2018 ASHA CONVENTION PROGRAM BOOK • 139 ORAL SEMINARS • FRIDAY 1414  Partnering With Practitioners in Implementation Research FR 1:00PM-2:00PM / CC, 154 (Lvl 1) Intermediate; Research AUTHOR(S): Julie Feuerstein, Kennedy Krieger Inst This session is developed by, and presenters invited by, Academic and Clinical Education. Recognizing the value and genuine partnership between researchers and practitioners is at the core of implementation research. This seminar will describe pilot implementation work to move one evidence-based early intervention protocol into clinical practice through active collaboration with community practitioners. Results highlight practitioners’ unique contributions, and the value of employing both quantitative and qualitative methods when conducting implementation research. 1415  Things I Wished I Had Learned in Audiology Graduate School FR 1:00PM-2:00PM / CC, 151AB (Lvl 1) Introductory; Prof Educ AUTHOR(S): Kristen Baisley, Rady Children’s Hosp; Chelsea Humpert, Florida Hosp Medical Group; David Alexander, Towson U; Patti Martin, Arkansas Children’s Hosp; Craig Newman, Cleveland Clinic This session is developed by, and presenters invited by, Academic and Clinical Education. Have you recently graduated with your Doctorate of Audiology or graduating soon? Do you think you are ready to take on the real, clinical world? Get ahead of the game and attend this interactive Q&A panel to obtain first hand valuable insights from both new and seasoned professionals. Bring your questions to get the inside scoop! AUDITORY/CENTRAL AUDITORY PROCESSING (GI) 1416  Memory Loss, Alzheimer’s Disease, & Dementia FR 1:00PM-2:00PM / CC, 153ABC (Lvl 1) Advanced; Prof Educ AUTHOR(S): Andrew Budson, Boston U Alzheimer’s Disease Ctr This session is developed by, and presenters invited by, Auditory/Central Auditory Processing. Memory loss, Alzheimer’s disease, dementia are common in aging, as is hearing loss. Speech/language problems are common in all types of dementia. This program will review common causes of late life cognitive impairment and discuss how they may impact hearing, comprehension, speech/ language. Primary progressive aphasia and primary progressive apraxia of speech will be highlighted with video clips. 1417  The Intradisciplinary Roles in Developing Students’ Information Processing Skills for Academic Success FR 1:00PM-2:00PM / CC, 206AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Donna Geffner, Donna Geffner & Assocs; Deborah Ross Swain, The Swain Ctr; Kathleen Williams, Consultant Information processing skills, i.e., memory, word fluency, auditory memory, and retention will be addressed as they relate to students with CAPD, AD/HD, reading and comprehension impairment. Strategies related to acquiring, organizing, retrieving, and managing what is heard or read will be explored by an interprofessional team. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) (SLP) 1418  Communication Apps and Core Language: From Therapy to the Home Environment FR 1:00PM-2:00PM / CC, 204AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Ann Geibel, Cincinnati Children’s Hosp Med Ctr; Rebecca Goldwasser, Cincinnati Children’s Hosp Med Ctr; Aubry Beachler, Cincinnati Children’s Hosp Med Ctr Research shows that 80% of the words we say are core words while only 20% are considered fringe vocabulary. In this course, we will discuss core words using aided language stimulation on five popular communication apps. Participants will learn core language activities to apply in the clinical environment as well as methods for educating families and carryover into the home. 1419  Core Vocabulary: a Life Preserver that Saved us from Drowning in a Sea of Nouns FR 1:00PM-2:00PM / CC, 161 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Erin Colone Peabody, Indiana U; Annette Champion, Indiana U; Brenda Brannigan, Indiana U; Mark Howard, Monroe County Communiity School Corporation According to numerous studies, core vocabulary can be used to effectively and efficiently communicate across environments, people and activities, regardless of age. Based on this research, a single subject interagency collaboration evolved into a district-wide initiative to infuse core vocabulary in all self- contained classrooms including an ABA-based classroom for students presenting with limited communication and severe behaviors. 1420  Facilitating AAC Access Ability: Moving Forward With the Assessment of Learning Process (ALP) for AAC FR 1:00PM-2:00PM / CC, 203 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Chip Clarke, Assistive Technology Works, Inc; Sarah Wilds, PRC/ Saltillo; Lisbeth Nilsson, Associated to Lund U, Sweden The Assessment of Learning Process (ALP) for AAC (2017) is a framework for assessing how individuals learn to use AAC devices. This presentation will use case studies and videos to illustrate the stages/ phases of the ALP, highlight facilitating strategies, discuss communication & language development, and identify influencing factors in an individual’s ability to progress through the ALP stages. 1421  Impact of Core Vocabulary, Attribution & Aided Language on Communication of Preschool Students With ASD FR 1:00PM-2:00PM / CC, 207 (Lvl 2) Intermediate; Research AUTHOR(S): Kathryn Dorney, U of North Carolina at Chapel Hill This presentation will describe changes in communication of 13 preverbal preschool students with ASD from the initial implementation of a core-vocabulary communication intervention focused on teaching symbolic communication. Sources of data include field notes that reflect changes in educators’ method of instruction and students’ responses and student level of communication as measured by the Communication Matrix (Rowland, 2004; 2011).