$99.00 USD

97% rating - reviews

0.6  ASHA CEUs


Strategy-Based Interventions For The School-Age Child #e84

Presenter: Ruthann Jarvis, MA, CCC-SLP & Elizabeth Peterson, MA, CCC-SLP

Apply the "Strategies Offer Solutions" formula to develop quick and easy strategies to target speech and language deficits.


"I thought SOS was a beautifully simple, yet highly organized and effective way to deliver therapy to all students on a caseload. I liked the handouts that can be used in therapy immediately. This course was great!"

– S.P., prior course participant

With growing and diversifying caseloads, SLPs are increasingly challenged to make meaningful therapy progress with each student. This course was designed by two school-based SLPs to assist their SLP colleagues who are seeking practical, functional, and easy-to-implement strategies to target articulation, language, grammar, organizing thoughts, inferring and reasoning, written language, attention, fluency awareness, eye contact and more.

This course will guide SLPs in implementation of the Strategies Offer Solutions Formula along with the DOES Delivery Model. Together these strategies will help students to achieve a higher level of success where the student "DOES" the desired behavior with more independence and less cueing or prompting. Strategies are effective in whole-class, small-group, and individual therapy settings. This course includes all the downloads needed to implement this approach with success!

Course Run Time: 6:00:22. Offered for 0.6 ASHA CEUs – 6 Contact Hours. 

Strategies Offer Solutions Formula

The SOS Formula uses three, short directions grouped into a SOS mnemonic to successfully develop quick and easy strategies to target speech and language deficits. These evidence-based strategies incorporate highly effective visual, auditory, kinesthetic and tactile cues. Strategies are effective in whole-class, small-group, and individual therapy settings. Adaptable for individualized strategies for a unique student need. Learn to use SOS to:

  • Seek what you really want from a student.
  • Outline and organize strategies that get you what you want.
  • Set up instruction using the DOES Delivery Model.

DOES Delivery Model

This unique model enables students to grow from a dependent stage of being constantly prompted, to achieve a higher level of success where the student "DOES" the desired behavior with more independence and less cueing or prompting. Learn how SOS strategies can be used with students with varying disorders to:

  • Group students with varying skills and goals without sacrificing the progress of each student.
  • Motivate students to take responsibility for their treatment goals.
  • Write goals and objectives specific to targeted strategies.
  • Achieve greater teacher and parent support.
  • Incorporate core curriculum.
  • Monitor progress.

Click image to enlarge.




"The explicit instruction and copious examples of the SOS and DOES Model were so beneficial and easily applicable to my day-to-day. Throughout the entire presentation, there were so many students of mine that I immediately thought of, and I cannot wait to apply these strategies with."

– S.D., prior course participant


This Course Includes Over 470 Reproducible Materials!

Materials that focus on:

  • Processing Information
  • Organizing Thoughts
  • Expanding Vocabulary
  • Grammar
  • Social Conversation
  • Eye Contact
  • Attention
  • Remembering
  • Inferring and Reasoning
  • Problem Solving
  • Intelligibility
  • Speech Production of Specific Sounds
  • Fluency Awareness
  • Fluency Techniques
  • A Healthy Voice
  • Vocal Quality


"The course is great. This is a smart, quick and easily adaptable resource that is ready and easily used in the classroom."

– S.B., prior course participant

Over 97% of prior course participants would recommend this course to their SLP colleagues.

"The SOS strategy therapy approach is evidenced-based and continuous and ongoing.I also love the idea that carryover will be easier for my students.  I loved the specific examples for use in therapy."  M.F. (June 2022)

"Good presenters. Information was clear."  K.C. (June 2022)

"I enjoyed learning how to write my goals in a more effective way.  I like that they reviewed the information and provided good examples."  C.A. (May 2022)

"I liked it all! The additional examples of developing SOS for a particular need with a student was beneficial." L.W. (Feb. 2022)

"This information was very relevant to my school based speech practice. I will now work to implement what I have learned. Very, very useful information!!" L.G. (Jan. 2022)

"The main strategy, of using the mnemonic device can be utilized immediately. Writing goals focusing on the use of functional strategies that aid in carry over will be especially helpful as well. This is a smart, quick and easily adaptable resource that is ready and easily used in the classroom." S.B. (Dec. 2021)

"I liked the mnemonic techniques that can be used across all settings." A.C. (Dec. 2021)

"The handouts provided good information to follow. I liked the use of mnemonics." L.G. (Dec. 2021)

"I enjoyed all the reading strategies and activities demonstrated to use with students." S.W. (Dec. 2021)

"I thought SOS was a beautifully simple, yet highly organized and effective way to deliver therapy to all students on a caseload. I liked the handouts that can be used in therapy immediately. This course was great!" S.P. (Dec. 2021)

"I found the overall strategy to be very compelling. It seems like a fantastic way to streamline therapy while keeping it effective and functional. I thought the content was excellent, as well as the flow and format." J.W. (Nov. 2021)

"Extremely functional, evidence-based, and easy to measure strategies/goals. Going over how to implement core curriculum into the therapy activities was most helpful. I am happy with what I learned." – N.P. (Nov. 2021)

"Loved learning about this systematic way for kids to generalize skills into the classroom. Well presented, easily understood." K.W. (Nov. 2021)

"I liked that the course provided ample handouts to use easily." K.F. (Oct. 2021)

"I love the idea of teaching my students strategies that they can apply in multiple contexts. The speakers were great. The content was great. I feel like the information presented will be very useful and so will the handouts." F.L. (Sept. 2021)

"This course provides numerous ideas that encompass numerous areas of need, along with everything from goal writing, strategies, and data collection. This "program" is applicable to numerous areas of therapy and provides a new way to focus on one goal." H.M. (Sept 2021)

"The presenters were very knowledgeable and had 'hands on' experience. Their enthusiasm for the topic makes me excited to try the method myself. All of the downloads included is great!!"  C.W. (Aug. 2021)

"The data on the evidenced-based practice was very informative." D.W. (Jun. 2021)

“I thought the reminder to look at what I want my student to do and how to develop a system that they can take ownership of and do was very helpful. It was highly organized, also the handouts and resources were excellent.”  R.D. (Jun. 2021)

"How to integrate clients targeting different areas into the same group session.  The layout of the information is very thorough."  K.G. (May 2021)

“I like that it is a systematic approach to therapy that incorporates the general ed curriculum and can be applied across goal areas. They did a great job incorporating all areas.” J.L. (Apr. 2021)

“I liked the detailed approach and moving from one level to the next. The presenters were excellent and held my attention. The handouts were very helpful and detailed.” J.A. (Apr. 2021)

“The structure and organization made it easy to comprehend the thought process behind the SOS strategy and the practical applications.” S.S. (Mar. 2021)

“The explicit instruction and copious examples of the SOS and DOES Model were so beneficial and easily applicable to my day-to-day. Throughout the entire presentation, there were so many students of mine that I immediately thought of, and I cannot wait to apply these strategies with.” S.D. (Mar. 2021)

“I liked the students being involved in their own learning process from planning to applying and the using SOS to generalize.” J.H. (Feb. 2021)

"The aspect of the SOS system most intriguing to me was the DOES delivery model, especially 'Own it' and 'Evaluate it' These allow better ownership of the strategy by the student and better refinement and personalization of the strategy by for each student. I also appreciate the way the model facilitates application by SLPAs." D.G. (Feb. 2021)

"The SOS strategies will be very helpful. I work with a diverse population and can apply a variety of the strategies in my individual student sessions and my whole class language groups. The course was very comprehensive and well organized. The sequence of the presentation made comprehension of the material very easy." D.B. (Jan. 2021)

"I liked that this online course explored strategies other than traditional therapy techniques. I also liked that it provided additional materials for us to use with our students." K.B. (Jan. 2021)

This presentation will focus exclusively on SOS – Strategies Offer Solutions – interventions. Other treatment approaches will receive limited or no coverage as part of this course. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format

Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Reviews

"The SOS strategy therapy approach is evidenced-based and continuous and ongoing.I also love the idea that carryover will be easier for my students.  I loved the specific examples for use in therapy."  M.F. (June 2022)

"Good presenters. Information was clear."  K.C. (June 2022)

"I enjoyed learning how to write my goals in a more effective way.  I like that they reviewed the information and provided good examples."  C.A. (May 2022)

"I liked it all! The additional examples of developing SOS for a particular need with a student was beneficial." L.W. (Feb. 2022)

"This information was very relevant to my school based speech practice. I will now work to implement what I have learned. Very, very useful information!!" L.G. (Jan. 2022)

"The main strategy, of using the mnemonic device can be utilized immediately. Writing goals focusing on the use of functional strategies that aid in carry over will be especially helpful as well. It is a smart, quick and easily adaptable resource that is ready and easily used in the classroom." S.B. (Dec. 2021)

"I liked the mnemonic techniques that can be used across all settings." A.C. (Dec. 2021)

"The handouts provided good information to follow. I liked the use of mnemonics." L.G. (Dec. 2021)

"I enjoyed all the reading strategies and activities demonstrated to use with students." S.W. (Dec. 2021)

"I thought SOS was a beautifully simple, yet highly organized and effective way to deliver therapy to all students on a caseload. I liked the handouts that can be used in therapy immediately. This course was great!" S.P. (Dec. 2021)

"I found the overall strategy to be very compelling. It seems like a fantastic way to streamline therapy while keeping it effective and functional. I thought the content was excellent, as well as the flow and format." J.W. (Nov. 2021)

"Extremely functional, evidence-based, and easy to measure strategies/goals. Going over how to implement core curriculum into the therapy activities was most helpful. I am happy with what I learned." – N.P. (Nov. 2021)

"Loved learning about this systematic way for kids to generalize skills into the classroom. Well presented, easily understood." K.W. (Nov. 2021)

"I liked that the course provided ample handouts to use easily." K.F. (Oct. 2021)

"I love the idea of teaching my students strategies that they can apply in multiple contexts. The speakers were great. The content was great. I feel like the information presented will be very useful and so will the handouts."  F.L. (Sept. 2021)

"This course provides numerous ideas that encompass numerous areas of need, along with everything from goal writing, strategies, and data collection. This "program" is applicable to numerous areas of therapy and provides a new way to focus on one goal." H.M. (Sept 2021)

"The presenters were very knowledgeable and had 'hands on' experience. Their enthusiasm for the topic makes me excited to try the method myself. All of the downloads included is great!!"  C.W. (Aug. 2021)

"The data on the evidenced-based practice was very informative." D.W. (June 2021)

“I thought the reminder to look at what I want my student to do and how to develop a system that they can take ownership of and do was very helpful. It was highly organized, also the handouts and resources were excellent.”  R.D. (Jun. 2021)

"How to integrate clients targeting different areas into the same group session. The layout of the information is very thorough."  K.G. (May 2021)

“I like that it is a systematic approach to therapy that incorporates the general ed curriculum and can be applied across goal areas. They did a great job incorporating all areas.” J.L. (Apr. 2021)

“I liked the detailed approach and moving from one level to the next. The presenters were excellent and held my attention. The handouts were very helpful and detailed.” J.A. (Apr. 2021)

“The structure and organization made it easy to comprehend the thought process behind the SOS strategy and the practical applications.” S.S. (Mar. 2021)

“The explicit instruction and copious examples of the SOS and DOES Model were so beneficial and easily applicable to my day-to-day. Throughout the entire presentation, there were so many students of mine that I immediately thought of, and I cannot wait to apply these strategies with.” S.D. (Mar. 2021)

“I liked the students being involved in their own learning process from planning to applying and the using SOS to generalize.” – J.H. (Feb. 2021)

"The aspect of the SOS system most intriguing to me was the DOES delivery model, especially 'Own it' and 'Evaluate it' These allow better ownership of the strategy by the student and better refinement and personalization of the strategy by for each student. I also appreciate the way the model facilitates application by SLPAs." – D.G. (Feb. 2021)

"The SOS strategies will be very helpful. I work with a diverse population and can apply a variety of the strategies in my individual student sessions and my whole class language groups. The course was very comprehensive and well organized. The sequence of the presentation made comprehension of the material very easy." – D.B. (Jan. 2021)

"I liked that this online course explored strategies other than traditional therapy techniques. I also liked that it provided additional materials for us to use with our students." – K.B. (Jan. 2021)

"I've been working on using strategies with my students, and this was great. Easy to follow, great handouts, and downloads."  M.A. (Dec. 2020)

Course Objectives

  • Complete three-strategy mnemonics to meet speech, voice, fluency, language and cognitive needs of school-age children.
  • Describe how SOS and its DOES Delivery Model can help meet core curriculum standards.
  • Write strategy-based goals that complement core curriculum standards.
  • Apply a delivery model that increases the effectiveness and use of strategies taught to students.
  • Describe how this model offers an evidence-based program to students.
  • Describe how using therapy-based instruction can decrease the frequency of sessions and reduce caseload management issues.
  • Define how using this model allows for effectively grouping students with different skills and goals.
  • Describe how this model encourages teacher and parent support for follow through on strategies taught to achieve goals more quickly.
  • Complete a caseload and workday around the SOS DOES Delivery Model requiring little to no preparation time.

Presenter & Disclosures

Ruthann Jarvis, MA, CCC-SLP, graduated from California State University-Long Beach. She began her career as a Speech-Language Pathologist in 1983 at the Scottish Rite Clinic for Childhood Language Disorders in Long Beach, California. She currently works in the Irvine Unified School District in California. Throughout her career, she has worked in a variety of positions including Special Education Teacher, Speech-Language Pathologist, Parent-Child Advocate, Master Teacher Supervisor, and Private Practice Clinician. Her work has focused primarily with students ranging in age from 18 months to 13 years. Areas of particular interest include early-language development, strategy-based therapy, autism spectrum disorders, and Tourette syndrome.  Her emphasis has always been to empower her students by teaching and training strategies they can own for life.

Speaker Disclosures:

Financial — Ruthann Jarvis author of treatment materials published by Northern Speech Services; receives royalty payments.

Financial — Ruthann Jarvis author of online CEU courses offered by Northern Speech Services; receives royalty payments.

Nonfinancial — Ruthann Jarvis has no relevant nonfinancial relationships to disclose.

Elizabeth Peterson, MA, CCC-SLP, is a licensed speech-language pathologist and speech coach with over 17 years of experience working with adults and children. She has experience working with speech delays, language disorders, cognition, voice, regional and foreign accent reduction, and corporate communication. Elizabeth offers a full speech therapy practice addressing preschool, school age and adolescent needs by offering individual speech therapy programs and group therapy that are specific for speech and language disorders, social skills, life skills, as well as offering strategies for learning disabilities that promote academic success. She is a board member of the Colorado Speech Language Hearing Association, and also consults on the Traumatic Brain Injury Team for the Cherry Creek School District. Among other publications, Elizabeth is author of Functional Learning For The Home And Community.

Speaker Disclosures:

Financial — Elizabeth Peterson author of treatment materials, including "Functional Learning for the Home and Community" published by Northern Speech Services; receives royalty payments.

Financial — Elizabeth Peterson author of online CEU courses offered by Northern Speech Services; receives royalty payments.

Nonfinancial — Elizabeth Peterson has no relevant nonfinancial relationships to disclose.

Intended Audience/Accreditation

asha ce approved provider

This program is offered for 0.6 ASHA CEUs (Intermediate Level; Professional Area).

Intended Audience

  • SLP
  • Educ/Teach
  • SLPA

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.

ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a masters or doctoral program in SLP or audiology

If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.

Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.

Additional accrediting agencies by which Northern Speech is an approved CE provider:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education. Provider #1654.

Frequently Asked Questions

Customer Support: Please phone 888.337.3866 or email info@northernspeech.com.

Course Completion Timeframe:

You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.

However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.

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 currently not accepted for online orders, if you wish to submit a purchase order please do so at info@northernspeech.com or fax to 888-696-9655.

What is an Online Course?

Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.

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. Please note that courses offered for university students are not applicable for CEUs.

Registering for an online course:

You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.

Accessing your purchased course or returning to a purchased course:

You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.

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. Most courses include closed captioning.

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. 

Special Needs:

Please click here for any special needs requests, and we will do our best to accommodate them. 

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