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$39.00 USD

92% rating - reviews

0.15  ASHA CEUs

Subordinate Conjunctions? Relative Clauses? Help! Explore Strategies For Syntax Intervention #e276


Presenter: Cathy Alexander, MA, CCC-SLP

Learn evidence-based “Go To” strategies for teaching syntax for the young child and the school-age child.

Speech Therapy Downloads


"This course was brilliant! The handouts are invaluable! Thanks!"
– S.G., prior course participant

"The topics were interesting, detailed and provided clear intervention strategies with a clear hierarchy."

– M.N., prior course participant

Read more comments about this course!

School-age children and adolescents with language disorders are likely to show deficits in syntax. SLPs can support young children’s complex syntax development. Since a strong knowledge base of syntax is needed for both assessment and intervention, key features of syntax will be reviewed. Identify strategies, contexts, and toys/books that can facilitate production of complex syntax in language samples.

Learn syntactic assessment techniques for the young child and the school-age child. Learn intervention strategies to facilitate the young child’s syntactic skills. Then, learn intervention strategies for teaching the school-age child complex syntax.

Complex sentences form a majority of the sentence types that school-age children and adolescents will encounter in their academic years. Learn a myriad of evidence-based “Go To” strategies and techniques for teaching syntactic skills. These strategies will facilitate complex syntax both orally and in the written language.

Offered for 0.15 ASHA CEUs – 1.5 Contact Hours.

Numerous downloadable therapy materials are provided. Age range: preschool – adolescents.

Course Overview & Run Time

Course Overview – Run Time: 1:30:00

  1. Describing children with language impairment (LI) language abilities.
  2. Defining and discussing syntactic terminology for young children.
  3. Defining and discussing syntactic terminology for school-age children (e.g., relative clauses, subordinate conjunctions).
  4. Reviewing syntactic assessment for young and school-age child.
  5. Describing intervention strategies and techniques including modeling, recasting, cloze procedures, sentence identification, and sentence generation.
  6. Targeting explicit teaching and metalinguistics for adolescents.
  7. Review.

"Good activity ideas and handouts to give to teachers. Learning/selecting treatment targets for IEP's that are specific and meaningful to improve overall grammar/sentence length."

– A.M., prior course participant

Read more comments about this course!

Content Disclosures

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 in the Presenter & Disclosures area.

Course Format

Video PowerPoint presentation with author narration & 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

"The whole discussion on syntax and how important verbs are for the young child was beneficial. The lecturer was very informative and l will be able to use suggestions in my therapy." V.F. (Dec. 2024)

"Intervention for young children was beneficial. The handouts will be useful." M.P. (Dec. 2024)

"I liked the ease of following along and the intervention for younger students." C.D. (Nov. 2024)

"The Intervention Section was the most helpful. I like that the course combined both assessment and intervention with real activities I could start using right away in my sessions." L.G. (Oct. 2024)

"Intervention discussion was beneficial. I liked the handouts provided." H.W. (Oct. 2024)

"I liked the examples of Intervention." D.R. (Sep. 2024)

"Education on definitions/meanings behind language contexts was beneficial. I appreciated that I could start and stop the course whenever." A.F. (Sep. 2024)

"The grammar review was super helpful. I liked the assessment ideas. The speaker repeated important information she wanted to make sure to get across and did not rush." L.C. (Sep. 2024)

"The proposed intervention strategies for both preschool and school-aged children in addition to the excellent review of syntax terminology. The course was well organized and clearly presented with specific examples. And I so appreciate the available handouts." J.H. (Aug. 2024)

"I liked the intervention examples." M.P. (Aug. 2024)

"The presenter was able to provide syntax terminology, as well as intervention strategies to utilize with young children and school-age children. The presenter was very knowledgeable about the topic." M.H. (Aug. 2024)

"Syntax hierarchy was helpful. I enjoyed the clear definitions." P.F. (Jul. 2024)

"Acronym bricc to remember how to proceed for intervention with school-aged children was beneficial. Concrete and easy to apply in my practice right away." S.C. (Jul. 2024)

"I liked the components of a therapy session. I loved all of the information." M.B. (Jul. 2024)

"Examples of activities to use in class were beneficial." D.V. (Jun. 2024)

"I liked the digital printables to use in therapy. Clear, structured organization." J.H. (May 2024)

"Good review. The course was organized." J.H. (May 2024)

"Intervention design and activity examples for use with school age children will be most beneficial for my daily practice. I liked all parts of this course, and the detailed explanation of teaching complex sentences was my favourite part." P.H. (May 2024)

"The therapy strategies recommended for the early intervention and preschool populations were helpful. I liked the specific examples of therapy strategies/ tools." M.K. (Apr. 2024)

"Beneficial review of grammar elements and ideas for intervention." K.Q. (Mar. 2024)

"The topic and examples for therapy materials were most helpful. I appreciated the presentation of clear, concise information and the review of terms." B.P. (Mar. 2024)

"The practice activities were really helpful. I liked that she explained everything in detail." A.A. (Feb. 2024)

"I liked the circling handouts to identify different clauses. And the course was self-paced." M.R. (Jan. 2024)

"Intervention discussion was beneficial. I enjoyed the handouts." L.B. (Jan. 2024)

"So many functional resources. BRICC - the plan to systematically teach and practice identification and use of complex sentences in treatment was beneficial." J.R. (Dec. 2023)

"Intervention strategies! I liked the differentiation between strategies for pre-school vs elementary school-aged children." J.D. (Dec. 2023)

"I liked the digital content. Discussed intervention and typically developing data." L.M. (Dec. 2023)

"School-age intervention techniques. I enjoyed the review of syntax terms." A.R. (Dec. 2023)

"Loved it all. Firm understanding of syntax vocabulary makes assessing students easier." J.W. (Nov. 2023)

"Very thorough explanation of the development of complex sentences and syntax." L.V. (Nov. 2023)

"The 5 strategies for addressing the use of clauses in school-age children were beneficial." J.B. (Nov. 2023)

"The specifics about targeting subordinate clauses with SLI students were helpful. I liked that it was a short course with lots of content, and as always, the handouts are super beneficial." S.C. (Nov. 2023)

"Using subordinate conjunctions to increase the complexity of language was a beneficial topic. I liked the discussion of her therapy materials and why she used them." D.R. (Oct. 2023)

"Actual therapy activities. Lots of examples and handouts." L.J. (Oct. 2023)

"The discussion of different activities to target various structures was helpful. I liked the activity suggestions." B.O. (Oct. 2023)

"This course really made me revisit areas of language development I haven't used in a long time." L.S. (Sep. 2023)

"The review of treatment techniques was most helpful." J.C. (Aug. 2023)

"I enjoyed the practice ideas and evidence-based strategies to address complex sentence structure. The BRICC acronym is helpful as a guide to how we should be delivering instruction." A.K. (Aug. 2023)

"Great overview of syntax and importance of complexity and diversity of sentences on comprehension and academic performance." A.K. (Aug. 2023)

"The depth of review of syntactical terms was particularly helpful! The topics were interesting, detailed and provided clear intervention strategies with a clear hierarchy." M.N. (Jul. 2023)

"Specific intervention techniques to use after finding needs in the assessment. It makes the subtests data more meaningful. I liked the reminder of developmental stages for syntax because I feel like some skills are overlooked." M.E. (Jul. 2023)

"I liked the review of grammar. Course was easy to listen to." M.K. (Jul. 2023)

"I liked the strategies to use for complex sentences." T.D. (Jun. 2023)

"Developmental norms information and successful strategies/techniques were beneficial topics." A.Q. (Jun. 2023)

"Intervention treatment for improving syntax was beneficial. I liked the examples given for each intervention technique." J.G. (May 2023)

"The intervention techniques were beneficial." A.J. (May 2023)

"I liked the intervention discussion on how to teach students to create more complex sentences. I liked the handouts and digital materials that were made available to the course participant." H.O. (May 2023)

"The research-based intervention strategies for promoting syntax development were very beneficial to my daily practice. I appreciated the presenter's utilization of techniques such as cloze procedure to engage participants throughout the session." A.M. (Apr. 2023)

"This course provided specific resources to utilize in intervention. Intervention structure was beneficial." J.Z. (Apr. 2023)

"The step-by-step guide, as well as the layout of this course, were very helpful." R.R. (Apr. 2023)

"I like the idea of Priming with my students. Letting them hear the sentences two times, then repeat it two times before starting the session. I liked the handouts and presenter going over them." S.G. (Apr. 2023)

"I liked the intervention strategies. Course was presented in an organized, easy to follow manner." D.A. (Feb. 2023)

"This course was easy to take, listen to, and learn from. Lots of review of terms that I had forgotten!" R.S. (Jan. 2023)

"I liked it all. Great course!" K.T. (Jan. 2023)

"Good intervention strategies. Defining and explaining different types of early clauses in young children was beneficial." M.K. (Jan. 2023)

"Specific ideas for intervention in school age children. I liked the examples of therapy materials included." J.I. (Jan. 2023)

"Practical treatment guidance. I liked the categories for sentence generation." C.W. (Dec. 2022)

"I liked the handouts and the developmental data." S.S. (Dec. 2022)

"I loved the framework she presented for school-age intervention. I also loved the handouts and the information she had to present." R.P. (Dec. 2022)

"The review of milestones and grammar skills was very beneficial. Liked the clear and concise way in which the material was delivered. The fact that the presenter got straight to the point impressed me." E.K. (Nov. 2022)

"Good handouts made it easy to follow along. Liked the interventions for subordinating clauses." C.V. (Nov. 2022)

"Intervention for complex sentences with school-age children - I liked the concrete examples provided." A.V. (Nov. 2022)

"I liked the assessment portion of the course." H.T. (Nov. 2022)

"I will be adding this in my lesson as I am teaching nouns, verbs, and adjectives presently with grades 3-4th. Explicit instruction is confirmed as critical to academic success and the use of complex syntax. I also liked the intervention ideas discussed." M.E. (Nov. 2022)

"The handouts will be good to utilize in therapy. Liked the strategies to use when teaching complex sentence use." M.B. (Oct. 2022)

"I liked the specific intervention techniques and materials suggestions." J.E. (Oct. 2022)

"I really enjoyed learning about the various intervention strategies that will help promote the use of complex sentences for my clients. I loved that the presenter highlighted areas of syntax that should be placed on index cards for reference when speaking with parents and colleagues." J.R. (Oct. 2022)

"The course breakdown was nice. I liked the intervention portion being specific to early childhood and school-aged and the examples of treatment strategies to address both populations." M.H. (Oct. 2022)

"I liked the information on informal assessment activities for school-age children as well as the practical ideas and examples for school-age intervention." M.W. (Oct. 2022)

"Intervention for school age children, especially the examples of how to facilitate activities in a therapy session were beneficial." M.W. (Oct. 2022)

"Liked the presentation of evidence based therapy techniques. This course had good pacing, examples, repetition, and clear speaker." A.K. (Aug. 2022)

"I really like the fact that I can do it at my own pace and pause or go back as needed. I also like learning the different types of conjunctions that are the base for developing proper sentence structure." N.C. (Aug. 2022)

"The course is very informative. Direct suggestions for intervention and studies to support their use." V.J. (Aug. 2022)

"Nice review of complex syntax and methods to address weaknesses in this area." S.L. (Aug. 2022)

"Presenter does an excellent job of bringing current research to the forefront of what we are doing as clinicians." S.L. (Aug. 2022)

"I thought the presenter was extremely organized." S.M. (July 2022)

"Good activity ideas and handouts to give to teachers. Learning/selecting treatment targets for IEP's that are specific and meaningful to improve overall grammar/sentence length." A.M. (July 2022)

"I liked her explanation regarding how to target complex syntax through play with preschool children, as well as the use of sentence repetition and sentence generation with older students." S.M. (July 2022)

"The handouts and intervention ideas will be very helpful. Liked the research information, assessment suggestions, and intervention techniques."  A.Y. (July 2022)

"I now have ideas for supporting this skill in my kids that I can start in September." S.R. (July 2022)

"This course was to the point, easy to understand and great examples. I appreciated the handouts." C.C. (June 2022)

"I loved the intervention strategies and ideas presented to help children expand their use of age appropriate syntax. I liked the review of syntax terminology and age norms." K.H. (June 2022) 

"I liked the section on subordinating conjunctions, syntax and ages when children begin to use grammar." C.C. (June 2022)

"Course helped clarify the different clauses." L.S. (June 2022)

"I liked video explanation....and the handouts!" M.M. (May 2022)

"I liked the overall content of assessment and treatment of complex sentences in the school-age child." L.K. (Apr. 2022)

"The discussion of intervention was quite helpful. Many useful tips were included. The reminder to use BRICC for intervention." M.S. (Apr. 2022)

"I liked the breakdown of different types of sentences as well as methods for assessment and intervention." B.R. (Apr. 2022)

"The course will be beneficial for teaching complex sentences to my students who have a hearing impairment and are working on their English language development. The worksheets are helpful – clear explanations with good ideas for application in therapy sessions." M.G. (Mar. 2022)

"I liked the wonderful teaching tips and explanations of techniques. I loved the acronyms she used to help listeners remember intervention techniques." J.A. (Feb. 2022)

"I liked the different types of clauses and how important it is to focus on verb diversity it EI." G.H. (Jan. 2022)

"The HANDOUTS were great!!!" S.G. (Jan. 2022)

Course Objectives

At course conclusion, participants will be able to:
  1. Define four intervention strategies for syntax intervention in young children.
  2. Define two intervention strategies for syntax intervention in school-age children.
  3. List three types of dependent clauses in complex sentences.

Presenter & Disclosures

Cathy Alexander, MA, CCC-SLP

Cathy Alexander, MA, CCC-SLP, has worked in public school settings and a private pediatric clinic for over 20 years. Cathy is the founder of KidsVocabulary.com. Cathy is the author of WH Question Blast Off and Core Curriculum Articulation both published by Super Duper Publications, Inc. Cathy has presented to school districts and pediatric clinics across the nation on vocabulary intervention. In addition, Cathy has conducted a number of webinars. Cathy is an ASHA and TSHA presenter.

Speaker Disclosures:

Financial — Cathy Alexander is a presenter of online CEU courses offered by Northern Speech Services; receives royalty payments.

Nonfinancial — Cathy Alexander has no relevant nonfinancial relationships to disclose.

Intended Audience / Accreditation

Intended Audience/Accreditation
asha ce approved provider

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

Intended Audience

  • Speech-Language Pathologists

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.
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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.

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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.

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