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At eCourse conclusion, participants will be able to:
A score of 80% or better must be received on the post test in order
Domain of OT: Client Factors: Body functions and structures; Activity Demands: Objects used and their properties, Sequence and timing, required actions, required body function, required body structures; Performance Skills: Sensory perceptural, motor and praxis, cognitive, communication
OT Process: Evaluation: Analysis of occupational performance
Joy Silverman McGowan, MS, CCC-SLP, is the Speech, Language, and Augmentative Communication Specialist at Easter Seals of Southeastern Pennsylvania. She has worked in the field of AAC for over 30 years providing consultation in a variety of educational, medical, and community settings. She has lectured and published several papers on the topic of AAC and children with complex communication needs. Joy teaches the graduate level course “Foundations and Management of Augmentative and Alternative Communication” in the Department of Communication Disorders and Sciences at Temple University. Together with Lori Frost she published two articles in ASHA Perspectives Journal (Division 12) on the topic of transitioning from PECS to SGD.
Financial — Joy McGowan is presenter of online CEU courses offered by Northern Speech Services; receives royalties.
Nonfinancial — Joy McGowan has no relevant nonfinancial relationships to disclose.
This program is offered for 0.3 CEUs (Intermediate level; Professional area).
Offered for 3 CEEs. Northern Speech Services’ continuing education activities are eligible for Speech-Language and Audiology Canada (SAC) Continuing Education Equivalents (CEEs) in speech-language pathology. An activity’s eligibility for CEEs does not imply SAC’s endorsement of its content or any associated products or procedures.
AOTA: Approved Provider of Continuing Education by the American
Occupational Therapy Association, Inc. #4095.
Content Disclosure: 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 by clicking on the Presenter & Disclosures tab.
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.
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.
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.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
"The presentation on PECS was most beneficial to me as I work with children with ASD. It covered a large area of AAC and discussed devices and types of devices that can be used with a variety of populations." – R.W. (Feb. 2017)
"All of this course was valuable information. I liked the pace - it kept my attention for the length of the course. I also loved the video examples." – S.K. (Jan. 2017)
"It was nice to get more information and see some videos with scanning/switches and eye gaze as I typically work with individuals with autism. I also enjoyed learning about the arc evaluation hump software. I was not aware that existed, and I am certainly going to take that back to my job and share with the other SLP's there." – A.H. (Dec. 2016)
"I appreciated the prerequisites for using an AAC device and guidelines for selecting the most appropriate device for a child. I like that it broke up the phases on how to use PECS and the videos of the different devices being used with children." – C.C. (Nov. 2016)
"I especially enjoyed the assessment of individuals who may benefit from a speech generated device and how to determine if it would be appropriate." – L.C.S. (Oct. 2016)
"I liked the videos! The implementation and strategies for implementing AAC devices were most helpful. It was a lot of info!" – J.Z. (Oct. 2016)
"I enjoyed the mini-videos on certain AAC devices. I enjoyed the detail it went into how each device is used and what they can be useful for. I loved going over how to use and develop a specialized AAC for each client. I learned different aspects to look for and how devices are individualized to each client's needs." – L.Z. (Oct. 2016)
"I really benefitted from the overview of prerequisite skills for considering an AAC system. I liked the information on current eye gaze and eye tracking technologies." – N.S. (Sept. 2016)
"I had very little background in AAC, but found this entire course to be dense with great information!" – A.C. (Aug. 2016)
"The listing of specific considerations when choosing between SGDs and a quick look at some commonly used devices was most beneficial. I liked the short videos of clients using the SGDs in the school setting." – L.P. (Aug. 2016)
"Looking at the AAC communication plan from a team approach was very useful. I liked seeing the different systems out there." – S.A. (Aug. 2016)
"The instructor was easy to understand. I appreciated the look at different types of devices and how to use them." – J.M. (Aug. 2016)
"Summarizing and delineating the process of assessment and selection were the most helpful topics. Good rate of presentation, good examples, very clear concept explanation." – A.L. (Aug. 2016)
"This course provides an overview and yet comprehensive in each topic. Each topic builds on the previous one and they are all very informative." – S.H. (Aug. 2016)
"I really enjoyed the discussion on the importance of completing a language sample and oral motor evaluation prior to implementing aac system." – R.H. (Aug. 2016)
"I like that it helped me implement PECS system better." – A.G. (Aug. 2016)
"Going over the core and fringe vocabulary words to include in a child's AAC device was very useful." – S.P. (July 2016)
"I liked learning about the different dynamic devices and systems." – P.B. (June 2016)
"This information is valuable to working in my setting at a pediatric outpatient clinic. It was beneficial to see the different devices and interfaces. I like the video examples and details of PECS and hi-tech AAC methods." – P.E. (June 2016)
"The discussion on the importance of assessment and personalized augmentative systems for each patient was really helpful." – V.M. (June 2016)
"I liked the very inclusive information about AAC - especially for those new to the area." – K.C.A. (May 2016)
"I enjoyed the discussion about introduction strategies for introducing children to eye gaze devices." – D.L. (May 2016)
"I liked how it encompassed most, if not all areas of AAC that needs to be considered when working with those who may benefit from using an AAC device. The coverage of PECS was most beneficial, because it seems to be the most functional and useful for the autistic population I work with." – D.T. (May 2016)
"I found the information about what is and what is not referred to as the PECS system very helpful." – L.G. (May 2016)
"I like that it touched upon a variety of options and skills students need for each one. The discussion on when to transfer from PECS to SGD's was most beneficial." – K.S. (Apr. 2016)
"I really appreciated the overview of all devices and appropriate population for use with restrictions." – M.S. (Apr. 2016)
"The assessment and discussions of eye gaze was very useful." – T.F. (Apr. 2016)
"The instructor was very knowledgeable and conveyed her knowledge effectively." – M.W. (Mar. 2016)
"Presenter speaks very clearly with good examples. This course provides a good overview of augmentative communication. It is very relevant to current patient populations." – A.F. (Mar. 2016)
"I thought the insight offered through this course addressed not only the learning outcomes but also dispelled some myths and/or offered suggestions on how to address common concerns when implementing the use of AAC systems. " – K.H. (Mar. 2016)
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