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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
Martha S. Burns, PhD, CCC-SLP, is a renowned author and clinician specializing in language and brain development. Dr. Burns is an ASHA Fellow, serves on the faculty of Northwestern University in the Department of Communication Sciences and Disorders, and has been a consultant to Chicago area school districts for over 30 years. She has authored three books, a test, and over 100 book chapters and articles on language and brain development, language disorders, and interventions for autism, auditory processing disorders and language disorders.
Financial — Martha Burns is the author of online CEU courses sponsored by Northern Speech; receives royalty payments.
Financial — Martha Burns is a paid consultant for Scientific Learning Corporation.
Nonfinancial — Martha Burns has no relevant nonfinancial relationships to disclose.
This program is offered for 0.15 CEUs (Intermediate level; Professional area).
Offered for 1.5 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 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:
More Offerings by: Martha Burns
"I found the review of neurology and treatment suggestions most beneficial. In addition, I enjoyoed the resources provided for working memory. I liked the concise presentation of this information." – S.K. (Feb. 2017)
"I appreciated the mix of research, brain info, and practical application." – E.S. (Jan. 2017)
"I enjoyed the suggested intervention techniques, references for articles, and suggested products." – L.D. (Dec. 2016)
"Connecting the brain research to the therapy was really helpful. It is always good to understand why something is suggested (often that is missing). I liked the practical therapy ideas and research on the brain." – L.S. (Nov. 2016)
"I loved that the first several sessions were laid out for the therapist to get started with non verbal children. The specific research on brain development and what it looks like for children with ASD was the most beneficial part for me." – V.G. (Oct. 2016)
"I liked the brain development, the new visuals of the long tracks of moving information in the brain." – L.M. (Sept. 2016)
"The treatment ideas for children on the autism spectrum were most beneficial. I liked the detailed description of current research and brain development related to ASD." – A.M. (Aug. 2016)
"I really enjoyed the new research and new ideas for therapy. Martha Burns is a great presenter. She does not spoon-feed but gives seasoned therapists things to consider and research further if needed." – K.E. (July 2016)
"The research update and ideas to help people with ASD were incredibly helpful. I liked that I could work at my own pace with the flexibility to start one day and complete when I had time. Plus I liked the ability to review information." – A.H. (July 2016)
"The information regarding treatment options and intervention strategies was most useful. However, I expected specific information regarding how children with autism learn and the best strategies to use." – M.R. (June 2016)
"I liked the transition from scientific to practical. The specific materials to use to develop various skills was really beneficial." – I.N. (May 2016)
"Excellent course. I loved the explanations and the handout." – D.H. (Apr. 2016)
"The discussions on mirror neurons and early intervention strategies were great. I liked the practical clinical recommendations." – K.C.A. (Apr. 2016)
"I appreciated the intervention for very young and preschool age children." – S.B. (Apr. 2016)
"I liked the intervention strategies and the resources that were provided." – S.K. (Apr. 2016)
"I really enjoyed the discussion on teaching imitation to preschoolers and the explanations of current research." – A.C. (Mar. 2016)
"I liked the overview of research and ideas for treatment. I am thankful for the understanding of brain differences, too." – R.S. (Mar. 2016)
"I appreciated the overview of complexity of ASD." – D.B. (Feb. 2016)
"Well-paced, good presentation. Nice balance of research and practical application." – L.R. (Feb. 2016)
"It is very beneficial to be able to explain about brain development and how that corresponds to the need for therapy to be early and intensive. The research is fascinating." – L.K. (Feb. 2016)
"Some of the resources/programs/ideas to use with individuals with ASD were useful." – C.K. (Feb. 2016)
"The discussions on the importance of gaining child's interest and ways to elicit imitation were incredibly helpful." – K.W. (Feb. 2016)
"The focus on imitation training and the information that reduction of stereotypical repetitive behaviors is desirable because it benefits brain development. I liked the combination of research and practical treatment applications." – V.D.A. (Feb. 2016)
"I really enjoyed learning about the advances of ASD and causes. I liked the variety of materials to use in every day activities in an educational environment." – A.B. (Jan. 2016)
"Loved the time spent on intervention ideas! Also, appreciated the explanations of how the interventions will specifically help children." – W.R. (Jan. 2016)
"I liked that there were a couple functional tasks that didnt require purchasing new products." – S.J. (Jan. 2016)
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