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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
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 0.25 CEUs (Intermediate level; Professional area).
Offered for 2.5 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.
Content Disclosure: 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 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:
More Offerings by: Diane German
"I enjoyed the differential diagnosis of word finding errors. I liked the real-life application of case studies." - M.G., 8/30/2016
"I appreciated her demonstrating the step-by-step process for differential diagnosis of word-finding difficulties. The discussion of case studies was helpful." - E.B., 8/28/2016
"All of it was very interesting. It really made me think more about the answers students give for certain items." - L.B., 8/28/2016
"Instructor was very thorough. I liked the case studies with videos." - L.D., 8/27/2016
"I found the detailed description of the 3 different WF error patterns most interesting and beneficial as a school based SLP." - M.R., 8/12/2016
"I did not know word finding difficulties could be broken down with such complexity. I feel that I can use the strategies that were talked about in the videos to informally and formally evaluate students on my caseload." - B.G., 7/29/2016
"I found the topic as a whole beneficial to my daily practice. I liked that I became more familiar with the TWF-3." - A.S., 7/25/2016
"I have not really learned about word finding problems and this was a good introduction to the topic. By the end, I feel confident that I understand the terminology and could add it to my own lexicon. I was hoping to get even more in-depth and learn about goal writing and treatment, though." - S.P., 7/15/2016
"I was only briefly familiar with the Test of Word Finding and found this to be a great way to gain appreciation for the test and what insights I would gain from giving it. I would like more information on therapy ideas and writing IEP goals to go with this." - K.G., 6/24/2016
"I learned a lot. Word finding is tricky and this really helped to improve my understanding and knowledge." - R.R., 6/18/2016
"The information was extremely organized and thorough. She included video examples and a lot of repetition of terms. She led us through the diagnostic process multiple times so that I feel comfortable doing this on my own." - M.W., 6/16/2016
"I am looking forward to using the TOWF-3 to differentiate the types of word difficulties that my students may have. This will help focus treatment based on the error patterns identified in the assessment. I loved the video examples. Very thorough presentation of the topic!" - L.K., 6/3/2016
"I appreciated the 3 types of word finding errors and how to do differential diagnosis." - C.B., 5/20/2016
"The discussion on how oral reading can be negatively impacted by word finding difficulty was really helpful. I liked the speaker's clear and slower rate of speech and the diagrams/visuals." - R.G., 5/18/2016
"I found the three word finding error patterns and the charts to be the most beneficial for my daily practice. I liked that the information was explained in detail, case studies were analyzed and compared to charted learned materials and then we learned how the test connected to the learned materials. I thought a little bit of carrying over the learned material and testing results into therapy goals and strategies would have been touched on." - E.S., 5/13/2016
"I liked scoring the test and the theoretical concepts behind the test's construction. Also, the videos and examples were very helpful." - S.R., 5/1/2016
"I appreciated the different s/s of word finding problems. I liked the videos and case studies." - C.H., 4/19/2016
"The clearly and distinctly differentiated types of word finding along with video clips of students demonstrating those specific error patterns were most beneficial. I liked the incorporated theoretical research to support assertions about assessment protocol." - S.B., 3/23/2016
"This webinar provides in-depth information about word finding difficulties. The instructor is very knowledgeable on this topic and presents the information in a clear manner." - A.M., 2/26/2016
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