180 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1790  Communication Support Teams: An Innovative & Accessible Service Delivery Model for Aphasia Programming SA 10:30AM-11:30AM / CC, 255 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Maura English Silverman, Triangle Aphasia Project Unlimited Incorporating a LPAA model in service delivery for aphasia rehabilitation requires ingenuity in this age of limited reimbursement and expanded understanding of experience- dependent neuroplasticity. Paired with the understanding of the benefits of communicative partner training, an innovative programming model (Communication Support Team) is presented. The session will provide specific tools to help build and extend engagement for individuals with aphasia. 1791  Research Symposium: Biomarkers of Language Recovery in Chronic Aphasia SA 10:30AM-11:30AM / Westin, Marina I/II/III Advanced; Research AUTHOR(S): Cynthia Thompson, Northwestern U Dr. Thompson will discuss the results of a large-scale, multisite project examining brain and language variables associated with treatment-induced recovery of language in chronic aphasia will be presented. This includes perfusion, diffusion, and rest-state BOLD data from >90 people with agrammatism, anomia, or dysgraphia. The talk will emphasize the relation between these measures and neuroplasticity in the adult brain. 1792  Short-Term Memory & Executive Attention in Sentence Comprehension in Aphasia: a Structural Equation Approach SA 10:30AM-11:30AM / CC, 210B (Lvl 2) Advanced; Research AUTHOR(S): Mohammed Aldhoayan, U of Pittsburgh; Malcolm McNeil, U of Pittsburgh; Leming Zhou, U of Pittsburgh; Wiltrud Fassbinder, U of Pittsburgh; Sheila Pratt, U of Pittsburgh; Hyun Seung Kim, U of Pittsburgh; Hyunsoo Yoo, U of Texas at El Paso This multisite study used exploratory factor analysis and structural equation modeling to investigate the contributions of deficits in short-term memory and conflict resolution to sentence comprehension deficits in aphasia. Results will be discussed with respect to contrasting models of sentence comprehension. 1793  Supporting Identity Renegotiation in Aphasia Through Narratives: What the Clinician Needs to Know & Do SA 10:30AM-11:30AM / CC, 258ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Katie Strong, Central Michigan U; Barbara Shadden, U of Arkanas Narratives help make meaning out of life changes like stroke and aphasia that threaten our sense of who we are. This session provides an overview of the relationship between narrative and identity for persons with aphasia and of current evidence-based narrative treatment approaches targeting identity renegotiation. Clinician and client attributes that contribute to effective narrative approaches are discussed. LANGUAGE IN INFANTS THROUGH PRESCHOOLERS (SLP) 1794  Capturing Language Differences & Similarities in Dual Language Learners SA 10:30AM-11:30AM / Westin, Grand Ballroom A Intermediate; Research AUTHOR(S): Aquiles Iglesias, U of Delaware; Jill Devilliers, Smith Coll; Roberta Golinkoff, U of Delaware; Kathy Hirsh-Pasek, Temple U; Mary Wilson, Laureate Learning Systems Assessment of DLLs requires clinicians to account for differences in exposure to each language. It also requires clinicians to understand similarities in language learning process, regardless of language. This presentation addresses how differences and similarities in the language learning of DLLs need to be considered in any language assessment of DLLs. 1795  From Screening to Service- Delivery: Variations in Assessment & Intervention Across Three Preschool Language Cases SA 10:30AM-11:30AM / Westin, Harbor Ballroom II & III Introductory; Research AUTHOR(S): Mary Kubalanza, CSU; Erica Ellis, CSU As part of a larger project (N=43), the present study follows the progression from initial screening, through full diagnostic evaluation, to treatment for three preschool children who scored below the cutoff score on an established language screening tool (i.e., the ALDeQ, Paradis, Emmerzael, and Duncan, 2010). Results and implications for diverse populations will be discussed and compared across cases. LEADERSHIP, ETHICS, AND PROFESSIONAL ISSUES (GI) 1796  Ethical Practice in Communications: A Professional Challenge in Healthcare SA 10:30AM-11:30AM / Westin, Grand Ballroom E Intermediate; Prof Educ AUTHOR(S): Lisa Milliken, Select Rehab; Joanne Wisely, Genesis Rehab Svcs Ethical expectations in healthcare practice are increasingly complicated. Communication professionals use the ASHA Code of Ethics as our guide while adhering to organizational policies, federal mandates, state licensure and payer requirements. This session explores the ethical challenges created in a fast-paced and technologically advancing environment that requires prompt clinical communication as well as the professional risks of social media posts. 1797  SLPs Communicating as Expert Witnesses in Due Process & Litigration SA 10:30AM-11:30AM / CC, 254B (Lvl 2) Introductory; Prof Educ AUTHOR(S): Brenda Seal, Gallaudet U; Lissa Power-deFur, Longwood U School officials and legal authorities may request SLPs to serve as witnesses, because of services provided for a student, client/ patient, but also as autonomous professionals with specialized knowledge to facilitate understanding of disputed issues. We address the interprofessional role of SLPs as expert witnesses, stressing the communication skills in reporting and testifying, and for preventing and mitigating unresolved disputes. LITERACY ASSESSMENT AND INTERVENTION (SLP) 1798  SMH What’s Happened to Written Expression? SA 10:30AM-11:30AM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Kirsten Schwarz, Design Therapy of Miami; Esther McVoy, Miami Dade County Pub Schs Who writes letters anymore? With texting and auto correct, writing has deteriorated; and the use of Google has made our clients’ written expression ineffective. Participants will leave with a virtual toolbox addressing form and content, quick visuals and easy to use Apps to create highly motivating writing experiences, and checklists to foster written expression.