134 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 HEARING, LANGUAGE, AND SPEECH IN THE DEAF AND HARD OF HEARING: BIRTH TO SCHOOL TRANSITION (GI) 1376  Using LENA Technology for Screening, Progress Monitoring, & Early Intervention Goal Setting FR 10:30AM-11:30AM / CC, 107B (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Christine Yoshinaga-Itano, U of Colorado Boulder This session is developed by, Hearing, Language, and Speech in the Deaf and Hard of Hearing: Birth to School Transition. and presenters invited by, Evidence-based outcomes about LENA technology and the relationship of conversational turn-taking, brain processing, sensitivity/specificity of the autism screen, and automated algorithms will be presented. Research data about the relationship between quantity and quality of language among children in early intervention services who are deaf/hard of hearing will be presented. This technology has been shown effective for diverse populations. HEARING, TINNITUS, AND VESTIBULAR SCIENCE (AUD) 1377  Long-term Maintenance of Activation for Phonological Competitors by CI Users FR 10:30AM-11:30AM / CC, 106 (Lvl 1) Advanced; Research AUTHOR(S): Kristi Hendrickson, U of Iowa; Bob McMurray, U of Iowa The goal of the current study is to determine how the cognitive processes that are used to combat phonological competition during spoken word recognition differ in adult post- lingually deaf CI users. Results of this study suggest that NH listeners inhibit phonology competitors (e.g. cat and can) immediately, whereas CI users maintain activation for competitors even after a word is heard. 1378  Research Symposium in Hearing: The New Neurobiology of Speech & Sound Processing FR 10:30AM-11:30AM / CC, 153ABC (Lvl 1) Intermediate; Research AUTHOR(S): Sophie Scott, U Coll London This session is developed, and speakers invited by, Hearing, Tinnitus, and Vestibular Science. The last two decades have included great developments in the neuroimaging of the human brain, and our understanding of auditory neuroanatomy. In this talk I will present a model of human auditory processing, with a particular focus on the ways that speech is processed in the human brain. INNOVATIONS, DEBATES, AND HOT TOPICS IN THE DISCIPLINE (GI) 1379  The Search for Evidence in Social Cognitive Interventions: Are We Asking the Right Questions? FR 10:30AM-11:30AM / CC, Ballroom West Introductory; Prof Educ AUTHOR(S): Pamela Crooke, Social Thinking; Michelle Winner, Social Thinking Translating empirical findings from research labs into practice continues to be a struggle for both clinical scientists and front-line clinical providers. The ever-present gap from “knowing to doing” is common in schools and clinics alike. But in our quest for evidence and EBP, are we asking the right questions? We will use the Social Thinking Methodology to explore this topic. 1380  A Revolution: Men in the Profession! FR 10:30AM-11:30AM / CC, 254B (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Perry Flynn, U of North Carolina at Greensboro; Mike Skiados, ASHA; Ben Sledge, ASHA; Austin Collum, Lakeshore Professional Voice Ctr Currently only 4.69% of ASHA members are male. This presentation highlights what the association is doing to recruit and retain men while providing participants with some tools they can use to proactively recruit men into the disciplines of audiology and speech- language pathology. INTERPROFESSIONAL COLLABORATION (GI) 1381  ASHA, California, Michigan, & South Carolina Collaborating to Advance Interprofessional Education & Practice FR 10:30AM-11:30AM / CC, 260 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Deborah Ross Swain, The Swain Ctr; Laura Lenkey, Grand Valley St U; Jacqueline Jones-Brown, South Carolina St U; Tina Eichstadt, Pearson Clincal Assessment ASHA and 3 state associations have collaborated to advance IPE/IPP. This session will highlight national and state efforts fostering IPE/IPP engagement applicable to all clinical settings. Attendees will be made aware of use of resources and obtain input about future efforts needed at the individual, program and association levels to further advance IPE/IPP. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1382  Critical Components of Narrative Discourse Intervention for School-Age Students FR 10:30AM-11:30AM / CC, Ballroom East Intermediate; Prof Educ AUTHOR(S): Sandra Gillam, Utah St U; Ronald Gillam, Utah St U Narrative discourse skills contribute to cognitive, social and academic success for school-age students. Children with language disorders have difficulty acquiring narrative proficiency. This presentation will summarize best practice procedures for intervention of narrative discourse for school-age students with developmental language disorders. We will also summarize data from the first year of a randomized controlled trial of a narrative intervention program.