120 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1225 Navigating the World of Cochlear Implantation in an Ever-Changing Field: An Interdisciplinary Team Approach TH 6:30PM-7:30PM / CC, 107B (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Nicole Salamy, Boston Children’s Hosp; Susan Gibbons, Boston Children’s Hosp; Sarah Thomas, Boston Children’s Hosp As cochlear implants continue to evolve, patient performance improves and candidacy criteria change, although FDA guidelines remain unchanged. This presentation aims to discuss the expansion of cochlear implant candidacy criteria for the pediatric population, components of a cochlear implant candidacy evaluation, and monitoring of these patients post-cochlear implant. Case studies will be included. HEARING, TINNITUS, AND VESTIBULAR SCIENCE (AUD) 1226 Joking Apart – The Science of Laughter TH 6:30PM-7:30PM / CC, 153ABC (Lvl 1) Introductory; Research AUTHOR(S): Sophie Scott, U Coll London This session is developed, and speakers invited by, Hearing, Tinnitus, and Vestibular Science. In this talk the presenter will discuss the evolution, function and neuroscience of laughter. A non- verbal vocal expression of emotion, laughter in humans has its roots in play vocalizations produced by apes. The presenter will show how it is a primarily social vocalization, and how it is used in social interactions. INNOVATIONS, DEBATES, AND HOT TOPICS IN THE DISCIPLINE (GI) 1227 But My School Doesn’t Have Money! (AKA: Free Assistive Technology to Support Student Learning) TH 6:30PM-7:30PM / CC, 210C (Lvl 2) Introductory; Prof Educ AUTHOR(S): Kelsey Hall, Assistive Technology for Educ; Emma Kuras, Assistive Technology for Educ The majority of students in the US live in poverty (NCES, 2015). School funding cuts make it challenging to meet the needs of students. Poverty should not dictate student access to assistive technology. This session will discuss and provide hands on practice of FREE AT tools to support student language, literacy, and learning growth despite a budget crunch. 1228 Innovators, Team Members & Leaders: The Critical Contributions of SLPs in Early Childhood MTSS TH 6:30PM-7:30PM / CC, Ballroom West Intermediate; Research AUTHOR(S): Lillian Duran, U of Oregon; Trina Spencer, U of South Florida; Alisha Wackerle- Hollman, U of Minnesota; Elizabeth Kelley, U of Missouri; Howard Goldstein, U of South Florida How can SLPs best improve outcomes for young children? A panel of MTSS researchers will present a reconceptualization of MTSS that highlights the critical role of SLPs as experts, innovators, team members and leaders. Lively conversation, reflective questions, and provoking discussion will engage participants in the debate. 1229 Making Sense of Theory of Mind: What are the Implications for Practice? TH 6:30PM-7:30PM / CC, 258ABC (Lvl 2) Introductory; Prof Educ AUTHOR(S): Tiffany Hutchins, U of Vermont; Patricia Prelock, U of Vermont; Carol Westby, Bilingual Multicultural Svcs; Michelle Winner, Social Thinking; Pamela Crooke, Social Thinking; Ashley Brien, U of Vermont; Hope Morris, U of Vermont Theory of Mind (ToM) is a complex and multifaceted construct that can be carved and construed in variable ways. In this panel presentation, leaders from the field describe some of their approaches to ToM using case examples to illustrate the application of each. Combining the approaches to achieve a fuller, more sophisticated understanding of ToM for your client is discussed. 1230 SLI, PLI, LLD, or DLD? A Debate on Terminology in Child Language Research Programs. TH 6:30PM-7:30PM / Westin, Lewis Advanced; Prof Educ AUTHOR(S): Amanda Owen Van Horne, U of Delaware; Susan Ebbels, Moor House Sch; Sean Redmond, U of Utah; Lizbeth Finestack, U of Minnesota Curious about why Developmental Language Disorder (DLD) is replacing terms like SLI, or Language Learning Disability? Is this just Jingle Jangle or a meaningful shift? We introduce DLD and explain why this term is being adopted internationally. We discuss the potential advantages and disadvantages of using this terminology in the US for participant identification, study design, research dissemination, and advocacy. 1231 Supporting Parent Involvement With Technology TH 6:30PM-7:30PM / CC, 251 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Barbara Fernandes, Smarty Ears While we are aware of the importance of parent participation in a child’s progress in speech and language therapy, parents often feel intimidated and lack knowledge and resources to become active participants. This presentation will discuss ideas, which include the use of technology to support parental participation. INTERPROFESSIONAL COLLABORATION (GI) 1232 Cognition, Falls, & Parkinson’s Disease: The Collaboration of the Speech- Language Pathologist & Occupational Therapist TH 6:30PM-7:30PM / CC, 210A (Lvl 2) Introductory; Prof Educ AUTHOR(S): Sarah Stark, Genesis Rehab Svcs; Katherine Damich, Genesis Rehab Svcs; Alicia Blondell, Genesis Rehab Svcs; Mary Harris, Genesis Rehab Svcs Parkinson’s disease is much more than a motor disorder. Increased recognition for both motor and non-motor symptoms are greatly needed to improve cognitive functioning to reduce the risk of falls. Together, the speech-language pathologist and occupational therapist play a pivotal role in the treatment and intervention of falls in this growing population. 1233 Donut Fear the SLP is Here For Your Push-In Lesson TH 6:30PM-7:30PM / CC, 203 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Alexis Page, Sunny Days Consulting Svcs; Caitlin Stanton, Inspire Kids Preschool Who doesn’t love classroom push in lessons? While things on paper seem to be planned and all issues resolved before heading into the room, there are always challenges. Let’s dive in and discuss ways to improve professional collaboration and techniques to manage any issues as we take you through our year of cooking lessons at the preschool level.