186 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1840 SLPs Role in Addressing Screen-Time in Children Who are At-Risk for Language Impairment SA 1:00PM-2:00PM / CC, 253C (Lvl 2) Introductory; Prof Educ AUTHOR(S): LeAnna Heinrich, Public Sch Dist The use of smartphones and tablets by children of all ages is rampant. SLPs play a critical role in education regarding the effect that screen time has on language development and the prevention of communication disorders. This presentation offers suggestions for addressing the issue of pediatric clients that are overexposed to electronic media. INTERPROFESSIONAL COLLABORATION (GI) 1841 An Interprofessional Perspective on Oral Health for Older Adults With Dysphagia SA 1:00PM-2:00PM / CC, 251 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Nicole Rogus-Pulia, U of Wisconsin - Madison & Madison VA Hosp; Elisa Ghezzi, U of Michigan; Michele Saunders, U of Texas Health Science Ctr San Antonio; Theodore Suh, U of Michigan Geriatric Ctr There are expected changes in oral health with advancing age that can lead to chewing, swallowing, and nutritional issues for older adults. Preventative and restorative oral care is critical to avoiding negative health-outcomes that may result from the combination of poor oral health and dysphagia. An interprofessional approach to identification and management of these oral health issues will be presented. 1842 Autism, Teens, & Music: How SLPs Can Collaborate With Music Therapists to Create Effective Interventions SA 1:00PM-2:00PM / CC, 212 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Mara Culp, Eastman Sch of Music; Angela Guerriero, West Chester U; Lisa Pierce- Goldstein, Boston Pub Schs Secondary students with autism often struggle with multiple domains of communication, while educators seek age-appropriate activities to address these challenges. Empirical evidence indicates an effective way to improve communication is to incorporate music into treatment. This presentation informs SLPs about age-appropriate musical activities and interprofessional collaborative strategies to improve functional, academic, and social language skills in secondary students with autism. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1843 Video Self Modeling for Communication Difficulties SA 1:00PM-2:00PM / CC, 257AB (Lvl 2) Introductory; Prof Educ AUTHOR(S): Melissa Bray, U of Connecticut; Johanna deLeyer-Tiarks, U of Connecticut; Melissa Root, Root Success Solutions LLC; Lisa Kovac, U of Central Florida; Lauren Gammie, U of Connecticut; Bryndis Andrade, Hartford Pub Sch; Suzanne G. Margiano, Shrewsbury Pub Schs Video Self Modeling (VSM) is a fast, effective, and affordable evidence based intervention for a myriad of speech language difficulties. This presentation will review VSM and its theoretical basis, discuss the evidence base surrounding specific speech language disorders for which VSM has been shown to be effective, and provide direct instruction on how to create and implement VSM videos. LANGUAGE DISORDERS IN ADULTS (SLP) 1844 Asking the Right Questions, Stories From An Aphasia Community SA 1:00PM-2:00PM / CC, 260 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Elizabeth Hoover, Boston U; Magdalen Balz, Boston U; Jerome Kaplan, Boston U Participation in an LPAA based center has a positive impact on linguistic, communicative, and psychosocial measures. This paper will expand on these findings by sharing analyses from structured interviews with IWA and their family members at an aphasia center. Video examples will be shown to highlight group themes which offer valuable client perspectives in long-term management of aphasia. 1845 Don’t Assume – Ask. Enabling People With Cognitive- communication Difficulties to Have Their Decisional Preferences Heard SA 1:00PM-2:00PM / CC, 211 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Lindsey Collins, U of Bradford, UK; Paula Leslie, U of Pittsburgh Cognitive communication difficulties caused by acute or progressive brain damage often result in patients being excluded from decision- making, especially when capacity to consent to intervention is queried. This is highly relevant for contemporary clinicians given the increasing ageing population. We will examine two approaches that support recognizing the preferences of individuals who experience severe communication difficulties. 1846 Longitudinal Decline & Behavioral Profiles in Primary Progressive Aphasia: Implications for Speech-Lang Pathology Intervention SA 1:00PM-2:00PM / CC, 210C (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Donna Tippett, Johns Hopkins U This educational session focuses our research, in the Stroke Cognitive Outcomes and REcovery Lab (SCORE) at Johns Hopkins University, regarding longitudinal decline and behavioral profiles in primary progressive aphasia (PPA). Ways that these findings can inform speech- language pathology intervention and patient and family education are discussed. 1847 Research Symposium: Neuroplasticity & Language Recovery in Aphasia SA 1:00PM-2:00PM / Westin, Marina I/II/III Advanced; Research AUTHOR(S): Swathi Kiran, Boston U Dr. Kiran will discuss research about language recovery and its neural underpinnings. She will present neuroimaging evidence for language recovery and describe changes in connectivity as a function of recovery in terms of changes in white matter connectivity, functional effective connectivity, and resting state connectivity. Investigations examining rehabilitation induced language recovery from a network dynamic perspective will also be presented.