2018 ASHA CONVENTION PROGRAM BOOK • 183 ORAL SEMINARS • SATURDAY 1816  The Use of of Computer- Based Simulated Cases in Graduate Education: Faculty & Student Panel SA 1:00PM-2:00PM / CC, 107C (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Christi Masters, Purdue U; Claudia Mornout, Purdue U; Abby Oliver, Purdue U; Sara Loerch, Purdue U This session is developed by, and presenters invited by, SIG 11: Administration and Supervision. The use of simulated cases in Communication Sciences and Disorders programs is growing. This session will discuss the use of computer-based simulation (specifically SimuCase) as a tool for clinical education and obtaining clinical clock hours. COmponents involved in using simulations will be described. Perspectives from faculty members and students using SimuCase will be discussed. 1817  Understanding & Applying Brain Imaging & Neurophysiology in Communication Sciences & Disorders SA 1:00PM-2:00PM / CC, 156AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Hia Datta, Molloy Coll; Jessica Hsaine, Molloy Coll Recent advances in understanding the neurological bases for communication have increased the potential for speech language pathologists to substantiate clinical decisions with neurophysiological evidence. The information presented in this seminar will assist speech language pathologists to become more comfortable with the neurological underpinnings of communication both in healthy and disordered communication. 1818  Using Handheld Tympanometric Screeners in Primary Care Settings SA 1:00PM-2:00PM / CC, 156C (Lvl 1) Introductory; Prof Educ AUTHOR(S): Edward Garcia, CA St U, Long Beach Idiopathic sudden sensorineural hearing loss (ISSNHL) is an urgent condition for which immediate treatment is of paramount importance. Because patients often seek initial treatment and evaluation in urgent care or primary care settings, an immediate audiological assessment may not be available. As such, handheld tympanometry may have the potential to assist with triage and management of sudden-onset sensorineural hearing loss. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) (SLP) 1819  A Systematic Data Analysis Approach to Addressing Core Vocabulary SA 1:00PM-2:00PM / CC, 204AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Sarah Fitta, Communicare; Nerissa Hall, Communicare Core vocabulary is essential to language development and AAC. It is abstract and hard to represent, making it difficult to teach. However, through careful application of a data-driven preference assessment and randomization technique, clinicians can systematically teach core words. The theory underlying vocabulary, iconicity, and data analysis pertinent to this approach will be reviewed and case studies will be provided. 1820  AAC Essentials: Where to Start With the AAC User on Your Caseload SA 1:00PM-2:00PM / CC, 162AB (Lvl 1) Introductory; Prof Educ AUTHOR(S): Elizabeth Rose, Boston Children’s Hosp; Meghan O’Brien, Boston Children’s Hosp As more individuals benefit from or depend on alternative methods of communication, basic knowledge of Augmentative and Alternative Communication (AAC) strategies, methods, and equipment is essential for the modern SLP. Join AAC specialists from Boston Children’s Hospital for a breakdown of fundamentals ranging from no-tech communication to speech generating devices, and feature matching to goal-writing for the AAC user. 1821  AAC Prompting: Creating a Common Vocabulary SA 1:00PM-2:00PM / CC, 208 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Allison Bean Ellawadi, The Ohio St U; Lindsey Paden Miller, Bridgeway Academy; Whitney Williams, Bridgeway Academy; Samantha Lyle, Bridgeway Academy; Amy Sonntag, The Ohio St U To date, there is no standardization within the literature regarding AAC physical prompting. The Functional Independence Measure (FIM) is used by physical and occupational therapists across settings. In this presentation, we discuss how FIM may be applied to AAC physical prompting to create a standard set of vocabulary for AAC physical prompting within speech-language pathology that aligns with other disciplines. 1822  Attain & Maintain: Making Quality AAC Service Delivery Sustainable Across Practice Settings SA 1:00PM-2:00PM / CC, 203 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Abygail Marx, CASC/CDP, Waisman Ctr AAC is an essential part of the SLP scope of practice across settings, however multiple barriers impact effective and viable provision of AAC services. This talk will review expertise, resource, and funding barriers, highlight research and resources to empower SLPs to incorporate AAC in their practice, and discuss essential advocacy needed to support long-term sustainability of AAC services across settings. 1823  Overcoming Insurance Denials & Changing Policies for SLP/AAC Services & Speech Generating Devices SA 1:00PM-2:00PM / CC, 252AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Richard Lytton, U of Delaware - Ctr for Disabilities Studies; Beth Mineo, U of Delaware; Samantha Costa, U of Delaware This session will present successful strategies and examples for appealing denials of SLP/ AAC services as well as SGD’s following a determination that they are not a medical necessity, are out-of-network for an insurance plan, and for other reasons. The final section will present strategies for changing insurance coverage policies, such as for iPad systems. AUTISM SPECTRUM DISORDERS (SLP) 1824  5 Effective Strategies For Students With Autism: Promoting Regulation for Early Learners in Inclusive Classrooms SA 1:00PM-2:00PM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Leslie Blome, Cherry Creek Sch Dist; Maureen Zelle, Douglas County Sch Dist Emotional regulation is essential to availability for learning and engagement. Students with autism have particular difficulty with regulation, especially in group learning situations. This session will detail five practical, effective strategies for supporting emotional regulation in the inclusive classroom. Our focus is early learners with ASD, but the strategies can easily be adapted for students of all ages.