2018 ASHA CONVENTION PROGRAM BOOK • 191 ORAL SEMINARS • SATURDAY 1879  Systematic Processes for Enhancing & Assessing Communication Supports SA 2:30PM-3:30PM / CC, 210A (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Megan Conway, U of Delaware; Esley Newton, U of Delaware; Judi MacBride, U of Delaware This session will guide participants through a process for developing and implementing a framework to improve communication and educational services for students with CCN. Presenters will provide a step-by-step guide from student application to team-based implementation and beyond. Content will include student assessments and inventories, communication action plan development, strategies for implementing AAC, and progress monitoring. 1880  Taking an Interprofessional Education Approach to Assistive Technology Education SA 2:30PM-3:30PM / CC, 203 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Allison Bean Ellawadi, The Ohio St U; Amy Sonntag, The Ohio St U; Carmen DiGiovine, The Ohio St U Interprofessional education (IPE) has been identified as a critical component of clinical education by leaders in the field of speech- language pathology and audiology (ASHA, 2016). In this presentation, we describe the interdisciplinary educational track in assistive technology available to students enrolled in the MA-SLP program at The Ohio State University. 1881  The Four Pillars of Successful AAC Outcomes SA 2:30PM-3:30PM / CC, 208 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Tracy Kovach, Private Practice; Deborah Witkowski, Children’s Therapy Cntr/ Semantic Compaction Systems While AAC technologies have evolved over the past 40 years, successful AAC use continues to revolve around four components: a word- based system with core vocabulary, a complete morphological system, the development of motor automaticity, and well-trained communication partners. This presentation will discuss the integration of these essential elements as they relate to successful outcomes for individuals who use AAC. AUTISM SPECTRUM DISORDERS (SLP) 1882  Join Us: Using Theater, Movement & Music as Tools to Engage Children With Autism SA 2:30PM-3:30PM / CC, Ballroom East Introductory; Prof Educ AUTHOR(S): Michelle Veyvoda, Iona Coll; Stephane Duret, Kaiser’s Room; Faith Clarke, Melody of Autism This session presents the research, philosophy and practices behind Kaiser’s Room, a non-profit organization that uses theater and movement experiences to help children with autism build rapport, engage in ensemble-building, and enhance self-regulation. Come immerse yourself in a learning experience where rules are suspended, flexibility reigns, and the arts are used to connect to children on the autism spectrum. 1883  Moving from I Can’t Do This to I Can’t Do This Yet SA 2:30PM-3:30PM / CC, Ballroom West Intermediate; Prof Educ AUTHOR(S): Nancy Tarshis, Altogether Social; Kari Palmer, Changing Perspectives; Ryan Hendrix, Social Thinking Stevens Creek Stress in life is a given. As clinicians we need to help children develop tools to cope with stress and life’s other challenges. Children with social & learning challenges experience even more than every day stress. Teaching children better perspective takeing and problem solving will help them be more resilient. 1884  Parental Hopes for Their Children With ASD across the Lifespan SA 2:30PM-3:30PM / CC, 104ABC (Lvl 1) Intermediate; Research AUTHOR(S): Erinn Finke, U of Tennessee Health Science Ctr; Jennifer Kremkow, Elmhurst Coll; Kathryn Drager, Penn St U The purpose was to understand the hopes of parents with children with ASD. A cross- sectional focus group design was used to investigate the hopes of parents with children with ASD. Six focus groups were completed. Results indicated 74.8% of the data were devoted to hopes for independence, happiness, and skill improvement; increased authentic socially significant relationships; and future employment. 1885  Prelinguistic Competence - It’s a Process SA 2:30PM-3:30PM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Mary Beth Stark, Floortime Atlanta Prelinguistic competence provides the foundation on which communication is built. Many children with ASD demonstrate challenges in their ability to communicate. These difficulties are due, in large part, to weak prelinguistic competence. With the DIR model providing the rationale and roadmap, this seminar will demonstrate how natural, affective interactions can strengthen prelinguistic skills, and subsequently, improve language expression. BUSINESS AND PRACTICE MANAGEMENT (GI) 1886  Maintenance Therapy in Home Health Care: Important Facts for the Speech-Language Pathologist SA 2:30PM-3:30PM / Westin, Commonwealth AB Introductory; Prof Educ AUTHOR(S): Jennifer Loehr, Encompass Health; Megan Malone, Kent St U This session will cover important facts surrounding the history and policies for maintenance therapy. SLPs will be able to gain insight helpful in deciding if and when it is appropriate to implement maintenance therapy for their homebound patients as well as important documentation tips to ensure reimbursement for services provided. 1887  Take a Fresh Look! Contract SLP School-Based Services From 3 Perspectives SA 2:30PM-3:30PM / Westin, Commonwealth C Intermediate; Prof Educ AUTHOR(S): Jean Blosser, Creative Strategies for Special Ed; Holly Kaiser, Creative Strategies for Special Ed This session discusses contracted services from three different perspectives: (1) school employers, (2) agencies that contract staff and services, and (3) employees. The world of contracted services is still relatively new and mysterious in the school setting. Recommendations are made for working together toward ensuring high quality from all three perspectives.