"I appreciated his emphasis on varying the teaching so that the child has to keep developing variations on their speech, not becoming robotic in their responses. I think we tend to use the same carrier phrases over and over to develop skills instead of generative language. Speaker is very specific and supports each statement with specific requirements." L.S. (Dec. 2024)

"The rationale provided for the implementation of non-verbal JARs prior to verbal JARs was very helpful." S.G. (Dec. 2024)

"The value of peers as mentors, and the need for children with ASD to seek out, orient to and learn actively from peers as role models was a beneficial topic. I liked all of the information." L.C. (Sep. 2024)

"Limiting directives and instead focusing on orienting to peers was a beneficial topic. I also love starting with nonverbal routines, then overlaying language (verbal mapping). This course had a large amount of information. Very clear. Will refer back to handout for specific wording." K.C. (Sep. 2024)

"Peer Modeling was beneficial. Loved the explanation by speaker on powerpoint slides." L.H. (Aug. 2024)

"Using peers to develop social communication during routines was a beneficial topic. The course was easy to follow." J.W. (Aug. 2024)

"Incorporating peers in JARs from the beginning was beneficial to discuss. The course was very thorough and well-organized." M.J. (Jul. 2024)

"I liked how the presenter suggested including peers in the joint action routines right from the beginning. This helps with generalization. Also, I liked how he teaches children with autism to look up, look around, you have value. I'm glad he included an example of a joint action routine." A.C. (Jul. 2024)

"Great ideas for how to model and have peers model social language and turn-taking. I liked that this course pertains to my daily work." M.R. (Jun. 2024)

"The examples were beneficial and the course was very clear." L.G. (Jun. 2024)

"Building in coached, structured, yet free-flowing play. Great uses of examples in a real, planned play routine." S.K. (Jun. 2024)

"Discussing the flexibility of who takes the lead and orienting a child with autism to learn variation from the variety of language to create flexibility as well as learning from peers as a source of how to engage in conversation. I liked that the interactions are contingent upon one another and being aware of what is going on around them. Clear teaching and order of how to build JARs." S.B. (May. 2024)

"Beneficial discussion on autism. I liked the practical examples." R.I. (May. 2024)

"Discussing how to maximize JARs was helpful. Great examples." A.S. (Apr. 2024)

"I like the review of JARS. Information is organized and makes sense." S.S. (Mar. 2024)

"Specific topics that were most beneficial were Joint Attention Routines, Coach Rotation, and Peers Model Words, Phrases, and Social Use of Language. What I like best and appreciate the most about this course are the strategies provided and Dr. Rydell's presentation style." L.A. (Feb. 2024)

"Discussing JARs was beneficial. The content was explained very thoroughly." C.C. (Feb. 2024)

"The use of peer mentors was helpful. I enjoyed the part of having the child with ASD think so that he/she can lay down and practice speech/social pathways." S.A. (Jan. 2024)

"All of the course was beneficial. I enjoyed everything. It was such good information." S.M. (Dec. 2023)

"Organized and clear presentation. Strategies to facilitate functional communication in more functional social interactions as well as provide the basis for future verbal communication development." J.H. (Dec. 2023)

"I liked the ease of adaptability of JARs into therapy sessions. The specific examples of target vocabulary in 2-word utterances with the use of JARs were beneficial." J.D. (Dec. 2023)

"The description of joint action routines was helpful." K.R. (Dec. 2023)

"Simple example of how to implement. I enjoyed the use of several semantic components vs one. Good reminder re: pivot grammar." D.A. (Nov. 2023)

"The entire topic was beneficial. I enjoyed the content and presentation." R.S. (Nov. 2023)

"The concept of completely relying on a non-verbal peer model during the initial presentation of a joint action routine is interesting. Also, I am interested in attempting to change roles and allow the target child to take the lead in the activity. I liked that the instructor provided a specific example." A.L. (Nov. 2023)

"This course was full of information. I liked the coach rotation information and implementing peers." L.G. (Oct. 2023)

"I liked the review of how to best incorporate joint action routines and the use of peers to help in the process." S.S. (Oct. 2023)

"The use of peers in order to generalize language and social skills was helpful. This is a different approach, specifically structuring variations and choices within the activity to expand language." D.R. (Oct. 2023)

"Learning how to contrive turn-taking opportunities with peers where the coach trades off. I really appreciated the example provided with the crashing/splashing cars and trucks." L.S. (Oct. 2023)

"The goal of teaching language and how to achieve it using JARs was beneficial. This information was very helpful to me, as I work in a private clinic where more than half my patients have ASD, ADHD, or social anxiety." V.H. (Oct. 2023)

"Very clear presentation. I liked using peers as mentors." T.R. (Oct. 2023)

"JARS are an excellent way to teach children with autism how to improve their social language abilities. I liked the specific examples, truck/ramp routine." M.P. (Aug. 2023)

"I liked learning about JAR. I've used this system for years with students with ASD and it's nice to have a label to put with the practice." S.E. (Aug. 2023)

"Learning how to use peers effectively. The presenter was very knowledgeable and gave great analogies to help me understand." R.R. (Jul. 2023)

"Pivot Grammar in JARs was a beneficial topic. I liked the multiple explanations of materials to help with long-term knowledge." T.E. (Jun. 2023)

"Concept of peer mentoring in a naturalistic, child-led role was beneficial. I liked Dr. Rydell's presentation style." M.A. (May. 2023)

"This approach adjusts to the specific needs of the child with autism. Provides tools for SLPs working with ABA team." R.M. (Apr. 2023)

"Language mapping was beneficial. I liked the characteristics of good joint action routines." L.R. (Apr. 2023)

"I liked the coach rotation, creating joint attention routines, using pivot grammar. Themes are based on the child’s intrinsic motivation and interest. Actions are sequenced into logical plan of action. Multiple opportunities for learning and practicing." M.M. (Apr. 2023)

"Going into detail to define JAR was beneficial. I liked the goals presented and course clearly laid out things to think about when implementing JARS." K.W. (Apr. 2023)

"The presenter provided examples of how to incorporate joint action routines into activities. The presenter was very knowledgeable about the components of joint action routines and how to incorporate those components into an activity." M.H. (Feb. 2023)

"Learning how JARs could be used to facilitate communication with children with ASD. As a behavior clinician, I see my role as so vital in a child's learning. The speaker explained in depth, and his use of scenarios was amazing." A.O. (Jan. 2023)

"The information on JARs will be very helpful for the classroom-based setting I work in. The speaker was clear and easy to follow. The information was also easy to follow and take notes." S.S. (Jan. 2023)

"Easy to follow and practical application tips. Information on expanding and developing language and relationships with peers was beneficial." S.E. (Jan. 2023)

"I liked the use of JARs and the value of play with peers. And the theoretical base which is "sound" (grounded) and from highly respected researchers." S.E. (Dec. 2022)

"I liked the idea of starting with non-verbal play routines. I feel sometimes as SLPs we constantly control the situations and we use too much language. I liked the suggestions of the non-verbal JARs, and also using the five semantic categories as a means of establishing and expanding on social routines." M.L. (Dec. 2022)

"Using actions with peer involvement for student's language development was beneficial. I liked that course emphasized peer involvement in therapy." L.W. (Dec. 2022)

"I liked how presenter outlined what to do and how to include peers. Also how to begin with a non-verbal activity and build language on top of it." J.S. (Dec. 2022)

"I will glean ways in which to teach and interact with joint action routines in a more specific way demonstrated in this course." K.K. (Dec. 2022)

"I liked the peers model and helping children notice/learn from their peers. I also liked the concrete examples." C.W. (Dec. 2022)

"The concept of JAR and the benefits for life-long learning were helpful. I liked the idea of teaching children with autism how to find value in learning from their peers." K.J. (Dec. 2022)

"I liked that course was delivered in a simple and precise format." S.B. (Dec. 2022)

"I liked that the notes were available to print and the presenter was easy to understand." V.G. (Dec. 2022)

"We are beginning to implement Jars in our school so the entire presentation was informative. What was particularly interesting was the use of peer mentors and the rational behind that. Very practical to daily practice." J.M. (Nov. 2022)

"In our ETS program we facilitate several joint action routines in which we target expressive, receptive language, imitation, play and social skills. The examples provided here were helpful for this." R.K. (Nov. 2022)

"I enjoyed all aspects of this course. Dr. Rydell is an amazing presenter. I found the discussion surrounding the verbal and non-verbal Jars valuable. The use of non-verbal JARs will help me to lay the foundation for language development with my newer learners in our class." G.B. (Nov. 2022)

"The JARs example was a great way to explain how this can be implemented with students. I genuinely liked the entirety of the course and all of the information provided. I liked that he went into detail about the steps needed to facilitate the JAR approach and other approaches used to increase understanding, engagement and carryover." C.P. (Nov. 2022)

"I liked the depth and examples - the breakdown of what is part of an effective JARS routine." C.J. (Nov. 2022)

"Clear presentation." A.W. (Nov. 2022)

"I liked the organization of material and direct instruction of implementation." S.F. (Oct. 2022)

"The basic idea that you establish the non-verbal JAR and overlay the verbal component was great! The course was well organized." B.D. (Sept. 2022)

"The discussion of using semantic comparisons to build vocabulary and generative language was helpful." A.G. (Aug. 2022)

"I enjoyed the practical ways to bring peers into JARs. This course was engaging and informative." D.A. (Aug. 2022)

"I enjoyed the discussion about the benefits of peer modeling vs adult modeling in language/social learning. This course was easy to understand and was very interesting with many good concepts that are easy to apply to daily therapy sessions." R.P. (June 2022)

"Clear examples. I liked the examples of what to say and how to use the peer." C.W. (June 2022)

"I liked the tips on vocabulary to use during JARS. The course was easy to follow along." H.E. (June 2022)

"I especially appreciated the discussion point pertaining to JAR based vocabulary. The vital importance of expanding sematic category goals for children with ASD was emphasized. The course provided valuable insight and guidance towards the development of JARs." A.M. (May 2022)

"The course was practical." K.R. (May 2022)

"It was easy to understand and follow." A.B. (May 2022)

"Post pandemic, it has been difficult for speech providers to receive training in JARs. This course is worth taking to give insight into how to create, implement, and evaluate JARs.  It went step-by-step over how to create an effective JAR." M.L. (May 2022)

"The break-down of peer involvement in Joint Action Routines was very informative and thorough.  The overview and explanation of the foundation and implementation of Joint Action Routines in relation to the Learning Style Profile strategy was good."  A.C. (May 2022)

"I enjoyed learning about the selection of vocabulary to implement when completing a verbal JAR series."  K.D. (Feb. 2022)

"It was well-organized and easy to follow."  K.K. (Feb. 2022)

"I appreciated how Dr. Rydell discussed everything from the Learning Style Profile to Peer Modeling of words, phrases, and the social use of language. I enjoyed the way he talked about going from basic nonverbal communication teaching to coaching, using peers, and/or the child with ASD so that the child can achieve an ability to socially interact with others." E.H. (Feb. 2022)

"The presenter was very clear and gave good examples. I liked the variation of different play schemes (and the corresponding language)." B.F. (Jan. 2022)

"I liked the handouts, and examples of how to implement the LSP. Enjoyed the speaker's way of presenting information, easy to understand with clear objectives." J.S (Jan. 2022)

"The course was a nice review of joint play strategies. I liked the illustration of inclusion of peers." A.R (Jan. 2022)

1. Describe the components of Joint Action Routines (JARs).
2. Describe how each JAR component helps to facilitate communication development.
3. Describe the role of peer mentors as a critical component within the JARs.

This program is offered for 0.1 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.