2018 ASHA CONVENTION PROGRAM BOOK • 213 TECHNICAL CLINICAL SESSIONS • THURSDAY DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE/ AUTHOR(S) ABSTRACT TH 7:00PM-7:30PM Westin, Galleria Tech A 4018 SLP ASD Intermediate Research Use of Technology to Target Intervention: Selecting Stimuli for Students With Autism Mary Andrianopoulos, U of Massachusetts - Amherst; Colleen Gargan, U of Massachusetts - Amherst; Lee Drown, U of Massachusetts - Amherst; Melanie Ahern, U of Massachusetts - Amherst; Abigail Pugh, U of Massachusetts - Amherst; Alison McHugh, U of Massachusetts - Amherst; Melissa Phillips, Chicopee Pub Schs A single subject research design was implemented to evaluate intervention outcomes and preferential stimuli to students with Autism between ages 12 to14 years using videoconferencing technologies compared to onsite services. Stimuli using written text, manipulatives, and animation to target specific intervention targets, such as conversational skills and social narratives, were preferred and had a more positive impact on student outcomes. TH 3:30PM-4:00PM Westin, Galleria Tech F 4019 SLP CRAN Introductory Prof Educ Velopharyngeal Dysfunction Resulting From Vincristine Chemotherapy in Treatment of Acute Lymphoblastic Leukemia, & Post-Chemotherapy Outcomes Amy Birath, The Moog Ctr for Deaf Educ; Lynn Marty Grames, St Louis Children's Hosp A child developed velopharyngeal dysfunction (VPD) due to chemotherapy and presented to a craniofacial team for assessment and management. Literature search yielded no published report of VPD or hypernasality as a consequence of treatment with Vincristine. Caregivers chose a course of careful monitoring. More than a year following conclusion of chemotherapy, resolution of VPD was observed. TH 10:15AM-10:45AM Westin, Galleria Tech H 4020 GI CLD Intermediate Prof Educ LAPE en español: Adapting a Caregiver-Implemented Naturalistic Comm Intervention for Spanish- Speaking Families Heather Moore, U of Oregon; Lauren Cycyk, U of Oregon; Stephanie DeAnda, U of Oregon; Lidia Huerta, U of Oregon The Language and Play Everyday (LAPE) naturalistic communication intervention (NCI) program for toddlers with communication disorders was recently adapted for Spanish-speaking families. Presenters will describe how they recruited families, collaborated with community early intervention providers, and modified assessment measures and curricular components. Social validity data will guide recommendations for adapting existing NCI programs for families from culturally- and linguistically-diverse backgrounds. TH 10:45AM-11:15AM Westin, Galleria Tech H 4021 GI CLD Intermediate Prof Educ When Translating into Spanish Doesn’t Cut It: Culturally Appropriate Therapy Strategies for Latino Families Michaela DuBay, U of North Carolina at Chapel Hill; Karen Guerra, Marcus Autism Ctr Clinicians are tasked with providing interventions to culturally and linguistically diverse children and families, often with limited training. Culture affects how families respond to their interventions, and culturally appropriate interventions may be better received. This presentation will discuss basic therapy strategies, targets, and models that may or may not fit with traditional Latino family values and expectations. TH 11:15AM-11:45AM Westin, Galleria Tech H 4022 GI CLD Intermediate Prof Educ Lost in Translation: Improving Translation Methods for Screening Tools to Identify At-Risk Children Michaela DuBay, U of North Carolina at Chapel Hill Translating parent-report screening tools using traditional translation methods leave room for translation errors, may lead to items not understood by parents, and may result in over or under identification of children at risk. We will recommend basic guidelines for translating and culturally adapting screening instruments, and discuss methods for assessing the validity of already translated tools. TH 11:45AM-12:15PM Westin, Galleria Tech H 4023 GI CLD Advanced Research An Electrophysiological Examination of Feedback- Based Learning in Monolinguals & Bilinguals With Auditory Feedback Shalom Kim, MGH Inst; Yael Arbel, MGH IHP The present study evaluates feedback-timing effects on learning outcomes in healthy young monolinguals and bilinguals when they are provided with immediate versus delayed auditory feedback. This electroencephalogram (EEG) study offers an electrophysiological examination of feedback processing by investigating timing effects on the feedback-related negativity (FRN) and the N170 ERP component. TH 3:00PM-3:30PM Westin, Galleria Tech H 4024 GI CLD Intermediate Prof Educ Task-Based Assessment of Global English Pronunciation Lisa Domby, U of North Carolina at Chapel Hill Task-based assessment simulates how individuals perform in professional and personal contexts. The author constructed a task-based assessment of global English pronunciation that prioritizes elements important for intelligibility among global English speakers and listeners. The author will explain the task components, aspects of pronunciation included in the analysis, and how to prioritize targets in the context of professional and personal interests. TH 3:30PM-4:00PM Westin, Galleria Tech H 4025 GI CLD Introductory Research Dual Production as a Marker of Arabic Typical Development in Heritage Speakers: Longitudinal Case Studies Reem Khamis-Dakwar, Adelphi U; Karen Froud, Teachers Coll, Columbia U; Ola Ayob-Ghammashi, N/A Language development in heritage speaking children is distinctive due to decreased exposure to majority language in the course of language development. Evidence-based markers of typical language development in heritage speakers are needed.We sought to evaluate longitudinally the maintenance of Arabic dual marking in two Arabic-heritage speaking children, age 3 and 4, over a year post move to the U.S. TH 10:15AM-10:45AM Westin, Galleria Tech C 4026 SLP FLU Intermediate Research Changing Public Attitudes Toward Stuttering: The Good News, The Bad News, & the Puzzling News Kenneth St. Louis, West Virginia U POSHA–S database participants from 29 different intervention samples, categorized according to degree of success, were compared with 12 non-intervention samples. Characteristics of interventions and individual respondents who later changed positively, minimally, or negatively were explored. Surprisingly, after interventions—or no interventions—respondents with the worst pre-POSHA–S attitudes improved dramatically, and respondents with the most positive attitudes worsened dramatically. TH 10:45AM-11:15AM Westin, Galleria Tech C 4027 SLP FLU Introductory Prof Educ Understanding the Stigma in Stuttering & How to Address it in Treatment Haley Hawkins, U of Alabama; Anthony Buhr, U of Alabama; Abigail Peterson, U of Alabama This session will present a new social perspective on stuttering. First, attitudes about stuttering (e.g., stigma) will be discussed as “flow” within a social network. Second, the spotlight effect, the tendency to view one’s behavior as particularly salient to others, will be discussed as a mechanism to absorb these attitudes. Finally, implications for development and treatment will be discussed.