154 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1531  Avoiding Presumptions: The Pitfalls of Presuming Competence FR 3:45PM-4:45PM / CC, 162AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Katie O’Neil, Boston Children’s Hosp; Rebecca McCarthy, Boston Children’s Hosp The ideology of “presuming competence” is an increasingly popular practice within the field of AAC, despite its pseudoscientific origins and lack of supporting evidence. This session will discuss the benefits of recognizing the potential of all communicators, while maintaining an individualized lens for current abilities and future needs. How do we support individual potential while offering opportunities within the ZPD?​ 1532  Experimental Evaluation of Matrix-Training on a Mobile Application to Enhance Language Generalization in Minimally-Verbal Autism FR 3:45PM-4:45PM / CC, 204AB (Lvl 2) Intermediate; Research AUTHOR(S): Oliver Wendt, U of Central Florida; Ravi Nigam, Governors St U Using a series of experimental multi-probe designs, this investigation evaluated the effects of matrix training to systematically teach new graphic symbol combinations for minimally-verbal children with autism who use augmentative and alternative communication. Results revealed different patterns of successful acquisition and indicated generalization to untrained stimuli. Matrix training shows promise for enhancing the complexity of utterances during AAC intervention. 1533  Recipes for Interactions: A Photography Intervention for Children using Augmentative & Alternative Communication & Peers FR 3:45PM-4:45PM / CC, 212 (Lvl 2) Introductory; Research AUTHOR(S): Jamie Boster, Ohio U; John McCarthy, Ohio U Children who use augmentative and alternative communication (AAC) face unique challenges participating in interactions with their peers. Results of a single-subject alternating treatment (ABAC) design study that implemented a collaborative, photography-based intervention designed to increase reciprocal interactions between two children who use AAC and same-age peers will be presented. Clinical and research implications will be discussed. AUTISM SPECTRUM DISORDERS (SLP) 1535  Developmental Speech Language Therapy – The Interweaving of Social-Emotional & Language Milestones FR 3:45PM-4:45PM / CC, 205ABC (Lvl 2) Introductory; Prof Educ AUTHOR(S): Liesl Wenzke Hartmann, Liesl W Hartmann, MA CCC/SLP, BCS-CL In typical childhood development, language and social milestones are aligned and interwoven. However, when social-emotional development lags, functional language development is hampered. To address social language challenges, therapists must understand the relationship between language development and social-emotional development. This presentation delineates what to expect at each age from infancy to toddlerhood, and how social-emotional development nurtures and drives language development. 1536  Implementing the Visual Immersion System (VIS) in a Classroom for Children With Autism FR 3:45PM-4:45PM / CC, Ballroom West Intermediate; Research AUTHOR(S): Howard Shane, Boston Children’s Hosp; Ralf Schlosser, Northeastern U; Anna Allen, MGH Inst; Andrea Benz, Fayetteville Manlius Pub Sch; Jacqueline Cullen, Fayetteville Manlius Pub Sch; Lindsay O’Neill, Fayetteville Manlius Pub Sch; Laurel Chiesa, Fayetteville Manlius Pub Sch; Lisa Miori- Dinneen, Fayetteville Manlius Pub Sch The Visual Immersion System™ (VIS) is a comprehensive approach aimed to meet the language and communication needs of children with moderate to severe autism. The effectiveness of the VIS has not been studied. Using a pretest-posttest design, this initial study evaluated the effectiveness of training a school team to implement the VIS in a classroom serving children with autism. 1537  The Power of Peers: Motivating Young Adults to Actively Engage in Social Communication Intervention FR 3:45PM-4:45PM / Westin, Grand Ballroom B Introductory; Prof Educ AUTHOR(S): Courtney Seidel, U of Wisconsin - Madison; Ann Rollefson, Mansfield Hall; Jim Kueht, Mansfield Hall; Erin Miller, U of Wisconsin - Madison Professionals reflecting a variety of educational disciplines collaborated to implement a unique method designed to promote social communication skills in young adults with Autism Spectrum Disorder (ASD). The increasing population of young adults with ASD requires new approaches to social communication intervention to address their generational needs. Peer mediated intervention is an engaging and motivating technique to address this deficit. 1538  Using Social Behavior Mapping With Fidelity: A Roadmap for How We Socially Impact One Another FR 3:45PM-4:45PM / CC, Ballroom East Intermediate; Prof Educ AUTHOR(S): Michelle Winner, Social Thinking; Pamela Crooke, Social Thinking One treatment framework to address social cognitive challenges while promoting prosocial teaching is Social Behavior Mapping (SBM). This visual support teaches how we are all part of a socially responsive community; what we do impacts how people think/feel, which guides their actions, and ultimately how we feel. Using SBM with fidelity serves as a roadmap for teaching social responsibility.