104 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 SWALLOWING/FEEDING AND ASSOCIATED DISORDERS (SLP) 1095 Flexible Endoscopic Evaluation of Swallowing: Is There a Need for Standardized Training? TH 1:30PM-2:30PM / CC, 153ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Susan Langmore, Boston U This session is developed by, and presenters invited by the American Board of Swallowing and Swallowing Disorders. ASHA does not currently certify SLPs in any advanced area of practice. Many SLPs have expressed a desire for certification in specific procedures, including FEES. Other countries have developed accreditation programs for FEES. Discussions have progressed regarding how this could happen in the US. Today, Susan Langmore will discuss the basic outline of such a program, offering advantages and disadvantages. 1096 Healthy Aging Effects on Mastication Performance TH 1:30PM-2:30PM / CC, 102AB (Lvl 1) Intermediate; Research AUTHOR(S): Erin Milford, U of South Alabama; Bonnie Martin-Harris, Northwestern U; Kendrea Garand, U of South Alabama This study investigated the impact of aging and sex on mastication performance observed during videofluoroscopy. 195 healthy adults ranging from 21 to 89 years participated in a modified barium swallow study. Mastication cycles and timing were calculated from open-to- open cycles during the cookie trial. Preliminary analysis shows differences in mastication cycles and timing across age categories and between sexes. 1097 Over-Utilization of the Videofluoroscopy: Have We Thrown Out the Baby With the Bathwater? TH 1:30PM-2:30PM / CC, 104ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Debra Suiter, U of Kentucky; Laurie Sterling, Texas Children’s Hosp Instrumental assessment of swallowing is considered the preferred method for swallow examination. But, is the videofluouroscopic swallow study really the “gold standard” for swallowing assessment? In this session, we will discuss the role of videofluoroscopic swallow study in the continuum of swallow evaluation and the potential dangers of becoming overly reliant on instrumentation in the management of patients with dysphagia. TRAUMATIC BRAIN INJURY (GI) 1098 Using Sociolinguistics to Make Sense of Social Communication Disorders After Traumatic Brain Injury TH 1:30PM-2:30PM / CC, 254B (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Peter Meulenbroek, U of Kentucky; Ryan Husak, U of Kentucky Social communication skills are commonly impaired following traumatic brain injury and can result in significant limitations in vocational and social involvement. However, speech- language pathologists often feel uncomfortable assessing and treating social communication. This proposal presents a framework for the analysis, goal development, and treatment of social communication deficits based on sociolinguistic principles established by linguists and foreign language instruction. VOICE AND ALARYNGEAL COMMUNICATION (SLP) 1099 Use of the Blom Tracheostomy Tube in Trauma & Burn Patients TH 1:30PM-2:30PM / CC, 256 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Erin McMurdo, Westchester Med Ctr; Michelle DiMattia, Westchester Med Ctr The Blom® tracheostomy tube system benefits trauma and burn ICU patients, particularly because they undergo multiple procedures and are at high risk of vent-acquired pneumonia. The SLP’s role, using evidence-based practice with this system, plays an integral part in guiding families and the interdisciplinary team. 1100 Update on the Recommended Protocols for Instrumental Assessment of Voice: Recommendations From ASHA Expert Committee TH 1:30PM-2:30PM / CC, 206AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Rita Patel, Indiana U; Robert Hillman, MGH Inst This session is developed by, and presenters invited by, Voice and Alaryngeal Communication. This seminar will present an update on the recommended standard protocols for endoscopic, acoustic and aerodynamic assessment of voice recently developed by the ASHA Adhoc Committee on Instrumental Voice Assessment. Specifications for instrumentation, environmental conditions, voice/speech tasks, analysis methods, and target measures will be provided. These protocols can be used for clinical and research purposes. ACADEMIC AND CLINICAL EDUCATION (GI) 1101 Complementary Approaches to Analysis in Single Case Research: HLM & GCA TH 3:00PM-4:00PM / CC, 151AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Lisa Fitton, Florida Ctr for Reading Research; Autumn McIlraith, U of Houston; Rachel Hoge, Florida St U; Kelly Farquharson, Emerson Coll The purpose of this seminar is to provide methodological and statistical resources to researchers and clinicians involved in single case research. We will overview study design characteristics that can strengthen the validity of the findings, discuss approaches to visual analyses, and introduce hierarchical linear modeling and growth curve modeling as complementary options for analyzing single case data. 1102 Evolving Practices for Increased Diversity in Communication Sciences & Disorders TH 3:00PM-4:00PM / CC, 154 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Sarah Ginsberg, Eastern Michigan U; Jairus-Joaquin Matthews, U of West Georgia This session is developed by, and presenters invited by, Academic and Clinical Education and SIG 14: Cultural and Linguistic Diversity. Efforts to increase the diversity of the field require revolutionary thinking and evolutionary approaches to the the recruitment, advisement, and retention of students who are typically underrepresented. This session will present data from studies of the experiences of minority and male CSD students that inform changes needed in the recruitment and advising processes.