162 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 BUSINESS AND PRACTICE MANAGEMENT (GI) 1594 It’s Not About the Caseload: A Better Way to Deliver SLP Services in Schools FR 5:00PM-6:00PM / CC, 154 (Lvl 1) Introductory; Prof Educ AUTHOR(S): Jasmine Shojinaga, Spedagogy LLC; Gayatri Ram, Spedagogy LLC; Catherine Wilson, Spedagogy LLC; Jenna Gordon, Spedagogy LLC Students in need of communication services have expanded at increasing rates, presenting an exciting opportunity to redefine the role of school-based speech language pathologists. In this session, participants will learn about a service delivery model that embraces collaboration, prevention, workload and Response to Intervention (RTI) to achieve three key impacts. 1595 When Payment Models Change: A Guide to Value-Based Purchasing FR 5:00PM-6:00PM / Westin, Grand Ballroom B Intermediate; Prof Educ AUTHOR(S): Shannon Butkus, U of Texas Health Science Ctr Sch of Pub Health This session provides an overview of the transition to value-based purchasing. The course also discusses alternative payment models that are currently used for the provision of speech therapy services and provides specific examples of payment models that have been implemented by commercial insurers and Medicaid managed care organizations. Financial strategies to prepare for the transition will be shared with participants. CRANIOFACIAL AND VELOPHARYNGEAL DISORDERS (SLP) 1596 Bridging the Gap: The Role of the Community-Based SLP on the Craniofacial Team FR 5:00PM-6:00PM / Westin, Burroughs Introductory; Prof Educ AUTHOR(S): Kaylee Paulsgrove, Seattle Children’s Hosp; Sylvie Render, Seattle Children’s Hosp This presentation will introduce craniofacial team care and highlight the integral role of community-based SLPs as team members. The three categories of velopharyngeal dysfunction (VPD) will be defined, management recommendations discussed, and therapy techniques explored. Video and audio examples will illustrate key points to support the need for collaboration between the Craniofacial SLP and the community-based SLP. CULTURAL AND LINGUISTIC DIVERSITY (GI) 1597 Assessing Multilingual Children: A Collaborative Approach to Developing Normed Measures FR 5:00PM-6:00PM / CC, 260 (Lvl 2) Intermediate; Research AUTHOR(S): Andrea MacLeod, U of Montreal; Vincent Bourassa Bédard, U of Montreal For some children, becoming bilingual is a necessity since the language spoken in the home is not the language used in school. A subset of these children have difficulties acquiring language and require additional support to succeed academically. The development of locally normed measures through a collaborative approach has allowed us to identify children with delayed and disordered language development. 1598 Development of an Articulation & Phonological Assessment for Moroccan Arabic- speaking Children: Arabic is Not One FR 5:00PM-6:00PM / CC, 157ABC (Lvl 1) Introductory; Research AUTHOR(S): Reem Khamis-Dakwar, Adelphi U; Zainaib Lahboussi, Alkortobi Hosp Several articulation and phonological assessments have been developed in Arabic. In this presentation we evaluate the reliability and validity of using these tests in assessing speech and phonology of Moroccan Arabic (MA) speaking children and present on the development of Moroccan Arabic articulation test including assessment of clusters in single word and sentence production tasks within sonority typology framework. 1599 What Clinicians Need to Know About Early Bilingual Language Development FR 5:00PM-6:00PM / CC, 160ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Cynthia Core, The George Washington U; Erika Hoff, Florida Atlantic U This session reviews recent research on early bilingual language development, focusing on children learning two languages from infancy. We link research findings to practical advice for clinical practice by speech- language pathologists and early intervention professionals. We describe best practices for language assessment in young bilingual children and for advising parents on language use in the home. FLUENCY (SLP) 1600 Not Your Typical Stuttering: Theory, Research, & Practice for Non-Stuttering Fluency Disorders FR 5:00PM-6:00PM / CC, 107B (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Catherine Theys, U of Canterbury; John Tetnowski, U of Louisiana at Lafayette This session is developed by, and presenters invited by, SIG 4: Fluency and Fluency Disorders. Although there are many controversies when diagnosing childhood onset stuttering, there are even more controversies and less understanding of acquired stuttering and other fluency disorders. This seminar will review theory, research and clinical practice in diagnosing, understanding and treating non- typical fluency disorders including neurogenic and psychogenic stuttering. Research and theory will be supplemented with case histories. 1601 What Do Identity & Culture Mean to Us?: Personal Reflections From People Who Stutter FR 5:00PM-6:00PM / CC, 207 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Derek Daniels, Wayne St U; Michael Boyle, Montclair St U; Anthony Buhr, U of Alabama; Charles Hughes, Baldwin Wallace U This presentation focuses on the meaning of identity and culture for people who stutter. Specific topics will include defining identity and culture for people who stutter, and including personal reflections from four people who stutter on identity, and what it means to belong to a culture of people who stutter.