140 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1422 Making Decisions for Implementation of AAC Based on What Works FR 1:00PM-2:00PM / CC, 211 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Jennifer Mitchell, Chicago Pub Schs; Bernadette Wood, Chicago Pub Schs; Jessica Bornsheuer, Chicago Pub Schs; Alexander Cegielski, Chicago Pub Schs AAC device implementation is an ongoing issue, aggravated by classroom staff and related service provider turnover. In Chicago Public Schools (CPS), students are evaluated and assigned AAC devices; however, the educational classroom staff is ultimately responsible for teaching the student to use the device. The Assistive Technology Resource Center (ATRC) has established an innovative method to solve the implementation dilemma. AUTISM SPECTRUM DISORDERS (SLP) 1423 Competencies, Evaluation & Application for Autism Board Certification for Speech‐Language Pathologists: ASHA BC‐ASD FR 1:00PM-2:00PM / CC, Ballroom West Intermediate; Prof Educ AUTHOR(S): Stephen Camarata, Vanderbilt U Sch of Medicine; Lynn Koegel, Stanford U Sch of Medecine This presentation will describe the proposed autism board certification for speech language pathologists (BC‐ASD). This ASHA specialty certification includes 1) academic competencies; 2) practicum requirements; 3) an examination; 4) application and continuing education guidelines 5) a certification path for current practitioners. This session will provide an opportunity to provide input and ask questions. 1424 Implementing Comprehensive, Data-Driven Social & Emotional Learning Instruction for Students With High-Functioning Autism FR 1:00PM-2:00PM / Westin, Grand Ballroom A Introductory; Prof Educ AUTHOR(S): Eve Muller, Ivymount Sch; Lynn Cannon, Ivymount Sch We discuss development of the Ivymount Social Cognition Instructional Package (IvySCIP), and how it fills a critical gap within the field in terms of social and emotional learning (SEL) assessment and data-driven instruction for students with high-functioning autism. We share key features of this innovative tool, and show how students’ assessment scores can be used to generate customized intervention materials. 1425 Sibling Involvement in Intervention for Children With Autism Spectrum Disorder: Considerations for Researchers & Clinicians FR 1:00PM-2:00PM / Westin, Grand Ballroom B Introductory; Research AUTHOR(S): Bridget Gornichec Wright, Ohio U; Joann Benigno, Ohio U The involvement of siblings in intervention for children with autism spectrum disorder (ASD) has not received as much attention in the literature as the roles of parents and peers. The purpose of this presentation is to discuss the current state of research and to provide considerations for researchers and clinicians seeking to include siblings of children with ASD in intervention. 1426 University-Based Transition & Support Programs for College & College-Bound Students With ASD FR 1:00PM-2:00PM / CC, 205ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Kathy Dow-Burger, U of Maryland, College Park; Julianne Garbarino, U of Maryland, College Park The University of Maryland’s Department of Hearing and Speech Sciences has developed multi-tiered support programs for students with autism who are transitioning from high school to college and, college to employment. These clinical programs offer speech-language pathology undergraduate and graduate students opportunities to learn, collaborate, and be mentored by a PhD student/speech-language pathologist and associate clinical professor. 1427 Words: Now You Hear Them, Now You Don’t (Where Does Emotional Regulation Fit In?) FR 1:00PM-2:00PM / CC, 104ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Amy Laurent, U of Rhode Island This session is developed by, and presenters invited by, Autism Spectrum Disorders. Social communicative competence is not a static skill set. This developmental ability is often influenced by many factors including how comfortable an individual is in their environment and with their partners. This session will explore the relationship between emotional regulation and social communicative competence. Developmental theory, current research, and practical examples will be highlighted. BUSINESS AND PRACTICE MANAGEMENT (GI) 1428 The Who, What, Where, When, Why & How of Outcomes FR 1:00PM-2:00PM / CC, 157ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Michelle Foye, Cleveland Hearing & Speech Ctr; Bridgid Whitford, Cleveland Hearing & Speech Ctr; Linda Lange, Cleveland Hearing & Speech Ctr; Karen Kantzes, Cleveland Hearing & Speech Ctr; Angela Kowalski, Cleveland Hearing & Speech Ctr The collection of outcomes is vital for the longevity of our profession. This presentation will focus on how Cleveland Hearing &Speech Center developed a system for collecting and reporting outcome data for speech – language and audiology services. The Who, What, Where, When, Why and How outcome collection will be discussed. Challenges, successes and next steps will be shared. CULTURAL AND LINGUISTIC DIVERSITY (GI) 1430 A Culturally & Linguistically Responsive Approach to AAC FR 1:00PM-2:00PM / CC, 107B (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Gloria Soto, San Francisco St U This session is developed by, and presenters invited by, Cultural and Linguistic Diversity. Speech-language pathologists have identified the provision of services to children from culturally and linguistically diverse backgrounds as a professional challenge. We will discuss the principles of culturally and linguistically responsive AAC practice, and will present a number of strategies to address the linguistic and cultural needs of clients from ‘marginalized or ‘minoritized’ communities, including those in plurilingual communities.