2018 ASHA CONVENTION PROGRAM BOOK • 179 ORAL SEMINARS • SATURDAY 1783  The Auditory-Verbal Approach & Outcomes: What Audiologists & Speech-Language Pathologists Need to Know SA 10:30AM-11:30AM / CC, 106 (Lvl 1) Intermediate; Research AUTHOR(S): Stacey Lim, Central Michigan U; Donald Goldberg, The Coll of Wooster; Carol Flexer, The U of Akron What do audiologists and speech-language pathologists need to know to support a family’s choice of the auditory-verbal (A-V) approach for the attainment of a listening and spoken language outcome for their child? These questions will be discussed along with data from a 2017 outcome survey that reveals extensive information about adults who grew up with the A-V approach. INNOVATIONS, DEBATES, AND HOT TOPICS IN THE DISCIPLINE (GI) 1784  Can You Really Do That? Innovation, EBP, & the Science of Ethical Risk-Taking SA 10:30AM-11:30AM / CC, 253C (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Katherine Gore, speech IRL SLPs strongly value “creativity”. But how does trying something new align with the values of evidence-based practice? What’s the difference between innovative and irresponsible? This session will provide clinicians with a dynamic framework for ethical, evidence-based risk taking, drawing on principles and research from the business and entrepreneurship world. Learn how to embrace the unknown, the evidence- based, ethical way. INTERPROFESSIONAL COLLABORATION (GI) 1785  Communication Champions: A Novel Interdisciplinary Curriculum to Infuse Communication Strategy Training into Rehabilitation Practice SA 10:30AM-11:30AM / CC, 251 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Elissa Conlon, Shirley Ryan AbilityLab; Edna Babbitt, Shirley Ryan AbilityLab; Leora Cherney, Shirley Ryan AbilityLab Regardless of discipline, rehabilitation clinicians must communicate effectively with patients to optimize care and maximize outcomes. However, many clinicians lack knowledge and skills related to communication impairments and communication support strategies. We outline an interdisciplinary curriculum implemented by speech-language pathologists to promote such knowledge and skills at a multi-level rehabilitation hospital. Initial results, participant feedback, and example videos are presented. 1786  Interprofessional Practice for School-Based SLPs SA 10:30AM-11:30AM / CC, 212 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Danika Pfeiffer, James Madison U; Stacey Pavelko, James Madison U This session will review the literature related to interprofessional practice (IPP) in schools and provide resources for clinicians to establish/ improve IPP in their school. Co-teaching models will be explained as well as how to implement them in the general education classroom. Common barriers to collaboration in the school setting and ways to overcome them will also be discussed. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1787  Chico, Chiquito, Chiquitines: Utilizing Brown’s Stages in a Multicultural Approach SA 10:30AM-11:30AM / CC, 257AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Teri Mata-Pistokache, U of Texas Rio Grande Valley; Evy Rendon, U of Texas Rio Grande Valley; Jessica Porras, U of Texas Rio Grande Valley; Lupita Valentin, U of Texas Rio Grande Valley; Alexandrina Quintanilla, U of Texas Rio Grande Valley The growth of minorities nationwide is increasing and impacting the Speech Language Pathologist’s role in treating English Language Learners. Differences in morphological development in English and Spanish must be taken into consideration to assess and treat these individuals. A method for screening morphological development in English and Spanish containing culturally appropriate materials will be presented. 1788  Supporting the Spoken & Written Language Skills of Adolescents With Language Learning Disability SA 10:30AM-11:30AM / CC, 159 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): SallyAnn Giess, CA St U, Fullerton; Joan Mele-McCarthy, The Summit Sch This session is developed by, and presenters invited by, SIG 16: School-Based Issues. This session will focus on a frameworks approach to collaborative interventions within and across grades to improve the academic achievement of students with language-based learning differences. Participants will gain an understanding of diagnostic and intervention frameworks to help students who struggle with dyslexia, reading comprehension, written language, and content learning. The emphasis is on the speech-language pathologist in school settings. LANGUAGE DISORDERS IN ADULTS (SLP) 1789  Assessment of Narrative Coherence: An Innovative Evidence-Based Approach for the Clinician SA 10:30AM-11:30AM / CC, 259AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Jacqueline Stark, Int’l Federation on Aging; Gloria S Olness, U of North Texas This session synthesizes theoretical grounding and practical ideas for clinical assessment of personal narratives told by people with aphasia in a conversational setting. Concepts of referential coherence and evaluative coherence are introduced, and a newly developed, criterion-referenced assessment approach is illustrated with data from a person with chronic Broca’s aphasia.