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Online SLP ASHA CEUs

Keyword(s): "spanish "

Sale thru 6/30/25

$299.00 USD

$239.00 USD

100% rating - reviews

0.1 ASHA CEUs

TOR-BSST© Training For The SLP Dysphagia Expert #e324

Presenter: Rosemary Martino, MA, MSc, PhD

The Toronto Bedside Swallowing Screening Test (TOR-BSST©) is a dysphagia screening tool with proven high reliability and validity across the continuum of stroke. This course provides the theoretical and practical framework for SLP dysphagia experts who want to implement the TOR-BSST© within their facility. On successful completion of this training course, SLPs will receive full access to the TOR-BSST© tool, plus web-based screener training modules, supplementary resources, and ongoing support through the Swallowing Lab.... more+

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TOR-BSST© Training For The SLP Dysphagia Expert

Comments From Prior Course Participants

"We have been using the 3 ounce water protocol in my facility, and this is far more robust. I liked the resources that come with it." K.J. (May 2025)

"I will be training staff to complete the screener. The course was simple, clear, and concise." S.P. (Mar. 2025)

"Materials were helpful. I liked that the course was quick & easy." A.B. (Dec. 2024)

"I especially valued the screener training materials. They offer a structure for providing instruction and also a reliable method for consistently sharing information." K.D. (Nov. 2024)

"This program is comprehensive and impressive for optimum and efficient care of stroke pts (as well as other neuro pts) who are so vulnerable to swallowing disorders and related respiratory complications such as pneumonia. The TOR-BSST and available resources provide a thorough framework for SLPs to train/educate the staff selected to become screeners. The fact that the information and resources are available online is a positive and convenient method for the SLP to return to the training information for refreshers and additional staff/screener education if needed." B.L. (Nov. 2024)

$39.00 USD

100% rating - reviews

0.15 ASHA CEUs

Hitting All The Right Notes: Prosody In Accent Modification #e325

Presenter: Robert McKinney, MA, CCC-SLP

Features of English prosody such as intonation, phrasing, phrasal stress, and rate play an outsized role in the naturalness and intelligibility of non-native speech. This presentation will provide SLPs with practical ideas to identify second-language prosody targets and develop training techniques to help clients expand their command of English prosody in order to communicate more clearly and naturally.... more+

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Hitting All The Right Notes: Prosody In Accent Modification

Comments From Prior Course Participants

"I appreciated how the speaker gave more specific organizing principles I am already using in practice. He was thorough and well organized, gave practical examples." L.M. (Apr. 2025)

"The section on rate and materials was helpful. I liked that I was able to print out the material sheet for use with clients." S.C. (Mar. 2025)

"I enjoyed the brief discussion about ethics. I think that’s very important when we’re talking about potential cultural differences and being respectful of our clients and their needs/goals. Plenty of examples. Slides were concise and clear." K.S. (Feb. 2025)

"Therapy techniques were helpful. The presenter demonstrated exceptional knowledge of the topic covered and spoke clearly at an understandable rate. The topic was interesting." A.H. (Jan. 2025)

"The important use of prosody and the multiple ways of using suprasegmentals. The speaker has a smooth rate and presentation. I found it easy to listen and follow the information. His use of his professional experience added to my ability to see how this can be used in my practice." K.C. (Jan. 2025)

"I loved how the presenter implemented so many examples throughout the course. It was easy to follow and interesting." C.T. (Jan. 2025)

"The discussion of intonation and stress patterns was beneficial. I enjoyed the examples of therapy exercises for working on intonation and stress." K.F. (Dec. 2024)

"Explaining how we use different prosodic patterns to be effective communicators was beneficial. Also working on functional words to reduce the timing and stress. Everything was clearly explained. I also appreciated the numerous treatment activities which can be implemented easily with clients." C.G. (Dec. 2024)

"I had never had a class or course in accent reduction and I found all of this beneficial. Using stress marks to emphasize phrasing or pausing is a great visual for kids as well as working on intonation ideas for students with ASD. Treatment ideas that the speaker gave were very good." W.W. (Dec. 2024)

"The speaker was very easy to listen to. The handouts and video were very useful and the examples were great." P.B. (Dec. 2024)

"I thought that this was an excellent course. I work with non-native speakers and I do already use a good deal of these techniques. It is always useful to get additional ideas for exercises which will enhance the learning experience for your clients. Speaker was very knowledgeable and used great examples." S.S. (Dec. 2024)

"I liked the discussion on emphasizing." N.C. (Dec. 2024)

"I liked the discussion on the contrast between segmental and suprasegmental elements." C.J. (Nov. 2024)

"Excellent course. All the information was well presented and broken down. Excellent content and clinical implication. It was very practical." A.K. (Nov. 2024)

$29.00 USD

100% rating - reviews

0.1 ASHA CEUs

Trilled R Made Easy: A Direct No-Nonsense Approach To Trilled R #e319

Presenter: Ana Paula Mumy, SLPD, CCC-SLP

In this course, participants will differentiate between the alveolar tap R and the voiced alveolar trilled R sound. SLPs will learn a practical and systematic method for eliciting, practicing, and refining trilled R productions, with a focus on Spanish articulation.... more+

More Info
Trilled R Made Easy: A Direct No-Nonsense Approach To Trilled R

Comments From Prior Course Participants

"I appreciated how the course expresses the practicing of exercises strengthening the students tongue and producing better control of the speech. I liked the whole presentation." D.T. (Apr. 2025)

"The structured approach was helpful. I enjoyed the relevant content." W.C. (Feb. 2025)

"I liked the word lists! Reproducible & systematic!" C.J. (Feb. 2025)

"The systematic approach to success for this sound was helpful." L.K. (Jan. 2025)

"I appreciated the inclusion of words that I can use to drill and work on the sounds. Clear steps and examples." N.D. (Jan. 2025)

"It was beneficial learning to use the tap to elicit the trilled /r/." E.H. (Jan. 2025)

"This is a very detailed method for targeting trilled /r/." M.T. (Dec. 2024)

"I liked the explicit instruction in steps to produce trilled /r/ including ways to approximate it first. Excellent and relevant information on a difficult sound to produce." K.W. (Dec. 2024)

"I liked discussing the correct production of tapped "r" to facilitate production of the trilled "r". Clear presentation of examples." N.M. (Dec. 2024)

"This course was very clear and direct. I especially liked the steps as to how to teach the trilled /r/ sound." J.C. (Dec. 2024)

"The steps toward competency were helpful. I liked the way the drills were organized." E.S. (Dec. 2024)

"I loved the drilled practice and examples of complexity by consonant or vowel. Very knowledgeable presenter." R.H. (Nov. 2024)

"How to move from a tap to a trill was beneficial to discuss. The course was easy to follow along using handouts." T.B. (Nov. 2024)

"The parameters for tongue movement, airflow, and voicing for Trilled R were beneficial. The speaker was knowledgeable about the subject and easy to understand." S.G. (Nov. 2024)

"I really liked the actual models of the sounds. Easy to follow course." C.P. (Nov. 2024)

"Fantastic approach to learning trilled r, especially beginning with the alveolar tap. I liked everything!" M.L. (Nov. 2024)

"I appreciated the clear rationale and delineation of steps within the approach along with guidance about feedback along the way. Presenter style and materials were both super helpful." A.L. (Nov. 2024)

"I found most beneficial for our daily practice: the practical steps of artic drills to be used with our patients. Presented very clear and methodical. Program was very practical." H.M. (Oct. 2024)

"Using alveolar tap in English to bridge to Spanish tap and trill was beneficial. I liked that the course was self-paced and accessible." A.C. (Sep. 2024)

"Examples and word lists were beneficial. I enjoyed the ease of learning." D.G. (Sep. 2024)

"I liked that the method starts with the tap and getting used to tongue placement. The examples and explanations were clear." B.M. (Sep. 2024)

$29.00 USD

91% rating - reviews

0.1 ASHA CEUs

Developing Carryover For Speech Sound Disorders Within The Natural Environment #e248

Presenter: Gina Gabel Hurst, MS, CCC-SLP

This course will help SLPs to effectively promote speech sound carryover with children ages 3 to 12. This course includes the Carryover Cards for Kids – a downloadable resource containing 124 English talk task cards and 116 Spanish talk task cards.... more+

More Info
Developing Carryover For Speech Sound Disorders Within The Natural Environment

Comments From Prior Course Participants

"Carry over of articulation skills was the best discussion. Easy to follow along." R.I. (Jun. 2025) 

"The importance of carryover in a variety of pragmatic contexts was most beneficial. The slides were relative and enertaining." A.C. (Jun. 2025) 

"The Carryover Cards are amazing!" J.T. (Apr. 2025)

"I enjoyed the way the presenter described the purpose of the task cards as a means of encouraging the child and/or communication partners to increase meaningful communication activities. Course was short and with great information. The presenter moved quickly through the information while also providing meaningful lessons for our own carryover of the information that was presented." V.C. (Mar. 2025)

"The Talk Task Cards were beneficial! I tell parents of my articulation kids about the mommyspeechtherapy.com site for quick and easy 20-word charts of targeted speech sounds. I suggest that they choose a couple of sounds from the goals to specifically target throughout the day during the child's speech. I love that these cards help the children facilitate their speech sound practice. I liked the downloadables that can be used with my speech kids." K.S. (Mar. 2025)

"Using meaningful interactions to support carryover was beneficial. I liked the examples of different clients and scenarios; inclusion of research." T.N. (Mar. 2025)

"I liked the reproducible cards to use in therapy." K.R. (Mar. 2025)

"I benefitted the most from the real-life case discussions at the end of the course. I liked that carryover cards were included with the course." J.G. (Jan. 2025)

"I enjoyed the encouraging meaningful activities." A.R. (Jan. 2025)

"How to implement carryover cards was helpful specifically for my itty bitty ones who are unintelligible and who can't read. I appreciated the examples." L.M. (Dec. 2024)

"I enjoyed the materials included and the practicality." A.L. (Dec. 2024)

"This course gave good information about the involvement of the classroom teacher and the child's primary communication partners leading to generalization of speech skills." P.C. (Dec. 2024)

"I liked the carryover cards and the different ways to work on carryover." D.L. (Dec. 2024)

"I liked the suggestion for therapy and the examples. It was beneficial to discuss how to use task cards to help children with articulation carryover." J.R. (Nov. 2024)

"Ideas for generalization were helpful. I enjoyed the content." R.H. (Nov. 2024)

"It was beneficial changing the perspective approach to carryover activities. I liked the carryover card handouts." S.R. (Oct. 2024)

"Carryover suggestions were helpful. I liked the presentation of material and examples." K.H. (Oct. 2024)

"The ability to modify the cards to each child's needs and situations was helpful. I liked the resource support to help generalize skills." S.M. (Sep. 2024)

"The use of carry-over cards was beneficial. Simple yet informative presentation." L.E. (Sep. 2024)

"I appreciated the specific generalization cards to support other ways to help kids use speech outside of the therapy context. I liked the ease of use and the functional therapy tools." B.D. (Jul. 2024)

"Carryover activity ideas to work on with kids and to give families as well was beneficial. I liked the included cards for carryover practice." S.M. (Jul. 2024)

"How to use the carryover cards. This was a well-organized webinar. I liked that it gave examples of how to use it in real-life situations." V.K. (Jul. 2024)

"The suggestions on how to help a child with carryover skills were helpful. I liked the different ideas on how to promote carryover, and I like the materials provided." A.R. (Jul. 2024)

"I liked the cards and ideas." D.V. (Jun. 2024)

"Cards for the carry-over treatment were helpful. I enjoyed the treatment options." A.P. (May. 2024)

"Learning about how to use carryover cards / how to adapt them to suit different needs were beneficial topics. I appreciated the materials given." N.G. (May. 2024)

"Loved the conversation cards resource. Also, the importance of working with teachers and paraprofessionals to aid in their journey to carryover." L.E. (Apr. 2024)

"Carryover cards and carryover ideas are so critical to help a child achieve communication success! It helps families to understand how speech and language practice can happen at home really anytime within the routines and activities at home. It really is an awareness and the SLP's duty to help communicate this. I love it! The instructor was clear, calm, kind and extremely knowledgeable." S.G. (Apr. 2024)

"I loved the carryover ideas." D.T. (Mar. 2024)

"I really enjoyed the focus on facilitating carryover in fun, natural activities. I also liked the real life examples." G.S. (Mar. 2024)

"The carryover cards for kids were helpful." B.T. (Feb. 2024)

"Beneficial ways to implement the speech sound cards to promote generalization of targeted speech sounds. I liked the speech sound cards included in this course so that I can implement them with students on my caseload." M.L. (Jan. 2024)

"The discussion around what carryover is and what carryover means was helpful. I liked the course's convivence and flexibility." D.D. (Jan. 2024)

"The Carryover Cards were beneficial. I am definitely going to implement them. I liked the handouts." K.R. (Dec. 2023)

"Practical. Encouraging. Resources included! I loved the reminder that carryover activities should be short and meaningful. I LOVED the reference to Rachel Romeo's study! I refer to that study every day to encourage parent-child interaction." D.E. (Nov. 2023)

"I liked all of the handouts. Learning how to better improve carryover." S.T. (Nov. 2023)

"I liked the included resources: the Carryover Cards and ELL materials. Making homework relevant to meaningful interactions." K.T. (Nov. 2023)

"The Carryover Cards and the research references were helpful. I liked the general topic, which gives another tool for carryover." B.P. (Oct. 2023)

"A clear, to-the-point explanation about effective ways to promote generalization using the cards that are provided with this course. I liked the material provided to be used in my sessions. And the list of other resources that can be found for a bilingual caseload." D.S. (Oct. 2023)

"Very usable concept. I liked the Carryover Cards provided for use as an activity for generalization." D.R. (Oct. 2023)

"I liked the discussion that the cards do not always have to be cards, they can also be activities done at home that facilitate the end product. All children can't read, and all parents won't take the time to do something scripted, but carryover is more likely to occur if you give activities with a certain target process in mind or even in what the parent does routinely. I liked the examples of the cards and the presenter sharing actual examples of cases." T.P. (Oct. 2023)

"Practical ideas for carryover. Easy to listen to course." C.B. (Oct. 2023)

"I liked all of the downloads and materials to incorporate into therapy. The concept of beginning the carryover fairly fast to help with the natural, authentic learning of speech/language was beneficial." D.K. (Sep. 2023)

"It was all very relevant to my everyday practice. I like the Carryover Cards." T.W. (Sep. 2023)

"I liked the references to materials for bilingual students, and the importance of using the natural environment to foster carryover of speech sound productions." L.J. (Sep. 2023)

"The task cards were helpful. I liked the reminders of what is required for generalization. The course was super practical and the case study examples were helpful with planning when there are multiple areas to target for a student." M.E. (Aug. 2023)

"I liked the idea of using the carryover cards with teachers, peers, and relatives. I appreciated the real examples." D.W. (Aug. 2023)

"I liked the apps, cards, and websites for therapy ideas. Learning to target the sound in error and also to provide language opportunities outside the therapy room in pragmatic situations that will help the child carry over the targeted sound in a natural environment." E.V. (Jul. 2023)

"I really liked the carry-over cards that were provided." G.J. (Jul. 2023)

"Very generous of this speaker to provide the carryover cards for us to download and use. Learning ways to incorporate carryover with teachers and families was beneficial." R.L. (Jun. 2023)

"Parental involvement in the carryover process was beneficial. As well as the importance of the talk task cards." B.R. (Jun. 2023)

"I liked the carryover cards and different ideas to generalize skills." K.M. (May 2023)

"I love the carryover cards, which allow children to use them and carryover their sounds in natural environments. Thank you for providing so many sounds. So valuable!!" B.F. (May 2023)

"The carryover cards are great!" C.A. (May 2023)

"I liked the carryover cards and the examples of ways to facilitate carryover into conversation." L.L. (May 2023)

"Different ways to promote generalization. I liked the examples given." C.M. (Apr. 2023)

"Good practical applications. I liked the activity cards!" M.C. (Apr. 2023)

"This course offered me ideas I can use immediately with children on my caseload. Good therapy ideas." S.J. (Mar. 2023)

"The speaker pointed out that just because a child is diagnosed with an articulation problem that it doesn't indicate that is the only area of concern. I definitely concur. Often, more issues are underlying. They just can't be identified yet. I appreciated the cards and additional resources that were provided during the presentation." M.C. (Mar. 2023)

"The topic on language focus to speech sound production was beneficial. I liked the format and ready-made cards." A.S. (Mar. 2023)

"I loved the task cards." J.F. (Mar. 2023)

"I found the examples of how to carry over in different languages to be very beneficial as a bilingual individual. I was able to do course at my own pace." P.G. (Mar. 2023)

"Using the Carryover Cards was beneficial as a means of facilitating authentic, meaningful conversations. I liked the examples of the actual work with the students." A.B. (Feb. 2023)

"I usually look for worksheets to provide for home practice and now I feel validated in creatively incorporating targets into natural activities for practice and how this is just or even more valuable practice." D.B. (Jan. 2023)

"I liked the discussion about incorporating speech sound production carryover into meaningful and naturalistic contexts like we do with language skills." D.B. (Jan. 2023)

"I liked that the student can incorporate these quick and simple trial practices in their daily routine. It also has the child focus on their skills beyond the therapy setting and helps them become accountable." M.L. (Dec. 2022)

"I liked the actual cards. I tell my parents to incorporate practice through their daily activities of living, and this is a good visual to show them exactly how simple it can be." M.L. (Dec. 2022)

"Having quick and easy materials to present to my parents will be so helpful! I liked being able to print out these task cards." A.G. (Dec. 2022)

"I found the idea of using speech cards in therapy really beneficial. I think those are great resources to have to help promote carryover." S.F. (Dec. 2022)

"I liked the cards. And use of language therapeutic principles for artic carryover." M.S. (Dec. 2022)

"The Carryover Cards will be a great addition to my practice. They will be a great way for my students to work on carryover across environments." C.P. (Dec. 2022)

"Practical suggestions for carryover activities. Use of Carryover Cards during ADLs." K.F. (Dec. 2022)

"Usable information. I liked the discussion of carryover being a carefully guided process." C.H. (Dec. 2022)

"I like that presenter is a practicing SLP. And using activities kids like or think is play paired with therapy tasks." J.U. (Dec. 2022)

"The explanation of the task cards was very helpful. And thinking about creative ways to facilitate speech and sound carryover in the home." C.P. (Nov. 2022)

"I loved all of the topics. This program follows the concepts I use in my own programs. It's extremely validating. I liked the incorporation of speech and related language into natural daily activities and opportunities." D.B. (Nov. 2022)

"I liked the examples for carryover." S.F. (Nov. 2022)

"I liked the handouts." A.R. (Oct. 2022)

"The carryover cards will help my students who aren't reading yet but need to work on generalization." C.L. (Oct. 2022)

"I learned new ideas for working on carryover." C.L. (Sept. 2022)

"The importance of using fun and functional activities to send home to parents or carry-over was a good lesson. Also, it is ok to get creative with who you entrust to help the student with carryover if parents are not able/willing to help."  K.H. (Aug. 2022)

"I liked that the discussion of various ways to make practice meaningful for the child, to "think out of the box" for ways to generalize.  I also liked the fact that I could watch it at my convenience and the cards that can be used with some of my students immediately." C.H. (Aug. 2022)

"The course can be completed within my schedule and framework." R.J. (Aug. 2022)

"Loved learning about the carry over cards!  I will download and use them." A.H. (Aug. 2022)

"I like the way the cards are designed." O.S. (July 2022)

"The presenter provided diverse information regarding generalization." K.S. (July 2022)

"The information regarding carryover ideas specific to individual children was helpful. There were lots of great resources for generalization of skills including the carryover cards and websites."  A.M. (July 2022)

"I liked that the carryover cards were provided to the participants."  H.W. (July 2022)

"I love the carryover cards to share with teachers and parents."  L.K. (July 2022)

"Liked the examples/prompts for language expansion." D.P. (June 2022)

"The diversity of ideas to address the situations of individual children was great. I liked the ideas suggested by the Carryover Cards." T.D. (June 2022)

"Receiving the actual Carryover Cards that I can use in therapy! And with examples for how to use them." J.M. (June 2022)

"Easy to follow online and practical. Loved the Cards provided." S.C. (June 2022)

"I liked the practical recommendations for carryover." J.A. (June 2022)

"I liked the research-based evidence." L.W. (June 2022)

"I really liked the idea of and examples of Carryover Cards - providing the student with a simple homework task to practice a speech sound in their environment." M.M. (June 2022)

"Liked the discussion of how to get carryover for students struggling with this phase of therapy. And the specific activities to try with my students working on carryover." A.M. (May 2022)

"Fun and interactive!" L.F. (May 2022)

"Very informative and easy to follow." T.P. (May 2022)

"I found the cases presented at the end helpful in addressing various scenarios that come up. It got me thinking of some ideas I can use in my own practice." M.H. (Apr. 2022)

"It is important to think of more functional and realistic ways for kids to carry over their sounds. I liked how this course used real life examples." M.Y. (Apr. 2022)

"Course information was presented clearly." S.P. (Apr. 2022)

"I really enjoyed learning that generalization is most effectively targeted when in conversation. I have always sent home worksheets for children to do at home to target generalization, but now I am really going to work on figuring out how to have these students practice their sounds in meaningful, interesting conversation. I really liked the evidence that was presented in support of different ways to target generalization. I feel that I learned a lot from this training. I additionally am excited to use the carryover cards!" J.G. (Feb. 2022)

"I enjoyed the practical ideas suggested on the Carryover Cards. The presenter was excellent, clear, organized, and pleasant to listen to and her ideas were great." M.C. (Jan. 2022)

"I like the concept of using her cards or creating my own to elicit carryover. It's so easy to come up with photographs and script. The slides were done so nicely and the presenter's pace was perfect." L.K. (Jan. 2022)

"I enjoyed the session providing concrete examples of ways to elicit carryover for students. I also enjoyed the scenarios from the presenters own experiences with students that were provided near the end of the presentation as these provided clear examples of how to utilize carryover methods.  I liked that the course provided carryover cards for speech sounds included with the handouts." S.B.

"All of the presentation was excellent. I appreciated the many examples that were given in terms of promoting carryover, especially for those children who have very little, if any support at home to help them with their assignments. I have so many of these students on my caseload.  I appreciate the presenter's heart. She was knowledgeable and was willing to share that knowledge to the betterment of SLPs, as well as children on the caseloads of the SLPs. A wonderful course!" K.N.

"I really enjoyed the Carry over cards to encourage language and articulation at the same time.....very clever. Also, the science behind the 30 million words study very interesting.  I liked that Gina used kids that she worked with, told us the students difficulties in speech, backgrounds and what she did to improve their language.  I think she did a great job. She shared her personal experiences, and I really liked that aspect. G.G.

$39.00 USD

99% rating - reviews

0.15 ASHA CEUs

SLPs Working With Culturally And Linguistically Diverse (CLD) Populations #e194

Presenter: Ana Paula Mumy, SLPD, CCC-SLP

This course is designed to enable SLPs to incorporate a new working knowledge as it relates to bilingualism in the assessment and treatment of CLD populations. The material presented will allow participants to make appropriate decisions with greater confidence and expertise when working with toddlers, preschool, and school-age children.... more+

More Info
SLPs Working With Culturally And Linguistically Diverse (CLD) Populations

Comments From Prior Course Participants

"I appreciated the approaches to assessment in bilingual clients. I liked everything about this course." L.M. (Apr. 2025)

"Decision examples for determining language impairment were beneficial. Concise information and good resources." K.T. (Mar. 2025)

"I enjoyed learning about her assessment process for English Language Learners (i.e., dynamic assessment, working with interpreters etc.) and also online resources (i.e., bilinguistics.com, etc.)" D.N. (Jan. 2025)

"Case study of her daughter and of the Korean child was beneficial. I liked the clarity of information presented. Great presentation." B.H. (Jan. 2025)

"Information for assessments and caregiver suggestions were beneficial. Easy to follow with good resources." A.J. (Jan. 2025)

"Loved the whole course. Especially the approach to assessment and respect for the native or first language in the home." M.S. (Dec. 2024)

"Methods for assessment of bilingual learners were helpful. I liked the case study examples and website resources." C.P. (Dec. 2024)

"I liked the alternative methods of assessment. I appreciated the suggestions to work with caregivers." J.J. (Dec. 2024)

"Statistics on norms for bilingual language development and the review of best practices for language evaluation of bilingual language learners was beneficial. Good mix of research, statistical information, case studies, and personal experience." A.B. (Dec. 2024)

"The presenter was very knowledgeable, easy to follow and presented very useful information." S.P. (Dec. 2024)

"Data collection for bilingual speakers, handouts/resources for parents were beneficial. The course was easy to follow along with and informative." S.H. (Dec. 2024)

"I liked the topic on bilingualism." C.S. (Nov. 2024)

"I liked the handouts for encouraging parents to stimulate a child's language growth. And using an interpreter to administer a standardized test to a child." E.F. (Nov. 2024)

"I liked the examples of the case studies. I liked that you can pause course and start again as needed." J.O. (Nov. 2024)

"It was helpful to discuss how to use information from standardized assessments not normed for bilinguals to interpret strengths and weaknesses. As well as conceptual language scoring. I liked the handouts and website resources." R.L. (Nov. 2024)

"Beneficial information on assessing bilingual children. The presenter was clear and easy to follow. She offered practical tips." R.K. (Oct. 2024)

"How to evaluate language given bilingual influences was beneficial to discuss. I enjoyed the resources." J.S. (Oct. 2024)

"I appreciated the range of topics covered: research and clinical experience with bilingual populations, assessment alternatives, late talker recommendations, support for adoptive children/parents with a screener, parent coaching ("NERCh", POP Tip Sheets) and teaching analogies. All of this information was insightful and helpful for my own clinical practice. Thank you!" B.S. (Sep. 2024)

"It was beneficial taking into consideration the different assessment measures that can be used when working with culturally diverse clients. I liked the presenter's suggestions for assessment." M.S. (Sep. 2024)

"Testing procedures were helpful. Clear and easy to understand the speaker." L.D. (Jun. 2024)

"The development of language of a child in a bilingual household and also for the child who may speak 1 language at home but another at school. The information provided was very helpful. The speaker was articulate, and her pace of speech was slow. This made for the content to better be understood and retained." L.S. (May. 2024)

"The importance of alternative measures of assessment was a helpful discussion. The method of presenting the course material in a clear manner." B.R. (May. 2024)

"Discussing working with interpreters was beneficial. I liked the real-life examples." L.S. (May. 2024)

"I found the course very interesting and informative. I liked the case studies." L.H. (Apr. 2024)

"It was beneficial to discuss how to use standardized assessment and how to approach a bilingual client during the assessment. I liked the case studies and the presenter's own research with her daughter, resources, and websites provided." V.A. (Mar. 2024)

"It was helpful learning how the assessment of CLD populations is similar to and different from the assessment of nonbilingual speakers. I enjoyed the specific examples given." M.D. (Feb. 2024)

"How to model strategies to maximize language development was helpful to discuss. I liked the case studies and real-world examples." A.P. (Feb. 2024)

"It was beneficial to encourage both languages at home and not stick to one. I liked the case studies." B.S. (Jan. 2024)

"Well-organized course." J.S. (Jan. 2024)

"The assessment portion and how to report by other means other than standardized scores was beneficial. Highly informative as I have recently acquired a niece and nephew of Vietnamese origin who are in pre and late teens." K.N. (Jan. 2024)

"The tools used to assess a bilingual student were helpful. I enjoyed listening to the case studies." C.G. (Jan. 2024)

"I liked the different case studies, they made it relevant to everyday use." S.C. (Dec. 2023)

"The bilingual assessment practices were helpful. I enjoyed the effective use of case studies." S.S. (Dec. 2023)

"The whole presentation was beneficial for me due to working with bilingual students." Y.C. (Dec. 2023)

"I liked the resources and information that can be applied today." E.D. (Dec. 2023)

"The bilingual assessment was helpful. I liked the case studies and that the course was easy to follow." L.L. (Nov. 2023)

"The strategies to help parents facilitate language development were beneficial. I thought the case studies were informative. I thought the whole course was valuable, especially the discussion of language development, assessment, and intervention." A.R. (Nov. 2023)

"The parent training ideas and use of an interpreter were helpful. I liked the case studies." M.J. (Nov. 2023)

"Informative and practical course. The assessment for bilingual clients was beneficial." A.B. (Nov. 2023)

"I felt the information about the use of non-standardized testing was helpful, along with the information on language development in bilingual-speaking homes. The case studies helped me understand the language acquisition of children in bilingual-speaking homes." P.R. (Nov. 2023)

"All of the information provided was helpful. The case studies were very helpful for better understanding bilingual students." C.S. (Nov. 2023)

"I liked the different resources provided that can be used for parent education. The importance of maintaining the native language for communication between parents and patients was beneficial. Also, all the resources provided in terms of like information related to Norms, aspects related to adoption, and the resources that can be used as HEPS, are great tools." D.S. (Nov. 2023)

"Clear and easily understood content made this course easy to follow and relate to current client experiences. Bilingual testing in children was beneficial." R.K. (Oct. 2023)

"I liked the overall framework for assessment of a bilingual child, how to adapt standardized scores, difference vs. disorder with areas of language development (vocabulary, phonology), as well as parent training resources. I appreciated the author's informal study of her daughter's language development." K.H. (Oct. 2023)

"I liked the instruction/advice for caregiver coaching in language stimulation. Useful for teachers too." A.B. (Oct. 2023)

"Encouragement to support the native language as the child learns English. The examples provided were beneficial." E.B. (Oct. 2023)

"I liked the idea of conceptual scoring." K.U. (Sep. 2023)

"The data about dual language learning was beneficial. This course confirms idea that kids with language impairments can learn more than one language and that bilingualism does not cause language impairment." J.Y. (Sep. 2023)

"The use of interpreters during evaluations, importance of becoming an advocate for minority language use at home, Internationally adopted children norms based on age at adoption, and consideration of silent periods were all beneficial topics. I liked the shared resources and websites and speakers competence and unique experience with multi-language use." K.G. (Sep. 2023)

"I liked the handouts and recommendations for parents. Case studies were beneficial." T.O. (Aug. 2023)

"I liked how applicable the information was, and that it is backed by research. I appreciated the list of specific additional types of testing/data collection that can be used to round out the picture of the child's skills in both/all languages. I also appreciated the links to other resources that I can use with parents." S.C. (Aug. 2023)

"Organized and informative. Confirmed the importance of encouraging caregiver language use." A.S. (Aug. 2023)

"What an amazing course - great presenter and perspective! I liked the current research and research that I can use TODAY with my current families." A.A. (Jul. 2023)

"I have a better understanding now of the unique challenges kids face when exposed to multiple languages. The information on bilingualism was interesting." J.R. (Jul. 2023)

"It’s always great to get new resources and websites for both references and parent information. Nice review of bilingual assessment protocol. I liked the prominent use of case studies. Very appropriate as the task of assessing and treating is individual." S.P. (Jul. 2023)

"I liked the parent recommendations to never stop speaking their native language. Course length was just right." S.S. (Jul. 2023)

"I appreciated the suggestions for testing this population. I will use the information about making sure to coach families on how to use the language strategies at home in their native language." K.W. (May 2023)

"Tips for parents and the resources for parents were beneficial. I liked the links to resources." E.T. (May 2023)

"Discussed acceptable ways to use descriptive language regarding a child's strengths and weaknesses rather than report standardized scores. I liked the handouts and the case studies." C.S. (Apr. 2023)

"NERCh Language Facilitation Strategies and general parent tips will benefit my daily practice. What I liked best about the course was the Home Language Support Tool and the comprehensive information provided regarding language development." L.A. (Feb. 2023)

"The entire presentation will be beneficial for my daily practice. The presenter was very knowledgeable regarding assessment and implementation of language strategies for CLD populations." M.H. (Feb. 2023)

"I loved the resources the presenter shared. And the case studies that illustrate the importance of testing, using interpreters, encouraging parents to speak their native dominant language." N.O. (Feb. 2023)

"I liked the evaluations. Good case study examples." J.W. (Feb. 2023)

"Very practical ideas to give to parents to support language development. Universal developmental norms. I liked the case study and related research based information." M.S. (Jan. 2023)

"Great information regarding teaching analogies to elementary students. I loved the speaker sharing her communication experience within her family and specific examples, re: her daughter’s communication growth in both languages." M.S. (Jan. 2023)

"Assessment considerations, bilingual considerations with developmental milestones. I liked the resources." A.P. (Jan. 2023)

"Very knowledgeable presenter. Assessment of the bilingual student was beneficial." A.K. (Jan. 2023)

"Learning what questions to ask when interviewing a bilingual child's family. I liked the case study she did with her own child." L.C. (Jan. 2023)

"The whole course was very informative. I liked the assessment." J.C. (Dec. 2022)

"The entire course was beneficial and gave very practical and useful tips! This came just in time for me to evaluate a difficult bilingual case in my school!" K.M. (Dec. 2022)

"The discussion of vocabulary differences (e.g., lower expressive vocabulary scores do not necessarily indicate a disorder due to language loss), acceptable modifications of standard assessments, how to interpret the descriptive results, and the recommendations for handouts/free resources was super helpful!" K.M. (Dec. 2022)

"I loved her case study involving her daughter's language development in Portuguese and English. And learning ways of determining children's proficiency in both languages they speak was beneficial." K.F. (Dec. 2022)

"How to test bilingual children was beneficial." T.P. (Dec. 2022)

"Learning the specifics of training and working with an interpreter. And I liked that I could complete course on my own timeline." K.L. (Dec. 2022)

"Clear presentation and explanations. I liked the use of conceptual scoring and analysis of strengths and weaknesses during assessment." M.K. (Dec. 2022)

"I will be able to use this information on a daily basis with my students." I.G. (Nov. 2022)

"Clear presentation with support visuals and explanations. Also, very good resources for parents." A.C. (Oct. 2022)

"I liked how the presenter related the topics back to her own personal journey and experiences. I liked the resources provided." C.L. (Oct. 2022)

"The course was well organized and explained." K.C. (Sept. 2022)

"I would recommend this course." T.L. (Aug. 2022)

"Learning how to speak with parents, and the resources that were recommended will be helpful. Course was easy to understand." V.K. (July 2022)

"Easy to follow and understand the information presented. Liked the different methods of assessing and determining if there is a speech-language impairment present." C.H. (June 2022)

"I liked how the speaker used her own child as one of the case studies." S.P. (May 2022)

"The tips on how to work with interpreters were helpful. The graphics were thorough." J.M. (Apr. 2022)

"Defining the types of errors that help determine disorder versus difference was beneficial. Also, discussing how to train the interpreter. Hearing about her experience being trilingual teaching her daughter as a simultaneous bilingual language learner (the data to compare the languages) and having case studies!!" J.T. (Apr. 2022)

"I found the discussion of parent education to continue to use the home language most helpful. I enjoyed the facts and data in regards to language development for bilingual language learners." H.A. (Mar. 2022)

"I learned how to use standardized assessments with bilingual patients – very helpful." J.B. (Feb. 2022)

"I liked the therapy strategies and the case studies." H.D. (Jan. 2022)

"I liked the ways presented to assess formally, and what to take into consideration assessing informally." R.M. (Jan. 2022)

Treatment Materials

Keyword(s): "spanish"

#52841


$35.00

Price:

$35.00

BESA™ Forms - BIOS

Sold in a package of 20, these BIOS forms are part of the Bilingual English-Spanish Assessment (BESA), a language assessment for use with children ages 4 through 6 years who have varying degrees of bilingualism.... more+

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BESA™ Forms - BIOS

#52858


$35.00

Price:

$35.00

BESA™ Forms - ITALK

Sold in a package of 20, these ITALK forms are part of the Bilingual English-Spanish Assessment (BESA), a language assessment for use with children ages 4 through 6 years who have varying degrees of bilingualism.... more+

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BESA™ Forms - ITALK

#52827


$80.00

Price:

$80.00

BESA™ Protocols - English

Sold in a package of 20 forms, these three English subtests are a part of the Bilingual English-Spanish Assessment (BESA), a language assessment for use with children ages 4 through 6 years who have varying degrees of bilingualism.... more+

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BESA™ Protocols - English

#52834


$80.00

Price:

$80.00

BESA™ Protocols - Spanish

Sold in a package of 20 forms, these three Spanish subtests are a part of the Bilingual English-Spanish Assessment (BESA), a language assessment for use with children ages 4 through 6 years who have varying degrees of bilingualism.... more+

More Info
BESA™ Protocols - Spanish

#52797


$550.00

Price:

$550.00

Bilingual English-Spanish Assessment™ (BESA™)

BESA is a valid, reliable assessment that distinguishes between a language impairment or limited language exposure in young Spanish-English bilingual children. Includes the administration & scoring manual, stimulus booklet (2-sided), 20 protocols in both English & Spanish, 20 BIOS forms, and 20 ITALK forms. For use with children ages 4-6.... more+

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Bilingual English-Spanish Assessment™ (BESA™)

#GR2008


$69.00

Price:

$69.00

GROW! ¡CREZCA! Language Building Storybooks: English-Spanish Book Set

GROW! ¡CREZCA! is a unique set of children’s books written by an SLP for English-speaking, Spanish-speaking, or bilingual children. The engaging stories are written side-by-side in English and Spanish. Designed for early childhood language development to build vocabulary and teach important language skills.... more+

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GROW! ¡CREZCA! Language Building Storybooks: English-Spanish Book Set

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Keyword(s): "spanish"

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PO Box 1247
Gaylord, MI 49735
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888-337-3866 or 989-732-3866
888-696-9655 or 989-732-6164
Our Office Hours: Mon–Fri 9am - 5pm Eastern Time USA
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Northern Speech Services
325 Meecher Rd.
Gaylord, MI 49735

888-337-3866 or 989-732-3866
888-696-9655 or 989-732-6164
Our Office Hours: Mon–Fri 9am - 5pm Eastern Time USA

Please send your purchase orders to