2018 ASHA CONVENTION PROGRAM BOOK • 115 ORAL SEMINARS • THURSDAY LANGUAGE DISORDERS IN ADULTS (SLP) 1184 Choir Lift Up: The Impact of Participation in Aphasia Choirs on Identity & Well-being TH 4:30PM-5:30PM / CC, 256 (Lvl 2) Intermediate; Research AUTHOR(S): Madison Fox, Stanford Health Care; Ellen Bernstein-Ellis, CSU, East Bay; Nidhi Mahendra, San Jose St U Aphasia choirs are singing around the globe, with research efforts seeking to determine the impact of choral singing. This presentation reviews the growing evidence-base supporting choir participation for adults with aphasia and the outcomes from a qualitative research study. Findings will be discussed within the LPAA framework, emphasizing new evidence that choir participation can facilitate rebuilding a post-stroke identity. 1185 From Zombies to Podcasts: Using the Interests of Individuals With Aphasia to Develop Innovative Groups TH 4:30PM-5:30PM / CC, 254B (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Melissa Richman, Stroke Comeback Ctr; Kelly Cavanaugh, U of Maryland, College Park Group treatment is not a new concept. What’s new is how to utilize today’s technology in group programming. This presentation will introduce listeners to tested methods of using technology combined with supported conversation and the self-directed goals / interests of people with aphasia to develop novel group content that maximizes motivation, participation, and quality of life for those with aphasia. 1186 What Adults With Neurologic Disorders Tell Us About Communicative Participation: Time for Revolution or Evolution? TH 4:30PM-5:30PM / CC, 156C (Lvl 1) Introductory; Prof Educ AUTHOR(S): Carolyn Baylor, U of Washington; Kathryn Yorkston, U of Washington This session is developed by, and presenters invited by, SIG 2: Neurogenic Communication Disorders. The construct of communicative participation captures how individuals experience communication disorders in their daily lives. This session will consider selecting patient-reported measures for communicative participation, clinical targets for participation, and the success of current interventions for improving participation outcomes incorporating data across different disorders including Parkinson’s disease, spasmodic dysphonia, stroke (motor speech and aphasia), and multiple sclerosis. 1187 Why We Must Assess Cognition in People With Aphasia-- & How To Do It TH 4:30PM-5:30PM / CC, 260 (Lvl 2) Intermediate; Research AUTHOR(S): Brenda Lovette, Emerson Hosp; Marjorie Nicholas, MGH Inst; Nancy Helm- Estabrooks, Retired; Tina Eichstadt, Pearson Research shows nonlinguistic cognitive status can significantly impact response to treatment and quality of life in people with aphasia (PWA). Assessment of nonlinguistic cognition is crucial but can be compromised if assessment tasks rely on language skills. We explain the issues, present new data from a 76-case sample, and offer valid ways to evaluate nonlinguistic cognition in PWA. LANGUAGE IN INFANTS THROUGH PRESCHOOLERS (SLP) 1188 Beyond ABC: Strategies for Encouraging Preschool Phonological Awareness in Home- Based & Telepractice Settings TH 4:30PM-5:30PM / CC, 210A (Lvl 2) Introductory; Prof Educ AUTHOR(S): Jennifer Anne Lane Lehr, Aspire Therapy LLC Speech-Language Pathologists often help preschool clients gain phonological awareness and early literacy skills. Many programs available for preschoolers have focused on developing these skills in the classroom. This presentation reviews evidence-based practices and programs for teaching phonological awareness and early literacy skills in the school setting and shares ideas for adapting these strategies to fit home-based and telepractice service models. 1189 SUGAR: Life, Liberty & the Pursuit of Sampling TH 4:30PM-5:30PM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Stacey Pavelko, James Madison U; Robert Owens, The Coll of Saint Rose This presentation will discuss how a new method of language sampling and analysis (Sampling Utterances and Grammatical Analysis Revised, SUGAR) can be used to accurately and efficiently identify children with language impairment. Results of a diagnostic accuracy study will be presented. Additionally, language samples for children with language impairment can be collected, transcribed, and analyzed in approximately 20 minutes. 1190 Writing Functional Outcomes in Early Intervention TH 4:30PM-5:30PM / CC, 258ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Kristen Votava, U of North Dakota; Carol Johnson, U of North Dakota Resources and training to support writing functional outcomes were developed for IFSP teams in early intervention. Using newly developed professional development materials and data collection, the ECTA criteria were re-formed to support IFSP teams in understanding and writing functional outcomes based on family priorities, with a focus on communication. Guidance documents were developed based on pre/post data. LEADERSHIP, ETHICS, AND PROFESSIONAL ISSUES (GI) 1191 Big Brother is Watching - A Review of the Current Governmental Watchdogs TH 4:30PM-5:30PM / Westin, Burroughs Introductory; Prof Educ AUTHOR(S): Susan Ross, Rehab Partners, LLC While many therapists receive training on documentation and billing, not many are aware of the different governmental agencies that may be asked to review documentation and/or billing for potential fraud or abuse. This presentation seeks to make therapists aware of the different types of reviews that can take place and the clinical implications of each type of review. 1192 Practicing at the Crossroads of Ethics & Evidence-Based Practice TH 4:30PM-5:30PM / Westin, Harbor Ballroom I Intermediate; Prof Educ AUTHOR(S): Robin Edge, Jackson St U; Bess Sirmon-Taylor, U of Texas at El Paso There is a justifiable call for evidence-based practice in SLP, as evidence for therapeutic methodologies may not always rise to the standards of scientific rigor. This presentation proposes that it is a violation of ethics to engage in practices that have no scientific merit. EBP and the Code of Ethics will be discussed and applied in case study examples.