Getting early intervention professional development has never been easier!

Early Intervention Professional Development

Half of the children enrolled in early intervention have communication difficulties.

JOIN the growing numbers of early intervention specialists who are increasing their confidence when working with children with communication delays and with children who speak a second language!

EARN early intervention professional development units while learning about the speech and language development of the children you serve.  These courses do not award credit from the American Speech-Language Hearing Association (ASHA).  Click here to see speech therapy courses.

IMPROVE your interactions with families by learning about the social influences that affect their follow-through and attendance rate.

Bilinguistics has been researching, publishing, and presenting on early intervention since 2002.   These courses are approved by Texas and the number of additional states is growing. Not sure if these courses are accepted in your state?  Contact Us and we will apply for approval.

Early Intervention Professional Development

Biliguistics Blog

ASHA Convention 2018: Come meet us and see us present!

We are excited to again be a part of the ASHA Convention 2018.  We love to put names to faces so please say hello at our presentations.  We hope to see you there!   The ASHA Convention is always a great place to meet the people we interact with throughout the

Spanish Nonword Repetition Tasks

After last week’s post on nonword repetition tasks, there were a lot of questions about nonword repetition tasks for Spanish speakers, as well as scoring procedures and interpretation guidelines.  Here’s a quick follow-up briefly summarizing some resources.  I’ve included the citations below so you can get the nitty gritty details

Non-Word Repetition Tasks Help Differentiate Language Difference From Language Disorders

With the incredibly diverse populations we work with, it’s important we have a toolkit full of ways to help us differentiate language differences from language disorders.  Non-word repetition tasks have been found to be good tools.  Children with language impairment have significantly lower performance on non-word repetition tasks than their

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