"I liked the research involved in this course." T.K. (Dec. 2024)

"The brain research with children was a beneficial topic. I liked the information about important RAP, phonological and auditory processing and how to make some changes. The importance of early identification and intervention for ASD." K.T. (Oct. 2024)

"A lot of research-based evidence." D.L. (Sep. 2024)

"The early ID and interventions were beneficial. I liked the course format." B.P. (Aug. 2024)

"It was helpful to discuss utilizing auditory process training. I liked the convenience and knowledge of the presenter." K.P. (Jun. 2024)

"The new information on autism and brain function was beneficial." S.W. (Jan. 2024)

"The correlations between ASD & APD were helpful to discuss. The course was succinct." A.V. (Dec. 2023)

"All of this information was very beneficial. I enjoyed the research that was provided." C.S. (Nov. 2023)

"It was beneficial to discuss that early intervention as soon as possible helps children's development." S.J. (Nov. 2023)

"Latest research regarding neurodevelopmental disorders. I liked the auditory processing theories in ASD." J.J. (Oct. 2023)

"The discussion to encourage parents to talk to their children as well as read to their children was beneficial. I liked the review of the brain connectivity areas and the high amount of research cited, as well as the links to go to for reading more about the research. I was super pleased that Dyslexia's complexity was included." S.F. (Sep. 2023)

"Importance of training parents in responsive teaching and the importance of literacy from day one - and lots of it every day! There is tons of current research to support her arguments." M.S. (Aug. 2023)

"I liked the clinical applications and the parts that discussed auditory processing & autism." G.M. (Jul. 2023)

"I liked the information on ABRs. The course was beneficial." E.T. (Jun. 2023)

"Learned a lot about brain function that had been forgotten. I liked the way everything is pulled together to justify the usage of auditory processing techniques in children with ASD." D.K. (Apr. 2023)

"I liked seeing another set of research showing the importance of early intervention. This course was easy to access and learn from at my own pace." J.S. (Mar. 2023)

"Martha Burns is superb. I wish I had her brain power." A.K. (Jan. 2023)

"Learning how poorly the brain receives auditory information if a child has ASD. The course was clear and easy to follow." K.J. (Jan. 2023)

"Interesting to learn about the newest brain research." A.K. (Jan. 2023)

"The different types of auditory training programs that can help children with rapid language processing. Course supported by quite a lot of interesting research." B.G. (Jan. 2023)

"The impact of auditory processing issues with children with ASD was beneficial. The course was easy to follow." P.F. (Dec. 2022)

"Learning what age to begin to intervene for ASD - I liked the research and practical recommendations." M.C. (Dec. 2022)

"I liked the multi-deficit approach in dyslexia and how dyslexia can be a sign of auditory processing issues." A.P. (Nov. 2022)

"Very interesting and good for moms. I like that you can do the course at home." K.R. (Nov. 2022)

"Discussion of the need for early intervention because we now have even more proof, through these brain studies, that it works (but I knew that), and WHY it works. I loved to see that it was proven again that parents need to talk to their infants, for many reasons. I learned so much about brain studies which I had not been seeking out in the last few years." M.G. (Nov. 2022)

"The information presented about RAP testing being used on infants or newborns (or within the first year) for identification as well as research from San Diego and emphasis on early detection/intervention was good." C.R. (Nov. 2022)

"All updated research. I like the presenter's knowledge about this topic." S.L. (Nov. 2022)

"The relationship between auditory processing, developmental dyslexia, and phonological problems was great to learn." C.H. (Nov. 2022)

"The link between auditory processing and most disabilities I work with was good to see." C.O. (Sept. 2022)

"This information will benefit my practice daily." J.U. (Aug. 2022)

"I would recommend this course." A.L. (July 2022)

"I liked learning about the important role of white matter tracts, cause and effects, and that new born babies should have a stapedial reflex test." G.G. (June 2022)

"I enjoyed learning about all the new research being done. As someone who is passionate about early intervention and absolutely adores children with ASD, the auditory processing component/connection discussed in this course has given me a new lens. I kept thinking, that makes sense... this is why... I know iPads and iPhones are NOT good for my little bitties, and, yes, now I know why certain therapy techniques and combinations thereof, are working!" M.S. (June 2022)

"I gained more understanding of the underlying causes of ASD, and why these symptoms are present." A.A. (May 2022)

"I liked the in-depth discussion of research and the importance of early identification." A.H. (May 2022)

"I have always believed that early interventions and an enriched language environment are important for children to develop language skills. The research supported my beliefs. I always enjoy Martha Burns' knowledge." C.C. (Apr. 2022)

"I liked the strategies for training auditory processing, and that I could do course at my own pace." T.C. (Apr. 2022)

"I liked the information regarding red flags for differences as early as 1 year, and how therapy can change the brain. The presenter was knowledgeable and there were many references." P.M. (Mar. 2022)

“This well-organized presentation highlights recently conducted neuroscientific research. The newly revealed studies indicate support for very early intervention to occur in many cases. Earlier initiation of therapy with supportive parent training especially for infants showing signs of ASD offers favorable results.”  A.M.

This program is offered for 0.15 ASHA CEUs (Intermediate Level; Professional Area).

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 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.