176 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1759  Engaging Undergraduates in High Impact Learning Practices SA 10:30AM-11:30AM / CC, 105 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Srikanta Mishra, New Mexico St U; Maria Franca, Southern Illinois U; Nicole Marrone, U of Arizona; Barbara Cone, U of Arizona In the past decade, the CSD undergraduate degree has undergone a transformation with a nationwide increase in the enrollment. This presents a unique opportunity to incorporate innovative pedagogy practices. This presentation will critically appraise exemplary models of two high impact learning practices— service learning and undergraduate research in CSD. Such learning practices enhance the strength and scope of CSD education. 1760  Externship Challenges: From the Site’s Perspective SA 10:30AM-11:30AM / CC, 108 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Pamela Smith, Bloomsburg U; Juliana Miller, U of South Carolina; Danielle Varnedoe, U of South Carolina This session is developed by, and presenters invited by, SIG 10: Issues in Higher Education. Many people describe the challenges of externship placements from the university’s perspective, but what factors from the site’s perspective might influence the difficulty in securing placements? This study surveyed potential site supervisors to further describe the challenges in accepting students and propose possible solutions to this important problem. 1761  Preparing for Generation Z- Are You Ready? SA 10:30AM-11:30AM / CC, 160ABC (Lvl 1) Introductory; Prof Educ AUTHOR(S): Kimberly Ward, U of Southern Mississippi; Amy Livingston, U of Mississippi Meeting the unique challenge of education each generation of students is a challenge for instructors in Communication Sciences. Much research has been conducted on how to best educate the Millennial generation, however, there is much to learn on how to prepare the new generation. Characteristics of Generation Z individuals and most effective teaching strategies will be discussed throughout the presentation. 1762  Teaching Motor Speech Disorders: Bringing the Clinic to the Classroom SA 10:30AM-11:30AM / CC, 161 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Richard Dressler, Western Kentucky U; Paul Blanchet, Baylor U; Connie Porcaro, Florida Atlantic U The session will present teaching methodologies used by 3 instructors who teach motor speech disorders in graduate courses. AUDITORY/CENTRAL AUDITORY PROCESSING (GI) 1763  Assessment & Treatment of Central Auditory Process in Young Children SA 10:30AM-11:30AM / CC, 209 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Donna Geffner, Donna Geffner & Assocs; Bunnie Schuler, Private Practice This program will concentrate on the young child (5-8) with CAPD. Co-morbid conditions such as language processing, reading disorders, learning disabilities and social-pragmatic deficits will be highlighted. A discussion of the available tests, language deficiencies, OME, and social and academic skills will be discussed. Treatment including technology will be presented. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) (SLP) 1764  Building Sustainable AAC Services in the School Based Setting SA 10:30AM-11:30AM / CC, 208 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Nicole Dupre, Houston Independent Sch Dist; Cheval Bryant, Houston Independent Sch Dist Effective implementation of AAC in a school-based setting is challenging because practitioners in the field must address many competing issues. This session will outline how one large urban school district addressed these issues to implement sustainable AAC services from the perspectives of both the central team and the school campus. 1765  Designing AAC Technologies to Fit into Family Life: Perspectives of Parents SA 10:30AM-11:30AM / CC, 203 (Lvl 2) Introductory; Research AUTHOR(S): Tara O’Neill, Penn St U; Krista Wilkinson, Penn St U Augmentative and alternative communication (AAC) technologies must be designed to match with family goals, priorities, and lifestyle to ensure long-term adoption and use. Eight parents of children who used AAC technologies participated in semi-structured interviews regarding their experiences using AAC technologies with their children. The results provided important implications for improving AAC service delivery and the design of AAC technologies. 1766  How Can We Better Understand Functional Vision in Relation to Eye-Pointing & Access to AAC? SA 10:30AM-11:30AM / CC, 210A (Lvl 2) Intermediate; Research AUTHOR(S): Michael Clarke, U Coll London; Jenefer Sargent, Great Ormond Street Hosp; Tom Griffiths, CASEE - Addenbrooke’s Hosp; Katie Price, U Coll London; John Swettenham, U Coll London The use of controlled looking skills underpins communication and access to AAC in children with severe physical disabilities. However, problems with these skills are often unrecognised. This has critical implications for clinical decision-making. This paper will discuss the concept of functional vision for communication, and demonstrate two newly established assessments. 1767  Tele-AAC as a Consultative Model: Pediatric & Adult Applications SA 10:30AM-11:30AM / CC, 162AB (Lvl 1) Introductory; Prof Educ AUTHOR(S): Ellen Cohn, U of Pittsburgh; Jenifer Juengling-Sudkamp, Southeast Louisiana Veterans Health Care System/VA; Nerissa Hall, Communicare, LLC; Michelle Gutmann, Purdue U Tele-AAC is a developing service delivery model that joins telepractice and AAC. To address the shortage of SLPs who maintain clinical expertise with comprehensive AAC evaluation and intervention, this presentation will demonstrate consultative applications of Tele-AAC via pediatric and adult case studies. Consultation is a way for clients to receive services and professionals to obtain clinical support to provide services. Withdrawn