152 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1516  Thickened Tea Party Anyone?: Are Patients Willing to Comply With Our Swallowing Recommendations? FR 2:30PM-3:30PM / CC, 205ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Donna Lundy, U of Miami Miller Sch of Medicine; Mario Landera, U of Miami Miller Sch of Medicine; Paula Sullivan, VAMC; Joy Gaziano, U South Florida; Linda Stachowiak, UF Health Cancer Ctr at Orlando Health A quandary may exist between swallowing recommendations and patient willingness and ability to comply. Are we aware and realistic about patients’ lifestyles and practicalities of following through from economic, cultural, physical, and personal preferences? A panel of experienced BCS-S certified speech-language pathologists will discuss the latest EBP while also personalizing treatments through specific and interactive case examples. TELEPRACTICE AND TECHNOLOGY (GI) 1517  The Use of Common PC Tools in Telepractice FR 2:30PM-3:30PM / Westin, Commonwealth C Intermediate; Prof Educ AUTHOR(S): Amanda Worek, MGH Inst The purpose of this presentation is to demonstrate creative, outside-the-box uses for otherwise commonplace PC tools in order to enhance the delivery of telepractice services in a cost- and time-efficient way. TRAUMATIC BRAIN INJURY (GI) 1518  Memory Intervention for Adults With TBI: A Systematic Review & Application to Clinical Practice FR 2:30PM-3:30PM / Westin, Lewis Intermediate; Research AUTHOR(S): Natalie Covington, Vanderbilt U; Michael de Riesthal, Vanderbilt U; Melissa Duff, Vanderbilt U We present findings from a systematic review of memory interventions for individuals with TBI from a multiple memory systems perspective. The presentation concludes with discussion of how evidence-based memory interventions can be implemented in clinical practice for the most common cognitive complaint following TBI. VESTIBULAR/BALANCE ISSUES ACROSS THE LIFESPAN (AUD) 1519  The Development of the Benign Paroxysmal Positional Vertigo Symptom Impact Questionnaire (BSIQ) FR 2:30PM-3:30PM / CC, 107A (Lvl 1) Intermediate; Research AUTHOR(S): Faith Akin, East Tennessee St U; Sherri Smith, VA Med Ctr; Kristal Riska, Duke U Sch of Med; Courtney Hall, James H Quillen VAMC; Jennifer Sears, Mountain Home VA Med Ctr; Annabelle Larkin, East Tennessee St U The purpose of this project was to develop and validate the Benign Paroxysmal Positional Vertigo (BPPV) Symptom Impact Questionnaire (BSIQ), a disease-specific quality-of-life outcome measure for BPPV. Preliminary results from two studies suggest that the BSIQ has strong content validity and construct validity and good internal consistency reliability. VOICE AND ALARYNGEAL COMMUNICATION (SLP) 1520  The Association Between Voice & Lung Function in Very Preterm Children FR 2:30PM-3:30PM / CC, 254B (Lvl 2) Introductory; Research AUTHOR(S): Victoria Reynolds, SUNY Plattsburgh; Zoe Champion, Dept of Health, Western Australia; Graham Hall, Telethon Kids Inst; Noel French, Dept of Health, Western Australia; Shannon Simpson, Telethon Kids Inst Lung function in voice production is encapsulated in the source-power-filter theory: respiration is the power for the signal which is filtered through the vocal tract. Premature birth has been associated with dysphonia and respiratory consequences. Any association between the two has yet to be explored. This retrospective study investigated lung function and voice quality in preterm children, at school age. 1521  Traditional Voice Therapy for Individuals Who are Transgender FR 2:30PM-3:30PM / CC, 161 (Lvl 1) Introductory; Prof Educ AUTHOR(S): Angela Van Sickle, Texas Tech U Health Sciences Ctr; James Dembowski, Texas Tech U Health Sciences Ctr Recently, an increased number of individuals undergoing gender transition have inquired about therapy to improve feminine voice quality. Traditional behavioral approaches to voice therapy have facilitated a more feminine quality for several of our clients. These approaches and vocal strategies will be described in detail. ACADEMIC AND CLINICAL EDUCATION (GI) 1522  Best Practices & Innovative Models for Ph.D. Education FR 3:45PM-4:45PM / CC, 152 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Ann Tyler, Western Michigan U; Barbara Cone, U of Arizona; Ronald Gillam, Utah St U; Janet Koehnke, Montclair St U; Jason Whitfield, Bowling Green St U Five different Ph.D. programs will be used as models to demonstrate aspects of best practices and innovative program design for doctoral education. Presenters from traditional, joint, interdisciplinary, distance-learning cohort, and bridge programs will describe unique design features of their programs. Each will also provide examples of best practices for recruitment/retention, curricula, interdisciplinary experiences, and preparation for academic life. 1523  Course-embedded Clinical Experiences: Outcomes & Implementation FR 3:45PM-4:45PM / CC, 159 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Jerry Hoepner, U of Wisconsin - Eau Claire; Thomas Sather, U of Wisconsin - Eau Claire; Lauren Pakanich, U of Wisconsin - Eau Claire; Maria Donato, U of Wisconsin - Eau Claire; Breanna McFaul, U of Wisconsin - Eau Claire Multiple challenges exist when applying course-based content to clinical settings. Course-embedded clinical experiences utilize an apprenticeship model to provide authentic clinical experiences within the context of a course under the guidance of experienced clinicians. This presentation will provide a discussion and rationale for course- embedded clinical experiences and the guided apprenticeship model as a means to support student clinician learning.