102 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1080  The Professional in the Lead: Masterplan CALM, a Successful Change Process Within Ambulant Educational Support TH 1:30PM-2:30PM / CC, 210C (Lvl 2) Introductory; Prof Educ AUTHOR(S): Georgette Scholten, Royal Auris Group; Caroline van der Linden, Royal Auris Group; Ingrid Hoornick, Royal Auris group; Patricia Ebeli, Royal Auris Group; Mariëlle Sterkenburg, The Royal Auris Group This presentation concerns a change process within the Royal Auris Group, in which professionals were successfully given the lead. The result was harmonization of working practices, scientific underpinning of methodologies and quality improvement. We provide a glimpse into the innovative practices of this leading organization in care and education provision for deaf/ hard of hearing children and those with SLI. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1081  Classroom-Based Intervention in the Public Schools: Current Trends & Practical Ideas for Success TH 1:30PM-2:30PM / CC, 259AB (Lvl 2) Introductory; Prof Educ AUTHOR(S): Laura Green, Texas Woman’s U; Paula Chance, Texas Woman’s U; Melissa Stockholm, Texas Woman’s U In order to gain insight into SLP perceptions and implementation of inclusion services, as well as gain helpful ideas and strategies for clinicians, we conducted a three-phase study that includes survey data (n=420), in-depth interview data (n=10) and video of classroom-based intervention with successful teacher-clinician pairs. All phases yielded important insights and practical suggestions that will be shared. 1082  Neuroplasticity, Cognition & the School SLP TH 1:30PM-2:30PM / CC, 257AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Elisabeth D’Angelo, CSU, Sacramento Neuroplasticity research demonstrates that disorders such as ADD, executive function deficits, memory and learning issues are not permanent and irreversible. As the language and learning specialist on the academic team, the Speech-Language Pathologist brings expertise and understanding of this developing child, and ways to assess, support and treat them. Our role will be discussed in relation to the school team. LANGUAGE DISORDERS IN ADULTS (SLP) 1083  A Sense of Place at Aphasia Camp: Walking Interviews & the Concept of Neighborhoods TH 1:30PM-2:30PM / CC, 210B (Lvl 2) Introductory; Research AUTHOR(S): Adam Terrell, U of Wisconsin - Eau Claire; Tom Sather, U of Wisconsin - Eau Claire This mixed methods study explores the construct of “neighborhood” among people with aphasia at a weekend aphasia camp. Walking interviews were used as a data gathering technique within the camp environment, and were analyzed using neighborhood constructs of the Built, Natural, and Social environments. Implications for aphasia-friendly environments and neighborhoods will be discussed, as will environmental influencers on participation. 1084  Creating Deliberate Independent Practice Programs for PWA: Insights from Intensive Therapies TH 1:30PM-2:30PM / CC, 260 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Amanda Eaton, Fontbonne U; Carmen Russell, Fontbonne U Treatment intensity is a critical factor in aphasia recovery and treatment planning. While current research suggests that intensive aphasia therapy leads to superior outcomes, intensive programs may be impractical or inaccessible to many people with aphasia (PWA). The purpose of this presentation is to bridge beneficial aspects of intensive therapy with traditional service delivery paradigms through robust home practice programs. 1085  Navigating the Realm of Primary Progressive Aphasia: Differential Diagnosis & Assessment Considerations TH 1:30PM-2:30PM / CC, 253C (Lvl 2) Introductory; Prof Educ AUTHOR(S): Kristin Schaffer, U of Texas at Austin; Maya Henry, U of Texas at Austin In order to provide nuanced assessments and effective intervention for individuals with primary progressive aphasia (PPA), SLPs must possess a foundational knowledge of the clinical presentation of this disorder. This session will provide an overview of the diagnostic classification of PPA variants, use of assessments which capture the behavioral profiles of individuals with PPA, and differential diagnosis considerations. LANGUAGE IN INFANTS THROUGH PRESCHOOLERS (SLP) 1086  Building a Lexicon TH 1:30PM-2:30PM / CC, 254A (Lvl 2) Intermediate; Research AUTHOR(S): Jenny Saffran, U of Wisconsin, Madison This session is developed by, and presenters invited by, SIG 1: Language Learning and Education. In this talk, I consider recent work focused on how infants and toddlers track statistical properties of input to discover the forms of words, and how they construe the meanings of words and integrate them into their nascent semantic networks. I conclude by considering some of the factors that may drive infants to learn complex systems like human languages. 1087  Dynamic Assessment of Narratives Among Navajo Preschoolers TH 1:30PM-2:30PM / CC, 253AB (Lvl 2) Advanced; Research AUTHOR(S): Davis Henderson, U of Mississippi; M. Adelaida Restrepo, Arizona St U; Leona Aiken, Arizona St U This study examined whether the Predictive Early Assessment of Reading and Language (PEARL) accurately classifies Navajo preschoolers with typically developing language or with language impairment. Ninety Navajo preschoolers were identified as LI or TD (n=45 each). The PEARL is a promising assessment for accurately differentiating Navajo preschool children with LI from those with TD language.