

"The course was very organized and descriptive. The progression of therapy was very helpful, in relation to child-directed interactions vs. verbal-directed interactions, and how/when to use these techniques. I really liked the examples given throughout the course, including the example of what a therapy session might look like. I have a preschool student who might have SM, and I feel more equipped to work with her now that I understand more about SM and various techniques I can use with her to encourage communication." M.M. (June 2022)

"I thought it provided a lot of really helpful information on what SM is, how to treat it, what my role as an SLP is, and it gave good resources." R.L. (June 2022)

"It was most beneficial to talk about treatment. I liked that she gave videos to practice identification of skills." C.H. (June 2022)

"Very well organized, videos to see techniques in practice, case studies, and concrete examples to utilize in therapy." C.D. (May 2022)

"The information regarding assessment and treatment of SM was very beneficial." E.M. (May 2022)

"I liked the intervention strategies and hierarchy of treatment approaches. Lots of good information." R.P. (Apr. 2022)

"It was all very informative from the assessment information to the treatment. Lots of good practical information. I loved the specific examples of videos and how you can incorporate SM into groups with other students. I liked the resources to utilize, specifically free resources to use with parents and teachers as well as some I can use." E.D. (Apr. 2022)

"The anxiety portion helped me so much in so many different aspects as well as helping different students! The pace was amazing and I learned so much about selective mutism that I never knew before!" K.M. (Apr. 2022)

"It was very clear, organized, and gave good tips on how and/or what to use in your practice." S.C. (Apr. 2022)

"I enjoyed the entire course. The content was sequential and easy to follow. The PowerPoint had the important information listed. The presenter was fluid and easy to understand. And I was able to access this course as my day allowed." E.E. (Mar. 2022)

"It was very thorough and included tons of resources." N.A. (Mar. 2022)

"Very thorough content, use of videos and case examples." J.M. (Jan. 2022)

"I liked the therapeutic discussions. It was especially helpfully to not only have a discussion of the therapy, but to see videos with it done well and less well. It was well-organized and beautifully descriptive with pertinent examples/videos." L.M. (Dec. 2021)

"The course was very informative! I learned a lot!" A.C. (Dec. 2021)

“This course was full of resources that I will share with my colleagues and use in my practice. In particular, I will use what I learned about CDI and VDI when working with students with selective mutism.” K.W. (Dec. 2021)

"The presenter provided information about assessment and therapy approaches. It was very thorough and provided a great deal of helpful information. The videos were very helpful." S.H. (Nov. 2021)

"I found the discussion on how to assess and treat students with selective mutism most beneficial. I really enjoyed learning about the possible causes of selective mutism. It was very interesting."  E.F. (Oct. 2021)

"Very thorough presentation of the characteristics, assessment, and treatment of the disorder." P.M. (Oct. 2021)

"Easy to follow slides and video examples." C.W. (Oct. 2021)

"Very informative." M.B. (Sept. 2021)

"I have a student with Selective Mutism and everything will be extremely helpful! This is a student who recently became my student and they were not receiving any direct services prior and now I feel much more confident in how to offer therapy for him." C.C. (Sept. 2021)

"All aspects of this course will be helpful - from the assessment to the treatment. The resources cited were especially helpful.  It was nice to be able to listen to the lecture at my own rate with the handouts printed to refer to." K.H. (Jul. 2021)

"Basically all the information was beneficial. The presentation was very comprehensive and videos were helpful. The speaker was well informed and presented everything a therapist needs to know in order to best serve SM and families. I did like hearing about CDI skills and VDI skills and how to implement them." E.V. (Jul. 2021)

"The specific therapy techniques, including CDI and VDI interactions are beneficial for my daily practice.  The course had a very thorough discussion of selective mutism and interventions." P.S. (Jun. 2021)

"It included practical ideas that can be implemented right away." K.B. (May 2021)

“I liked that the techniques and interventions for S.M. can be carried over into a variety of therapies (e.g. Early Intervention and treating language delays). Also, breaking the myth that SLPs should not treat S.M., learning how to identify it and being given specific methods of treatment.” E.P. (Apr. 2021)

“The visuals and charts were very helpful. Also, the assessment questionnaires were helpful. The course was very easy to understand while also being really informative.” G.Z. (Feb. 2021)

“This course clarified my doubts on this topic and will help guide me to select the best course of action for assessment and treatment.” D.D. (Jan. 2021)

"The handout for me was the best part - a really good resource."  J.G.-B. (July 2022)

"The presenter was great and made things interesting!" L.D. (June 2022)

"I loved this course for all ten segments. I liked the emphasis on nonverbal / visual at all levels until child is ready to progress to verbal." E.H. (June 2022)

"Course was easy to follow and understand. Learning how to break down and implement each of the learning style profile points was helpful." K.P. (June 2022)

"Learning how to incorporate gradually increasing distances / distance learning with specific examples of tx techniques." J.L. (May 2022)

"The Executive Functioning topic and all the examples used was great. I loved the video of set of examples and the list of each component." A.T. (May 2022)

"LSP #8-9 information was great and very informative! I liked the in-depth breakdown and implementation techniques." A.C. (Apr. 2022)

"Every part of this online course was beneficial!" C.C. (Apr. 2022)

"I liked the specific examples of what to do and why – simple, clear instructions." C.E. (Apr. 2022)

"I really appreciated the in-depth explanations of each step of the LSP and the examples given. Each level builds on the next and that progression really helped me understand how to move along with the kids I am working with. The handouts are great and helpful resources. Dr. Rydell explained each LSP using the same notes given in the handout so I didn't feel like I was searching through the reading material to learn more. He tied this all in together so well and you can tell he is knowledgeable about the material and can explain so the student can understand it." K.S. (Jan. 2022)

"I found all of the information to be helpful to my daily practice. I enjoyed all of the information presented in this online course, especially the activities that Dr. Rydell presented today during each level of training." A.M. (Jan. 2022)

"Great course. I liked all of it!" A.N. (Dec. 2021)

"I liked all of it. The presentation was done in two parts. The second part was more in-depth and the handouts were helpful." C.N. (Nov. 2021)

"I liked how it was broken down and organized. Using an object to transition with the student, keeping things fairly non-verbal at first. The little steps of how to transition the student to more distance learning." C.M. (Nov. 2021)

"The discussions of each of the areas of the LSP are relevant to my daily practice in some way and help me plan for both my individual and group sessions for my patients on the spectrum. I liked the examples of activities because it helped illustrate the components of the LSP in real-life therapy situations and helped me think of ways to implement the strategies with my own activities." L.R. (Oct. 2021)

"I like the flexibility with objects, activities and people, shared control, and verbal/symbolic communication.  I also liked how it was organized with a visual activity/example for each LSP component." S.K. (Oct. 2021)

“I like integrating JARs to every component and the little tweaks you can do along the way with your clients, depending on their level/learning style. Very helpful, actionable and realistic to help you plan goals/intervention for our young ASD clients, who struggle so much with attention and focus to tasks.” K.J. (Sept. 2021)

"I love how applicable this protocol seems like it will be. I liked how very clearly outlined it was." S.H. (Aug. 2021)

"Very helping in delivering therapy. I liked that there wasn't too much emphasis on theory and things that won't help right away in therapy. Very good & interesting course." G.S. (Aug. 2021)

"It was very logically presented. The first 3 topics were especially helpful." L.S. (June 2021)

"Going over when to prompt and when to lay back on prompting not being so verbal was most beneficial. I liked the course's practicality with young learners." B.C. (May 2021)

"The entire presentation was stellar, but the comments about not doing the same thing in same way twice definitely hit home." S.M. (Mar. 2021)

"I liked the clear explanations of strategies, why they work, and how to discuss with parents the value of a natural developmental style and explain how early steps will eventually lead to the desired learning outcomes." M.F. (Feb. 2021)

"I loved the example on how to implement learning style profile in therapy." J.C. (Feb. 2021)

"The workshop discussing how to implement the Learning Style Profile was helpful. I liked the practicalness of the information."  C.S. (Jan. 2021)

"It was helpful to have each LSP component broken down and therapy ideas integrated into each goal/priority. The instructor is very engaging!" K.B. (Jan. 2021)

"The course was very practical, easy to understand, and the handouts are awesome." L.D. (Dec. 2020)

"All parts were very beneficial - his examples and demonstrations were helpful. The handouts were extremely thorough and easy to follow along and refer back to if needed." A.M. (Dec. 2020)

"I liked the early steps of the LSP. Videos were helpful in demonstrating the strategies." J.G. (July 2022)

"I liked the tools and resources provided. And learning how to handle a child with ASD in social interactions." J.M. (July 2022)

"This whole course was extremely beneficial for my practice. The LSP approach has really changed my perspective on how to teach my students with ASD. It most importantly has taught me how to create a social game plan so that my students can learn on their own rather than being so prompt dependent." M.M. (June 2022)

"I really liked how the instructor broke down each section of the LSP and gave various video examples on how to implement therapy. One important take-away from the video examples was how I can use less talking and more cuing." M.M. (June 2022)

"I found the entire class to be great! His presentation was very easy to listen to and the videos really brought his ideas to realization." L.D. (June 2022)

"Easy to follow and understand. I liked the information on executive functions as I work on executive function skills with many clients." K.P. (May 2022)

"Straight forward information, supporting the idea that you can't explicitly teach every single thing, but teaching kids how to learn from others." J.C. (May 2022)

"I liked the video examples on how to implement." C.L. (May 2022)

"Specific treatment examples with explanations. I liked the ideas on how to explain the theory behind the practice to family members and teachers." J.L. (May 2022)

"Moving therapy away from scripted communication and toward natural, spontaneous communication was beneficial." S.S. (May 2022)

"I liked the videos illustrating his points, especially how the videos also showed some "what not to do" – that it wasn't all perfection. The early LSPs will be beneficial to my practice because I work with very young children with ASD and need strategies for establishing joint attention and social referencing." A.R. (Apr. 2022)

"I appreciate how Dr. Rydell broke down the LSP and its components while also providing examples through videos of actual patients." A.C. (Apr. 2022)

"The discussion on shifting our patients from Object-Oriented to People-Oriented was very helpful and an easy first step to implement in my daily practice." A.R. (Apr. 2022)

"I thought the video examples were great. The entire course was excellent. I was happy to see that this was an advanced course worth more than 1-2 hours of credit. At this point in my career, these are the kinds of courses I need." N.R. (Mar. 2022)

"I liked the examples of clinician behaviors to give children the best interventions." A.B. (Mar. 2022)

"This approach to ASD therapy makes so much sense! I appreciated the easily applicable modifications to current approaches and how easily these strategies can be worked in and targeted. I appreciated the layout of the 10 objectives and the focus in #1 on minimizing distractions/objects in order to set the stage for the person/therapist as being the most important "object" to interact with in the room." M.C. (Mar. 2022)

"I liked the many examples, videos, and explanations of how/why each technique is effective. I also appreciated the presenter's willingness to show imperfections in his own sessions, as we can all relate to session by session successes and failures in our approaches/strategies." M.C. (Mar. 2022)

"The 10 LSP are useful to organize my thoughts and analysis to a child. I liked the videos, examples and protocol." C.C. (Feb. 2022)

"I liked how Dr. Rydell discussed information on how to work with children with ASD; I enjoyed the videos of the work that he did with his children and their families. I liked how he emphasized how children need to feel that glue which builds their confidence and then the language goes on top of that." A.M. (Jan. 2022)

"I liked all of it! So common sensical when you hear it." T.K. (Dec. 2021)

"I liked the simple way the speaker presented complex information." S.O. (Dec. 2021)

"Presented new ideas when working with ASD children in a way that was easily understood, and provided videos/examples on how to use each part of the learning style profile program. The whole seminar was very beneficial!" C.M. (Nov. 2021)

"I found the topic of clearing the room and not giving the child an object but rather having the child look around and get joint attention with you beneficial." D.A. (Oct. 2021)

"All of the topics covered were relevant. He did an amazing job outlining all of the principles of LSP. It has completely shifted my way of thinking as an SLP and how I structure therapy." L.V. (Sept. 2021)

"I loved all the videos and the concept of foundational teaching for these children with ASD. I appreciated this new perspective of how to help those with ASD and the LSP model." C.M. (Sept. 2021)

"Excellent course! Information was presented clearly. Enjoyed watching the video presentation!" A.G. (Aug. 2021)

"Excellent speaker and very helpful video examples, especially showing student growth over time." M.L. (Jul. 2021)

"The flexibility and generative language, shared control, and executive function will be beneficial for my daily practice. The relevance of the information, the knowledge and enthusiasm of the presenter, and the video examples were good." S.K. (Jul. 2021)

"Everything-amazing and best online course I have ever taken. I loved Pat-very effective at communication the LSP particularly given the videos to follow." J.G. (Jun. 2021)

"I can't pick just one! LSP #4 and LSP #5 were the most enlightening. I love the whole idea of modeling without using words and teaching the young child to switch roles in activities. Clear, practical strategies that I understand today. Given a framework to work within. It builds on the knowledge I already have, but looks through a different lens. Thank you for producing the program." M.G. (Jun. 2021)

"I am working with the younger-aged children and finding it difficult to find ways to engage them in activities, to stay in the room, to not climb onto the counters, etc. This course has given me some useful ideas with one child in particular - the "runner", with no apparent comprehension or communication. I have gotten him to sit in a chair with me for up to 20 minutes, with occasional eye contact while I'm playing with a toy. I hand it over to him after he has watched me and sometimes I have to provide some HOHA, but he has gotten better at watching me, looking at me, and taking a turn. Great examples and working through the LSP steps or levels." K.S. (Jun. 2021)

"The use of videos enhanced what the speaker was teaching." M.G. (May 2021)

"I work at a private school in which my entire caseload is students with autism. For me the most beneficial topics would be to helps my students become more people oriented and the concept of when/then rather than if/then." R.R. (May 2021)

“I think tying together CERT model, joint attention, executive functioning to a learning style profile is wonderful. I liked that the presentation used videos, lecture, and handouts.” S.M. (Apr. 2021)

“I can't pick just one! LSP #4 and LSP #5 were the most enlightening. I love the whole idea of modeling without using words and teaching the young child to switch roles in activities. Clear, practical strategies that I understand today. Given a framework to work within. It builds on the knowledge I already have, but looks through a different lens." M.G. (Apr. 2021)

"The presenter was a dynamic speaker and kept my attention throughout the course. The organization of the course was great. I especially enjoyed the video paired with discussing child's agenda. The videos gave a real feel of the lsp approach." D.L. (Apr. 2021)

“The content was excellent, and the videos provided outstanding examples that support understanding.” S.S (Mar. 2021)

“I enjoyed the examples and the reassurance that it's okay to not know what you're doing at first. I can also relate to his early practice experiences. It was very detailed and relatable to my clinical experience.” A.D. (Mar. 2021)

“I liked the 10 principles that came from boiling down a lot of info.” L.B. (Feb. 2021)

"I really enjoyed learning about JAR and how to mix/match simple words to create greater verbal flexibility. I enjoyed the podcast aspect with input from parents, teachers, and clinicians." H..F. (Feb. 2021)

"I liked the logical explanations to use with parents to explain the use of (non-verbal) instruction/prompting. I appreciated the emphasis throughout on cues as opposed to prompts."  M.F. (Feb. 2021)

"I appreciated the treatment strategies via LSP and how informative the course is." R.T. (Feb. 2021)

"I liked the practical strategies provided. Dr. Patrick Rydell's manner of presentation was excellent. The Rocky Mountain Autism Center sounds like an excellent facility." M.M. (Jan. 2021)

"The parent teaching suggestions were most helpful. This was a logical progress of the Prizant and Weatherby approach and was very comfortable and made total sense to me." G.E. (Jan. 2021)

"I thought the whole workshop was incredibly interesting and made so much sense. Incorporating LSP #1 into the work with the kiddos on my caseload is a great start of this process. The video examples were really helpful. His lecture style was also very engaging and the format flowed from one topic to the next."  C.S. (Dec. 2020)

"I really enjoyed the structure and pacing of this course compared to the previous two parts. It was helpful to build upon the previous content, and to engage in more clinical problem solving.  I enjoyed that I was able to self-pace, and that the information was presented in a more clear and concise way."  K.W. (Aug. 2022)

"I liked the videos, application questions, and lab exercises." J.S. (June 2022)

"I am new to working with patients with feeding/swallowing deficits, so all of this information will be beneficial to my daily practice. Great information." M.W. (May 2022)

"Organized, easy to follow. I liked that I could complete it at my own pace." E.E. (May 2022)

"I liked the varying medical diagnoses and the treatment plans for each - the treatment sections with real-life examples." B.S. (Feb. 2022)

"I liked the case studies and tx approaches." G.P. (Feb. 2022)

"All of the different practices (exercises) offered to understand better what our patients with feeding difficulties go through, along with such a detailed and great explanation of how our oral structure works, muscle by muscle, motor abilities, etc. The presenter's way of explaining all information is such an easy way to digest! THANK YOU FOR YOUR WORK!" C.R. (Dec. 2021)

"I was pleasantly surprised to learn how complicated the impact of ADHD on feeding can be; I have many kids on my caseload with ADHD and plan to dig deeper into their specific feeding issues. I also appreciate the tips on encouraging/eliciting tongue elevation as well as improving bottle/breastfeeding with cleft lip. The complex case studies and suggestions for therapeutic interventions to address specific areas of need/impairments were the most helpful."  N.C. (Dec. 2021)

"I liked the vast number of references."  M.G. (Nov. 2021)

“I liked how informative this course was about GERD. And other issues infants may present with.” N.G. (Sep. 2021)

"This course was great! This course provides tons of information about how motor works with sensory input." J.M. (Jul. 2021)

"I like the practical applications and case studies." S.K. (Jun. 2021)

"This course was very comprehensive. It will be a valuable tool to save and review as needed in the future. All the information related to aspiration, swallow, positioning, and signs/symptoms was beneficial." A.T. (Jun. 2021)

"I enjoyed the information about children with cleft palate. The practical everyday exercises that will help improve my interaction with students to help increase their skills." S.J. (Jun. 2021)

"I liked the examples and the actual therapy techniques given to address specific issues." M.W. (May 2021)

"The information related to GERD was very helpful. I liked the patient examples and application activities." L.O. (Apr. 2021)

"The discussion on ASD sensory aversions and describing therapy options for sensory aversions was most beneficial." E.B. (Mar. 2021) 

"I appreciated the therapy techniques to use with those with GERD and picky eaters and the videos." R.D. (Feb. 2021)

"Great information, great practice through the application activities. I especially enjoyed the discussion on attention difficulties and their impact on feeding and prematurity's impact on feeding and GERD's impact on feeding." A.M. (Jan. 2021)

"Many of the students in my school district with swallowing and feeding difficulties are medically-based and I didn't even know where to begin. I like everything about it, but the videos and labs after Parts 1 & 2 were especially useful." G.S. (Jan. 2021)

"The examples of working with other team members were helpful and addressing peers for motivation." S.V. (July 2022)

"Professor Calculator is a joy to listen to and learn from. He is easy to follow and understand. The entire review of ecological assessment, peer supports, person centered planning, and other topics will enhance my ability to recommend and design treatment that is the most far reaching and meaningful for clients and their families." D.B. (June 2022)

"I liked everything about this course. Incredible knowledge and practice of the presenter." E.G. (June 2022)

"Clear presentation of valuable material. Good reminders for AAC goal development." N.F. (June 2022)

"I liked the goals creation and integration of AAC. And that I was able to take it in a self-determined time." K.A. (May 2022)

"The presenter was very knowledgeable. I liked the idea of use of natural supports to encourage and reinforce communication efforts. I also found the Matrix Procedure very interesting and useful. Learning about integrating AAC throughout the day and having the SLP consult regarding recognizing and facilitating natural communications for persons using AAC." S.C. (Mar. 2022)

"Informative for breaking tasks down into more than just requesting. I like how he teaches the SLP to include all professionals when setting up goals/objectives for various tasks on the device." D.B. (Mar. 2022)

"The presenter provided thorough and concise information covering a wide range of instruction. I liked the use of discrepancy analysis for goals, use of natural supports, and integrated objectives." E.M. (Feb. 2022)

"The matrix was helpful with generalization of device use, and I liked the emphasis on presuming competence." C.N. (Jan. 2022)

"I liked the non-standardized assessment for AAC users, and the real-life examples." A.B. (Jan. 2022)

"Spoke to pros and cons of AAC use and implementation." T.K. (Oct. 2021)

“The slides provided helpful information for me to look back on later when I have students using AAC.”  S.Z. (Oct. 2021)

“This course is extremely relevant to students that I work with, and the information is critical for student success. Overall, this course was excellent. I am very grateful for the opportunity to participate in this course. Thank you to the speaker for sharing this invaluable information and sharing your insights.”  L.W. (Oct. 2021)

“The presenter has dedicated many years to the research presented. He also provided relevant stories about observations he has made.” L.D. (Sep. 2021)

"I liked the ideas for intervention that are more informative and appropriate for complex communicators." S.V. (Aug. 2021)

"The validation of the collaborative model of service delivery was beneficial. I liked the discussion of generalizing skills (not just communication skills) over several different experiences." A.I. (Aug. 2021)

“I appreciate the idea of going beyond the wants and needs, while also placing importance on the parent's goals for the child. I find incorporating all disciplines in cooperative goal planning is essential.” A.S. (Jul. 2021)

"Learning about some new buzz words including least dangerous assumption, skill cluster, discipline free, self-determination and criterion of ultimate functioning. I appreciated some new research information as well to share with parents." J.B. (Jun. 2021)

“Discussion of integrated goals with increased collaboration between disciplines, and the use of multiple communication modes at one time was helpful. It was an easy format to watch on-demand, I appreciate the ability to start/stop as needed with the inclusion of slides/handout.” L.M. (Jun. 2021)

"Excellent course! It's too hard to pick just one beneficial discussion! Looking at HOW to assess in different ways, writing goals, and how to provide therapy/consultation - all beneficial discussions. The examples used were helpful - overall this course was excellent and very informative!" K.T. (May 2021)

"All of it was beneficial! This course really opened my eyes to the number of considerations that one must take in order to select the most appropriate AAC device." L.B. (Apr. 2021)

“This is a thoughtful presentation with real life examples.” B.F. (Mar. 2021)

"I appreciated the focus on implementation of communication goals throughout the day with a practical method for collecting data across settings. I liked the comprehensive content and availability of printable materials." A.R. (Mar. 2021)

"It was helpful to get examples of how to incorporate AAC throughout a student's day. Also how to view goals that can be targeted throughout the day. It was very comprehensive from assessment to treatment." T.K. (Feb. 2021)

"Very positive and theoretical approach, and with many real-situation examples." J.M. (Feb. 2021)

"It was helpful in thinking about developing objectives for children with severe impairments. The pace was great." M.S. (Feb. 2021)

"The presenter was factual, clear, and applied information to real-life scenarios. I enjoyed the use of the integrated model and use of the matrix." S.G. (Jan. 2021)

“The discussion on specific ways to collaborate with other team members to provide an integrated approach to services/goals was helpful.”  E.K. (Jan. 2021)

“I love that it specifically addresses use and assessment of AAC for students with severe/multiple disabilities in the school setting.”  M.U. (Dec. 2020)

“I really appreciated the "big picture" approach, in which life goals for the individual are the driving force behind his/her goals and objectives.” I.D. (Nov. 2020)

“I have worked as a speech/language pathologist for the past 16 years, serving individuals with intellectual disabilities, developmental disabilities, and Autism. I have experience with PECS, obtaining and maintaining low-tech to high-tech SGDs, and various total communication methods, including picture communication. I have also worked with a variety of functioning levels in the school setting, vocational settings, and residential settings. But sadly, I have yet to figure out how to successfully integrate SGDs and picture communication into the daily lives of the individuals that I have served. This course gave me some helpful insight into how I might help solve this problem.” A.H. (Aug. 2020)

"I found the brain research fascinating."  A .P. (Aug. 2022)

"I enjoyed the information on the history of the profession."  A.M. (Aug. 2022)

"The history was great."  L.N. (Aug. 2022)

"The history of dyslexia and the evidence that it can also be related to auditory processing disorders was interesting. Liked the historical perspective of speech and language disorders." M.M. (July 2022)

"Learning history of autism. I liked the historical information about speech and language." R.H. (July 2022)

"Good course. I liked the discussions of dyslexia and autism." C.R. (July 2022)

"Loved the historical perspective and how it influences what we know today." L.D. (June 2022)

"Martha Burns is incredibly knowledgeable and provides cutting edge research in understandable terms." A.K. (June 2022)

"Each topic was beneficial for daily practice." D.B. (June 2022)

"Very informative and interesting refresher on the history of our practice and disorders we treat." L.F. (June 2022)

"I liked the perspective presented. Good level of complexity." J.H. (June 2022)

"Interesting learning how our field has changed and grown." L.W. (June 2022)

"I liked learning background details regarding therapy approaches and how they have evolved throughout time." C.M. (May 2022)

"The information was thoroughly researched and fascinating. The new tests and historical perspective to emphasize need for individually selected treatments cross disorders." E.T. (May 2022)

"Detailed research explanations re: autism to help better inform parents." J.L. (May 2022)

"The information on dyslexia was helpful. In general, the course was a good summary of the history of speech-language pathology." C.C. (Apr. 2022)

"I appreciated hearing the specifics of the history of language/articulation, dyslexia and ASD. Very interesting!! I will use this background information to support the fact that SLPs have the expertise to diagnose and treat reading difficulties." B.S. (Apr. 2022)

"I will use Dr. Burns suggestions for diagnosis and therapy on all topics she covered. I also found the information about genetic predispositions for various language-based difficulties fascinating and the details about end-phenotypes for genetic effects on reading and language, too." B.S. (Apr. 2022)

"Speaker walked us through neuroscience research in a easy to understand way. I liked the report of best assessment options." A.B. (Mar. 2022)

"It helped knowing some of the science behind why my students are exhibiting the difficulties they are and how to treat the underlying difficulties first in order to help improve their skills globally. I liked the thorough explanations and use of intervention and assessment strategies as examples." C.S. (Mar. 2022)

"The assessments and treatment practices to incorporate into therapy were beneficial." K.K. (Mar. 2022)

"I found the discussion regarding testing for children with ASD to be informative. I appreciated how technical the discussions regarding dyslexia and ASD were." J.W. (Dec. 2021)

"Review of past researchers to current research to understand how we got to today's approaches towards intellectual disabilities and how they originated will be helpful in my daily practice. The course was presented at a good pace and use of examples and charts." C.F. (Aug. 2021)

"It was a great refresher on the history of each disorder." S.C. (Jul. 2021)

"I have a better understanding of ASDs.  The education covering multiple disorders and the histories behind them was good." K.G. (Jul. 2021)

“I achieved a greater understanding of childhood apraxia. The history of dyslexia was interesting and gave me a deeper understanding of the evolution of the therapies we now employ. The review of tests available was also helpful.”  E.C. (Jan. 2021)

"Learning the brain connection between language and phonological awareness." A.J. (July 2022)

"I learned how science backs up some treatment options with actual biometric studies. Liked the science behind decision making." S.R. (July 2022)

"How to view technology that will be most beneficial in teaching children with dyslexia, ELL , SLI, and LD."  B.W. (July 2022)

"I liked the presenter! Her powerpoint and lecture were clear and informing. Interesting to learn how poverty impacts the brain." C.G. (June 2022)

"I enjoyed the entire course - all of it was extremely beneficial and very, very interesting. The information about poverty and brain development especially, as I work in rural areas with generational poverty experienced." L.W. (May 2022)

"I liked the speaker applying neuroscience to explanations of networks/processes in the development of the brain to learn literacy, reading, language, etc and factors that could affect learning. Strategies! How it explains the integration of neuroscience, psychology, education, and speech-language pathology to help me understand multidisciplinary perspectives for collaboration with other clinicians and educators." C.K. (Apr. 2022)

"It was interesting to see how much more information has been discovered on the brain, and how it relates to speech and language development and comprehension since I was a graduate student." A.L. (Apr. 2022)

"I gained a better understanding of how important knowledge of how the brain works is to implementing effective therapy approaches and achieving optimal outcomes." M.C. (Mar. 2022)

"I liked the speaker's manner and the background that connected to students, and the approach to reading and speech/language therapies." E.D. (Mar. 2022)

"I really liked the review of the major lobes of the brain highlighting the gyri and sulci related to language and reading, and the research showing effective use of programs such as PROMPT and Fast Forward to improve phonological skills in children." S.P. (Mar. 2022)

"The evidence regarding treatment success – I liked the research based information which can be applied to therapy." K.K. (Mar. 2022)

"Learning how interventions impact brain function was beneficial. I liked the ease of understanding the course content." K.V. (Mar. 2022)

"I liked the research predictors about early language disorders." A.M. (Dec. 2021)

“I really liked the background and evidence-based research that was provided, to describe brain development and how it relates to a variety of areas (i.e. poverty, literacy, ASD, etc.).” S.D. (Nov. 2021)

“Fantastic connections made between the research and the therapy room.” A.P. (Oct. 2021)

"The different ways neuroscience has improved therapy is beneficial for my daily practice." K.G. (Aug. 2021)

“I enjoyed the information on stress and the brain, and how to use the train the brain strategies. The research base was also helpful.” A.M. (Jun. 2021)

“I liked the organization and flow of the course. From reviewing areas of the brain to the types of research to the application of the research for intervention. The application to intervention and understanding of ASD will be most helpful for me in my daily therapy practice.”  D.H. (Feb. 2021)

"I liked the do's and don'ts of communicating with parents. Also, the videos were very helpful." A.P. (July 2022)

"Truly, all of it was pertinent information. I liked the presenter's knowledge base." C.H. (July 2022)

"Course was organized well. I liked the new screening tools." D.G. (June 2022)

"Good information on prevalence and testing. I liked the flow of presentation." N.F. (June 2022)

"The video examples were interesting and illustrated the presenter's points well." R.P. (June 2022)

"Learning early signs / red flags to look for in babies/toddlers was beneficial." K.K. (May 2022)

"I learned so much from this course. To be able to focus on early signs of ASD will be beneficial for my practice." A.M. (Apr. 2022)

"Lots of practical tips, videos, and time to process information with examples. And learning how to talk to parents with children who present with these red flags, and screening/assessment tools used." M.M. (Mar. 2022)

"I liked the diagnostic indicators – videos were helpful." S.E. (Feb. 2022)

"I liked the new data on assessing children with red flags for Autism, and the flexibility of an online course." D.J. (Jan. 2022)

"I liked the summary of different screeners and learning the strengths of different screeners – the videos were very helpful." J.F. (Dec. 2021)

"Learning to identify early red flags for ASD. The presenter had an excellent command of the subject matter and she explained the content clearly. The videos were excellent." M.E. (Dec. 2021)

"The resources that were provided will also be extremely beneficial for my daily practice. Comparison of typical vs. atypical behaviors, presented in multiple formats. Seeing video examples of various children demonstrating "Red Flags" as well as typically developing children." S.R. (Dec. 2021)

"Very informative with red flags and how to interact with parents with initial dx of ASD." B.F. (Dec. 2021)

"A good refresher of the different assessment batteries and screeners available. I enjoyed the presenter's style and overall format, and the supplemental videos were helpful." A.C. (Dec. 2021)

"I found the updated data surrounding prevalence as well as the detail on the screeners available to be helpful. It included several videos that were good to visually see what was being explained." S.B. (Nov. 2021)

"The thoroughness of course was great. Specific examples of what would constitute joint attention, symbolic play, repetitive behaviours with objects, etc." M.P. (Nov. 2021)

"I liked the detailed descriptions to identify symptoms." P.J. (Oct. 2021)

"The course was very informative and formatted well." M.G. (Oct. 2021)

"Very practical and thorough course." M.N. (Oct. 2021)

"The videos were a great addition to the presentation. Learning what the key features of autism are in infants and toddlers and being able to list examples was good." N.R. (Sept. 2021)

"The entire course was very informative. I enjoyed the descriptive nature of characteristics and video examples." M.H. (May 2021)

“I loved the videos! It helped the discussion come together and was very functional. I am a newer SLP and trying to build on my skills for assessing and discussing autism with parents of young toddlers who are suspecting something but not autism. I feel much more confident in my ability to feel confident in what I am observing and LOVED the tools to support what we are seeing. I liked how Dr. Crais discussed how to bring concerns to families in a way that will be supportive but informative.” D.D. (Apr. 2021)

“I liked the breakdown between social interaction/communication and repetitive behaviors, and the different subcategories under each grouping.” D.O. (Feb. 2021)

“I thoroughly enjoyed the videos with specifics examples.” K.N. (Feb. 2021)

"The different screening and assessment tools will definitely help me with my practice. The videos and resources were very helpful and informative! As well as updated studies and results." S.M. (Jan. 2021)

"All of the characteristics clearly described were helpful, as well as how to discuss information with caregivers. I appreciated all the strategies at the end about actually discussing the results with parents. This is not a typically discussed topic, but she had many excellent suggestions." S.D. (Jan. 2021)

"I thought the video examples were helpful. I also liked how the presenter outlined a conversation with parents. I find this difficult and uncomfortable, but having some structure to the conversation in mind will be helpful to me when discussing this with families. I also thought it gave clear information, and I could easily follow along with what the presenter was saying." J.L. (Dec. 2020)

"I am looking into doing EI PRN. If and when I do, all aspects of this course will be extremely helpful. I enjoyed the way the presenter explained the information. She made the information easy to understand by giving specific examples and through numerous videos." J.G. (Dec. 2020)

"I like the videos."  K.B. (Aug. 2022)

"The transcripts of the child's speech and interaction with the clinician was good."  J.T. (Aug. 2022)

"Reviewing the scripts prior to the videos was helpful - knowing what it meant and what to look for in advance. Lots of repetition of the stages and what they look like. I also sincerely appreciate the acknowledgement that things aren't always easy to parse out." L.F. (Aug. 2022)

"I liked the commentary and case studies." N.S. (July 2022)

"This was an Ah-ha moment for me that helped me understand how all language learners fit in! Break down gestalts into usable mix/match parts – non ASD kids use gestalts that sound like jargon and are usually able to break it down into component phrases or single words by the time they are intelligible, so we see those as “first words." The videos were helpful to see the therapists in action."  M.K. (July 2022)

"I liked taking a deeper dive into NLA and how to incorporate it into therapy sessions." M.H. (July 2022)

"I liked the ease at which I can use this information in my daily practice with my students."  T.O. (July 2022)

"The written examples of verbalizations at each stage of development with supporting videos were good."  K.G. (July 2022)

"There were a few interesting "nuggets" surrounding gestalt language processing being considered a delay as opposed to a disorder, which was eye opening."  G.K. (July 2022)

"The videos were cute and good examples." S.J. (July 2022)

"Super applicable right away." K.B. (July 2022)

"Information from previous course was reinforced. The videos showed ideas put into practice." T.H. (July 2022)

"I enjoyed watching videos and reviewing the stages of NLA again. I liked the format as it was easy to follow and the treatment section with examples the best."  T.N. (July 2022)

"I liked the video examples which really allowed me to see the types of gestalts the clients were using in real time, also reinforcing that we need to follow the child lead and interests is key in working with autistic children.  I also liked that I could go at my own pace , take notes, re-watch videos and listen to certain sections more than once."  J.B. (July 2022)

"I learned the importance of self-regulation to set up a child’s readiness for language modeling during play routines.  Easy explanation, the slow pace helped me stay connected to the topic."  A.H. (July 2022)

"The need to cater to student interests and not focusing on compliance-based therapy is beneficial for my daily practice."  A.Y. (July 2022)

"I learned the importance of self-regulation to set up a child’s readiness for language modeling during play routines.  I liked the many examples Marge gave of clients."  J.S. (July 2022)

"I enjoyed all the video examples and transcripts.  Real life examples that were not perfect, but a realistic approach on how NLA can be applied."  L.S. (June 2022)

"This course will help me when working with echolalic children.  I enjoyed learning about the NLA protocol."  M.I. (June 2022)

"The blending of the patient's sensorimotor needs with the language and social goals during treatment sessions were helpful."  T.C. (June 2022)

"Knowing the stages of ALP and GLP (outlined in this course), I will be able to determine which kind of language processor my students are during assessments. If they are GLPs, I will now be able to take language samples and score them according to which stage they are in (most likely), using the 50% rule.  I love the stories and videos Marge shares. It helps to SEE it in action, and then breaking it down afterwards is a HUGE help as well."  S.P. (June 2022)

"The videos and explanations were good."  S.C. (June 2022)

"I enjoyed the videos."  B.G-M (June 2022)

"All of the course was beneficial.  I like the pace and information."  L.U. (June 2022)

"Very informative and real life examples."  D.B. (June 2022)

"The real-life video examples were very helpful." J.W. (June 2022)

"The presenter appeared very knowledgeable about the content. I enjoyed that videos were included throughout the presentation as concrete examples. And stressing that therapy with these children is similar to play-based therapy for other children. It doesn't have to seem scary or overwhelming." M.N. (June 2022)

"I felt this built onto treatment plans introduced in Level 2 and I found the treatment videos helpful. I found it very functional and also I think an important component of working with ASD kids." K.K. (June 2022)

"I liked the overall emphasis on treatment with different children, and seeing therapy in action through videos." A.D. (May 2022)

"The discussion of letting a child have fun and seek what he/she says under the conditions of preferred sensorimotor experiences was good." M.S. (May 2022)

"I liked that it was broken up into sections with titles, has handouts, and audio can be made faster or rewound." R.K. (May 2022)

"The language sample analysis and case scenarios with videos and explanation from Marge were great." M.L. (May 2022)

"I appreciated all of the video examples and explanations of what was happening (and which stages various utterances were considered to be in)." C.R. (Apr. 2022)

"I really love Marge's affection for her students and her passion for the subject." J.V. (Apr. 2022)

"Discussion about stage 2 and stage 4 similarities, differences and considerations was beneficial. I liked the video examples." C.S. (Apr. 2022)

"The video clips provided good examples of sessions." H.Z. (Apr. 2022)

"I liked the review of previous course information prior to starting Level 2, and the insights regarding gestalts and mindfulness needed when choosing language models. I also liked the video examples and thorough handouts." K.L. (Apr. 2022)

"I think the need to take gestalts and analyze them for the purposes of mitigation in order to move into stages 3 and 4 was particularly helpful." C.R. (Apr. 2022)

"The live videos were helpful to gain a greater understanding!" J.E. (Apr. 2022)

"I liked the video examples with discussions." K.P. (Apr. 2022)

"The therapy videos and explanations were helpful. The easy to follow presentation style was my favorite." T.R. (Apr. 2022)

"I loved learning and understanding that the right therapeutic approach can make a huge difference in the child's development of language. I loved the videos and explanations of what is happening from a linguistic perspective." P.D. (Mar. 2022)

"Understanding that delayed echolalia is just a delay and not a disorder is beneficial to my practice. This gave me something to do in therapy for my students who use delayed echolalia."  L.C. (Mar. 2022)

"Videos are very interesting and helpful in describing the language play/modeling." K.T. (Mar. 2022)

"Gestalt learners is very interesting. I need this information in order to treat my students effectively. I liked that I was able to take at my own pace."  D.C. (Mar. 2022)

"This was a great course I love being able to watch these in practice." A.D. (Mar. 2022)

"I enjoyed having the different stages outlined of what therapy might look like. Having the ability to see how therapy works with NLA students was helpful." A.A. (Mar. 2022)

"I will be more likely to work with OT and get my students good and happy before completing a language sample. -good examples of how to score-warm and loving attitude towards children reminds me/shows me how to respond to dysregulated kids". J.B. (Mar. 2022)

"I could listen to Marge speak all day. The information she provides and the detail is exceptional." M.P. (Mar. 2022)

"Lots of examples with explaining how NLA therapy works during play." T.K. (Mar. 2022)

"The detail given in relation to the videos - so informative and makes one think. I love listening to passionate people." M.P. (Mar. 2022)

"Great to learn about a topic not many other providers are covering." A.W. (Mar. 2022)

"Lots of examples explaining how NLA therapy works during play." T.K. (Mar. 2022)

"It was easy to understand while offering new information." L.R. (Mar. 2022)

"The language samples written out and discussed before showing the videos helped me to understand what I should be watching for. There were multiple videos included to support the information."  E.B. (Mar. 2022)

"I liked the treatment and progress report ideas and the real life videos of treatment in action!" J.S. (Mar. 2022)

"I liked the videos to help demonstrate treatment and assessment - Assessing children who are GLP and using intervention strategies paired with the videos." S.M. (Mar. 2022)

"Helpful intro to supporting a child moving from gestalt to self-generated language." J.R. (Feb. 2022)

"The videos are very helpful to see how these utterances are generated vs. just reading the generated utterances. Visual context is helpful." J.S. (Feb. 2022)

"Loved the video samples from sessions and appreciated the commentary, especially when speech productions were inaudible."  L.K-L (Feb. 2022)

"I loved the videos of therapy that Marge included in the training. It is helpful to see what a therapy session looks like with our gestalt language processors."  M.H. (Jan. 2022)

"I found it helpful to watch the videos and go through the transcripts. It was beneficial to see such individual difference between different children.  I liked learning that we just need to adjust our play therapy a bit and just a good reminder that taking data is important so we know what the child is doing and saying and how the child is communicating-what level or levels they may be at developmentally. I also enjoyed seeing the mix of sensorimotor activities while using language/communication." L.C. (Jan. 2022)

"How to mitigate and move through the levels to help my students acquire language naturally." D.T. (Jan. 2022)

"All of the topics were helpful. I feel I am re-learning this process of treatment.  The videos and illustrations with speech bubbles were helpful and kept things interesting. The simple Step charts and explanations were also helpful." R.M. (Dec. 2021)

"I love the instructor's voice and her love of her students."  L.C. (Dec. 2021)

"The idea of gestalt language processing was new to me. I found the sequence of development especially enlightening and useful. The information was a new way of thinking about language development."  S.B. (Nov. 2021)

"I love the instructor. Educated and passionate. The course is motivating."  J.K. (Nov. 2021)

"The importance of sensory regulation and how it builds opportunities for communicative success was beneficial for my daily practice."  J.P. (Nov. 2021)

"The presentation was clear and included repetition which helped with understanding the concepts."  M.M. (Nov. 2021)

"The stages of gestalt processing and how you can sit across multiple stages was beneficial for my daily practice.  I liked watching the videos and reviewing the progress of each child." K.S. (Oct. 2021)

"The importance of self-regulation in order for a child to be able to communicate and/or interact with the others appropriately was beneficial for my daily practice.  I liked the videos along with language samples to see how the child and clinician interacted." C.K. (Sept. 2021)

"Everything about this course is exceptionally useful in how I approach treatment plans for my autistic clients.  The course was easy to follow, videos to see treatments in action." B.S. (Sept. 2021)

"The discussion centered around matching language to the sensorimotor activities in the treatment considerations. The inclusion of videos of a wide variety of treatment sessions were good." M.T. (Aug. 2021)

"Mitigation examples for echolalia language provided by the SLPs were good." C.C. (Aug. 2021)

"How to define and work through NLA was helpful and the organization was good." R.V. (Aug. 2021)

"I appreciated the video examples with transcripts, an opportunity to see this approach in action. I enjoyed the pace and the fact that the course was broken up into segments. I find that in this day of zoom/webinar fatigue (thank you, Covid), some presentations really rush the information in order to make the courses shorter. However, I am finding that I attend better if I can watch short segments instead of racing through an hour chock full of information." D.M. (Aug. 2021)

“It supplemented the book nicely. This has been a somewhat difficult approach for me to wrap my head around with children who are significant scriptures. Where to begin, how to adapt my language to provide a better model, activities and language that break down the scripting and build it into more meaningful language units, etc. Understanding that there is a process to gestalt language development. It was all very helpful.”  W.H. (Aug. 2021)

"General overview of types of AAC, good use of video examples."  A.M. (July 2022)

"The in-depth overview of the PECS teaching format as well as the overall application of this system into practice was a helpful reminder of the process for teaching and implementing the strategies to the fullest extent.  There were so many examples and application demonstrations that aided to support comprehension."  A.R. (July 2022)

"The format was excellent!"  J.M. (July 2022)

"Lots of specific examples of types of AAC."  D.G. (June 2022)

"Gained a lot of information pertaining to the selection process, implementation and use of AAC evaluation application. I liked the various examples used with detailed information."  D.M. (June 2022)

"Good factors to consider for assessment." H.S. (June 2022)

"I enjoyed the videos of the kids utilizing their AAC's." C.C. (May 2022)

"The information about eye gaze systems and how to evaluate for it was beneficial. The case studies illustrated the information well." S.F. (Apr. 2022)

"I liked the types of AAC devices shown – Information was clear." N.P. (Apr. 2022)

"I like the idea of using arm bracelets to help elicit a Yes/No response. I will try out the Choice Board Creator as part of my AAC assessments. Very well organized. Topic was presented in an easy to follow format. The information presented was very useful." N.W. (Apr. 2022)

"I liked the strategies to progress language with AAC. The course was easy to follow." J.U. (Mar. 2022)

"I liked the info about core vocabulary." D.B. (Mar. 2022)

"The course information was quick, easy, and applicable – selecting vocabulary and evaluating effectiveness." T.B. (Feb. 2022)

"The videos were helpful to see AAC devices in use." L.K. (Jan. 2022)

"Presentation was easy to follow. The information is very pertinent to working with children with communication challenges." S.E. (Jan. 2022)

"Identifying children who are ready to begin using AAC - very clear presentation of the information." B.W. (Dec. 2021)

"This was an excellent presentation from beginning to end. Basic principles of determining benefits and choices for a child were discussed. A wide variety of AAC were presented with some methodology for effective training. Presentation of the AAC in use for a child were very good. Ms. McGowan spoke at a very good rate and was most clear." S.C. (Dec. 2021)

"A great review of the PECs protocol, transitioning to SGD and different programs available for devices". L.L. (Dec. 2021)

"I found the presentation of different AAC devices both low tech and high tech beneficial." M.K. (Nov. 2021)

“The different ways to describe/discuss the device with parents was helpful.” C.H. (Sep. 2021)

“I thought it was a very good explanation of the different systems, with examples of who it would best fit. I also liked that you were able to work at your own pace and able to repeat important points.” T.L. (Aug. 2021)

“I found the evaluation of patients who require AAC to communicate to be very helpful. The examples of patients and what worked/what did not work for them was insightful.” K.D. (Jul. 2021)

"Discussion regarding AAC options and considerations for pre-intentional communicators and/or individuals with cognitive deficits will benefit my daily practice.  I liked the videos, clinical examples." L.M. (Jul. 2021)

"The entire course was very helpful. It provided a comprehensive overview of AAC. The presenter was very knowledgeable about all aspects of AAC." P.G. (May 2021)

How to train early AAC users, how to include caregivers, and how to determine the best form of system.  Information was presented clear and with wonderful video examples." M.S. (May 2021)

"I appreciated the discussion of various AAC devices and their pros and cons. I liked the inclusion of videos to demonstrate concepts and strategies. I expected more details regarding how to evaluate level of symbol recognition." J.M. (Apr. 2021)

"Learned more about the assessment process and what types of AAC are available, including how to transition from PECs to a SGD.  The information was laid out in a logical manner." M.A. (Apr. 2021)

"The detailed discussion on criteria for selection, PECS, and transitioning from PECS to speech generating devices was most beneficial. Very thorough and helpful. Comprehensive and detailed course." T.A. (Mar. 2021)

"It was helpful just to review the types of systems and options available. Also, learning the kinds of skills kids need to use some of the systems was helpful." A.M. (Feb. 2021)

"This was a great overview of AAC and what to consider when selecting devices. I liked the incorporation of videos and pictures of devices. I would have liked a little bit more information on implementing devices with new AAC users." T.K. (Feb. 2021)

"I've recently become the AAC point SLP for our district, and it was great to have the in depth look into eye gaze. Lots of good information."  K.W. (Jan. 2021)

"I enjoyed the many complex considerations in choosing an AAC system and the strategies for implementing effective systems. The course was easy to follow with a comprehensive overview of AAC systems from simple to complex and from assessment to implementation." S.D. (Jan. 2021)

“It was very thorough but also provided a very good overview of the different options available. The short video clips were also helpful.” L.G. (Jan. 2021)

“This course contained a lot of information about different forms of AAC-from low tech to high tech.” S.S. (Dec. 2020)

"This online course by Tami Kasper is amazing!" – Nancy Kaufman, MA, CCC-SLP

"The ideas to add to current therapy, what they are doing ... applied to my practice."  A.P. (Aug. 2022)

"I thought the information on building motivation for one activity using another activity, and using and fading signs, was useful.  I appreciated the many videos."  R.M. (July 2022)

"The presenter has a clear, easy-to-follow speaking style; provided several examples of concepts; presented practical information with different visual displays and videos." V.C. (July 2022)

"I liked the instructional videos and moving beyond first words." A.S. (July 2022)

"I learned that the reinforcers are based on the child’s likes and you may need to look at their behaviors to identify what reinforcer will work best for them." A.K. (July 2022)

"Learning which words to choose and the need of strong motivators. I liked the video clips." H.P. (July 2022)

"Learning to initially meet a new client while presenting more preferred reinforcers. And not taking away their reinforcers so I will not be negatively associated with removal of preferred reinforcers. The video examples were very good." S.A. (July 2022)

"I found many of the techniques and ideas suitable for my older teen and adult clients with intellectual impairment. I do not work with a lot of children with autism. Clear explanations and videos of methods with real children." D.B. (June 2022)

"The course is very complete - I liked the speech interventions." M.P. (June 2022)

"The practicality of establishing motivation for children with autism was beneficial. I liked the videos. Handouts are also very helpful." H.R. (June 2022)

"Liked the information about building motivation and how to pair peers with reinforcers to build motivation for social interaction." A.J. (June 2022)

"I found the social communication activities/suggestions the most beneficial. The videos were extremely helpful." K.K. (June 2022)

"Learning the sign language vocabulary to start with was helpful. Liked the videos and real life examples." H.E. (June 2022)

"I liked the use of videos to illustrate the topics and the data keeping and documenting progress." P.M. (Apr. 2022)

"I learned there is a wide variety of motivators to increase verbal language. I liked the examples of social skills group activities. Training for peer models and others working with students is important, especially prompting, fading prompts, location in a group." P.M. (Apr. 2022)

"Enjoyed the videos, specific examples of how to facilitate a skill, and the emphasis on what is reinforcing as a primary agent to accomplish almost everything. Really well organized with repetition to allow absorption." D.G. (Mar. 2022)

"I liked the technique explanations with videos of clinical application. And the vocal verbal imitation training using successive approximations." C.C. (Mar. 2022)

"I liked the peer training and intervention and the videos containing groups / use of peers." E.B. (Mar. 2022)

"I liked that the course was self-paced. I could watch segments more than once." M.S. (Mar. 2022)

"The additional handouts were excellent and will be useful to my daily practice. I liked the presenter's conversational delivery. It was fluid and delivered at a good pace." C.E. (Jan. 2022)

"Lots of videos of therapy sessions. I liked the early language strategies." E.F. (Jan. 2022)

"I liked the information regarding use of sign language and the video examples." J.M. (Dec. 2021)

"Evidence-based practice was a great help to me." L.C. (Dec. 2021)

"I appreciated how the presenter broke down the steps for building communication with kids with autism. I loved the video examples throughout the presentation." K.M. (Dec. 2021)

"I liked the training portion of the module and that I was able to do the course online."  P.J. (Oct. 2021)

"I appreciated how in depth the course was and the laying out, very specifically, differing prompting methods." L.P. (Aug. 2021)

"The specific topic of sign language was most beneficial for my current practice. It was very helpful to learn which signs you should avoid in your initial therapy and evidenced-based recommendations for the structure to teach sign language. I really liked all of the specific examples that were provided both in print/written form as well as the video examples to go along with the material. I thought this was a very thorough course. I really enjoyed and appreciated this course."  B.K. (Jul. 2021)

"The content has been really useful in teaching me about the communication and language issues and consider certain approach or interventions (e.g. expressive, social skills) target problems that most children with Autism will show." C.C. (Jul. 2021)

"The sign word choice and chaining that excluded "more". I had never thought about those base signs not being the best starting point. The entire course was very inciteful to help me develop some new skills and shuck off some old habits in my therapy. It was applicable to my current caseload of students and presented informative pieces I can implement immediately. I thought it was great. I often find that sometimes Online Courses on this subject matter become too heavy with referencing of studies and do not provide in-depth and practical information like this course did." M.R. (Jun. 2021)

"I found the entire course to be beneficial. I have gained knowledge concerning the different intervention strategies when working with children with Autism. This was an excellent fast paced course to build knowledge and skills needed when working with children with Autism." S.B. (Jun. 2021)

"Teaching social skills to children with autism - the content was fantastic, the video examples were helpful, and the presenter was engaging. Great course!" L.P. (Jun. 2021)

"Liked the techniques for working beyond manding for early learners. And being able to work at my own pace and go back to review areas." B.P. (Jun. 2021)

"I absolutely loved the topic on how to start teaching social skills to children with Autism. I plan to carry over all those social skills training ideas. There was more in this training than I ever expected when looking at the title. I think it was a great course and cannot think of a way to improve it!"  J.V. (Jun. 2021)

"This had to be one of my favorite online courses. She was so knowledgeable and engaging. I learned strategies that I can try the next day in therapy without having to go out and buy stuff. I did so much self-reflecting throughout the course and I wish more courses did that. We need to stop and think about our practices and effectiveness. We need to try different methods. I loved her videos of the social groups where she was teaching her students to reflect. I would highly recommend this course to my coworkers." A.Y. (May 2021)

"I love how these topics can be applied to other students on my caseload who aren't Autistic, but may have social skills deficits.  I also learned more about Apraxia and that was a nice bonus." C.B. (May 2021)

"I really enjoyed all the information about sign language and how to go about picking which words to use and why.  I liked how it was broken up into different sections and all the videos of skills being taught." A.T. (May 2021)

"This course gave a framework that can be used in practice."  A.P.-S. (Aug. 2022)

"The knowledge of ASD communication and how to better support this population was good."  L.O. (Aug. 2022)

"The use of language samples to illustrate the NLA stages was very helpful."  J.S. (Aug. 2022)

"Overall topic was of interest for my caseload and my own daughter."  J.R. (Aug. 2022)

"I like the outline, the visual paired with the lecture."  E.E.-H. (Aug. 2022)

"The easy access and that it's available for us to continue with the program at our own rythm is great!"  M.F.G.B. (Aug. 2022)

"Marge is very passionate about this topic."  K.W. (Aug. 2022)

"I loved how in assessment that it was reiterated several times that this could take a month. It is so important to get this right as to where to go with therapy." K.C. (Aug. 2022)

"Learning the different stages and assessment was beneficial. I liked the ability to access the course online, and go at my own pace." W.H. (Aug. 2022)

"Marge is engaging & provided information to reshape my therapy sessions with students who are echolalic." S.S. (July 2022)

"Each section was clearly explained and the examples from children were extremely helpful." N.S. (July 2022)

"I liked the real life examples."  M.D. (July 2022)

"Good and important topic."  C.T. (July 2022)

"The assessment portion was very helpful and the content was relevant."  F.H. (July 2022)

"I like the discussion regarding how to do the assessment and how to do the detective work to figure out the stages that are observed.  I also liked the language samples. Having not done this before, it was helpful to see examples of each of the stages."  M.K. (July 2022)

"The process of language development section was informative and I loved how Marge reminds us that until we know a child is not using language, we cannot call him/her "nonverbal." I also found the assessment and treatment sections beneficial for starting to think about where to go with my students who are echolalic.  Also, it was easy to follow, I loved the notes to follow along and the usefulness of the content."  L.C. (July 2022)

"The Information related to NLA, the stages of NLA and how to integrate those stages into treatment/practice were good."  T.O. (July 2022)

"The course is very informative"  V.L. (July 2022)

"Seeing examples of how to score a language sample to determine stages of NLA was very helpful. Both examples and research background were helpful."  L.O. (July 2022)

"The examples and language samples were easy to learn from."  N.C. (July 2022)

"The entire presentation will be beneficial for my daily practice because I work with many gestalt language learners who do or do not have a diagnosis of ASD.  I like that I can reference the course again when I need a refresher and that I am able to see the slides and videos at my own pace."  M.P. (July 2022)

"The discussion around the Stages of Development of language with the addition of the stages for the Gestalt learner was of particular interest to me. I appreciated the review of prior research and language acquisition across neurotypical and ASD children." L.A. (July 2022)

"The examples were very helpful to my understanding of how to progress a child's language development and how to assess their language sample." S.B. (July 2022)

"The stories about students, the research highlighted, recognition that SLPs need to take their place on teams to assist children were great!" T.H. (July 2022)

"I found the stages of natural language development most helpful. It is interesting to see the grammatical breakdown of utterances. I like the pace, organization and ease of navigating through the slides." J.S. (July 2022)

"Loved the assessment portion, the breakdown of stages and specifically the information about grammar and getting to single words. I like the content, and the fact that I could take it on my time." E.K. (July 2022)

"The background into the research that has already been done. I had not learned about this in graduate school, but I think it is so important as many of the students I have worked with seemed to have been gestalt language processors. I wish I had been taught this in graduate school instead of doing therapy that was just reinforcing gestalts and not offering opportunities for spontaneous language to occur." A.Y. (July 2022)

"I think understanding how the echolalia becomes mitigated and potentially how to use that more functionally during therapy will be beneficial." A.R. (July 2022)

"I absolutely loved every aspect of this course especially sections 1 and 3. In particular language foundation and the research articles. Case Examples too. I loved the course, was very flexible and beautifully explained by the presenter. Loved the pace and helped me rewind whenever I wanted to. The handouts offered with the course makes it easier to refer and stay on topic. The course has opened my eyes to the whole world of Natural language acquisition, Gestalt language processing. A must for all SLPs. Thank you so much!"  A.H. (July 2022)

"I enjoyed the in depth discussion and examples of NLA, gestalts and functions of echolalia. The examples of language samples and scoring was very beneficial.  In depth discussion of how autistic children learn language and that all echolalia is functional. I look forward to being able to use the NLA assessment protocol to assess my autistic learners and also begin teaching new phrases." J.B. (July 2022)

"Learning about Gestalt language processing in general - this was not something we really touched on in schooling." B.G. (July 2022)

"I like the life examples." B.M. (June 2022)

"The dedication of the speaker was great!" K.S. (June 2022)

"I loved the specific examples and the breakdowns of language samples."  J.D'C (June 2022)

"I loved the practical examples provided and the language samples taken from real clients. It made the information much easier to conceptualize."  K.W. (June 2022)

"A super interesting course that helped me expand my resources to support the communication and language of autistic children. I would only hope that one day it would have a Spanish translation option.  I liked the research sources and the exposition of real cases about the boys Marge worked with."  A.M. (June 2022)

"I learned a lot more in depth about echolalia." M.I. (June 2022)

"The speaker was concise." D.G. (June 2022)

"I appreciated the assessment piece, as well as the very real examples of what NLA language samples look like." K.U. (June 2022)

"How language acquisition and pragmatic skills develop simultaneously and how treatment activities facilitate this acquisition." T.C. (June 2022)

"I have a lot of students who are gestalt language processors. This course is very applicable to my work. I always have found it challenging working on with these children. The speaker provided a good explanation about the gestalt language processing and analytic language processing which I was not exposed to this information in the grad school." T.H. (June 2022)

"The patient/case study examples with language sample analysis provided to model her discussion were great!  Thorough examples and discussion of meaning." J.T. (June 2022)

"The entire course will be beneficial for me as I begin to assess and treat my GLP's!  Marge is wonderful to listen to. She explains things so simply, yet eloquently. Great presenter and great notes to follow along with, and make notes on. This course is the foundation for the next two courses in NLA." S.P. (June 2022)

"The representor's content is impactful on a daily basis." J.A. (June 2022)

"I like the pace and relevant information." L.U. (June 2022)

"I liked that I could do it at my own pace and go back if needed." M.S. (June 2022)

"I liked that it was separated into sections. This helped to break it up and take pauses, if needed. Of course the content was great, too." T.J. (June 2022)

"I like that it has self-paced modules." N.C. (June 2022)

"I like that it had lots of repetition of key info throughout each component of the course." J.S. (June 2022)

"The explanation of how to model language for gestalt language processors based on their existing gestalts were beneficial. I appreciated the background information, as well as the useful information that can be applied to practice."  J.W. (June 2022)

"Easy to navigate the modules, great topic and useful in my practice." R.W. (June 2022)

"Can watch at my convenience, pause, come back to it, preview assessment." M.M. (June 2022)

"I found the assessment and treatment strategies easy to understand and implement. I like that it validated how I viewed echolalia and treated it as communication. It gave me better strategies on how to help develop more functional lang and grammar in gestalt language users." K.K. (June 2022)

"I enjoyed learning about the process of language development in gestalt processors. The presenter was easy to listen to and presented the information in an easy to understand way."  M.M. (June 2022)

"Learning about the different stages and how to progress from echolalic/gestalt speech to more single words, phrases, etc. Also learning how to integrate this stages into practice and how to help others foster the language development.   liked that we were provided with a handout to follow along with and there were personal/clinical examples brought in to the presentation (real-life examples)." H.P. (June 2022)

"It provided information that I can implement right away." C.B. (June 2022)

"I think the assessment analysis and examples will be helpful." H.H. (June 2022)

"This was so enlightening and made so much sense! I appreciated the history, detail and examples provided. I will use this and also apply to AAC aspects of my practice.  I appreciated the examples given throughout!"  K.N. (May 2022)

"Gestalt Language Processing or Natural Language Acquisition was not something I was readily taught in graduate school and I need this information for my NLA clients!  Marge followed her outline and visual supports well, and encouraged the participant that they could do it!"  S.S. (May 2022)

"This provided me insight into how to work w/ a young child on my caseload who presents w/ echolalia."  C.S. (May 2022)

"This course makes so much sense that I can't believe it's the first time I'm learning about this. Using these strategies has totally changed the way that I relate with parents and children who are gestalt language processors in my daily practice."  L.W. (May 2022)

"I really like this topic – it's been so eye-opening to helping me understand the language development profiles of my clients." E.C. (May 2022)

"I LOVE the way this will help me help my ASD students learn more communicative language!!! I'm so excited to get started!" R.W. (May 2022)

"I appreciated the more in-depth discussion of sequence of learning that happens." A.S. (May 2022)

"Useful to apply to my students and their language development and states." R.K. (May 2022)

"This completely changes my perspective on what echolalia and scripting are. I now understand what purpose they serve and feel like I can rework MANY plans of care to better fit the needs of my patients. The instructor made the content easy to understand by providing examples and repeating information to solidify learning." K.D. (Apr. 2022)

"I have been looking for a course about echolalia and how to best support my autistic patients in growing language skills from echolalia, and this course was perfect! I liked the steps of language development in NLA provided and the examples of assessment and treatment." M.M. (Apr. 2022)

"The process of teaching gestalt language learners language was helpful, as I have multiple echolalic children who I work with now." L.F. (Apr. 2022)

"Learning the NLA Stages so as to understand what language I can model to help children to the next stage was beneficial for my daily practice." E.J. (Apr. 2022)

"The Assessment section and background of the framework are beneficial for my practice. I like the straightforward presentation of materials." L.M. (Apr. 2022)

"I liked that the course is self-paced." K.K. (Apr. 2022)

"The course is systematically structured, easy to follow and understand." M.L. (Apr. 2022)

"Great examples! I like hearing about the author's personal experiences."  D.B. (Apr. 2022)

"Looking at echolalia more closely as intent, and working with staff who are around our students all day to help work collaboratively to increase our student's ability to communicate is beneficial for my practice."  K.S. (April 2022)

"I like Marge Blanc's style, examples, and depth of knowledge." R.C. (Apr. 2022)

"Makes sense and gives me guidance in how to assign language goals for these kids and how to understand their language and help them progress." S.G. (Apr. 2022)

"This course made me look at language development through an entirely new lens. I feel rejuvenated in my treatment of language development for gestalt language learners." L.T. (Apr. 2022)

"I was not familiar with the Gestalt learner. This course explained how they learn." D.C. (Mar. 2022)

"It was easy to follow. The assessment section was especially helpful." T.R. (Mar. 2022)

"Recognizing echolalia as a path to better overall language."  S.H. (Mar. 2022)

"This was very informative and very interesting to follow." A.D. (Mar. 2022)

"I found the assessment and background knowledge (development) most beneficial. I liked the examples." M.P. (Mar. 2022)

"I liked that I have a little bit of all the areas to get started and that makes me feel slightly more prepared to work with my students tomorrow. I also really appreciated the comment about how we cannot call our unintelligible students 'non verbal'." A.A. (Mar. 2022)

"I liked the evidence for letting children learn through their scripts, and for letting parents feel more comfortable about what is going on when their child scripts." J.B. (Mar. 2022)

"I am really interested in how to change my intervention style when working with a GLP. Excellent information that I can apply immediately to my practice." J.R. (Mar. 2022)

"The examples of different gestalt language processors are beneficial because I realized that another one of my students does this. The course clearly laid out the stages that students move through." E.B. (Mar. 2022)

"This applies to a particular student that I have been trying to figure out and will help me teach his team and create a better therapy plan for him." A.W. (Mar. 2022)

"I liked the manner in which it was presented with specific examples and consistent review of what was previously explained." S.C. (Mar. 2022)

"ALL OF IT was beneficial... especially how to move through each stage and when to move through them. Easily digestible and interesting tying the older research to newer information." J.S. Mar. 2022)

"I better understand why children use gestalt language and how that language can be mitigated in order to help them become more flexible in their language use.  I like the examples of utterances from actual children and how to assess them."  J.G. (Feb. 2022)

"I like how it was broken up into manageable sections. I also loved the illustrations. They helped me understand some of the concepts better."  C.P. (Feb. 2022)

"I appreciated the presenter's delivery. It was very clear and engaging."  L.K.-L. (Feb. 2022)

"I am working with several individuals that I plan to start assessment with right away! I found the assessment and treatment information very helpful. I like that I can assess without necessarily making extra purchases for specific tests/ tools based on what I learned."  J.F. (Feb. 2022)

"The whole course was very beneficial. I have a high number of gestalt processors on my caseload. I will start taking language samples next week!" H.C. (Feb. 2022)

"Learning how to use a child's gestalts to help the child generate novel language." M.H. (Feb. 2022)

"I liked learning language development through the lens of NLA. Course is easy to access and listen to." A.S. (Feb. 2022)

"I liked the breakdown of language development in both typical and neurotypical children." M.K. (Feb. 2022)

"Now that I understand that many of the children that I see are using gestalts, rather than give them scripts to use like I have seen before, I can help them mitigate their gestalts into new phrases.  I liked that Marge used real examples to help us to understand what the levels of language development might look like."  C.J. (Jan. 2022)

"Going through the stages helps me to better understand where my clients are developmentally and how I can better model language during our sessions! I loved the content and thought the course was engaging and easy to follow." E.F. (Jan. 2022)

"I have been learning about NLA, and this was a good review before I dive into the next two stages."  Y.S. (Jan. 2022)

"I have read the NLA book, so was looking forward to hearing more re: the ax and tx components of the presentation."  M.S. (Jan. 2022)

"I appreciate the break down of gestalts. I feel like I may be able to figure out how to use them, however, many of my clients aren't even at this level yet."  N.M. (Jan. 2022)

"Marge is SO passionate about this and it shows through her enthusiasm, quality descriptions and dedication to our gestalt language processors."  M.H. (Jan. 2022)

"The course is very informative and easy to understand."  A.S. (Jan. 2022)

"ALL OF THE COURSE WAS BENEFICIAL! I wish more families, clinicians, specialists, interventionists were required to take this course."  L.A.H. (Jan. 2022)

"I need to mull this over a bit more but it really helps to re-frame echolalia for me. I now have a better idea of what to do with it beyond interpreting the underlying message, accepting it as communication, etc. I liked that I could do it at my own pace."  L.H. (Jan. 2022)

"I love self-paced courses and having examples to apply to the knowledge and information presented."  S.G. (Jan. 2022)

"It was very informative and helpful for both assessment and treatment.  I liked the organization and handouts for future referencing."  J.S. (Dec. 2021)

"I found the topic regarding evaluation of Natural Language Acquisition to be the most beneficial for my daily practice.  I found the stages of development of Natural Language Acquisition extremely interesting and useful for evaluation and treatment."  E.C. (Dec. 2021)

"It was most informative and very well presented." S.J. (Dec. 2021)

"ALL OF THE COURSE. IT'S AMAZING"  A.H. (Dec. 2021)

"I enjoyed the clear break down of each level of development. Thank you so much for outlining how to do the assessment and touching on how to begin treatment!  I'm finding it hard to say what I like best as it will all be so helpful. This is new for me as an SLP so all of the information presented will be so valuable."  L.C. (Nov. 2021)

"I find it encouraging that children can develop spontaneous language from echolalia. I liked that the course explained the different stages well so that it can also help with treatment goals"  N.G. (Nov. 2021)

"I was not aware of gestalt language processing before this course.  I liked the self-directed nature of it. The practical examples."  E.K. (Nov. 2021)

"The course was very informative. Good pace to follow along."  M.C. (Oct. 2021)

"This was wonderful - gave me a whole new look at echolalia with some of my students, and ways to use it and shape it for their benefit.  I liked that it was broken down into sections and the slides were also provided."  L.T. (Oct. 2021)

"The importance of collecting and analyzing a language sample, and scoring language utterances within the various stages, will be most beneficial. I think it will help me to focus intervention at the correct stage to meet my students where they are.  I appreciated the examples given, and the many resources provided for further study."  C.R. (Oct. 2021)

"Well-organized and about a topic that is not generally focused on in school/at conferences/in trainings"  K.C. (Oct. 2021)

"I liked the practicality of the course."  M.D. (Oct. 2021)

"I liked that the course causes you to think about echolalia in a completely different way." M.M. (Oct. 2021)

"Learning more about different types of language learners and how treatment depends on the type of language learner. Researched based information that is key for SLPs to understand and apply." M.M. (Oct. 2021)

"The need to think more about the way that different children learn language and expanding my knowledge of how to work with children who don't follow expected trajectories. I liked the repetition of important concepts to emphasize them for me." S.T. (Oct. 2021)

"I found the research that is directly related to the communicative intents behind delayed echolalia is most beneficial.  I liked the real-life examples Marge provided, as well as her recap and review at the end of each section." C.D. (Oct. 2021)

"Literally everything discussed in this course was beneficial- but especially the importance and necessity of echolalia!  I liked how Marge explains these topics easily- I know now how to inform parents and teachers about this topic." L.F. (Oct. 2021)

"I work with many autistic children who are gestalt processors and I have never quite known how to approach their learning style. This is a great start to help shift my thinking.  I liked the clear descriptions of analytic versus gestalt language processors." K.P. (Sept. 2021)

"I learned how to assess children who are gestalt language processors.  It was helpful to see all the examples of the different stages of NLA based on real language samples." C.K. (Sept. 2021)

"I enjoyed the specific examples provided by the presenter." A.C. (Sept. 2021)

"That is covered the research and background with regards to applying this approach." K.W. (Sept. 2021)

"Great overview for a level 1 course." M.S. (Sept. 2021)

"The stages of NLA and using part of a "script" to teach a word in different ways was beneficial." A.D. (Sept. 2021)

"Recognizing the communicative power of echolalia and how to shape/mitigate for children will help my practice." C.C. (Aug. 2021)

"I liked the information on how to evaluate gestalt language processors. However, I think it will be difficult to implement in my current therapy situation (school district preschool). I appreciated that the course was broken into chunks so that I could take breaks and absorb the information." D.M. (Aug. 2021)

"How to help my NLA children move through the stages of language development by properly assessing and treating them. The examples were very helpful. How the material was presented and backed by research." R.V. (Aug. 2021)

"The resources and how to systematically teach speech sounds using orthographic instruction were beneficial.  Also, the resources provided and video examples of therapy sessions were good."  M.T. (July 2022)

"I loved the video models and resource lists. Learning how to incorporate literacy and orthographics into therapy was helpful! The video models and systematic approach, along with materials, will really help me get started!" E.S. (July 2022)

"I will begin to use the printed word along with pictures to help students with their orthographic learning. The objectives were clear, the information was clear." D.R. (June 2022)

"The flow charts were very helpful." J.G. (May 2022)

"This is a relatively underappreciated treatment approach in terms of having wider applicability. I liked how the presenter is practical but links her points to research." G.R. (May 2022)

"The course makes a strong case for the applicability of orthographic intervention to a wider range of deficits we see. I thought the presenter had a very engaging style." G.R. (May 2022)

"I loved all of the examples Keli gave in the lecture, the handout, and in her videos. She gave some great resources that I am anxious to go to. I really liked the emphasis on reading! Keli brought this out so well and you could hear the passion in her voice to get children and their families into the books. It was all covered so well!" K.S. (Jan. 2022)

"I liked how to incorporate literacy into therapy sessions even for the youngest of clients. I liked that I could complete the course at my own pace." R.K. (Jan. 2022)

"All of the information was very relevant and useful. Website resources, video examples, etc." K.T. (Jan. 2022)

"Keli's passion for reading and her depth of knowledge I thought it was great!" C.M. (Jan. 2022)

"I liked all of the background information and treatment suggestions, as well as the resources that she provided. She did a great job." C.S. (Jan. 2022)

"Keli is a phenomenal presenter and explains her intents/goals with ease. I also appreciated the therapy demonstrations." J.D. (Dec. 2021)

"I loved the videos of progressing from sound to word to phrase to sentence level." M.H. (Dec. 2021)

"As an SLP working at an outpatient therapy clinic, we do not have the opportunity to collaborate with school-based faculty; this course provided a variety of resources and therapy activities that can easily be incorporated into sessions for ALL patients." N.B. (Nov. 2021)

"I liked the instructional videos included in this presentation and listings of resource materials.” L.C. (Nov. 2021)

"I have not thought about the orthographic approach in terms of articulation. Of working from the written letter to pictures. I usually go the other direction.”  K.C. (Oct. 2021)

"The course was brief but provided a good introduction. The research was cited in the slides so that it will be easier to go to the studies that I want to see. I especially appreciated the confirmation that it is "never too early" to begin introducing orthographic instruction for children with ASD." R.M. (Oct. 2021)

"It was easy to access and understand. Wealth of resources!!! H.F. (Sept. 2021)

“Describing the 4 processors for reading skills in our brain and how they collaborate was insightful.” W.L. (Sept. 2021)

“This course was informative about what causes hyperlexia, and the comprehension issues that are concerning later on. It also helps to understand how to explain it to parents and teachers who misunderstand hyperlexia.”  J.S. (Aug. 2021)

“I enjoyed the treatment techniques and instruction on cycles approach, and how to incorporate literacy how to incorporate written letters.” B.C. (Aug. 2021)

"I enjoyed the discussion on tying meaning to the written word as a comprehension builder. I liked the presentation style." P.F. (Jun. 2021)

"I was particularly interested in the final webinar with the lists of sound loaded, and grammatical morpheme loaded books. I am interested in incorporating theme based activities in my school practice. I liked the resources provided for online and printable resources." A.C. (May 2021)

“The videos helped reinforce what was being discussed. The target sound selection was newish information that I will be able to apply immediately - loved it. The pace and flow were great. The content was organized well and had a good flow. Good information was shared as well as resources. Great online course.” H.F. (Mar. 2021)

“So many great ideas to make the language groups and individual therapy sessions fun for the students. I have to run language groups in my school district and these ideas will help both the children with IEPs and the peer models.” A.E. (Mar. 2021)

“I found the course very informative. There was more covered than I had anticipated. I especially enjoyed going over the importance of pairing print with the sounds during speech sessions. I liked the specific examples of how to pair the print to the sound. There were a multitude of examples for varying levels of development.” D.B. (Feb. 2021)

"The course was informative, and I like that the presenter offered strategies that can be applied immediately with my students." M.D. (Jan. 2021)

"I appreciated the discussion on hyperlexia and how to support comprehension and use of vocabulary as well as sound production practice. However, I expected a little more information specific to ASD." S.L. (Jan. 2021)

"I thought it was great! The presenter clearly loves what she does!" N.B. (Jan. 2021)

"I enjoyed the suggestions on how to incorporate orthographies into fun activities. Lots of ideas!" E.H. (Dec. 2020)

"This course was practical with evidence-based techniques and product resources provided." K.M. (Dec. 2020)

"The ideas to help hyperlexics when out in the community were interesting. Great to hear about the difference in brain function in hyperlexia." K.L. (Dec. 2020)

"What I liked most about the course were all the resources that were given to help you find the activities you need for your clients and the example videos. I will use more orthographic instruction and literacy activities in my therapy sessions after learning from this course." S.R. (Dec. 2020)

"Learning how to use the technology and seeing Justin's growth and progression over his two years of therapy was good. Liked seeing how the therapist facilitated conversations using Justin's everyday experiences." H.G. (May 2022)

"I liked the video aspect and self-analysis with practice. And watching the progression via the videos." M.H. (May 2022)

"The many video examples - makes the ideas presented very concrete and easy to replicate/incorporate into my practice." J.M. (Feb. 2022)

"Liked the actual therapy sessions being shown - not just narrative." B.W. (Dec. 2021)

"The videos and treatment sessions were excellent. I found it extremely useful to see the videos and sessions." A.M. (Oct. 2021)

"I really liked seeing the strategy used over time with a specific client. The use of the technology and treatment strategies could be presented with clips of a variety of clients, but seeing one client's progress over time was powerful and engaging." M.H. (Sept. 2021)

"The use of supported conversation with video modeling will help my daily practice. I liked the real life videos." I.B. (Sept. 2021)

"Course was organized in short sections and easy to follow." A.F. (Aug. 2021)

"I want to try some video modeling in my therapy sessions as soon as possible. I work with kids that present very similarly to the young adult featured in this presentation. It's applicable, and you got to see the young adult's growth over time." T.W. (Aug. 2021)

"I like the strategies she implemented to teach Justin. Discussed what changes she noted over time. The videos were the most effective and I think she did a wonderful job of presenting." A.V. (Jul. 2021)

"After seeing the amount of generalization that occurred with Justin, I can't wait to use this type of video modeling in my practice. It was most beneficial to know that video modeling can be accomplished on a variety of devices that are commonly available in my school district, especially the iPad. The specific apps discussed helped identify the features to look for in a good app for this purpose. I liked the specific examples and videos that illustrated what the presenter was talking about. They were extremely helpful." T.R. (Jun. 2021)

"Knowing the vital characteristics for a successful app or program. And seeing the success that Justin was able to attain." M.G. (Jun. 2021)

"The lecture was well-organized. The course was clearly presented.  Excellent as presented!" C.P. (Jun. 2021)

""I liked the whole course - going from only a few words to a full conversation. I work with several students who are 12-14 years of age, who have language skills almost exactly like Justin at the beginning of his therapy. The videos - I loved hearing about him and also watching how he did the therapy." M.S. (May 2021)

"I have a client who has very limited social communication. He uses the same responses every time a question is asked. I'm anxious to work on video modeling with him. The number of real life examples and the span of several years to see progress, continued concerns, etc was beneficial." D.C. (Apr. 2021)

"Liked the timeline of progression for this gentleman. Interesting seeing the video modeling and story line preparation for real life is occurring so late in this gentleman's life. I liked the chart notes and videoclips." D.A. (Mar. 2021)

"Liked use of video modeling with my older autistic clients." S.B. (Mar. 2021)

“I found the videos of the modeling and client responses to be very helpful.” L.P. (Feb. 2021)

“I took away more information about the general use of video modeling. I also enjoyed seeing how video modeling can be used to target a variety of things - behavior, increased sentence length, conversational skills, verbs, answering/asking, etc.” A.M. (Feb. 2021)

"I enjoyed seeing the actual therapy, and explicit descriptions of how to use videos. Also watching the rapport between client and SLP." C.B. (Jan. 2021)

"Liked seeing scripts for older clients. The videos on progress were helpful." C.R. (Jan. 2021)

"I found it interesting to see how therapy sessions were structured. I found that helpful with my own clients. I liked seeing Justin's progress and learning about the Lingraphica which I had never seen before." Y.C. (Dec. 2020)

"Seeing the progression and how to use video modeling was helpful." A.C. (Dec. 2020)

“Liked the use of scripts and supported conversation paired with video modeling. I also appreciated seeing footage of the client and his progress.” M.A. (Dec. 2020)

"I enjoyed seeing how the approach is used in practice and seeing the progression of therapy. I liked observing the videos." M.S. (Nov. 2020)