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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
Mirla G. Raz, M.Ed., SLP, is a speech-language pathologist in private practice in Scottsdale, Arizona. Ms. Raz has worked extensively with the pediatric population remediating speech sound disorders, language disorders and stuttering. She is the author of the popular Help Me Talk Right books: How to Teach a Child to Say the "R" Sound in 15 Easy Lessons, How to Teach a Child to Say the "S" Sound in 15 Easy Lessons and How to Teach a Child to Say the "L" Sound in 15 Easy Lessons. The latest addition to the Help Me Talk Right series is Preschool Stuttering: What Parents Can Do. Ms. Raz was a contributing author to the first and second editions of Children’s Speech Sound Disorders. Ms. Raz also presents workshops on stuttering, phonological and language disorders.
Financial — Mirla G. Raz is presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.
Financial — Mirla G. Raz is author of "Preschool Stuttering: What Parents Can Do" published by Gersten Weitz Publishers; has ownership interests.
Nonfinancial — Mirla G. Raz has no relevant nonfinancial relationships to disclose.
This program is offered for 0.2 CEUs (Intermediate level; Professional area).
Offered for 2 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:
"The discussions on the home enviroments and the need to work with parents first before considering direct tx with the child were most helpful." – A.G. (Dec. 2016)
"I liked how thorough the course is, and I also liked the PowerPoint handout. I especially liked the part that included suggestions for the SLP when speaking with parents/guardians about their child's stuttering." – K.M. (Dec. 2016)
"Well organized. Good presentation of information." – J.D. (Dec. 2016)
"The speaker was easy to listen to and the visuals provided a lot of good information." – A.L. (Nov. 2016)
"I love the list of suggestions to provide for parents (what to do / not do). The course was presented in a format that is very helpful (if, then)." – K.R. (Nov. 2016)
"I loved the thorough descriptions of different home lives and how they could effect the child who stutters." – K.T. (Oct. 2016)
"I appreciated the tips on how to distinguish normal disfluencies from the real thing." – A.G. (Sept. 2016)
"The discussion at the end of the course was helpful. It presented possible scenarios and questions that may come up and how to deal with and answer these questions. I would have have liked to have seen a few therapy ideas that could be used with direct therapy for preschool stuttering." – N.T. (Sept. 2016)
"It organizes principles of managing early stuttering well. The organization was excellent. More in-session treatment suggestions would have been helpful." – G.R. (Aug. 2016)
"I really appreciated the suggestions for parents on interacting with their child that is disfluent." – J.M. (Aug. 2016)
"I loved how much she addressed the home life of the student and educating the parent! I liked the common sense approach used by author/speaker." – A.W. (Aug. 2016)
"The discussions on parent styles and environment as well as the responses to specific questions from parents were very helpful." – S.H. (July 2016)
"Going over ways to respond to parental questions was great." – S.T. (July 2016)
"The thorough handouts are very helpful as a go to reference for future use." – S.R. (June 2016)
"I liked the flow of the course and the amount of information." – D.R. (June 2016)
"Well organized course. Easy to listen to, clearly understood, practical application." – D.H. (June 2016)
"This course provided me with good ways to instruct and help a parent of a child who stutters develop ways to help their child at home. I expected more treatment discussion instead of just working with parents, though." – T.R. (May 2016)
"I like how much this course emphasized that family involvement is key to the child making progress." – A.M. (Apr. 2016)
"I appreciated the emphasis on parent being the critical component in fluency intervention." – K.G. (Apr. 2016)
"I liked the very informative and clear suggestions to work with parents." – M.C.E. (Mar. 2016)
"The results of the study which gave characteristics found in children who stutter were most beneficial." – S.M.M. (Mar. 2016)
"I especially enjoyed going over how to specifically answer parents' questions related to stuttering." – E.S. (Mar. 2016)
"The suggestions for parents in the different environments and the answers to parents questions at the end were really helpful." – S.P. (Feb. 2016)
"The discussion on scheduling therapy - recommended sessions was beneficial. I liked the recommendations for helping parents create a calm balanced home." – K.B. (Feb. 2016)
"I appreciated the advice on what to say/what not to say. I liked that the speaker was clear and the content was easy to understand, but I expected further info on differential diagnosis between developmental and true stuttering." – T.W. (Feb. 2016)
"I really liked the explanations provided about home environments and the suggestions provided to help families in each. Also the possible responses to give when parents ask questions." – J.R. (Jan. 2016)
"I found that talking about helping parents who have children who stutter was very helpful. Also, the format of the course is very easy." – A.C. (Jan. 2016)
"Simple but informative. The specific techniques and answers to FAQs was most beneficial." – M.P. (Jan. 2016)
"I really appreciated the discussion of environment on the child's speech." – B.A. (Jan. 2016)
"The list of when a child should be in speech/language therapy was the best part for me." – D.C.E. (Jan. 2016)
"The differentiation between developmental stuttering and CWS was really beneficial. Also discussing emotions and temperament was helpful." – S.E. (Jan. 2016)
"Clear organized outline, but I expected actual in-therapy hands-on techniques that the therapist can use to reduce stuttering." – C.D. (Jan. 2016)
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