160 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 TELEPRACTICE AND TECHNOLOGY (GI) 1576  Converting Instructor-led Parent Training to Elearning: Online Hanen Programs FR 3:45PM-4:45PM / Westin, Harbor Ballroom II & III Introductory; Prof Educ AUTHOR(S): Elaine Weitzman, The Hanen Ctr; Kristina Blaiser, Idaho St U Hanen Programs are a well-known form of parent-implemented intervention. In order to increase parent access to this group-format intervention, the It Takes Two to Talk Program has been piloted as an online program. This presentation will outline how It Takes Two to Talk has been implemented via telehealth technology, perceptions of both providers and parents and future directions. TRAUMATIC BRAIN INJURY (GI) 1577  Mindfulness & Acquired Brain Injury: Research into Clinical Applications of an Emerging Intervention FR 3:45PM-4:45PM / Westin, Harbor Ballroom I Intermediate; Prof Educ AUTHOR(S): Ariella Kaplan, Shepherd Pathways; Katy O’Brien, U of Georgia; Rebecca Marshall, U of Georgia; Victoria Sowell, U of Georgia; Mary Ellen Clear, Shepherd Pathways; Tessa Trumbauer, U of Georgia Mindfulness is awareness that emerges through attending on purpose and nonjudgmentally to the unfolding of experience moment by moment. This presentation will summarize knowledge about mindfulness and acquired brain injury (ABI), and explain programs in development to teach mindfulness to people with ABI in an outpatient setting. Preliminary results, including feasibility and implementation considerations, will be described and resources provided. VOICE AND ALARYNGEAL COMMUNICATION (SLP) 1578  A Framework for Timing Voice Therapy and Surgical Interventions for Children With Benign Laryngeal Lesions FR 3:45PM-4:45PM / CC, 206AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Roseanne Clark, Boston Children’s Hosp; Anne Hseu, Boston Children’s Hosp Through a case study format, this presentation will highlight the importance of the speech- language pathologist in treating children with benign laryngeal lesions that require surgical intervention. We propose that understanding the appropriate timing of voice therapy in this pediatric population is essential to providing appropriate and effective care. ACADEMIC AND CLINICAL EDUCATION (GI) 1579  A Model for Recruiting & Preparing Undergraduate Students for Doctoral Programs in Communication Disorders FR 5:00PM-6:00PM / CC, 106 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Ilene Elmlinger, Truman St U; Julia Edgar, Truman St U; Janet Gooch, Truman St U A model undergraduate Ph.D. recruitment and preparation program will be described in this session. Topics such as program modules, barriers to students pursuing research doctoral degrees and how to recruit qualified students will be covered. 1580  An Early Intervention Classroom-Based Practicum Experience: Participant Perspectives & Lessons Learned FR 5:00PM-6:00PM / CC, 159 (Lvl 1) Introductory; Prof Educ AUTHOR(S): Erica Ellis, Cal St LA; Gabriela Simon-Cereijido, Cal St LA; Mary Kubalanza, CA St U, LA This project examined graduate clinician, supervisor, caregiver, and classroom teacher perspectives of a 10-week early intervention program with caregiver participation. Using a push-in service-delivery model, graduate clinicians supported child communication and coached caregivers within the classroom setting. Six clinicians worked with a total of twelve families across three classrooms. Findings from clinician, caregiver and teacher surveys will be discussed. 1581  Creative Teaching: From the Classroom to Clinical Practice FR 5:00PM-6:00PM / CC, 103 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Melissa Garcia, Texas A&M Int’l U; Rosa Robledo, Texas A&M Int’l U A challenge that clinical educators face is to devise learning experiences that prepare the learner with the skills necessary for the transfer of academic knowledge to clinical practice. This presentation reflects on the interrelatedness of the systematic transfer of the training model and emphasizes the importance of considering elements that influence the success of the undergraduate students’ clinical practice. 1582  Teaching Introduction to Communication Disorders Through a Diversity Lens FR 5:00PM-6:00PM / CC, 105 (Lvl 1) Introductory; Prof Educ AUTHOR(S): Lisa Wisman Weil, Emerson Coll; Amit Bajaj, Emerson Coll Undergraduate Introduction to Communication Disorders courses have traditionally provided students with a broad overview of the professions of speech-language pathology and audiology. A review of introductory textbooks in the field of CSD revealed minimal attention to the topic of US Diversity. A framework for creating and implementing an introductory course on communication disorders with a diversity lens will be presented. 1583  What Makes an Expert? Can I Be One Too? FR 5:00PM-6:00PM / CC, 156C (Lvl 1) Intermediate; Research AUTHOR(S): Katie Squires, Central Michigan U; Natalie Douglas, Central Michigan U Clinical expertise is an integral component of evidence-based practice, but little is known about how expertise develops or how it can be transferred to novice clinicians. Ten speech- language pathologists with expertise in their particular specialty were interviewed and nine themes were identified as contributors to expertise. Implications for knowledge transfer to students and novice clinicians will be discussed. 1584  Working Together: A Systematic Collaboration Between Academic & Clinical Education at the University FR 5:00PM-6:00PM / Westin, Commonwealth AB Intermediate; Prof Educ AUTHOR(S): Harriet Klein, New York U; Christina Reuterskiold, New York U; Alicia Morrison, New York U; Nelson Moses, Long Island U This seminar describes a communication based, multi component model of clinical practice within traditional and online graduate programs in SLP, at New York University. This model, of assessment and intervention planning across disorder types and client ages is designed to help students make sense of the vast bodies of fragmented information encountered across their undergraduate and graduate studies.