164 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 INTERPROFESSIONAL COLLABORATION (GI) 1610 Lessons Learned: Implementing Interprofessional Education & Clinical Simulation Experiences FR 5:00PM-6:00PM / CC, 212 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Kathy Wheat, U of St. Augustine for Health Sciences; Cindy Mathena, U of St. Augustine for Health Sciences Implementation of interprofessional education (IPE) and clinical simulations designed for universities for classroom and online learning requires purposeful planning for design, best practices, implementation and reflection. Videos of patient/client scenarios conducted in IPE curriculum will be viewed and discussed. Lessons learned regarding best practices and what works will be shared with participants. Participants will take-away examples to implement IPE. 1611 Preparing Clinicians to Be Effective Interprofessional Clinical Instructors: A Faculty Development Workshop FR 5:00PM-6:00PM / CC, 107A (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Rebecca Inzana, MGH Inst; Carmen Vega-Barachowitz, Massachusetts General Hosp; Mary Knab, MGH Inst; Trisha Zeytoonjian, Massachusetts General Hosp / MGH Inst of Health Professions; Maureen Schnider, Massachusetts General Hosp Session participants will learn how to facilitate the expansion of IPE into practice settings by preparing clinical instructors to work with students from diverse professions in the practice setting. Participants will consider faculty development in their home settings, identify resources, and explore how to explicitly teach elements of IPP in the course of care delivery. 1612 Speech-Language Pathologists Contributing to Multi-Tiered System of Supports: Advances in Interprofessional Practice FR 5:00PM-6:00PM / CC, 251 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Meaghan McKenna, Hillsborough County Pub Sch/U of South Florida; Howard Goldstein, U of South Florida Speech-language pathologists (SLPs) have specialized skills that can contribute to Multi- Tiered System of Supports (MTSS) approaches at the school and district levels. SLPs’ involvement in MTSS as related to scope of practice, professional development, leadership, collaboration, data analysis, and intervention will be discussed. Resources will be shared to prepare SLPs to actively engage in MTSS to improve student learning outcomes. 1613 Team-Based Interprofessional Education Prepares Speech-Language Pathology & Audiology Graduate Students for Interprofessional Collaborative Practice FR 5:00PM-6:00PM / CC, 252AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Tara Davis, U of South Alabama; Dahye Choi, U of South Alabama; Julie Estis, U of South Alabama; Susan Gordon-Hickey, U of South Alabama To best care for patients with communication disorders, AUDs and SLPs optimally work together through interprofessional collaboration. However, only 25% of AUDs and SLPs reported formal interprofessional education (ASHA, 2017). To better prepare students for collaborative practice, AUD and SLP faculty partnered to develop and deliver an innovative team-based interprofessional course which includes cross-disciplinary skills, IPE competencies, and case-based activities. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1614 Effective Comprehension Strategies for Middle & High School Students FR 5:00PM-6:00PM / CC, 259AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Melanie Upright, Dynamic Therapies This course provides guidance for SLPs to understand and implement evidence-based practices in the classroom environment. Because students with language disorders often experience difficulties acquiring content in the classroom setting, SLPs must identify new ways of supporting students. This course shares research on effective practices and offers recommendations for collaboration with teachers to support effective instructional decision-making for comprehension. 1615 Helping Students With Emotional & Behavioral Challenges to Be Compassionate Communicators FR 5:00PM-6:00PM / CC, 162AB (Lvl 1) Introductory; Prof Educ AUTHOR(S): Daria O’Brien, Windsor Learning Ctr; Danyela Williams, Windsor Learning Ctr In these times of reduced social interactions and increased violence, it is critical to help students learn to be more compassionate communicators. Two SLPs working with students with emotional challenges will explore the correlations between social communication and language deficits. Methods and strategies to help students in grades K-12 learn and use the language of compassion will be presented. 1616 Selective Mutism: What can EXPRESS do for These Kids? FR 5:00PM-6:00PM / CC, 258ABC (Lvl 2) Introductory; Prof Educ AUTHOR(S): Evelyn Klein, La Salle U; Donna Spillman-Kennedy, Integrated Speech Pathology, LLC; Janice Gordon, Private Practice; Carolyn Satko, Sch Dist of Lancaster; Sharon Armstrong, La Salle U Children with selective mutism (SM) may present with language deficits, thereby compounding this anxiety-based communication disorder. This seminar presents a systematic, story-based approach to simultaneously expand language skills and social communication comfort for children ages 3-11 with SM. The presenters will discuss strategies from a new program titled EXPRESS (EXPanding Receptive and Expressive Skills through Stories.