108 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 HEARING, TINNITUS, AND VESTIBULAR SCIENCE (AUD) 1127  Auditory Signal Processing: How Does It All Begin? TH 3:00PM-4:00PM / CC, 108 (Lvl 1) Intermediate; Research AUTHOR(S): Mary Ann Cheatham, Northwestern U This session is developed, and speakers invited by, Hearing, Tinnitus, and Vestibular Science. Our work focuses on the tectorial membrane (TM) a rather neglected component of the feedback loop whose integrity is required for normal cochlear function. Because alterations to TM structure increase the incidence of spontaneous otoacoustic emissions (SOAE) in mice and because SOAEs reflect the feedback process, TM mutant mice can be used to enhance our understanding of cochlear mechanics/amplification. INNOVATIONS, DEBATES, AND HOT TOPICS IN THE DISCIPLINE (GI) 1128  SLPs in the OR: Do We Have a Role? TH 3:00PM-4:00PM / CC, 209 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Amy Maguire, Massachusetts General Hosp; Brian Nahed, Massachusetts General Hosp For patients with brain tumors, awake craniotomy is the only way to assess language intraoperatively to preserve function during resection. As the procedure becomes more common, SLPs must determine if they belong in the operating room and how knowledge of the procedure can optimize patient- centered care. This seminar will discuss the challenges and benefits from SLP and neurosurgical perspectives. INTERPROFESSIONAL COLLABORATION (GI) 1129  An Interdisciplinary Approach to Medication Management Training in Inpatient Rehabilitation TH 3:00PM-4:00PM / CC, 258ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Alison Durkin, NYU Rusk Rehab; Amanda Haddad, NYU Rusk Rehab Medication management and compliance post discharge is a common factor related to re-hospitalization or preventable complications. This presentation presents the efforts of an interdisciplinary rehab workgroup set to standardize education topics and treatment approaches for training medication management in patients discharging from acute rehabilitation. Establishment of team, program development, therapeutic approaches, barriers, and initial program outcomes will be explored. 1130  Building Blocks of Interprofessional Education TH 3:00PM-4:00PM / CC, 203 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Cathy Rasmussen, Nazareth Coll; Kathleen Stoklosa, Nazareth Coll Advancing IPE is an objective of ASHA’s Strategic Pathway to Excellence. This session details building blocks, challenges, and successes in creating academic and clinical opportunities for a robust IPE culture. Collaborations that began with speech-language clinics at Nazareth College have evolved into an institute providing IP educational opportunities across six allied health/education professions and numerous community partners. 1131  Dementia & Fall Risk Management: An Interprofessional, Value-Based Approach TH 3:00PM-4:00PM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Jeanne Copeland, Genesis Rehab Svcs; Diane Dismukes, Genesis Rehab Svcs; Alyssa Thrush, Genesis Rehab Svcs Persons with dementia are two times more likely to fall than those without dementia (Kropelin, 2013). Dementia may also be exacerbated following a fall (Traumatic Brain Injury, 2013). There is a growing demand for effective fall risk management for those with Dementia and this should involve interprofessional care, including Speech- Language Pathologists. Practical techniques and applications will be examined. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1132  An Evidence Revolution: On Barriers, Blame, & Building Implementation Solutions TH 3:00PM-4:00PM / CC, 210A (Lvl 2) Advanced; Prof Educ AUTHOR(S): Meredith Harold, Rockhurst U This session is developed by, and presenters invited by, Language and Learning in School- Age Individuals and Speech Sound Disorders in Normal-Hearing Children. Finding research for clinical practice is not easy. Solutions may include both better training and better access options. In this talk, some of the best access resources will be shown and evaluated. Additionally, we’ll discuss actions that clinicians, scientists, and knowledge brokers may take to help close the research-to-practice gap in Speech-Language Pathology. 1133  Every Communicator Counts: Increasing Language & Literacy for Students With Multiple Impairments TH 3:00PM-4:00PM / CC, 253C (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Nicole Dupre, Houston Independent Sch Dist; Cheval Bryant, Houston Independent Sch Dist Results of large-scale application of the Every Move Counts© sensory assessment in 60 classrooms in a large urban school district are presented. To characterize the results, videos, case studies, and materials developed will demonstrate how this information is used to increase students’ participation in classroom- based language and literacy activities. 1134  Improving Working Memory Efficiency for Children With Developmental Language Disorders TH 3:00PM-4:00PM / CC, 211 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Sandra Gillam, Utah St U; Sarai Holbrook, Utah St U; Jamie Mecham, Utah St U; Daylene Weller, Utah St U The purpose of this presentation is to discuss the current state of interventions for improving working memory (WM) capacity language, and academic skills and to provide suggestions for speech language pathologists working with students who have WM capacity limitations.