2018 ASHA CONVENTION PROGRAM BOOK • 157 ORAL SEMINARS • FRIDAY INTERPROFESSIONAL COLLABORATION (GI) 1553 An Interprofessional Education (IPE) Initiative: Preparing Students for Interprofessional Practice Through a Collaborative Case- Based Model FR 3:45PM-4:45PM / CC, 260 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Jana Waller, Ithaca Coll; Susan Durnford, Ithaca Coll; Laura Gras, Ithaca Coll; Janice Elich Monroe, Ithaca Coll; Jessica Valdez Taves, Ithaca Coll; Samantha Brown, Ithaca Coll; Sarah Fishel, Ithaca Coll; Kayleigh Plumeau, Ithaca Coll In this session, the authors describe a case-based interprofessional education (IPE) initiative for 166 speech-language pathology, occupational therapy, physical therapy, and therapeutic recreation students. Interprofessional Education Collaborative (IPEC) Core Competencies (2016) were included in departmental coursework throughout the semester, culminating in a capstone event. Student survey results indicated improved knowledge of IPEC standards. Teaching and research tools will be shared. 1554 Interprofessional Care for Adults With Tracheostomy Tubes & Ventilators: Conversations With Respiratory Therapy FR 3:45PM-4:45PM / CC, 251 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Stephanie Scibilia, Massachusetts General Hosp; Julie Macpherson, Massachusetts General Hosp This presentation outlines foundational knowledge on tracheostomy tubes and ventilator components for the SLP in an adult respiratory acute care setting, emphasizing a holistic approach to caring for patients when collaborating with other disciplines. The session includes case study–guided discussions with a respiratory therapist aimed at encouraging patient-centered practice and planning. 1555 Intersection of SLPs & Mental Health: Collaboration When Working With Children & Adolescents With Autism FR 3:45PM-4:45PM / CC, 210A (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Janie Lai, Hong Fook Adult Based Community Ctr; Ashlee Welday, Social Thinking Stevens Creek As more individuals with autism spectrum disorders are also getting diagnosed with mental health disorders (e.g., anxiety, depression, OCD, PTSD), it will be crucial for speech language pathologists and mental health professionals to collaborate. This presentation will discuss individual roles and expectations, as well as where they may overlap. Tools to help professionals collaborate more effectively will be shared. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1556 Comprehending Comprehension: Practical Applications Across School-age Populations from Autism to Language Learning Disabilities FR 3:45PM-4:45PM / CC, 258ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Alaine Ocampo, CSU Long Beach; Geraldine Wallach, CSU Long Beach A multidimensional model of comprehension will highlight the complex nature of spoken and written language comprehension, challenging more traditional “processing” models and less accurate terms used like “receptive language.” Using the paradigm of constructive comprehension, this seminar will explore ways to approach assessment and intervention for school-age students with social communication disorders and those who are struggling academically. 1557 Customizing Electronic Data Collection & Analysis Using Google Forms & Sheets FR 3:45PM-4:45PM / CC, 257AB (Lvl 2) Introductory; Prof Educ AUTHOR(S): Savannah Siu, Syracuse U; Linda Milosky, Syracuse U; Eve Mercer, Syracuse U Data collection to track intervention success and analyze errors can be made more efficient through the use of free Google applications. We will demonstrate creation of re-usable, customizable data forms for intervention with clients with a variety of disorders. Participants will be guided through creation of their own templates if they have a touch screen device and a Google account. 1558 Speech Pathologists & School Psychologists Joining Forces: Collaborative Assessment, LD/SLI Identification, & Intervention Development FR 3:45PM-4:45PM / CC, 259AB (Lvl 2) Introductory; Prof Educ AUTHOR(S): Andrew Shanock, The Coll of Saint Rose This entertaining and informative presentation will show how school psychologists and speech pathologists can adopt the Cattell Horn Carroll (CHC) assessment framework so they may produce a single comprehensive evaluation. Through this structured collaboration more precise diagnoses and interventions can be developed. Further, this approach can reduce evaluation time by one hour per child. LANGUAGE DISORDERS IN ADULTS (SLP) 1559 The Use of Visual Stimuli Materials From Research to Clinical Practice FR 3:45PM-4:45PM / Westin, Burroughs Intermediate; Research AUTHOR(S): Julie Griffith, Ball St U; Angel Ball, Nevada State College Researchers are exploring how features of visuographic stimuli affect the communicative performance of clients with neurogenic communication disorders. This presentation will review literature on stimuli features: format, imageability, context, linguistic components, and personal-relevance. Results from a survey which obtained the opinions of faculty and clinicians on how influential features of stimuli are on linguistic outcomes will be presented.