Voice problems are the most common communication disorder, impacting approximately 7.5 million people in the USA. The main goal of voice therapy is to optimize the dynamic interactions between the respiratory, laryngeal, and resonating sub-systems for an improved vocal output across all communication tasks. Considering that each client presents with unique anatomy and physiology of phonation, we need the flexibility to determine the most effective voice production technique that will be used in therapy. We also need a voice therapy model that will facilitate generalization and maintenance of the "new" voice. The Global Voice Therapy Model (GVTM), grounded in motor learning principles, is dedicated to achieving and maintaining the "new" voice in all communication tasks independent of a specific voice production technique. This course will explore the components of the GVTM, motor learning principles applied to the GVTM, research related to the GVTM, and application of the GVTM to clinical practice. The content of the course is for all SLPs in private practice, schools, and medical settings servicing children and adult clients. Offered for 0.2 ASHA CEUs – 2 contact hours.
Course Run Time: 2:00:03
2. Components of the GVTM
3. Motor learning principles in the GVTM
4. Research related to the GVTM
5. Application of the GVTM
The content of this online CE course does not focus exclusively on any specific proprietary product or service, however, it does present information on the GVTM which was created by the presenter using funds from a faculty professional development grant. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Elizabeth U. Grillo, PhD, CCC-SLP, is an associate professor in the Department of Communication Sciences and Disorders at West Chester University of Pennsylvania (WCU). After earning a bachelor's of music in voice performance from Indiana University, she pursued a career change to speech-language pathology by earning an M.S. at Teachers College Columbia University and a Ph.D. at the University of Pittsburgh. Her clinical expertise is in voice disorders and in medical speech-language pathology. Currently, her research related to voice is addressing aerodynamic measures, the Global Voice Prevention and Therapy Model, apps, and telepractice. Her research has been supported by grants at WCU and an R15 from the National Institute on Deafness and Other Communication Disorders (NIDCD) of the National Institutes of Health. Her work has been disseminated through peer-reviewed publications and presentations at local, state, and national conferences.
Financial — Elizabeth Grillo is an employee of West Chester University (WCU); receives a salary. Pilot work of the Global Voice Prevention and Therapy Model (GVTM) was funded by a WCU Faculty Professional Development Grant. Dr. Grillo’s work related to telepractice is funded through the NIDCD, grant number R15DC014566.
Financial — Elizabeth Grillo is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Elizabeth Grillo is the developer of the Global Voice Prevention and Therapy Model (GVPTM).
This program is offered for 0.2 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
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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.
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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.
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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.
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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.
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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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"Gave me new approaches for structuring sessions and home practice with my clients. The examples of the voice techniques were good." S.S. (Sept. 2021)
"I liked everything about the random practice to produce the new and the old voice. It will change the way I will bring consciousness of the old vs the new voice of the patient. I really like all the examples (video and audio). It was really helpful." – S.C. (May 2021)
“I enjoyed learning about voice techniques that I had minimal experience incorporating into daily practice. And it was helpful for my setting.” – E.B. (Nov. 2020)
“I found talking about the treatment portion the most beneficial because all the steps were explained, and examples were given of what it might look like in the clinical setting.” L.U. – (Oct. 2020)
“The course was excellent both from the research to the outlined treatment program. The video and audio presentations were also most helpful as examples of the outlined hierarchy of the GVTM voice therapy model.” A.B. (Sep. 2020)
“I liked the video clips, it really helps to see it in action.” – D.E. (Jul. 2020)
"I appreciated the discussion on treatment hierarchy. Her examples of treatment will help me with pts in treatment. I really like her system. She was thorough with defining and explaining treatment strategies." – C.R. (May 2020)
"I really enjoyed seeing the presenter and her examples as well as the case study videos...they were excellent! I am a very visual learner so this helped with my understanding on how to implement and think about therapy." – R.R. (Apr. 2020)
"I liked the client videos and the discussion on not focusing on the articulatory specifics (just the sound)." – S.R. (Mar. 2020)
"I appreciated the flash case descriptions at the end, since this allowed us to reflect quickly, as in a therapy situation, on how to proceed following all the components and strategies learned in the rest of the training." – J.M. (Jan. 2020)
"I enjoyed the actual focus on real life application of the GVTM to assesmet and treatment of patients. The concept of old vs new voice and how to get the client to achieve generalization of new voice in a short period of time for improved quality of life.
I have been a speech pathologist for 26 years and this is ONE of the very few courses I have taken over the years that was so functionally based that I can take the information right from watching the online instruction into the clinic and treat patients feeling like I know what I am trying to achieve and how to do it confidently. Bravo Dr. Grillo!!!!!" – B.R. (Jan. 2020)
"I liked the many examples of tx and the videos!! Great to hear the S.T. model the tx!" – J.O. (Dec. 2019)
"Going over the blocked practice and random practice method were most beneficial. I liked the case examples with included goals and treatment methods. Excellent!" – K.S. (Dec. 2019)
"I did find that the blocked and random parts of the tx session were appropriate tasks. I liked the video clips demonstrating the clinical applications. I expected that more vocal exercises would be reviewed for application in a tx session." – A.N. (Dec. 2019)
"I never thought encouraging the patient to produce the 'old voice' would be beneficial. I really like the emphasis on generalization of the new voice. I liked the examples on videos. It made the theory much more clear! I expected other therapy methods to maybe be covered." – C.T. (Nov. 2019)
"All the video and audio clips were very helpful seeing/hearing the various vocal qualities as well as the treatment techniques. This is an excellent presentation!" – M.S.S. (Oct. 2019)
"Reviewing the various voice therapy techniques and providing models for each was especially helpful. However, I expected more assessment information to be covered, but tx was thoroughly covered." – J.G. (Sept. 2019)
"I appreciated the description of voice therapy strategies. Incorporating video clips was nice. I would have liked her to go more in-depth with the voice therapy strategies." – L.C. (Aug. 2019)
I liked the expertise of the presenter. Going over the use for adults and children with regard to treatment hierarchy for various types of therapy was most beneficial." – S.H. (July 2019)
"I enjoyed the training in both blocked practice and random practice for carryover. I liked the relevance to my current caseload." – K.S. (June 2019)
"I liked the step by step treatment strategies and examples. I especially enjoyed the new treatment techniques and the help writing appropriate IEP goals and objectives." – L.P. (May 2019)
"I appreciated the use of additional strategies to maximize techniques and the organization and use of video and audio examples." – E.L. (Apr. 2019)
"I liked the comparison approach of new voice to old voice to help patients carryover and advance." – M.D. (Mar. 2019)
"I love the functional application of the treatment approach and the actual visual and audio footage of the patient sessions." – D.J. (Feb. 2019)
"The whole GVTM model is a logical and complete way to structure voice therapy. I will use it all. I like the examples both from Dr. Grillo and the audio/video snippers. I, personally, would like more detailed and lengthy info re: stimulability techniques, but it would have made the course too long." – C.O. (Feb. 2019)
"I appreciated the inclusion of rationale for all recommended procedures throughout the presentation." – D.D. (Jan. 2019)
"Practical, ready to use Monday morning with a client delivery." – M.C. (Dec. 2018)
"I really liked how she gave demonstrations of each techniques and actual client videos responding to the techniques. I am a visual learner and it really helped seeing therapy in actual practice versus just reading about it on a slide." – A.J. (Dec. 2018)
"For consulting purposes, the specific vocal hygiene techniques will be useful." – J.M. (Nov. 2018)
"The demonstration of Treatment Hierarchy and Treatment Techniques with various patients was extremely helpful. I liked the practical application of treatment techniques - especially the LTGs and STGs. Very satisfied with course content. Thank you!" – D.H.J. (Sept. 2018)
"I liked the videos to observe how to implement teaching and therapy techniques." – E.B. (July 2018)
"Going over the importance of blocked vs random practice was most beneficial." – T.S. (June 2018)
"I specifically liked the goal practice since this is not an area I am as familiar with. I liked the different treatment approaches and examples." – L.O. (May 2018)
"The description and clinical application of GVTM model was excellent. The hierarchy model explanations and examples were very helpful." – L.D. (May 2018)
"I love that this technique can be used with the population I am used to treating neuro, and have already started using it with patients with dysarthria due to stroke/PD. I also used it with a four-year-old artic client." – K.O. (Apr. 2018)
"I enjoyed the examples of goals and that the course was easy to take with a flexible schedule." – D.P. (Feb. 2018)
"I liked the practical information with organized material and handout as well as the video examples and demonstration." – M.E.M. (Jan. 2018)
"This course is one of the most comprehensive on voice therapy I have taken. It is excellent and I recommend it 100%!" – G.M. (Dec. 2017)
"The discussions on negative practice, the contrast of OLD vs NEW voice to facilitate faster generalization, and the maintenance of the improved vocal output were most beneficial. I liked the clips of therapy with actual patients demonstrating the various techniques." – P.T. (Nov. 2017)
"I appreciated the application of the various treatment techniques within the GVTM protocol. I liked the organized manner with which it was presented coupled with audio and visual samples of the treatment method. I thought the course was excellent but would have liked to view a child sample." – S.L. (Oct. 2017)
"I really liked how the presenter described each vocal therapy technique and provided examples. I was unfamiliar with chest resonance and twang. The demonstrations of these techniques and others helped clarify how to use these with patients. I really feel like I have the tools to improve my voice therapy skills and implement the Global Voice Therapy Model." – L.A.P. (Sept. 2017)
"The video and audio examples demonstrating stimulability testing and concise review of various vocal treatment methods were excellent." – L.N. (Aug. 2017)
"I appreciated the specific description of techniques and how to present to clients/patients." – C.T. (July 2017)