2018 ASHA CONVENTION PROGRAM BOOK • 111 ORAL SEMINARS • THURSDAY 1151 Passy Muir Valve in Pediatric Patients With Tracheostomies &/or Ventilator Dependence, Predictors for Success TH 3:00PM-4:00PM / CC, 207 (Lvl 2) Intermediate; Research AUTHOR(S): Laura Brooks, Children’s Healthcare of Atlanta Research is limited regarding Passy Muir Valve tolerance in the Pediatric Population, particularly with patients on the ventilator. Therefore, gaining consensus among physicians and clinicians as to candidacy in medically complex infants and children is challenging. This IRB research study involved collecting data to determine predictors for success (i.e. patient age, trans tracheal pressure reading/ manometry, and airway obstruction characteristics). ACADEMIC AND CLINICAL EDUCATION (GI) 1152 Learning to Mentor: A PhD Student-Mediated Mentorship Model TH 4:30PM-5:30PM / CC, Ballroom West Intermediate; Prof Educ AUTHOR(S): Alison Hessling, Vanderbilt U; Jena McDaniel, Vanderbilt U; Ragan Jones, Vanderbilt U; C. Melanie Schuele, Vanderbilt U We introduce a mediated mentorship model that provides PhD students with hands-on mentoring experiences as an important component of PhD research training. We discuss (a) skills gained through opportunities to mentor undergraduate and graduate students and (b) identified challenges and mutual benefits experienced by stakeholders (e.g., faculty advisors, PhD students, and mentees) in mentoring relationships. 1153 Planning Therapy for Children who Use AAC: Exploring the Expert-Novice Gap in Clinical Reasoning TH 4:30PM-5:30PM / CC, 159 (Lvl 1) Intermediate; Research AUTHOR(S): Allison Meder, Southern Illinois U Edwardsville This session reports the results of an exploration of the expert-novice gap in planning therapy for children who use AAC. Expert SLPs and student clinician novices thought aloud while planning for therapy and qualitative data analysis was used to uncover clinical reasoning skills used by both groups. Recommendations for bridging the gap through clinical education and research will be discussed. 1154 Revolutionizing Your Curriculum Through Simulations TH 4:30PM-5:30PM / CC, 151AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Carol Dudding, James Madison U; Stacy Williams, Simucase This session is developed by, and presenters invited by, Academic and Clinical Education. The use of clinical simulations in SLP and audiology programs offers exciting opportunities for clinical education. Simulations are an innovative teaching and learning methodology, with the potential to revolutionize clinical education in Communication Sciences and Disorders. This course will move beyond the technologies and provide the pedagogical tools for developing and implementing simulations within your curriculum. 1155 Viewing From Afar: Building Telesupervision in an Outpatient University Clinic- The Gemstone Project TH 4:30PM-5:30PM / CC, 105 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Shelley Victor, Nova Southeastern U; Fred DiCarlo, Nova Southeastern U; Leslie Kyrimes, Nova Southeastern U This presentation will review current research which supports the effectiveness of telesupervision. A case study was conducted which detailed the telesupervision process through journaling. The journaling included perceptions and feedback of the clinic director, supervisor, supervisees, adult clients with neurogenic communication disorders, and their caregivers. Furthermore, the required technology and adherence to HIPAA compliance will be examined. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) (SLP) 1156 Increasing AAC Competence in a Large Urban School District TH 4:30PM-5:30PM / CC, 251 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Mary Marcella, Boston Pub Schs; Aubrey Rubin, Boston Pub Schs; Laura Henry, Boston Pub Schs With the increasing diversity of communicators in all classrooms the need for Alternative and Augmentative Communication (AAC) is greater than ever. Through year long courses, interdisciplinary collaboration, and the establishment of a Consultative Make and Take Center, Boston Public Schools is working on increasing competence and building capacity for AAC district wide. 1157 Modeling Versus Prompting: Using Aided Language to Support Individuals With Autism Spectrum Disorder TH 4:30PM-5:30PM / CC, 162AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Kim Ho, Confidence Connection Video examples will be shared demonstrating the use of modeling and prompting with learners with ASD. The literature on modeling will be reviewed following recommendations of master clinicians on modeling and prompting. Participants will practice modeling and prompting to support comprehension of spoken language and facilitate pragmatics of language to effect change in the natural environment. 1158 Selecting Vocabulary for a Diverse Population TH 4:30PM-5:30PM / CC, 204AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Jose Perez, AsssistiveWare When designing an AAC system, vocabulary selection the most important consideration. Also, a vocabulary that doesn’t fit the user’s needs and culture has a higher chance of being rejected. While creating the Spanish, French and Dutch Proloquo2Go we had to find a way to develop effective vocabularies for very diverse populations. This presentation is about our findings and lessons learned. 1159 SLP Role in Bilingual English/ Spanish AAC Intervention for Emergent Communicators & Their Partners TH 4:30PM-5:30PM / CC, 160ABC (Lvl 1) Introductory; Prof Educ AUTHOR(S): Deanna Wagner, TherapyOne; Deborah Witkowski, Children’s Therapy Cntr/ Semantic Compaction Systems Educators face unique challenges meeting needs of emergent communicators who use AAC growing up in monolingual Spanish or bilingual Spanish-English homes. Research suggests bilingual intervention provides the best language outcomes. This presentation will discuss intervention methods and family support strategies and demonstrate semantically-based bilingual AAC systems that can be used support core word usage and language development in both languages.