2018 ASHA CONVENTION PROGRAM BOOK • 119 ORAL SEMINARS • THURSDAY 1218  Promoting Social Justice in English Learner Education, Referral, & Special Education Assessment TH 6:30PM-7:30PM / Westin, Harbor Ballroom II & III Intermediate; Prof Educ AUTHOR(S): Jennifer Rickard, Corona-Norco USD English Learners (ELs) often suffer from systemic educational inequities, including short- sighted policies, institutionalized bias, variable processes for general education interventions and referral for special education, and a lack of consistently applied best-practice standards for the special education assessment of ELs. This session describes these inequities using a social justice lens, summarizing the evidence regarding speech/language evaluations for this population. 1219  The Impacts of Forced Language Switching Among Spanish-English Bilinguals With Non-Balanced Proficiency TH 6:30PM-7:30PM / CC, 156C (Lvl 1) Introductory; Research AUTHOR(S): Sara Smith, U of South Florida; Stephanie Seitz, CSU, East Bay; Meaghan McKenna, Hillsborough County Pub Sch/U of South Florida Highly-proficient bilinguals switch between languages at minimal cognitive cost thanks to underlying skills related to frequent language management. Less is known regarding non- balanced bilinguals. In a “virtual meeting” experiment, 20 non-balanced bilinguals answered questions in monolingual or language-switching conditions to examine impacts on language (MLU, vocabulary) and self-reported stress. Results indicate forced language switches negatively impact spoken language and stress. FLUENCY (SLP) 1220  Stuttering & the Social Brain TH 6:30PM-7:30PM / CC, 154 (Lvl 1) Intermediate; Research AUTHOR(S): Eric Jackson, New York U; Vincent Gracco, Haskins Laboratories; Swethasri Dravida, Yale Sch of Medicine; Jack Adam Noah, Yale Sch of Medicine; Xian Zhang, Yale Sch of Medicine; Douglas H. Whalen, CUNY Grad Ctr, Haskins Labs; Joy Hirsch, Yale Sch of Medicine Stuttering emerges during social interaction. Previous investigations of stuttering examined brain function during non-social speech tasks, overlooking neural contributions from social-cognitive interactions. We present a new paradigm for assessing the network contributions of two social-cognitive processes—social interaction and anticipation— in the speech production of adults who stutter, as well as preliminary data that support our perspective. GLOBAL ISSUES AND PRACTICES (GI) 1221  Implementing the Proposed Competencies for Effective Global Engagement in a Community- Based Learning Experience in Guatemala TH 6:30PM-7:30PM / CC, 152 (Lvl 1) Introductory; Prof Educ AUTHOR(S): Lisa Domby, U of North Carolina at Chapel Hill ASHA SIG 17 (Global Issues in CSD) proposed a set of global competencies in knowledge, skills, attitudes and dispositions, to guide practice in international settings. The author will illustrate how participants in a community based learning experience in Guatemala pre- identified competencies they wished to develop as their individual learning outcomes, and how they articulated their learning following the experience. HEALTH LITERACY AND COMMUNICATION (GI) 1222  Picky Eating in the Classroom: MD & SLP Team Up to Solve the Problem TH 6:30PM-7:30PM / CC, 103 (Lvl 1) Introductory; Prof Educ AUTHOR(S): Nimali Fernando, The Doctor Yum Project; Melanie Potock, My Munch Bug Pediatrician Dr. Nimali Fernando and SLP Melanie Potock collaborated to problem-solve the issue of selective eating in preschoolers. They created a unique school-based approach to a growing public health problem, and show how an inclusive, family-centered preschool curriculum shows significant changes in parental attitudes and behaviors around healthy eating, as shown by data from Dr. Nancy Zucker at Duke University. HEARING AND TINNITUS ACROSS THE LIFESPAN (AUD) 1223  Clinical Procedures to Validate Speech in Noise Difficulties for Individuals Who Have Normal Audiograms TH 6:30PM-7:30PM / CC, 108 (Lvl 1) Intermediate; Research AUTHOR(S): Jason Sanchez, Northwestern U Some individuals who have normal audiograms report difficulties understanding speech in noise. However, standard clinical measures lack sensitivity in identifying underlying pathologies that may contribute to this complaint in humans. In this study, we determined that a battery of perceptual, performance and objective clinical measures can validate speech in noise difficulties for individuals who have normal audiograms. HEARING, LANGUAGE, AND SPEECH IN THE DEAF AND HARD OF HEARING: BIRTH TO SCHOOL TRANSITION (GI) 1224  Considering Profiles of Potential to Plan & Implement Targeted Listening & Spoken Language Intervention TH 6:30PM-7:30PM / CC, 107A (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Donna Smiley, Arkansas Children’s Hosp; Mary Ellen Nevins, U of Arkansas for Med Sciences; Uma Soman, Carle Auditory Oral Sch This interactive session will explore three “profiles of learning potential” that may be used to contextualize intervention for students who are deaf / hard of hearing. Intrinsic and extrinsic factors that influence these profiles of potential will be explored. Case studies to facilitate application of profiles for developing meaningful objectives and implementing relevant therapy will be presented.