2018 ASHA CONVENTION PROGRAM BOOK • 197 ORAL SEMINARS • SATURDAY 1926  Implementing Simulation in a CSD Graduate School’s Interprofessional Curriculum: Transforming Learning SA 3:45PM-4:45PM / CC, 151AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Mary Riotte, MGH Inst This session is developed by, and presenters invited by, Academic and Clinical Education. The CSD Program at the MGH Institute of Health Professions has been using simulation learning in graduate course offerings since 2012. This presentation will outline the categories of simulation utilized and the training and resources needed for implementation. The focus on interprofessional simulation experiences will be discussed, and data to support the use of simulation in assessing learner outcomes reported. 1927  Navigating Difficult Conversations in the Clinical Learning Environment SA 3:45PM-4:45PM / CC, 209 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Nancy Alarcon, U of Washington The presentation will focus on our ability to plan for effective communication by identifying and utilizing a range of evidence-based strategies to approach challenging and difficult topics in the course of learning across clinical settings. 1928  Revolutionizing Classroom Teaching in Cleft Palate: A Hybrid of Traditional, Problem-Based & Experiential Learning SA 3:45PM-4:45PM / CC, 105 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Linda Vallino, Nemours Alfred I duPont Hosp for Children; Brenda Louw, East Tennessee St U Audio and video recordings can be effective tools in the learning process for students studying cleft palate where integration of theory and practice are vital. The purpose of this session is to describe and illustrate a hybrid approach to teaching cleft palate using didactic methods, problem-based learning, and experiential learning. 1929  The Power of Stories: Fostering SLP & Student Narrative Competence in Adult Neuro- Rehabilitation SA 3:45PM-4:45PM / CC, 156C (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Lisa McQueen, Toronto Rehab - U Health Network; Sucheta Heble, Toronto Rehab - U Health Network; Lisa Kosztandy, Toronto Rehab - University Health Network Narrative competence in speech-language pathology (SLP) has benefits for patients, clinicians and the therapeutic relationship. By authentically interpreting and honouring patient narratives, SLPs can improve patient outcomes and cultivate their own reflective practice. This session will highlight narrative medicine research, explore therapeutic narratives and discuss a pilot project for student clinicians co- creating and retelling patient narratives. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) (SLP) 1930  Coaching Communication Partners to Support Students Who Use AAC in Classroom Settings SA 3:45PM-4:45PM / CC, 207 (Lvl 2) Intermediate; Research AUTHOR(S): Elena Dukhovny, CSU East Bay; Shubha Kashinath, CSU East Bay Children who use AAC rely on paraeducators to scaffold their AAC learning. Therefore, developing interventions that promote paraeducators’ use of AAC support strategies is vital for student success. While some paraeducator focused interventions exist, implementation and generalization of such interventions is limited. This study evaluates effects of coaching on paraeducator use of AAC scaffolding strategies and on student communication outcomes. 1931  Mentoring SLPs is the Key to Developing AAC Competence: What We’ve Learned SA 3:45PM-4:45PM / CC, 162AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Kathy Beatty, The Speech Pathology Group An AAC Mentorship Program was developed for practicing SLPs preparing to specialize in AAC. The program focused on critical AAC competencies needed in the educational setting. SLPs experienced in AAC provided trainings, labs, onsite and online mentor consultations. Post-Program surveys revealed that experiential training topics and mentor consultations were perceived to be the most helpful modalities in developing AAC competency. 1932  Touch It! Creating Opportunities for Communication & Literacy SA 3:45PM-4:45PM / CC, 203 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Judith Page, U of Kentucky; Lou-Ann Land, U of Kentucky; Jane Kleinert, U of Kentucky; Gerald Abner, U of Kentucky; Jacqueline Kearns, U of Kentucky Students with visual impairments who need AAC present a unique challenge for SLPs. This presentation by a team of SLPs, educators and vision specialists will present guidelines for development of tactile communication systems for students with visual impairments and for using tactile symbols to facilitate development of vocabulary and early literacy. Videos and supporting materials will be shared with participants. 1933  Using Data & Gamification to Better Implement AAC Communication Goals SA 3:45PM-4:45PM / CC, 208 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Brian Whitmer, CoughDrop, Inc. AAC goals can be hard to define and to track. We will discuss community resources for creating effective communication goals, including “gamification” tools to make things more fun for the communicator as well! We will show examples of team coordination and goal setting in the AAC space, with some specific examples in the CoughDrop AAC app.