This course is going offline at 11:59 PM EST on October 30, 2018. Please complete the test before this time in order to earn CEUs.
This course aids in planning Retrieval Strategy Instruction for school-age learners with word finding difficulties. First described are the stages of word finding and corresponding error patterns observed in learners with word finding difficulties. Next is a three-fold program model for word finding intervention, followed by a detailed discussion of Retrieval Strategy Instruction. Lastly is a model for implementing a dual focus vocabulary lesson—teaching meanings and applying retrieval strategies to vocabulary in the classroom—along with IEP objectives for Retrieval Strategy Instruction. Each unit has assignments designed to help participants apply the concepts taught in this course. Offered for 0.35 SLP CEUs – 3.5 contact hours.
The author of this course is also author of assessment and treatment resources that are mentioned as part of this course. The author 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.
Text, presented as PowerPoint slides, with a downloadable handout.
Diane J. German, Ph.D, 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 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 0.35 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of CEUs is noted above. Note that 0.1 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 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 E-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 the Eastern Standard Time Zone), and number of contact hours (CEUs / CEEs).
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.
More FAQ: Please click here.
What is an Online Course? Our Online Courses include text, audio, or video formats 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 Northern Speech 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 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 online 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 Online Courses tab on your profile screen. Click View next to 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.
Course completion timeframes: Nearly all our courses provide for unlimited time to complete your course. You may work at your own pace and start and stop your course as you wish. Any access limitations will be clearly noted on the individual course description page.
Course content expiration: Nearly all our courses provide for continued access to course content and materials, even after completion of the post test. Any access limitations will be clearly noted on the individual course description page.
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.
Certificate of completion: A certificate displaying participant name, date of course completion (based on the Eastern Standard Time Zone), and the number of contact hours earned is presented to participants once a score of 80% or greater is earned on the post test. 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: Northern Speech will provide CEU information to the ASHA CE Registry for you. At the time of course enrollment if you select that you are taking the course for ASHA Credit and if you provide your ASHA Member Number, Northern Speech will automatically submit your hours to the CE Registry after you successfully complete the post test. Please allow 45-60 days from the date of course completion for your hours to appear on your CE transcript. Note that ASHA will record your CEUs as earned on the last day of the month in which you completed your course. For example, if you completed your course on Nov 7, the CE Registry will reflect course completion as Nov 30.
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 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 non-text online courses provide a link to download the accompanying handout.
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.
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, Internet Explorer, etc) and newest version of Flash Player. 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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"Enjoyed this course very much, would be very helpful for students getting ready to work with school-based populations." – K.V. (July. 2018)
"Although many people like audio versions, this version was helpful to me, I am a visual learner. I found matching the types of word finding errors to the intervention strategies helpful." – A.R. (May. 2018)
"I found the different types of word retrieval strategies and when to use them based on different types of errors to be beneficial." – A.S. (May.2018)
"I liked the examples given for each error pattern type. I found the strategies the most helpful! I was very disappointed that it was just a powerpoint. I learn best from hearing a presentation along with text." – M.T. (Mar. 2018)
"The cueing strategies in the matrix that showed all the steps in the columns is useful for many types of word retrieval problems. It's like a one stop shop!" – A.P. (Dec. 2017)
"Actually, all of the strategies and the threefold method of service provision were most beneficial. I liked the examples/scenarios which really helped me to better understand the concepts." – C.K. (Oct. 2017)
"I liked the 'Cue Study Forms' and will be using them with students. The information was well organized and applicable, but videos with examples of strategies being used with students would have been helpful." – K.O. (July 2017)
"Learning of the different types of word finding difficulties and how to intervene for each one was very helpful. I liked the entire presentation." – S.R. (Apr. 2017)
"I found the examples of tip of tongue with teachers to demonstrate use of strategies very helpful. I liked the links for rhyming and dictionary use." – P.C. (Feb. 2017)
"I enjoyed learning about the different types of word-finding difficulties. I like that the course provided strategies and examples of how to use those strategies effectively for individuals with word-finding difficulties." – S.F. (Jan. 2017)
"The specific methods of word retrieval cueing were most beneficial. Also, the model helps organize the levels involved in word retrieval and helps one understand why certain cues assist certain types of learners. The content is excellent, but it is pretty dry to go through this just by reading." – L.N. (Dec. 2016)
"Every strategy was beneficial. Demonstrating the different types of errors and how therapy differs for each type was extremely beneficial. I liked the detailed descriptions, but a video component would have been nice." – E.S. (Nov. 2016)
"It helped me determine where the break-down is and how to help that person and interventions to use. I liked the studies that apply the strategies to real life situations." – A.B. (Oct. 2016)
"Going over word retrieval difficulties was especially helpful. I liked the breaking up of all the different word retrieval strategies and examples." – C.B.E. (Sept. 2016)
"I liked the therapy suggestion practices. I enjoyed the characteristics of specific error types; e.g. Error Pattern 2 vs Error Pattern 3." – E.H. (Sept. 2016)
"The strategies to aid word-finding were most beneficial." – A.G. (Aug. 2016)
"I have several students with word finding difficulty. I plan to instruct them in the strategies and material provided. We have used bits and pieces of this in the past, but I now have a much better grasp of the material." – C.T. (Aug. 2016)
"I have several children with severe word finding issues. These strategies will help them and change how I do therapy with them. Initially, I thought the course was a video but did not mind reading it myself. In the end, I preferred that!" – R.R. (July 2016)
"Well explained, clear, and lots of examples. Excellent course." – S.F. (July 2016)
"I enjoyed the procedures for retrieval strategy instruction. I would have preferred a live person present it vs. a power point type format." – S.B. (June 2016)
"I appreciated the suggestions for therapy approaches." – L.H. (June 2016)
"I like that the info was delivered in an understandable way." – J.C. (June 2016)
"I liked the examples applications of strategy instruction." – B.P. (May 2016)
"I liked the examples that were given and real life application. However, I expected more on how to better target semantic substitutions, and I would have liked an audio accompaniment." – S.C. (May 2016)
"The definition of word finding and 4 stages was most useful. Also, the strategies for each of the three error patterns were really helpful. I would love to see a video of these strategies being put into practice with a student or multiple children." – J.P. (May 2016)
"I like that there were a lot of examples and self studies challenging you to put it into practice." – H.S. (Apr. 2016)
"I appreciated the detailed information about assessment and treatment of word retrieval disorders. However, I prefer courses that include an instructor and video examples." – S.S. (Mar. 2016)
"I thought everything was beneficial. It was new, different, and interesting!" – J.R. (Feb. 2016)
"I liked being able to move at my own pace, rather than having all of the information read to me. It was also nice to have all of the sections broken into different presentations to allow the course to be easily completed in more than one setting." – M.A.S. (Feb. 2016)
"I really appreciated understanding how different manifestations of word finding (tip of the tongue, slips of the tongue) correspond to breakdowns in specific parts of word schema activation and how to use targeted interventions based on error type. I like that the course was specific, applicable, evidence-based." – L.M. (Feb. 2016)
"I liked the diagrams that help explain what is going on in the brain. I have more than a few students who could benefit from word finding therapy, now I have more information to treat them with." – Dr.H.H. (Feb. 2016)
"The specific strategies and examples to go along with them were most beneficial. This course was great because of the stages involved in retrieving a word and the subsequent strategies involved. I expected more in-depth IEP goals or activities." – J.B. (Jan. 2016)
"I appreciated the treatment and how well organized the course was. However, I was very disappointed that there wasn't an audio that was paired with the written material." – R.P. (Jan. 2016)
"I like the case study examples and recommendation to use the WFIP-2 as a reference. Videos of intervention with a student would be helpful." – R.B. (Jan. 2016)