114 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1177  Therapy Activities to Build Conversational Competence in Children Who are Deaf or Hard of Hearing TH 4:30PM-5:30PM / CC, 107A (Lvl 1) Advanced; Prof Educ AUTHOR(S): Amy McConkey Robbins, Private Practice This session is developed by, and presenters invited by, Hearing, Language, and Speech in the Deaf and Hard of Hearing: Birth to School Transition. The ability to engage successfully in conversation is a fundamental goal. Challenges that hearing loss imposes on the development of conversation and potential points of mismatch between therapy goals and techniques that may limit conversational competence will be described. A clinical template to build conversational fluency will be presented. Extensive video clips will be used to illustrate proposed strategies. INNOVATIONS, DEBATES, AND HOT TOPICS IN THE DISCIPLINE (GI) 1178  Language Recovery from Aphasia: Neuroplasticity vs Compensation TH 4:30PM-5:30PM / CC, 210B (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Sita Patel, CUNY Grad Ctr; Zahra Hejazi, CUNY Grad Ctr; Kate Nealon, Teachers Coll, Columbia U; Emilia Ezrina, CUNY Grad Ctr; Loraine Obler, CUNY Grad Ctr From the literature, it is unclear whether compensation that occurs during recovery from aphasia is an example of neuroplasticity or not. After an introduction to this somewhat conflicting literature, we will debate the extent to which these two phenomena are independent of each other, and whether neuroplasticity can explain all types of compensation. Inferences for SLP treatment will be drawn. INTERPROFESSIONAL COLLABORATION (GI) 1179  Prioritizing Partnerships: Strategies for Incorporating Interprofessional Collaborative Practice & Engaged Scholarship in Higher Education TH 4:30PM-5:30PM / CC, 206AB (Lvl 2) Introductory; Prof Educ AUTHOR(S): Sheri Stronach, U of Minnesota - Twin Cities; Marilyn Fairchild, U of Minnesota Engaged scholarship promotes reciprocal partnerships between institutes of higher learning and communities, resulting in mutually beneficial education and research outcomes. This model aligns with best practices for interprofessional collaborative practice and has implications for preparing students for future collaborative work. This session will focus on building and maintaining multi-faceted, long-term community and interprofessional partnerships in higher education settings and beyond. 1180  Together We Can Do So Much: Collaborating With Music Therapy Faculty & Their University Students TH 4:30PM-5:30PM / CC, 212 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Joann Benigno, Ohio U; Laura Brown, Ohio U; Bridget Wright, Ohio U This presentation will focus on a training model involving collaboration between faculty and students from speech-language pathology and music therapy. The context of the collaboration is a week-long inclusive camp for children with autism spectrum disorder. Camp activities will be showcased. University student outcomes will be addressed. Implications for interprofessional clinical training and future directions will be discussed. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1181  Attention & Language Learning: What We Know About Attention’s Role in Language Intervention TH 4:30PM-5:30PM / CC, 259AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Kerry Ebert, Rush U This presentation aims to make research on attention skills and their role in language learning accessible to clinicians serving school-age children with language disorders. Specific types of attention will be explained along with findings that connect these skills to language. Evidence of attention’s role in language intervention will be reviewed. Research will be translated to clinical scenarios and recommendations. 1182  Complex Syntax Intervention For Preschool & School-Age Children TH 4:30PM-5:30PM / CC, 257AB (Lvl 2) Intermediate; Research AUTHOR(S): Maura Curran, U of Delaware; Susan Ebbels, Moor House Sch; Beth Phillips, Florida St U; Amanda Van Horne, U of Delaware; Karli Willis, Florida Ctr for Reading Research; Alexandra Perovic, U Coll London; Claire Murphy, U Coll London; Skye Adams, U of Witwatersrand; Sally Brockbank, Moor House Sch & Coll; Caroline Heine, Moor House Sch; Hannah Leniston, Kids First Therapy Ctr; Amy Morrison, Moor House Sch; Hilary Nicoll, Moor House Sch Even young children use complex syntax in everyday speech at home and in the classroom. This can be challenging for children with poor language skills – including children who are at-risk, and children with language disorder. In this panel presentation, researchers will discuss interventions for complex syntax skills in children, including factors that may impact efficacy of the interventions. 1183  Don’t Just Compensate - Rewire the Brain: Revolutionary Executive Function Interventions TH 4:30PM-5:30PM / CC, 210C (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Sarah Ward, Cognitive Connections LLP; Kristen Jacobsen, Cognitive Connections LLP This session is developed by, and presenters invited by, Language and Learning in School-Age Individuals and Traumatic Brain Injury. Awarded the Innovative Promising practices award by the National Organization CHADD, our 360 Thinking Program teaches patients to: utilize situational intelligence, develop a “memory for the future”, internally sense the passage of time, complete tasks on time, and break down, plan and initiate tasks. Don’t just compensate for symptoms - make neurologic change and evolve a student’s executive function skills.