2018 ASHA CONVENTION PROGRAM BOOK • 211 TECHNICAL CLINICAL SESSIONS • THURSDAY DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE/ AUTHOR(S) ABSTRACT TH 10:15AM-10:45AM Westin, Galleria Tech A 4000 GI ACE Intermediate Prof Educ Utilizing In-Class Peer Reviews to Improve Undergraduate Students’ Clinical Writing Dana Bitetti, La Salle U Learning clinical report writing is an essential component to an undergraduate diagnostic procedures course in preparation for clinical practicums and beyond. However, instructors are tasked with helping students utilize feedback to improve their clinical writing. This session describes how instructors can implement student peer reviews as a formative assessment that engages students in the process of providing feedback. TH 10:45AM-11:15AM Westin, Galleria Tech A 4001 GI ACE Intermediate Prof Educ Implementing Computer-Based Simulation in the University Clinic: Lessons Learned Erin Clinard, James Madison U; Susan Ingram, James Madison U; Carol Dudding, James Madison U Data from a two-year study implementing computer-based diagnostic simulations in a university clinic will be reviewed. Challenges of logistics and buy-in, as well as student feedback and perceptions of learning that guided implementation decisions will be discussed. Based on this study, the clinic has developed an implementation procedure to integrate computer- based simulation diagnostics into all first-year SLP clinical experiences. TH 11:15AM-11:45AM Westin, Galleria Tech A 4002 GI ACE Intermediate Prof Educ Translating an Oral Feeding Readiness Case Study into a High-Fidelity Simulation Erin Clinard, James Madison U; Carol Dudding, James Madison U Creating engaging and authentic simulation scenarios requires identifying objectives, determining measures, and establishing expectations. Developing a case study that targets the desired content can provide an optimal foundation for a simulation scenario in which students can develop and refine their knowledge and skills. Adherence to simulation best- practices within the graduate curriculum will also be discussed. TH 11:45AM-12:15PM Westin, Galleria Tech A 4003 GI ACE Intermediate Prof Educ Technology Tools in Supervision: Increasing Efficiency & Effectiveness Meghan Graham, Boston U I describe how the use of technology tools throughout the supervision process can increase supervision efficiency and effectively support student learning. Rationales for the use of technology, benefits, and positive student and supervisor outcomes will be discussed. Specific tools that can be used before, during, and after graduate student sessions will be emphasized and demonstrated. TH 1:30PM-2:00PM Westin, Galleria Tech A 4004 GI ACE Introductory Prof Educ Authentic Self-Advocacy: Adolescents With ASD Present in College Jane Sackett, U of Massachusetts - Amherst; Kathleen Olson, Amherst Regional Pub Schs This session will describe a panel of adolescent ASD individuals to an undergraduate course in Speech Language Disorders of the University of Massachusetts Amherst. Data reflected ASD students improved self-advocacy skills regarding their experiences. Clinical learning at the undergraduate level reflected increases in understanding of authentic variance of skills, positive interaction styles, and understanding of the importance of self-advocacy. TH 2:00PM-2:30PM Westin, Galleria Tech A 4005 GI ACE Introductory Prof Educ Incorporating Advocacy Into Your Curriculum: How We Did It & Why You Should Too! Dawn Wetzel, Purdue U; Stacia Braden, Purdue U; Molly Mochel, Purdue U Students who learn to advocate are more likely to understand and participate in government relations activities throughout their careers (ASHA Leader, November, 2010). They acquire valuable skills, help their profession, their professional associations, and their clients. Instruction and experiential learning in grassroots advocacy is an essential complement to their academic and clinical education. TH 3:00PM-3:30PM Westin, Galleria Tech A 4006 GI ACE Intermediate Prof Educ Instructional Strategies Used in an Interprofessional Education Case Study Simulation Denise Ludwig, Grand Valley St U; Janna Pacey, Grand Valley St U; Charlene Dubois, Grand Valley St U An examination of instructional pedagogy used to teach health care students about the roles of health care professionals using an interprofessional [IPE] case study simulation event is discussed. Students from four universities and ten health professions participated in three instructional strategies with a focus on experiential learning of the IPEC core competencies. TH 4:30PM-5:00PM Westin, Galleria Tech A 4007 GI ACE Intermediate Prof Educ Revolutionary Treatment Approach With Intergenerational Groups: Everything Old is New Again Carolyn Perry, Texas Tech U Health Sciences Ctr; Melinda Corwin, Texas Tech U Health Sciences Ctr Supporting communicative effectiveness and independence is a basic tenet of language intervention for clients of all ages. Intergenerational therapy can be a rich context in which one can meaningfully engage clients with language impairments regardless of the etiology. This presentation will highlight using the Montessori and Supported Communication approaches in an intergenerational group treatment. Technical Clinical Sessions • Thursday (30 Minutes) See page 249 for Topic Area abbreviations.