200 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 INTERPROFESSIONAL COLLABORATION (GI) 1951  Interdisciplinary Collaboration to Support Vocabulary Development for English Language Learners & Students With Autism SA 3:45PM-4:45PM / CC, 212 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Amy Golding, Lexington Pub Schs; Deidre Dascoli, Lexington Pub Schs Presenters in a public school collaborate with the literacy specialist and English language learner (ELL) teacher to develop materials supporting vocabulary acquisition. A program based around shared reading, mentorship, academic conversations, and multisensory learning opportunities was created. These materials were able to benefit varied learners, including students with autism, ELL students, and students with both needs. 1952  Three Ways to Incorporate Interprofessional Education into Your CSD Program SA 3:45PM-4:45PM / CC, 252AB (Lvl 2) Introductory; Prof Educ AUTHOR(S): Danika Pfeiffer, James Madison U; Stacey Pavelko, James Madison U; Dannette Allen-Bronaugh, James Madison U This session will discuss three different formats of interprofessional education experiences that can be incorporated into CSD academic programs. Examples of each type will be discussed as well as resources for getting started. The presenters will provide guidance on how to both design and implement these experiences for undergraduate and graduate students. LANGUAGE AND LEARNING IN SCHOOL-AGE INDIVIDUALS (SLP) 1953  Accessible Instructional Materials: Facilitating Curricular Access for Students With Print Disabilities SA 3:45PM-4:45PM / CC, 254B (Lvl 2) Introductory; Prof Educ AUTHOR(S): Beth Mineo, U of Delaware The session will review IDEA’s print access mandate and strategies for assessing and documenting student needs, as well as the tools that are often used to deliver accessible content to students. It will review Delaware’s AIM model, and discuss the impact of a print disability on students and how access to AIM has altered expectations among students, educators and families. 1954  Exit Time: A Public School District’s Framework for Exiting Students From Speech-Language Therapy Appropriately SA 3:45PM-4:45PM / CC, 253AB (Lvl 2) Intermediate; Research AUTHOR(S): Lesley Sylvan, Montclair St U; Nicole Mundreanu-Johnson, Hernando County Sch Dist; Mary LeDoux, Hernando County Sch Dist If you’re a school-based SLP who has ever recommended a student discontinue speech- language services, you’ve likely encountered opposition. After encountering the issue countless times, two SLPs in Hernando County school districts were inspired to develop a framework to make conversations around exiting easier. This presentation will present research on the development and implementation of this framework. 1955  How Can SLPs Address Goals Relative to CCSS Effectively In- Class? An Infused, Collaborative Approach SA 3:45PM-4:45PM / CC, 205ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Sue Goldman, Kean U The purpose of this session is to show measureable goals related to Common Core State Standards (CCSS) being accomplished through use of in-class speech-language therapy planned collaboratively with teachers, based on their classroom lesson plans. Sample goals and CCSS with corresponding sample infused in-class lessons will provided for a variety of grades from preschool through HS. 1956  Potential Contributions to the Disproportionate Representation of Developmental Language Disorder in Incarcerated Youth & Adults SA 3:45PM-4:45PM / CC, 259AB (Lvl 2) Introductory; Prof Educ AUTHOR(S): Tammie Spaulding, U of Connecticut; Denise Van der Voort, U of Connecticut There is a disproportionate representation of developmental language disorder (DLD) in the incarcerated youth and adult population. We explore potential contributions to this over-representation. State-level rates of guilty verdicts for adolescents with DLD relative to unimpaired adolescents and results from a simulated crime and jury study of innocent and guilty accused adults with and without DLD will be discussed. 1957  The SLP’s Role in RTI at a Low-Achieving Urban School: An Avenue to Student Success SA 3:45PM-4:45PM / CC, 257AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Peggy Morehouse, City Sch Dist of Albany This seminar will describe the role of the SLP in an RTI program created to help increase students’ language and literacy skills in kindergarten at a low performing urban school. Program design, implementation, results, successes, and challenges will be discussed. 1958  Treating Selective Mutism as a Speech-Language Pathologist SA 3:45PM-4:45PM / CC, 253C (Lvl 2) Introductory; Prof Educ AUTHOR(S): Emily Doll, Colonial IU 20 Selective mutism (SM) is an anxiety disorder that profoundly affects social/pragmatic language skills and falls under the speech- language pathologist’s scope of practice. The current presentation will discuss characteristics of SM, review the role of the SLP, provide assessment strategies, review important factors to consider in planning treatment, and provide practical activities to use in therapy sessions. LANGUAGE DISORDERS IN ADULTS (SLP) 1959  “Leading the Charge”: Caregivers Navigating Rehabilitative Care Access & Recovery for People With Aphasia SA 3:45PM-4:45PM / CC, Ballroom West Introductory; Research AUTHOR(S): Jennifer Shafer, U of North Carolina at Chapel Hill; Paul Shafer, U of North Carolina at Chapel Hill; Katarina Haley, U of North Carolina at Chapel Hill The purpose of this study was to examine what roles caregivers for people with aphasia take on, particularly in terms of facilitating access to outpatient rehabilitation care and navigating the recovery journey, and what might cause them to assume these roles.