208 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 2016  Patient Safety & Quality Improvement: A Primer for the SLP SA 5:00PM-6:00PM / Westin, Lewis Intermediate; Prof Educ AUTHOR(S): Kathleen Donocoff, Fox Chase Cancer Ctr; Barbara Ebersole, Fox Chase Cancer Ctr Patient safety and quality improvement (PSQI) is important as it corrects deficiencies and implements processes to improve quality and safety. SLPs have a wealth of opportunity to contribute to PSQI. This talk will first define PSQI and provide a background. We will then provide an overview of PSQI initiatives we’ve done. We’ll outline challenges, barriers, and strategies for success. 2017  Revolutionary Road: Ethical Evolution in the 21st Century & Beyond SA 5:00PM-6:00PM / Westin, Grand Ballroom E Advanced; Prof Educ AUTHOR(S): Donna Edwards, Baldwin Wallace U; Amy Larocca, Baldwin Wallace U; Amy Tepper, Baldwin Wallace U; Amy Vaughn, Baldwin Wallace U This session explores the development of individual ethos, as well as the historical framework, development, and enactment of the current ASHA Code of Ethics. Topics for discussion and consideration will include principles and sanctions outlined by the ASHA Code of Ethics, the confluence of personal and professional ethics, and adapting code(s) to meet the needs of those we serve. LITERACY ASSESSMENT AND INTERVENTION (SLP) 2018  SLP’s Mentorship & Language-literacy Intervention Practice With Early Childhood Development Teachers From Underserved Communities SA 5:00PM-6:00PM / CC, 211 (Lvl 2) Intermediate; Research AUTHOR(S): Lauraine Giacovazzi, Wits U; Sharon Moonsamy, Wits U; Munyane Mophosho, Wits U This study aimed to identify changes in spoken language and emergent literacy skills of multilingual pre-kindergarten children (aged between four and five years), following an Early Childhood Development (ECD) teacher-based environmental print intervention, under the mentorship of a SLP, within the context of a socioeconomically disadvantaged community (SEDC) in Johannesburg, South Africa. 2019  Why Separating Oral & Written Language in Assessment & Intervention Is a Bad Idea SA 5:00PM-6:00PM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Nickola Nelson, Western Michigan U; Elena Plante, U of Arizona; Michele Anderson, Western Michigan U Learn why scientific evidence and principles of best practice do not support systems that separate oral and written language assessment and intervention for school-age students. As members of ASHA and advocates for effective policy, SLPs should advocate for systems that integrate rather than separate oral language and literacy. Case examples illustrate dangers to students when language/literacy connections are under-recognized. MOTOR SPEECH DISORDERS ACROSS THE LIFESPAN (SLP) 2020  A Video Seminar on Differential Diagnosis of Mixed Dysarthrias Associated with Neurodegenerative Diseases SA 5:00PM-6:00PM / CC, 254B (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Emily Wang, Rush U Med Ctr; Leonard Verhagen Metman, Rush U Med Ctr The proposed session will demonstrate the process of differential diagnosis of mixed dysarthrias associated with neurodegenerative diseases through a series of video‐taped clinical cases. A flow chart and a dysarthria grid are provided to help with the decisions making process for the differential diagnosis of mixed dysarthrias. SWALLOWING/FEEDING AND ASSOCIATED DISORDERS (SLP) 2021  Evolutionary Practice: Dynamic Assessment & Treatment of Pediatric Feeding & Swallowing Disorders SA 5:00PM-6:00PM / CC, 210B (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Anais Cook, Texas Children’s Hosp; Laura Loveless, Texas Children’s Hosp; Andrew Chu, Baylor Coll of Med; Caroline Duong, Texas Children’s Hosp; Jennifer Kazmerski, Baylor Coll of Med This session focuses on dynamic assessment and treatment of pediatric dysphagia presented by a gastroenterologist, occupational therapist, psychologist, and two speech-language pathologists. Participants will further develop their clinical decision making skills in applying medically and developmentally appropriate oral-motor, swallowing, behavioral, cognitive, and sensory principles in assessment and treatment, as well as discuss challenges to treating complex feeding and swallowing disorders. 2022  Managing Dysphagia for Adults With Intellectual Disabilities: Creating Consistency in the Face of Variability SA 5:00PM-6:00PM / CC, 206AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Joan Kelly Arsenault, MassTex Imaging; Aaron Kaufman, TILL, Inc. This session will present a model utilized in a day hab setting, for adults with intellectual disabilities, demonstrating how to increase the consistency of meal preparation and dysphagia management. Regular staff training with periodic checks, ease of diet/liquid modification, communication with caregivers and healthcare professionals, and transitioning to the IDDSI framework will be discussed. 2023  Pediatric Dysphagia: Bowels, Beats, & Breaths SA 5:00PM-6:00PM / CC, 205ABC (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Katy Peck, Children’s Hosp LA; Vanessa Galeano, Children’s Hosp LA; Amy Onderdonk, Children’s Hosp LA Creative approaches to dysphagia management with the pediatric population will be highlighted, specifically those with underlying gastrointestinal, cardiac, and respiratory illness. Review of symptomatology and underlying pathophysiologic principles to be showcased. Medical based diagnostic and intervention techniques, along with methods to assure interprofessional collaboration and facilitate patient advocacy to be demonstrated. 2024  Respiratory Muscle Strength Training: The Evolution to Swallow Therapy for the Trach/Vent Patient Population SA 5:00PM-6:00PM / CC, 210A (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Maribel Ciampitti, Curahealth Hosp This presentation will discuss early intervention swallowing therapy for patients with trach and/ or ventilator dependency via participation in respiratory muscle strength training. The role of a no-leak speaking valve will be discussed as well as the differences between RMST training devices and options for measuring