2018 ASHA CONVENTION PROGRAM BOOK • 127 ORAL SEMINARS • FRIDAY LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1323  Apply Evidence-Based Vocabulary Intervention Techniques With Numerous Activities for the School Age Child FR 8:00AM-10:00AM / CC, 253C (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Cathy Alexander, Clinical Comm’s Speech-language pathologists (SLPs) foster vocabulary development by embedding evidence-based practices within therapy activities. Learn two approaches for selecting target vocabulary words and nine techniques for teaching vocabulary. Numerous “Ready- to-Use” activities from preschool age through adolescents will be provided. SLPs will learn four morphology interventions and 40+ morphology activities. Applying these interventions will offer clinicians a framework to enhance vocabulary development. 1324  Increasing Processing Speed for Efficient Executive Function Skills FR 8:00AM-10:00AM / Westin, Grand Ballroom B Intermediate; Prof Educ AUTHOR(S): Sarah Ward, Cognitive Connections, LLP; Kristen Jacobsen, Cognitive Connections, LLP 80% of students with executive function impairments show clinically significant discrepant weaknesses in processing speed. Learn specific methodologies to improve processing speed for following routines, making decisions, processing directions, interpreting figurative language, thinking flexibly and increasing the automaticity with which students can plan, start, self­ monitor and complete simple and complex tasks within allotted time frames. 1325  Is it ADHD, Language Impairment or Both? An Innovative & Inter-professional Approach to Language Assessment FR 8:00AM-10:00AM / CC, 254B (Lvl 2) Introductory; Prof Educ AUTHOR(S): Kathleen Reilly, Tufts Med Ctr; Sheryl Levy, Tufts Med Ctr Assessing inattentive students is challenging – both to engage and interpret data. Learn about ADHD and its bidirectional relation to language impairment. We walk you through our flexible, interprofessional model to assess students with ADHD and language impairment, and share tips for hard-to-test students. Through case studies, we illustrate methods and tools for assessment, followed by guided implementation in small groups. 1326  Lower the Retrieval Load Not The Work Load, Word-Finding Based Differentiated Instruction/ Assessment FR 8:00AM-10:00AM / CC, 258ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Diane German, Nat’l Louis U Learners with Word-Finding difficulties need Word-Finding Based Differentiated Instruction/ Assessment (WF-DIA) to succeed in school. WF- DIA focuses on differentiating the expressive language demands of academic work. This seminar will detail WF-DIA implementation when differentiating classroom discourse by WF error patterns, assessment, vocabulary instruction, oral reading, and writing instruction. WF-DIA is kindred to the instruction and assessment framework authorized by UDL. 1327  Pairing Picture Books & Apps for Contextualized Intervention: Hub of History & Innovation Edition FR 8:00AM-10:00AM / CC, 257AB (Lvl 2) Introductory; Prof Educ AUTHOR(S): Sean Sweeney, The Ely Ctr/ SpeechTechie.com This session describes pairings of picture books and apps that set intervention contexts related to science and social studies curriculum areas. Boston, a “Hub” of history and scientific innovation, is the perfect location for exploring connections between language intervention and content area contexts, with picture books and apps providing tools for linguistic interactions. LANGUAGE DISORDERS IN ADULTS (SLP) 1328  Client-centered Assessment & Goal Writing in Aphasia Rehabilitation FR 8:00AM-10:00AM / CC, 162AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Patrick Coppens, SUNY Plattsburgh; Kevin Cunningham, U of North Carolina at Chapel Hill; Jacqueline Hinckley, Voices of Hope; Janet Patterson, VA Northern California Health Care System This session is developed by, and presenters invited by, Language Disorders in Adults. Client- centered assessment goes beyond traditional language impairment measures. With the client- centered framework as a guide, we will present formal and informal assessment approaches and how these translate into workable clinical goals. Case studies will highlight the differences between impairment- and client- centered assessment approaches. 1329  Interprofessional Approach to Pain Management & Opioid Crisis: What We All Need to Know FR 8:00AM-10:00AM / CC, 151AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): William Ofstad, CA Hlth Sciences U; Scott Weiner, Brigham & Women’s Hosp; Diana Higgins, VA Boston Healthcare System & Boston U Sch of Medicine; Dave Kelly, ConsumerMedical; Darla Hagge, CSU Sacramento; Patricia Dorn, Rehab Research & Dev’mt Service in the Dept of Veterans Affairs This session is developed by, and presenters invited by, Language Disorders in Adults. The opioid crisis and pain management are national healthcare issues. SLPs are uniquely positioned to serve as a communication bridge between their patients who are experiencing pain and the multidisciplinary healthcare team. An interprofessional team of experts will discuss the opioid and pain crisis including the SLP role, review tools to assess pain and communicate findings using best practice strategies. 1330  Role of the SLP in the Management of MS: Care Beginning the Day of Diagnosis FR 8:00AM-10:00AM / Westin, Lewis Intermediate; Prof Educ AUTHOR(S): Lori Kostich, Mandell Ctr for Multiple Sclerosis; Alexander Burnham, The Boston Home Advancements in diagnostic criteria allow MS diagnosis earlier in disease progression and younger people. MS has become a disease best “managed” at all stages, not “treated” only after functional decline -- a treatment paradigm shift. The SLP serves as a resource providing ongoing intervention at all ages and levels of impairment to maintain function and QOL beginning the day of diagnosis.