"Differentiating between CAS and Phonological Processing Disorders was helpful as well as discussing evidence-based approaches to address CAS. I liked the visuals and descriptions." M.P. (Nov. 2024)

"So much was beneficial - I am starting Wilson training, and this will help there also. I enjoyed the rich research." M.M. (Nov. 2024)

"The topic on Dyslexia was helpful. The course made me take time and process the information." R.K. (Oct. 2024)

"The section on apraxia was beneficial. The speaker was knowledgeable and spoke clearly." R.S. (Sep. 2024)

"Treatment recommendations were helpful." S.D. (Sep. 2024)

"Beneficial recommendations for working with students with APD in the school setting. I liked the neurological explanations for what happens in the brain in disorders and following treatment." H.M. (Aug. 2024)

"Comparison of different methods of remediation for Apraxia was helpful. The course was comprehensive and thorough." S.H. (Jul. 2024)

"Discussing the difference between apraxia and speech difficulties in general was beneficial. I enjoyed the review of neurology, especially more recent research." T.E. (Jul. 2024)

"The difference between APD and ADD was helpful to discuss. Good pacing and relevant information." A.P. (Feb. 2024)

"The information on dyslexia is most beneficial for my practice. Information was presented clearly and concisely." M.M. (Jan. 2024)

"I liked all of it! The course was excellent." J.D. (Jan. 2024)

"Connecting APD with reading skills was beneficial to discuss. I enjoyed the evidence-based information and sound theory." B.D. (Jan. 2024)

"Increasing focus on auditory discrimination and phonemic awareness as well as the normed language skills for preschool and kindergarten. My work is with early intervention, and severe language delays diluted my expectations and targets. I liked the neurological processes of language and reading." J.W. (Dec. 2023)

"I loved learning about pruning of the brain. I liked the pacing and slides." A.R. (Dec. 2023)

"Course was very succinct. The technical aspects of treatment and information on apraxia were beneficial." A.V. (Nov. 2023)

"I liked the course organization. Auditory processing was beneficial to discuss." S.Y. (Nov. 2023)

"Understanding how dyslexia and reading challenges are language-based issues. I enjoyed the discussion of neuroscience foundations." L.S. (Oct. 2023)

"I liked the helpful hands-on therapy information. And that course was research-based." L.K. (Oct. 2023)

"Discussion on causes, assessment and treatment of Auditory Processing Disorders was beneficial. The section on APD was a total refresher for me as an SLP. We don't tend to hear much about this once we have graduated university." J.B. (Sep. 2023)

"I enjoyed learning about the different evidence-based approaches to assess and treat dyslexia and apraxia of speech. I liked all the detailed information about neuroscience presented in this course." L.R. (Jun. 2023)

"The topics on apraxia and dyslexia were beneficial." M.M. (Jun. 2023)

"Knowledge on assessments and treatment protocols was beneficial. I liked the neuroscience." C.W. (Mar. 2023)

"I liked the specific help in explaining dyslexia and CAS to parents." J.S. (Mar. 2023)

"Learning how closely language development correlates with literacy skills. The neurologic basis the presenter provided in identifying and describing both developmental as well as acquired speech/language disorders was beneficial." S.M. (Feb. 2023)

"Well rounded course, and I liked that the speaker mentions various evidence-based research to treatment." J.C. (Jan. 2023)

"I liked the discussion of various dyslexia and CAS programs." M.A. (Dec. 2022)

"All of it was beneficial, especially the information on dyslexia. I liked the suggestions for evidence-based intervention." L.D. (Dec. 2022)

"The information was beneficial on how reading difficulties are linked to oral language processing difficulties, and how most of the school day is spent in oral language instructions, therefore showing children with reading difficulties will likely have a hard time at school. I liked the neuroscience focus." W.G. (Dec. 2022)

"I enjoyed learning about the interventions. There was a great variety of scientific studies and evidence presented." M.R. (Dec. 2022)

"Good CAS information." J.S. (Dec. 2022)

"I liked the treatment ideas." E.B. (Nov. 2022)

"I liked the intensive neuro section." I.D. (Nov. 2022)

"The dyslexia discussion was great!" J.W. (Oct. 2022)

"I liked the topics on dyslexia and CAS, particularly the areas of the brain that are affected and the evidence-based interventions that work." A.H. (Sept. 2022)

"The review of the neuroanatomy and evidence based interventions for each disorder were good." A.M. (Aug. 2022)

"I liked the visual representations of information, charts, graphs, etc." C.E. (Jul. 2022)

"Liked the Auditory Processing and Dyslexia sections, especially the information relating to best-practices for interventions." C.E. (Jul. 2022)

"Learning about neural tracks, and interventions with research indicating effectiveness was interesting." A.S. (Jul. 2022)

"I liked the visuals, brain mapping and interventions for CAS." I.H. (Jun. 2022)

"I liked the overview of neuroscience and neurogenetics during each topic. Good discussion on apraxia." D.B. (Jun. 2022)

"Good benchmarks to provide parents with a general guide as to how language and early literacy are inter-related. Liked the visuals along with some of the bullet-style references regarding how many words, word combos, and types of words young children should have in their repertoire by 10-12 mos., 18 mos., 2yrs., 30 mos. and 3-4 yrs. It also reinforced my intuition of increasing the intensity of some of my apraxia workouts!" M.S. (June 2022)

"Understanding the importance of using top-down and bottom-up strategies when working with children who present with auditory processing disorders to help support working memory issues." M.S. (Jun. 2022)

"Course was informational and easy to follow." T.P. (May 2022)

"The evidence-based findings of specific strategies for treatment and differences related to ADHD and auditory processing disorders were good because I work with children with these kinds of difficulties. I liked the graphs and scans that show you research-based evidence, at times it is easier to understand when you see it visually." C.M. (May 2022)

"I find it very fascinating how the brain learns to read and spell. This course helped me better understand why. I also liked the parts about auditory processing disorders and the brain, especially how it relates to Autism." A.H. (May 2022)

"I found it all to be beneficial and very practical." K.D. (May 2022)

"I think it was important to understand how much early phonemic awareness can affect reading and language. The scientific aspect about it was interesting." M.Y. (Apr. 2022)

"I liked the discussion on apraxia and the specific tools for treatment, and the differences of phonological vs. apraxic." D.S. (Mar. 2022)

"The section on apraxia intervention and differential diagnosis was beneficial for my practice." A.F. (Mar. 2022)

"The treatment strategies for apraxia were helpful." D.B. (Feb. 2022)

"I really enjoyed learning about the treatments available for Childhood Apraxia of Speech. I currently have one student with this disorder and it was really helpful to learn about more treatment approaches." J.G. (Jan. 2022)

"Section on auditory processing, apraxia, and dyslexia was very informative – I liked the ease of taking it online." M.D. (Jan. 2022)

"Provided all the best evidence based approaches for each area discussed." S.P. (Jan. 2022)

"The information on treatment programs was helpful. I liked the practical applications of the information." M.S. (Jan. 2022)

1. Describe the human cortical maps for phonological processing.
2. Identify behavioral characteristics of auditory processing disorders.
3. Contrast auditory processing disorders from attentional disorders.
4. Apply evidence-based bottom-up and top-down interventions for APD.
5. Describe the human cerebral connections identified as critical for reading.
6. Identify the differing cerebral connection patterns associated with dyslexia.
7. Apply evidence-based interventions for struggling readers and individuals with dyslexia.
8. Describe the human cortical regions that distinguish childhood apraxia of speech.
9. Show how to reliably diagnose CAS.
10. Apply evidence-based interventions for CAS.

This program is offered for 0.2 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.