This course will address the higher level patient who has experienced a brain injury or very early stages of cognitive impairment. Participants will learn the neurological centers for dual tasking, the function and neurophysiology of attention. Presented will be the various modes of and strategies for enhancing dual and multi-tasking: visual, auditory, motor, and cognitive. Described will be how to maximize learning AND attention, including treatment to improve learning and safety awareness in distracting environments. Also explored are topics related to reintegration into daily functions and other vocational activities. Course is offered for 0.1 ASHA CEU – 1.0 contact hour.
•Defining the neurological centers for dual tasking, the function and neurophysiology of attention
•Defining the various modes of and strategies for enhancing dual and multi-tasking: visual, auditory, motor, and cognitive
•Objective examination and training tools for each parameter of attention in the context of mobility, communication and ADLs
•Maximizing learning AND attention – treatment to improve learning and safety awareness in distracting environments
•Case studies: Application to your practice
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Mike Studer, PT, MHS, NCS, received his physical therapy degree from the University of Missouri-Columbia in 1991. He received his post-professional MHS degree in physical therapy with neurologic emphasis from the University of Indianapolis. He has been board-certified as a Clinical Specialist in Neurologic Physical Therapy since 1995 and has been designated a Certified Exercise Expert in the Aging Adult (CEEAA) by the Academy of Geriatric PT since 2011. Mike has served as the Vice-president of the Academy of Neurologic Physical Therapy of the APTA and has been the chair and vice-chair of several special interest groups at the national level in each of the Academies of Neurologic and Geriatric PT, including Balance and Falls, Stroke, and the Practice Committee in neurology. He is a full-time treating therapist at and founder of Northwest Rehabilitation Associates, in Oregon. Mike has presented courses and published articles on neurologic and geriatric rehabilitation since 1995 and has authored and co-authored over 25 articles on topics of neurology and geriatrics, as well as several book chapters on stroke, PD, and preventative care as well. Mike is now regularly a guest lecturer on a national and international basis at several universities and national meetings on the topics of balance, motor control, motor learning, cognitive impairment, and case management. He was awarded the 2011 Clinician of the Year by the Academy of Neurologic Physical Therapy – a section of the American Physical Therapy Association – and in 2014 the same award by the Academy of Geriatric PT making him the first to receive this national distinction from each entity.
Financial — Mike Studer is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Mike Studer has no relevant nonfinancial relationships to disclose.
Robert G. Winningham, PhD, has over 20 years of experience researching human memory and has largely focused on older adults and ways to enhance their mental functioning and quality of life. He creates brain stimulation activities for thousands of communities and rehabilitation facilities as a part of Dr. Rob's Cranium Crunches on activityconnection.com and helps create cognitive stimulation video games for linkedsenior.com. Dr. Winningham has served as Dean of the College of Liberal Arts and Sciences and Chair of the Behavioral Sciences Divisions at Western Oregon University where he is also a professor in both the Psychological Sciences and Gerontology Departments. Dr. Winningham received his Ph.D. in Neuroscience from Baylor University. He has trained thousands of professionals to offer high-quality cognitive rehabilitation and therapy programs. In addition to publishing many peer-reviewed articles in the area of human memory, Dr. Winningham has been invited to given well over 1000 invited presentations about memory and aging at various conferences and workshops. His book, Train Your Brain: How to Maximize Memory Ability in Older Adulthood was published by Baywood Publishing and his latest book was published in 2016 and is entitled Cranium Crunches. For more information go to www.robwinningham.com.
Financial — Robert Winningham is the author of "How to Maintain a Good Memory Ability with Advancing Age" and "Train Your Brain: How to Maximize Memory Ability in Older Adults"; receives royalties.
Financial — Robert Winningham is an author of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Robert Winningham is on the Advisory Committee for Linked Senior; ownership interests.
Nonfinancial — Robert Winningham has no relevant nonfinancial relationships to disclose.
This program is offered for 0.1 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe: You have unlimited time to complete this online course. You may log off and log on as you wish in order to complete all sections of this course.
Content Access: Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion: On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase Orders: Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.
What is an Online Course? Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any computer, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%) a printable certificate of completion is presented to you.
Receiving CEUs: Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online.
Registering for an online course: You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course: You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you’d like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Testing requirements: Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered: We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs: NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Course formats: Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.
Course handouts: Most of our online courses provide a link to download the accompanying handout as a PDF file.
Group discounts: Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
Computer requirements: For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy: A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
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"I enjoyed that the course comprised of cognitive-based theory and functional application from the perspective of a PT while also considering SLP." – C.D. (Aug. 2019)
"The explanation of dual tasking and how to incorporate everyday tasks in therapy was most beneficial. I liked the videos at the end." – L.M. (Aug. 2019)
"I appreciated the video demonstrations and functional application of the course." – L.H. (May 2019)
"I liked that this was new information I could directly apply to my treatment. Going over how to include dual tasking in my therapy to improve functional outcome was most helpful." – S.K. (Apr. 2019)
"I enjoyed the tips on how to make our intervention." – E.G. (Mar. 2019)
"I appreciated the anatomical review of areas of the brain associated with symptoms. I expected more specific information on treatment and treatment ideas for speech pathology." – A.M.C. (Dec. 2018)
"I liked the information about how to improve dual task learning." – A.L. (Nov. 2018)
"The functional activities to be used with patients were most helpful. I liked the video examples." – M.M. (Sept. 2018)
"I liked the cross discipline approach and collaboration." – S.C. (Aug. 2018)
"Going over how to introduce and utilize dual tasking was most beneficial. I liked the handout and patient videos." – J.P. (July 2018)
"I appreciated the concussion discussion." – E.B. (Nov. 2017)
"The discussions of automaticity and how to compensate when extra attention is needed following a brain insult were most beneficial. I liked the thorough research." – A.M. (Oct. 2017)
"The Standardized test examples were excellent. I liked the practical application and visual examples/case studies." – L.R. (Oct. 2017)
"I found the information interesting and will be able to use the information readily in my practice." – G.H. (Oct. 2017)
"The topic of concussion and lacunar stroke was most helpful. I liked the videos. However, this course did not seem to really have a ton of benefit for SLPs." – S.D.A. (Oct. 2017)
"I appreciated the dual approach and addressing attention." – S.G. (June 2017)
"As an SLP instead of an OT, learning how the OT layers demand was most interesting. I liked the case scenarios. Given the title and the course description, I was expecting more of a focus on language." – R.W. (Mar. 2017)
"As a SLP, I have overlooked slow processing of vestibular and other physical afferents, instead focusing only on auditory, reading, cognitive processing. I will be more aware of slow processing of the more physical and sensory tasks." – L.L. (Dec. 2016)
"I appreciated the case studies with functional practical ideas." – D.P. (Dec. 2016)
"Good review of mild head injury, frontal lobe days. More examples of dual tasking without focus on motor tasks would have been helpful." – N.M. (Nov. 2016)
"I found the discussion of increasing cognitive load while performing automatic tasks (e.g. walking) could benefit the PT staff in incorporating cognitive rehab vs just walking. The examples and video were very good. I thought this was a very function course that was worthy of sharing with my OT/PT team mates." – B.A. (Sept. 2016)
"It was one of the best courses I've taken online." – D.M. (Aug. 2016)
"The discussion on process of attention vs. attributing it to specific area or center of the brain was really helpful. I liked the practical applications." – A.R. (June 2016)
"The idea of doing tasks without and then with distractions was great. I liked the practical aspects of the course. The videos were helpful, too." – J.T. (May 2016)
"I appreciated the therapeutic steps and strategies." – R.W. (May 2016)
"I loved the practical application of the material presented. I especially enjoyed the interdisciplinary approach to dual tasking/reintegration into daily tasks." – M.S. (Apr. 2016)
"All of it was beneficial! I liked the handouts." – F.F. (Mar. 2016)
"Everything was new and interesting. I especially like the multitasking discussion." – J.R. (Feb. 2016)
"The discussion of brain implications for executive functioning was really beneficial. I liked the dual tasking ideas for making a task more automatic." – M.D. (Jan. 2016)
"I found the information about resource management and Dual tasking very helpful. I liked the case studies." – C.M. (Jan. 2016)
"Easy to follow and understand. I liked the real world examples." – A.H. (Jan. 2016)