2018 ASHA CONVENTION PROGRAM BOOK • 221 TECHNICAL CLINICAL SESSIONS • SATURDAY DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE/ AUTHOR(S) ABSTRACT SA 1:00PM-1:30PM Westin, Galleria Tech A 4088 GI ACE Introductory Prof Educ Interprofessional Education Instructional Pedagogy: Shifting the Lens Denise Ludwig, Grand Valley St U; Julia VanderMolen, Grand Valley St U Higher education faculty healthcare professionals charged with providing interprofessional education (IPE) experiences belong to both the profession of their discipline and the profession of educator. Teaching IPE requires use of specific facilitation skills and strategies and development of facilitation pedagogy is critical. An IPE service learning experience was examined related to instructional pedagogy with participant and faculty facilitator comparisons. SA 5:00PM-5:30PM Westin, Galleria Tech B 4089 SLP AAC Introductory Prof Educ iOS Switch Access for Communication & Leisure Karen Waddill, Cotting Sch; Leila Denna-Staiger, Cotting Sch; Melissa Mulvey, Cotting Sch In this session participants will use the iOS switch control menu to set up switches, investigate scanning styles/timing options, and create recipes with custom gestures. Participants will have the option of working with a facilitator, following written directions or using video tutorials as a guide. A variety of switch accessible communication and leisure apps will be represented. SA 2:30PM-3:00PM Westin, Galleria Tech H 4090 SLP ASD Introductory Prof Educ Prosody in Autism Spectrum Disorder: What Do We Know & What Can We Do? Pumpki Lei Su, Vanderbilt U; Stephen Camarata, Vanderbilt U Atypical prosody has been frequently identified in children and adults with ASD. However, across studies, findings have been mixed with regard to the prevalence and type of prosody deficits seen in ASD samples. This presentation aims to review prosodic deficits in individuals with ASD, highlight recent findings on prosody in this population, and discuss relevant clinical implications. SA 3:00PM-3:30PM Westin, Galleria Tech H 4091 SLP ASD Intermediate Research Systematic Review of Receptive Language & ASD: What We Know Deirdre Muldoon, The Coll of Saint Rose To determine the research evidence in the assessment and intervention practices for receptive language for children with autism spectrum disorder, a systematic review of the research literature published between 1997 and 2017 was conducted. Peer-reviewed journal articles were identified from electronic databases. The search yielded a total of 653 articles. A total of 62 articles were included for full review. SA 3:45PM-4:15PM Westin, Galleria Tech H 4092 SLP ASD Intermediate Research Targeting Vocabulary for Beginning Communicators With Autism Spectrum Disorders Beth Davidoff, Kean U; Janice Light, Penn St U The results are presented of a descriptive research study regarding the lexical characteristics of maternal language input and child language output of beginning communicators with ASD, which suggest that vocabulary targets for children with ASD at early phases of language development should be selected from words that caregivers and children use during spontaneous daily interactions and parent report measures. SA 5:00PM-5:30PM Westin, Galleria Tech A 4093 GI CLD Intermediate Research The English Word Recognition of Spanish-English Speaking Children Lisa Fitton, Florida Ctr for Reading Research; Arielle Borovsky, Purdue U Spoken word recognition is a fundamental language skill that correlates with language growth and achievement in young children. Bilingual children learn to recognize words in multiple languages, but little is known about how this process unfolds. This project compared how Spanish-English bilingual and English monolingual kindergartners recognize spoken English words using eye-tracking. Results constrain bilingual language processing models. SA 5:30PM-6:00PM Westin, Galleria Tech A 4094 GI CLD Introductory Research Ultrasound Visual Biofeedback & Accent Modification: Effects on Consonant & Vowel Accuracy for Mandarin English Language Learners Courtney Armstrong, Duquesne U; Heather Rusiewicz, Duquesne U; Katie Micco, Duquesne U; Yang Chen, Duquesne U Accent modification services are provided by speech-language pathologists within increasing frequency as the diversity of the United States continues to grow. This study focused on implementing ultrasound biofeedback to improve accuracy of speech sounds produced by two native Mandarin speakers. Results indicated that ultrasound visual biofeedback improved vowel and consonant accuracy for individuals producing foreign-accented speech. SA 9:30AM-10:00AM Westin, Galleria Tech C 4095 SLP FLU Intermediate Prof Educ Critical Thinking in Stuttering Therapy: Beyond Techniques Christopher Constantino, Florida St U Stuttering therapy will be presented simply and concisely. Rather than focus on techniques, what I call additive therapy, this talk will examine how to help people who stutter eliminate behaviors that might be preventing them from achieving easy, spontaneous speech, what I call reductive therapy. We will discuss how to write therapy goals and end by answering audience questions. SA 4:15PM-4:45PM Westin, Galleria Tech H 4096 SLP FLU Intermediate Prof Educ Beyond Motor Speech Function: Incorporating SFBT & ACT Into Therapy for Teens/Adults Who Stutter Rita Thurman, Private Practice; Kelly Harrington, U of North Carolina at Greensboro Stuttering is a complex, chronic disorder with emotional components that affect treatment outcomes. Therapy approaches must integrate cognitive and emotional aspects to create an effective treatment model. Solution- Focused Brief Therapy (SFBT) and Acceptance and Commitment Therapy (ACT) are two approaches used to help clients become agents of change to effectively address their thoughts /feelings about stuttering and improve communication. Technical Clinical Sessions • Saturday (30 Minutes) See page 249 for Topic Area abbreviations.