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0.7  ASHA CEUs

Learning Style Profile© PART II: How To Set Up The Therapy Environment #e226


Presenter: Patrick Rydell, Ed.D., CCC-SLP

Learning Style Profile© Advanced Course

"This presenter is fabulous. He is straightforward, and I feel like I can go right out and implement many of his strategies in my therapy sessions."

– J.P., prior course participant

"The entire LSP program has been great as we have implemented it into our daily treatment sessions with a number of autistic children. The degree to which the presenter describes this process was fantastic! Very informative and helpful in full understanding."

– L.K., prior course participant

Read more comments about this course!

Most professionals and parents involved in ASD education and intervention are familiar with the latest empirical research. But, what’s next? What’s our game plan? Are these questions familiar:

  1. How do we prioritize the vast amount of empirical literature into meaningful intervention priorities?
  2. Do our selected goals have a real purpose?
  3. How do we develop an educational or intervention plan that makes sense?
  4. How do we set up educational and intervention routines?
  5. What are the best and most effective strategies to use?

This Learning Style Profile© (LSP) Advanced Course focuses on training professionals and parents for intervention development, set-up, and implementation for each of the 10 LSP components that were presented in the LSP Introductory Course, #e213. Each LSP component will include 1) Talking Points, 2) Discussion, 3) Outline of 10 Professional – Parent Competencies, and 4) Video Demonstrations of the Professional – Parent Competencies. These empirically research-guided competencies are derived from a comprehensive, up-to-date review of the ASD developmental-behavioral intervention literature and Dr. Rydell’s extensive work “on the floor” with children with ASD.

Offered for 0.7 ASHA CEUs – 7 contact hours.

Course Overview & Run Time

Course Overview – Run Time: 7:00:13

  • LSP 1 – Object vs. People Oriented
  • LSP 2 – Modeling Demonstration & Rehearsal
  • LSP 3 – Attains Social Cues From Multiple Partners
  • LSP 4 – Flexibility With Objects, People & Activities
  • LSP 5 – Shared Control
  • LSP 6 – Interaction Style
  • LSP 7 – Symbolic/Verbal Communication
  • LSP 8 – Executive Function
  • LSP 9 – Distance Learning
  • LSP 10 – Transitions

Related LSP Training Courses:

Part I:
Building the Capacity for Socially Appropriate Conversation in Young Children with Autism

Part III:
The "Who's Doing The Thinking" Instructional Series

Part IV:
The LSP Questionnaire – A Protocol for Identifying Social-Communication-Behavioral Breakdowns Between Children with ASD and Partners in Therapy

Content Disclosures

This presentation will focus exclusively on the Learning Style Profile© (LSP). Other treatment approaches will receive limited or no coverage as part of this training. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format

Video course with downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Reviews

Comments From Prior Course Participants

"Minimizing talking, and steps to increasing participation across distance and with distraction were helpful topics. I liked how applicable the information is." E.S. (Dec. 2024)

"Incorporating turn-taking and peers early on to improve social communication was beneficial. I enjoyed the course flow and how each component built on the previous one." J.W. (Aug. 2024)

"Information on teaching joint action routines was very beneficial to my classroom, as well as how to teach visual prompting before verbal prompting. My students have moderate to severe autism, so I am excited to implement these techniques within my classroom! This training was easy to follow. I liked all of the examples that were given along with each section." M.L. (Jun. 2024)

"I liked the idea of "when...then instead of if...then" and the practical examples." J.S. (Jun. 2024)

"Discussing the idea of when-then vs if-then was beneficial. I liked the multiple examples of each concept." L.C. (Jun. 2024)

"Each topic truly helped my area of work. I have worked in a Peds setting for 4 years now. There are always children that are object oriented which we can continue to learn about. Each topic was thoroughly discussed with excellent examples." S.C. (May. 2024)

"The use of the terms "when - then" for transitioning was a new concept for me. Dr. Rydell had very concrete and practical methods for enhancing language skills and positive behaviors with ASD children." M.K. (May. 2024)

"Love the video examples and the review of the LSP." S.S. (Mar. 2024)

"I appreciated the explanations of shared control and distance learning as descriptive words to use in creating goals and explaining skilled interventions to parents. I appreciated the handouts to be used in future situations and discussions with families." L.H. (Jan. 2024)

"I liked the course organization and how day to day examples were explained and broke down common problems with practical solutions on how to fix it." S.D. (Dec. 2023)

"All of the content was beneficial. I liked the examples." R.M. (Nov. 2023)

"I liked that this course was broken down into small blocks." R.G. (Nov. 2023)

"All course sections were excellent. I liked the demonstrations of the concepts with toys and activities." B.H. (Sep. 2023)

"This information was really amazing and beneficial." M.S. (Sep. 2023)

"This presenter is fabulous. He is straightforward, and I feel like I can go right out and implement many of his strategies in my therapy sessions. When-then and joint action routines were beneficial topics." J.P. (Aug. 2023)

"Course is easy to listen to. I liked the methodical teaching of the social pieces. While I incorporate most of this into my current practice, I liked the intent and sequence." L.M. (Aug. 2023)

"The speaker presented exactly how to implement these practices with clear steps. I liked the symbolic and verbal portion of this course." S.R. (Jul. 2023)

"Direct, specific examples of how to handle situations, where to place items, what to do, and how to speak to help eliminate confusion. This course was clear and specific." A.C. (Jun. 2023)

"Attaining social cues from multiple partners and level of flexibility with objects, people and activities. Course was well organized, and I liked that it was broken into 10 different parts." V.A. (May 2023)

"Very practical. I love the idea of using JAR's and bringing in peers to support a child's ability to learn from others, especially within contexts of increasing flexibility and at distances. I liked the course outline and suggestions and examples." C.I. (Apr. 2023)

"I loved the hierarchical approach and the different metaphors to describe the techniques to parents. I liked the pace and length of the modules." K.W. (Apr. 2023)

"Setting up the environment, switching roles, using other people, setting up the JARS, transitions, all were beneficial. The directions are quite clear, as well as the rationale." P.H. (Mar. 2023)

"The entire LSP program has been great as we have implemented it into our daily treatment sessions with a number of autistic children. The degree to which the presenter describes this process was fantastic! Very informative and helpful in full understanding." L.K. (Feb. 2023)

"Course was simple and shareable, high usability. Counter intuitive to what is typically understood in helping kids with ASD." D.T. (Feb. 2023)

"I really appreciated the well-organized handout/"script" of the course. It helped me follow along with the teaching videos. I also went back later and read through the handout as well for any clarification that I needed." L.A. (Feb. 2023)

"This entire class is beneficial in my daily practice. I liked the video format and the handouts." D.S. (Feb. 2023)

"I liked the connections made between the learning issues and the intervention strategies. Examples and use of clear descriptions of activities was beneficial. Many explanations using clear terminology." S.L. (Jan. 2023)

"Learning how to incorporate peers and siblings into therapy sessions. I liked the videos." M.H. (Dec. 2022)

"All of it was beneficial! The explanations were based in real situations and speaker described each activity with details so it was easy to imagine each situation. I liked the toys!" A.D. (Dec. 2022)

"I appreciated all the interventions and strategies that followed the Learning Style Profile and worked on the 10 components. The descriptions of the strategies and how they can be accomplished was very beneficial." S.D. (Nov. 2022)

"All topics were equally engaging. I liked the video of the presenter and supportive educational videos." I.B. (Oct. 2022)

"Learning how to teach joint action routines and how to get a child to attend to you! I liked the idea of helping kids help themselves by engaging in nonverbal learning." M.S. (Oct. 2022)

"The flow of this course was excellent!" Y.M. (Sept. 2022)

"I liked the ideas for facilitating cognitive flexibility, decreased verbal prompting, and distancing. I appreciated the explanation and rationale behind "when/then." H.W. (Aug. 2022)

"It's applicable and appears to garner better generalization of skills and long term social communication outcomes." H.W. (Aug. 2022)

"The handout for me was the best part - a really good resource." J.G. (July 2022)

"The presenter was great and made things interesting!" L.D. (June 2022)

"I loved this course for all ten segments. I liked the emphasis on nonverbal / visual at all levels until child is ready to progress to verbal." E.H. (June 2022)

"Course was easy to follow and understand. Learning how to break down and implement each of the learning style profile points was helpful." K.P. (June 2022)

"Learning how to incorporate gradually increasing distances / distance learning with specific examples of tx techniques." J.L. (May 2022)

"The Executive Functioning topic and all the examples used was great. I loved the video of set of examples and the list of each component." A.T. (May 2022)

"LSP #8-9 information was great and very informative! I liked the in-depth breakdown and implementation techniques." A.C. (Apr. 2022)

"Every part of this online course was beneficial!" C.C. (Apr. 2022)

"I liked the specific examples of what to do and why – simple, clear instructions." C.E. (Apr. 2022)

"I really appreciated the in-depth explanations of each step of the LSP and the examples given. Each level builds on the next and that progression really helped me understand how to move along with the kids I am working with. The handouts are great and helpful resources. Dr. Rydell explained each LSP using the same notes given in the handout so I didn't feel like I was searching through the reading material to learn more. He tied this all in together so well and you can tell he is knowledgeable about the material and can explain so the student can understand it." K.S. (Jan. 2022)

"I found all of the information to be helpful to my daily practice. I enjoyed all of the information presented in this online course, especially the activities that Dr. Rydell presented today during each level of training." A.M. (Jan. 2022)

"Great course. I liked all of it!" A.N. (Jan. 2022)

Course Objectives

At course conclusion, participants will be able:
  1. Describe the Learning Style Profile© and its use in implementing parent/teacher education.
  2. Complete a common-sense educational and intervention plan using the Learning Style Profile© to help children have natural conversations and appropriate social interactions with friends.
  3. Apply a common-sense educational and intervention plan based on the 10 Learning Style Profile© components.

Northern Speech Services is an AOTA Approved Provider of professional development. PD activity approval ID#37078. This DL-Independent activity is offered at 0.7 CEUs, Intermediate, 1. Domain of OT: Client Factors, Social Participation; Communication and Social Skills. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

Presenter & Disclosures

Patrick J. Rydell, Ed.D., CCC-SLP

Patrick J. Rydell, Ed.D., CCC-SLP, is the Founder and Director of the Rocky Mountain Autism Center, Inc. and Autism On Call, LLC, in Lone Tree, Colorado. With more than 38 years of practice (“on the floor”) in the field of Autism Spectrum Disorder (ASD), he has provided international and national trainings, workshops, consultations and program development to governmental agencies, medical facilities, universities, school districts, professionals and families. His doctorate was earned through a National Institute of Health Leadership in Autism grant (1989) and he has a double master’s degree in speech pathology and special education with a program emphasis in early childhood and autism spectrum disorder. Dr. Rydell is a U.S. Fulbright Senior Specialist Grant recipient (2005). Dr. Rydell is the co-author of the SCERTS Model (Prizant, Wetherby, Rubin, Laurent & Rydell, 2006) and author of the Learning Style Profile for Children with Autism Spectrum Disorder (Rydell, 2012) and Autism On Call Educational Series (Vimeo, 2017). Dr. Rydell has also co-authored 5 book chapters and numerous peer-reviewed research articles on topics related to autism spectrum disorders. He is currently developing ASD programs across Asia, Central Asia, and South America based on the LSP approach.

Speaker Disclosures:

Financial — Patrick Rydell is a presenter of online CE courses sponsored by Northern Speech Services; receives royalty payments.

Financial — Patrick Rydell is the author of Learning Style Profile Autism Activity Book; receives royalty payments.

Financial — Patrick Rydell is the author of Learning Style Profile for Children with Autism Spectrum Disorder, published by Rocky Mountain Autism Center (January 21, 2013); receives royalty payments.

Nonfinancial — Patrick Rydell has no relevant nonfinancial relationships to disclosure.

Intended Audience / Accreditation

Intended Audience/Accreditation
asha ce approved provider

This program is offered for 0.7 ASHA CEUs (Intermediate Level; Professional Area).

Intended Audience

  • Speech-Language Pathologists
  • OT
  • Parent

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA 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:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a master's or doctoral program in SLP or audiology

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:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education. Provider #1654.

Frequently Asked Questions

Online Course FAQ — Click Here

Customer Support: Please phone 888.337.3866 or email info@northernspeech.com.

Course Completion Timeframe:

You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.

However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.

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 My Online 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 Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). 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 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 currently not accepted for online orders, if you wish to submit a purchase order please do so at info@northernspeech.com or fax to 888-696-9655.

What is an Online Course?

Our Online Courses consist of video, audio, and/or text content 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 device, via your NorthernSpeech.com online 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 ASHA 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 CEUs earned online. Please note that courses offered for university students are not applicable for 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 My Online Courses tab on your profile screen. Click the course you would 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.

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.

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 ASHA 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. Most courses include closed captioning.

Course handouts:

Most of our online courses provide a link to download the accompanying handout as a PDF file. 

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, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. 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. 

Special Needs:

Please click here for any special needs requests, and we will do our best to accommodate them. 

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