Learners with Word Finding Difficulties (WFD) can benefit from interventions provided by Speech-Language Pathologists. This 5-part online course focuses on a theoretical based model for Word-Finding (WF) Intervention. Unit 1 will highlight an explanatory lexical model representing the theoretical underpinnings of WFD. Unit 2 will focus on the differential diagnosis of semantic verses phonologically based WF error patterns and corresponding WF characteristics. Unit 3 will highlight a 3-fold approach to WF intervention (Retrieval Strategies, Self-Advocacy Training and Differentiated Instruction) with a focus on Retrieval Strategies for learners with WFD. Unit 4 will present a model for a dual focus approach to vocabulary instruction (teaching meanings and retrieval strategies). Unit 5 will present IEP goals and bench marks for learners with WFD. Offered for 0.25 ASHA CEUs – 2.5 contact hours.
Course Run Time: 2:30:00
The presenter of this course is also author of assessment and treatment resources that are mentioned as part of this course. The presenter will benefit financially from the sale of these products. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area. All material in this course is protected by copyright and may not be reproduced in any form without the expressed, written permission of Diane G. German, Ph.D.
Video PowerPoint presentation with author narration & downloadable handout.
Diane J. German, PhD, is a professor at National-Louis University where she holds the Endowed Chair in Special Education created to support her work in word finding. She is an internationally acclaimed author and researcher having published the standard in assessment instruments in word finding. Further, she has published articles, presented technical papers, and taught numerous seminars in the US, Canada, Europe, and Asia.
Financial — Diane German is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Diane German is the author of tests, texts, and other materials that are related to and mentioned during this online course; she benefits financially from the sale of these products.
Nonfinancial — Diane German has no relevant nonfinancial relationships to disclose.
This program is offered for 0.25 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.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
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.
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 are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org 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.
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.
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.
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.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
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.
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.
Please click here for any special needs requests, and we will do our best to accommodate them.
| Contact Us |
"Differential diagnosis to provide appropriate strategies rather than a one size fits all word retrieval strategy set will be beneficial for my daily practice. I enjoyed the case examples and videos." J.C. (July 2021)
"It was helpful learning to better identify and differentiate error patterns based on stages of word-finding. Intervention strategies were applicable in areas that include both areas of receptive and expressive language." A.W. (June 2021)
"Loved it all! I am impressed with the knowledge and how to apply interventions based on the three word finding error patterns. My interventions were more generic in the past and now I know exactly how to provide a differential diagnosis and treat word finding difficulties based on identifying the specific error pattern!" J.S. (June 2021)
“What I found helpful is categorizing different WF errors to target therapy. There are many students on my caseload-and many EL students who have difficulty with WF; however, knowing the root cause will be helpful for targeting strategies and writing goals. Very helpful information!” – E.M (Apr. 2021)
“This was the information I was searching for - evidenced-based practice for treating word-finding deficits.” – M.W. (Feb. 2021)
“I liked that specific strategies and concrete examples were provided. Exploring the theoretical model enhanced my understanding of the different types of word retrieval errors and where the break down occurs.” – J.C. (Jan. 2021)
“This course increased my knowledge of word-finding difficulties and intervention strategies.” – K.V. (Dec. 2020)
“This was a very thorough course. Plus, it walks you through each step several times. The examples were extremely helpful.” – L.R. (Nov. 2020)
“Understanding differential diagnosis and how this leads to the best choice of remediation strategies for children who are experiencing different types of word-retrieval errors. I can already think of 2 students on my caseload who exhibit different types of errors. The discussion of evidence-based strategies as applied to differentiated types or errors was extremely helpful!” – K.L. (Jul. 2020)
"I appreciated the mnemonic strategies and visual aids; I liked the visuals showing the strategies." – D.C. (May 2020)
"I liked how practical it was. You linked the theory nicely with the application to clinical work. Constantly referring back to the stages and areas of breakdown was very useful also as it helped me remember each aspect involved." – M.L. (Apr. 2020)
"The Unit 3 strategies for helping decrease instances of word retrieval difficulties was most beneficial. I liked the strategies and ideas for IEP goals. I would have loved more instruction on how to collaborate with the classroom teacher on how to reduce the expressive language demands for the student. More information on differentiated instruction would be highly useful. A very useful course!" – C.T. (Mar. 2020)
"The course was really good. The format was easy to follow, and the speaker was very knowledgeable. I enjoyed the word finding strategies for school age children." – J.B. (Feb. 2020)
"The presenter did an excellent job of presenting the information in a systematic manner making it easy to build knowledge and depth of understanding as the course progressed. I especially appreciated going over the differential diagnosis of word finding errors, and strategic intervention for each error pattern will be highly useful with my case load." – J.R. (Jan. 2020)
"In the past I have only addressed word-finding difficulties that fall within the first stage of the word-finding process. I didn't realize that there are 4 stages to word-finding and the importance of analyzing the errors to determine what type of errors the student is making and applying the appropriate intervention strategies to go along with those errors. I thought the handouts were very informative." – H.Y. (Dec. 2019)
"I appreciated knowing the theoretical foundation as well as the specific, concrete strategies. The section on goals and benchmarks was also helpful. The webinar was well-paced and clearly and succinctly presented. Having the opportunity to practice the material for a specific case study student was valuable." – S.S. (Nov. 2019)
"I enjoyed all of the theory and practical demonstrations (both helped me immensely). It was also clear and well presented. The differences between the WF error patterns and the visuals on how to teach strategies." – S.C. (Nov. 2019)
"I liked the very clear distinction between errors and clear strategies for therapy." – L.S. (Oct. 2019)
"Good theoretical explanation as well as overview of intervention strategies." – J.W. (Sept. 2019)
"I appreciate the identification of the various types of word finding difficulties in addition to their accompanying strategies. I like how thorough the PowerPoints were and the video examples." – A.M. (Aug. 2019)
"The instruction on different types of word-finding errors and which interventions would be most beneficial. I like the practical information that can be easily applied to therapy." – L.S. (Aug. 2019)
"Excellent information. It all made sense, and it gave therapy ideas and how-to for each area." – L.K. (July 2019)
"I liked the organization of information. The discussion on retrieval strategy instruction was most beneficial." – J.G. (June 2019)
"I appreciated the teaching examples, course outline, and videos." – D.H. (May 2019)
"Great learning material on new strategies for word finding. Loved the explanation of how word finding changes over the course of childhood" – E.B. (Apr. 2019)
"I liked the meticulous differentiation of WF patterns." – J.W. (Mar. 2019)
"Understanding the different error pattern forms and stages and interventions that work and do not work with each one was the most helpful." – K.I. (Mar. 2019)
"I liked the thorough coverage of the topic and the discussion on the types of word finding profiles. The rate of the presentation was very slow and could have been much faster." – J.E. (Mar. 2019)
"The Mnemonic strategies, Syllable Dividing and Mnemonic Cues Form were the most beneficial. I liked the very in-depth discussion of word finding strategies." – L.F. (Jan. 2019)
"It was well organized, clearly presented, and helped me gain an understanding of intervention strategies." – D.C. (Dec. 2018)
"The strategies were helpful in being able to implement immediately. I liked the hands-on information and resources to dig deeper." – L.S. (Nov. 2018)
"This is an excellent course!!! It contains useful information and therapy ideas!! The presenter is very clear. I strongly recommend this course!" – G.J. (Aug. 2018)
"A very helpful and well-organized presentation that provided very useful information for working with clients... Can't wait to share what I learned! THANK YOU!" – S.S. (July 2018)