2018 ASHA CONVENTION PROGRAM BOOK • 223 TECHNICAL CLINICAL SESSIONS • SATURDAY DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE/ AUTHOR(S) ABSTRACT SA 9:30AM-10:00AM Westin, Galleria Tech F 4107 SLP LDA Intermediate Research GoldenTweets, a Social Media Training Program: Design & Implementation Jennine Harvey, Illinois St U; Caleb Carr, Illinois St U This presentation will introduce a social media training program design and implementation, pilot research investigation updates, and discuss considerations and applications to interventions. SA 1:00PM-1:30PM Westin, Galleria Tech F 4108 SLP LDA Intermediate Prof Educ The New Normal: A Holistic & Collaborative Approach to Aphasia Treatment Ellayne Ganzfried, E & I Associates, Inc; Mona Greenfield, Metropolitan Comm Associates A collaborative and holistic team approach to treatment can assist the person with aphasia and their family in accepting their “new normal”. Combining psycho-social and communication goals provides therapeutic advantages. Specific interventions, personal stories, videos and techniques will be provided. Outcomes and benefits of programs will be discussed. SA 1:30PM-2:00PM Westin, Galleria Tech F 4109 SLP LDA Intermediate Research Moving Along: Rhythm & Entrainment in People with Aphasia Lauryn Zipse, MGH IHP Music-based therapies, techniques that use rhythm or pacing, and choral speaking are all approaches used when treating people with aphasia, particularly those with nonfluent aphasia and concomitant apraxia of speech. This presentation will highlight how entrainment, aligning a motor action with an external signal, is used in aphasia therapy. Data on entrainment to speech and music will be presented. SA 2:30PM-3:00PM Westin, Galleria Tech F 4110 SLP LDA Intermediate Research Making Room at the Table: Promoting Participation in Facilitated Conversations for People With Aphasia Brent Archer, Bowling Green St U; Jamie Azios, Lamar U; Jackalyn Siebenaler, Bowling Green St U; Rebecca Wettstein, BGSU; Jacob Ruffing, BGSU; Tarynn Clune, Bowling Green St U Only a handful of studies on interaction in facilitated conversation groups for people with aphasia (PWA) are currently available. Here we present analysis based on video recordings of 10 facilitated group conversations for PWA. We elucidate how two expert facilitators ensure that both mildly and severely communicatively impaired group members are afforded opportunities to take part in the interaction. SA 4:15PM-4:45PM Westin, Galleria Tech B 4111 SLP LDA Intermediate Research A Phenomenological Understanding of Cognitive Assessment Julie Cox, Western Illinois U; Linda Shuster, Western Michigan U; Nickola Nelson, Western Michigan U; Carla Chase, Western Michigan U This session will describe a clinical, qualitative research study designed to closely examine the practice of assessment for mild cognitive impairment particularly within the field of speech-language pathology. Participants were asked a series of semi-structured interview questions about their experiences and perceptions of being evaluated for cognitive performance. SA 9:00AM-9:30AM Westin, Galleria Tech G 4112 SLP LITP Introductory Prof Educ Preschool Professional Development With Dialogic Reading for Teachers Who are Non-native Speakers of English Abigail Andersen, The George Washington U Speech & Hearing Ctr; Nadda Warshanna, The George Washington U Speech & Hearing Ctr Dialogic Reading (DR) allows adults to become passive facilitators and children to become active participants during reading times. This study analyzed the implementation of a DR intervention program in which SLPs provided coaching to bilingual preschool teachers. Reading time interactions were analyzed to determine whether the intervention increased the teacher’s use of DR and the children’s expressive language. SA 9:30AM-10:00AM Westin, Galleria Tech G 4113 SLP LITP Intermediate Research Validity of the Fluharty-2 for Mass Screenings at Age 3: Comparison With Three Diagnostic Measures Kristen Victorino, William Paterson U; Sarita Eisenberg, Montclair St U; Sarah Murray, Passaic County Technical Institution This study examined the validity of the Fluharty Preschool Speech and Language Screening Test, Second Edition (Fluharty-2) for predicting language impairment in three-year-olds by comparing performance on the Fluharty-2 to three diagnostic measures. While significant group differences and correlations between measures were identified, overall agreement between measures was low to moderate. Implications for clinical practice were highlighted. SA 1:30PM-2:00PM Westin, Galleria Tech E 4114 SLP LITP Introductory Prof Educ SMART Thinking: Generating SMART Goals for Foundations of Language Tara Sheridan, LearningSpring Sch; Stephanie Feirsen, NYC Department of Educ; Randi Katz, NYC Department of Educ; Jennifer O'Neil, NYC Department of Educ; Sima Gerber, Queens Coll SMART (specific, measurable, achievable, relevant, time-based) goals for language domains considered “difficult to measure” (engagement, intentionality, and shared ideas and meanings) will be generated based on strengths/challenges of young children with language impairments. The Developmental Observation of Language - Links to Intervention (DOLLI) will be introduced and utilized to determine present levels of performance. SA 1:00PM-1:30PM Westin, Galleria Tech D 4116 SLP SSDC Intermediate Prof Educ An Integrative & Meaning-Based Approach for Addressing Phonological Production & Literacy Goals Barbara Culatta, Brigham Young U; Mary Oesterle, Jackson County Intermediate Sch Dist Phonological-contrast interventions often have children name pictured word cards, isolated from written or oral communication, to contrast phonemes. Since phonemes and multiple opposition contrasts can be mapped onto phonic patterns, clinicians can simultaneously address phonological productions, phonics, and phonological awareness. Contrasting words in interactive, theme-based contexts can provide functional reasons for conveying meanings and addressing phonological production and literacy skills. SA 1:30PM-2:00PM Westin, Galleria Tech D 4117 SLP SSDC Intermediate Research Randomized Control Trial of PROMPT Intervention for Children With Severe Speech Sound Disorders Aravind Namasivayam, U of Toronto; Francesca Granata, U of Toronto; Anna Huynh, U of Toronto; Pascal van Lieshout, U of Toronto A randomized control trial was used to test the treatment efficacy of the PROMPT approach using a sample of 49 children with severe speech sound disorders and motor speech issues. 10-weeks of PROMPT intervention resulted in significant gains in speech-motor control, articulation and word- level speech intelligibility but not sentence-level intelligibility or functional communication relative to a waitlist/home training group.