2018 ASHA CONVENTION PROGRAM BOOK • 131 ORAL SEMINARS • FRIDAY VOICE AND ALARYNGEAL COMMUNICATION (SLP) 1352 Complex Pediatric Voice Disorders: Looking Beyond Vocal Fold Nodules FR 8:00AM-10:00AM / CC, 206AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Maia Braden, U of Wisconsin Voice & Swallowing Ctr; Linda Carroll, Children’s Hosp of Philadelphia; Scott McMurray, U of Wisconsin Voice & Swallowing Ctr; Roger Nuss, Children’s Hosp, Boston; Geralyn Harvey Woodnorth, Boston Children’s Hosp; Karen Zur, Children’s Hosp of Philadelphia; Elizabeth Heller Murray, Boston U This session is developed by, and presenters invited by, Voice and Alaryngeal Communication. Three specialized speech-language pathology/ otolaryngology teams will each outline evaluation and treatment of a complex voice disorder. Teams are from Boston Children’s Hospital, American Family Children’s Hospital, and Children’s Hospital of Philadelphia. ACADEMIC AND CLINICAL EDUCATION (GI) 1353 A Comparison of Three Alternative Clinical Education Methods: Simucase, Simulated Patient Actors, & High-Fidelity Manikins FR 10:30AM-11:30AM / CC, 207 (Lvl 2) Intermediate; Research AUTHOR(S): Robin Edge, Jackson St U; Judith Wingate, Jackson St U; Virginia Chapa, Jackson St U This presentation will review three alternative clinical education (ACE) methods used in a MS- SLP graduate training program and present pilot data comparing the students’ decision making skills each semester after utilizing an ACE method in class. The use of Simucase, patient actor scenarios, and high-fidelity manikin simulation will be presented. Implementation issues and challenges will also be discussed. 1354 From SLP to Ph.D: Perspectives of 4 Clinicians & Their Roads to a PhD FR 10:30AM-11:30AM / CC, 107A (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Susan Alimonti, Molloy Coll; Hia Datta, Molloy Coll; Georgia Drakopoulou, CUNY Grad Ctr; Erin Reilly, CUNY Grad Ctr Many speech-language pathologists may not consider pursuing a Ph.D (Davidson et al. 2013). In reality, SLPs are well suited to pursue a Ph.D, and they can potentially help bridge the gap between theory and clinical practice. Four professionals will provide their experiences and answer your questions pertaining to the comprehensive Ph.D process. 1355 How to Launch & Build a Successful Research Career FR 10:30AM-11:30AM / CC, 156C (Lvl 1) Introductory; Prof Educ AUTHOR(S): Holly Storkel, U of Kansas; Julie Liss, Arizona St U; Leora Cherney, Shirley Ryan AbilityLab This session is coordinated by the ASHA Research and Scientific Affairs Committee (RSAC). This seminar addresses the do’s and don’ts in developing successful scientific careers in CSD. Recommendations are provided across different settings from application to doctoral programs to becoming leaders mentoring the next generation of scientists. 1356 Integrative Grand Rounds: An Online Design for Off-Campus AuD Students FR 10:30AM-11:30AM / CC, 152 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Jennifer Simpson, Purdue U; Michael Heinz, Purdue U Integrative Grand Rounds, an online course, allows third- and fourth-year AuD students at Purdue to discuss complex cases from their off-site externships. Innovative designs include video case presentations, prompts for thoughtful student responses/reflections, and explicit grading rubrics. Students appreciate this low-pressure opportunity to think critically and independently about cases. Summative assessment of integration across academic/ clinical experiences also occurs. 1357 Multiple Tiers of Clinical Training in a Culturally & Linguistically Diverse School FR 10:30AM-11:30AM / CC, 103 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Laura Epstein, San Francisco St U; Jennifer Fan, San Francisco St U An innovative school-based model of clinical education has been developed at San Francisco State University that incorporates undergraduate, first-year graduate, and second-year graduate intern levels of clinical training within a culturally and linguistically diverse preschool - 8th grade public school. A classroom-based service delivery model is the foundation for this community-based approach. 1358 Tele-Supervision of Clinical Simulations: Outcome Data FR 10:30AM-11:30AM / CC, 105 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Carol Szymanski, Simucase Outcome data from three university cohorts utilizing tele-supervision of speech-language pathology graduate students completing practica with computer-based clinical simulations will be presented. The requirements for supervising, strategies and procedures, and components of successful prebrief and debrief sessions will be addressed. Videos of sessions with students will be shared. Program perspectives and student perceptions following these clinical experiences will be reviewed. 1359 What Is An Instructional Intern & What do I do With One? FR 10:30AM-11:30AM / CC, 159 (Lvl 1) Introductory; Prof Educ AUTHOR(S): Abby Hemmerich, U of Wisconsin - Eau Claire; Jerry Hoepner, U of Wisconsin - Eau Claire; Thomas Sather, U of Wisconsin - Eau Claire; Deborah Elledge, U of Wisconsin - Eau Claire; Rebecca Jarzynski, U of Wisconsin - Eau Claire; Kathryn Mueller, U of Wisconsin - Eau Claire; Natalie Taufen, U of Wisconsin - Eau Claire; Erin Zigler, U of Wisconsin - Eau Claire; Sophie Grelson, U of Wisconsin - Eau Claire Instructional interns are an integral element for implementing active learning strategies in classroom settings. This session will provide an overview of the instructional internship program at UW-Eau Claire and an opportunity to experience the active learning classroom facilitated by real instructional interns. 1360 Winning the Battle of Critical Thinking Using Revolutionary Strategic Questioning FR 10:30AM-11:30AM / CC, 151AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Samantha Procaccini, Calif U of Pennsylvannia This session is developed by, and presenters invited by, Academic and Clinical Education. Establishing critical thinking skills in a clinical teaching environment is a challenging battle for clinical educators to “win”. Evidence suggests that implementing strategic questioning stimulates critical thinking in learning clinicians. This seminar addresses evidence for the use of strategic questioning models, examines how to implement questioning types, and discusses the clinical educator’s critical thinking skills when implementing strategic questioning. Withdrawn