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Autism Spectrum Disorders and Asperger Syndrome for  for Speech-Language Pathologists honoring the late Nancy McKinley (pictured).

Developing Language in Elementary Students

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Offered for 1 undergraduate or graduate credit.

Course Instructor

Linda R. Schreiber, M.S., CCC-SLP, BCS-CL

Course Goals

Provide current evidence-based information on language disorders in elementary aged children.

Purpose of Course and Professional Standards

The American Speech-Language-Hearing Association (ASHA) recognizes that speech-language pathologists play a critical role in screening, diagnosing, and enhancing communication and language development for children. The purpose of this course is to present current, evidence-based techniques for providing intervention in the area of language to students with language disorders and learning disabilities at the elementary level.

Learning Outcomes

By the completion of the course, students will be able to

  1. Compare the linguistic characteristics of conversational discourse with academic informational discourse.
  2. Describe the development of informational discourse during the preschool and elementary school years.
  3. Implement strategies to promote development of children's informational discourse during the elementary school years.
  4. Describe various co-morbid conditions associated with central auditory processing disorder (CAPD) and the various symptoms associated with each disorder (attention deficit/hyperactivity disorders [AD/HD], CAPD, reading disability, language-based learning disability).
  5. Describe the various programs available to treat CAPD in children.
  6. Explain the relationship between language and behavior, and the frameworks for understanding social problem-solving and social decision-making.
  7. Describe two strategies for assessment and progress monitoring of narrative, social problem-solving, and social decision-making skills.
  8. Discuss one intervention approach for teaching narrative language, social problem-solving and social decision-making skills.
  9. Explain the Common Core State Standards and the embedded language expectations across grades.
  10. Use the common core standards to form intervention goals and objectives and plan contextualized and functional intervention activities.
  11. Define principles of Universal Design for Learning and describe how iPad use can integrate Universal Design for Learning into language intervention service delivery.
  12. Develop a personalized quality-control tool to "test drive" new Apps in consideration of professional use.
  13. Describe several new Apps that incorporate Universal Design for Learning into providing language intervention to elementary-aged children.

Description of Required Resources

This course is delivered online. To access course materials, you must register with if you are not already a member of their library. There is a one-time $99 fee for viewing programs related to this course;this fee allows you access to the library and any live events for up to a year. Programs are provided in a variety of ways including via podcasts, mobile device, or text-based articles.

Experts in the area of language disorders in elementary-aged students gave virtual webcast presentations in their areas of expertise during the week of October 7-11, 2013 at These presentations will be recorded and archived at You must view each of these recordings:

The iPad and Elementary Students with Language Disorders
Angela Sterling-Orth, MS, CCC-SLP

Informational Discourse: Teaching the Main Course of Schooling
Carol Westby, Ph.D., CCC-SLP

Co-morbidity of CAPD with AD/HD, Language, and Reading Disorders
Donna Geffner, Ph.D., CCC-SLP/A

Teaching Problem Solving and Decision Making to Students with Social Skill Deficits
Kristine Noel, Ph.D., CCC-SLP

Contextualized Language Intervention and the Common Core
Teresa Ukrainetz, Ph.D., CCC-SLP

These presentations comprise 5 hours of the course. To access the archived presentations, simply search by title or presenter at

In addition, you must review 10 additional hours of course materials at These additional 10 hours of course study comprise the 15 hours required for one university credit.

You can choose from the following courses to achieve your additional 10 hours (course descriptions and learner objectives will be found at

Presenter Title Time Required
Kathleen Aiken Babineau, M.S., CCC-SLP Supporting Students in the Language and Vocabulary of Math (text-based course) 1 hour
Teresa Ukrainetz, Ph.D., CCC-SLP Narrative Structure: Evidence-based Intervention for Storytelling 1 hour
Judy Montgomery, Ph.D., CCC-SLP Models of RTI for SLPs 1 hour
Judy Montgomery, Ph.D., CCC-SLP Phonological Intervention for Students with Language and Reading Disabilities 1 hour
Tatyana Elleseff, M.A., CCC-SLP Speech-Language Assessment and Treatment of Children with Alcohol Related Disorders 1 hour
Angela Anthony, Ph.D., CCC-SLP Identifying School-Age Children At-Risk for Literacy Difficulties (Text-Based Course) 1 hour
Judy Montgomery, Ph.D., CCC-SLP The Bridge of Vocabulary 1 hour
Dee Vance, Ph.D., CCC-SLP Reading Comprehension and Language Intervention 1 hour
Lara Wakefield, Ph.D., CCC-SLP Early Writing Development: Exploring beliefs, Assumptions, and Roles of the SLP 1 hour
Dorothy Bishop, M.Phil. Development and Use of the Children's Communication Checklist-2 1 hour
Shari Robertson, Ph.D., CCC-SLP
Building Better Readers: Focus on Reading Fluency
1 hour

Note: On occasion, these courses get moved on the website. If they are not in the main library, also search the Student Union or within the student events area. If you have any problems, contact me (Linda Schreiber), your course instructor.

Course Evaluation

Undergraduate Credit

Take and pass the multiple-choice exam for each course. The exams are provided to you at records course completion and exam scores in a transcript and provides the transcript as a PDF file. At the completion of all courses/exams, email your PDF transcript to me (you are given the option to export your transcript as a PDF file at the transcript page at

In addition, you must complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of ASD, and what you have learned from the course. Use double spacing and 12-point font. Include at least three citations in APA format in your paper followed by a Reference List at the end of your paper. (Refer to the grading rubric.)

Graduate Credit

Grad students, you must take and pass the multiple-choice exam for each course. The exams will provided to you at following your review of a course. records your completion of exams and scores in a transcript. This transcript can be exported to PDF. Email this pdf to me at the completion of all courses/exams.

You must also complete a three-page reflection on what you knew before the course, what you wanted to know on the topic of autism spectrum disorders and Asperger syndrome, and what you learned from the courses. This reflection must address specifically how you will apply the new knowledge to your work setting. Use double spacing and 12-point font and include at least three citations (in APA format) in your paper. Remember to attach a Reference List.

Finally, you must write a one-page response to each of three questions specific to issues in language disorders in elementary students. Choose three questions from the following group of six. In your responses, use double spacing, 12-point font, and include at least three citations (in APA format) in your paper. The citations can come from the courses you viewed. All citations should be included in a Reference list at the end of each response.


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