2018 ASHA CONVENTION PROGRAM BOOK • 203 ORAL SEMINARS • SATURDAY VOICE AND ALARYNGEAL COMMUNICATION (SLP) 1976 Functional Voice Disorders: 6 Unusual Case Presentations SA 3:45PM-4:45PM / CC, 161 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Barbara Ebersole, Temple Head & Neck Inst Six cases of complex functional disorders of the upper airway will be presented and discussed. Video and audio recordings will be shared, along with assessment and treatment methods, and therapeutic outcomes. Examples of cases include: functional dysphonia and dysarthria, functional dysphonia and paradoxical vocal fold motion, functional dysphonia presenting as vocal fold paralysis, functional dysphonia and dysphagia with laryngospasm. 1977 I Know What You Did Last Prosthesis: Managing Difficult TEP Cases SA 3:45PM-4:45PM / CC, 159 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Lisa Evangelista, U of California, Davis Med Ctr; Heather Starmer, Stanford U Med Ctr; Liza Blumenfeld, U of California, San Diego Med Ctr; Tess Andrews, U of California, Davis Med Ctr; Erik Steele, U of California, San Francisco Med Ctr; Christine Matthews, VA Pittsburgh Healthcare System/U of Pittsburgh Tracheoesophageal voice prostheses (TEP) have been widely used as a method to restore communication in patients with total laryngectomy. Identifying and managing anatomic, physiologic and systemic processes within the body and their impact on TEPs can be a complex task. This panel presentation will discuss case studies of TEP failures and methods for evaluating, trouble-shooting and managing complications. 1978 Motor Learning in Voice Rehabilitation SA 3:45PM-4:45PM / Westin, Burroughs Introductory; Research AUTHOR(S): Cari Tellis, Misericordia U; Danielle Spagnuolo, Misericordia U; Brianna Spilsbury, Misericordia U; Chantal Whiteduck, Misericordia U; Anna Hershey, Misericordia U The human brain learns in many ways. Current motor learning literature supports an integration of implicit and explicit instruction to enhance and accelerate learning. This presentation will outline and define a voice therapy protocol that utilizes these implicit-explicit principles. Videos of this approach to voice therapy and results of studies supporting this method of voice therapy will be presented. ACADEMIC AND CLINICAL EDUCATION (GI) 1979 An Integrative Model of Supervision for Teaching Graduate Students in Speech-Language Pathology SA 5:00PM-6:00PM / CC, 106 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Elaine Geller, Brooklyn Coll of CUNY; Sara Meilijson, Hadassah Academic Coll This presentation involves an integrative model of clinical supervision developed for teaching graduate students in speech-language pathology. The presenters have experience in teaching a course in supervision in multilingual populations based on a reflective relationship- based model of clinical supervision. The presentation is a collaborative endeavor with professionals well-versed in the use of reflective supervision within allied health professions. 1980 Energizing Self-Awareness: Coaching Skills for Clinical Supervisors SA 5:00PM-6:00PM / CC, 154 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Maria Brea, New York U; Melanie Polkosky, Motivate Design/ Melanie Polkosky Life Coach Energy leadership is a coaching approach to understand the inter-relationships among an individual’s thoughts, feelings and actions. According to this framework, individuals are all “leaders” with the potential to influence others in interaction. This session will describe a program developed to increase the self- awareness and coaching skills of clinical supervisors in a large university-based speech and hearing clinic. 1981 Establishing Access to Video-Based Learning for Clinical Education SA 5:00PM-6:00PM / CC, 156C (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Barbara Cook, Southern Connecticut St U; Melissa Rubin, Southern Connecticut St U; Julia Schiano, Southern Connecticut St U Video-based learning increases graduate student knowledge and skills. To encourage and support the use of this pedagogy, we developed an accessible repository of video of assessment/ intervention sessions from a University clinic. An overview of the instructional use of video; procedures to clip video and develop a repository; and impact on both instructors and graduate student clinicians will be shared. 1982 From Theory to Practice: Critical Clinical Skills for Early Interventionists in a Multidisciplinary Setting SA 5:00PM-6:00PM / CC, 107B (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Jennifer Oppenheimer, SpeakJoy Center for Dev’mt; Sarah Peters, CSLOT; Brendan Webster, CSLOT As clinicians serving children birth to three and desiring to treat the whole child, our practice has been informed and strengthened through mastery of skills with origins in and outside of our field. In this session, we will look at critical skills needed to treat children in early intervention and their families from the perspective of a multidisciplinary setting. 1983 Graduate Student Capstone Course: Promoting Translation of Intervention Research to Clinical Practice SA 5:00PM-6:00PM / CC, 160ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Lesley Mayne, CA Baptist U; Bryan Ness, CA Baptist U; Allie Hughes, CA Baptist U; Samantha Singh, CA Baptist U This seminar presents features of a required Capstone course designed to foster implementation of evidence-based practice during a second-year full-time externship. Seminar participants will see examples of instructional templates, scripts, and feedback strategies that facilitate implementation of research-based interventions in clinical settings. A graduate student-clinician will present her experience in the course including her intervention, progress monitoring, and intervention effectiveness. 1984 Providing Feedback to Foster Students’ Clinical Problem Solving: An Interactive Workshop for Clinical Supervisors SA 5:00PM-6:00PM / CC, 103 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Jessica Welsh, SUNY at New Paltz; Jerry Hoepner, U of Wisconsin - Eau Claire; Katie Strong, Central Michigan U; Ellen Bernstein-Ellis, CSU East Bay Clinical educators often struggle with methods to effectively provide feedback to student clinicians that both foster growth and consider time, workload, setting, and institutional constraints. This interactive session will share pros/cons of several feedback delivery systems and provide activities to create a feedback system that could be used on Monday morning!