236 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE/ AUTHOR(S) ABSTRACT FR 9:30AM-10:00AM Westin, Galleria Tech E 4604 SLP LLCA Intermediate Research Expository Generation vs. Retell in School-Age Children With Typical Language Skills Anna Guilkey, U of Missouri; Stacy Wagovich, U of Missouri This study explored two areas: whether expository language production varies in microstructure (vocabulary, grammar) and macrostructure (content) when children generate explanations versus when they retell the contents of a scientific video, and how language ability relates to microstructural and macrostructural output. Supports (planning time, organizational cues) were provided for both tasks to facilitate children’s expository discourse production. FR 10:30AM-11:00AM Westin, Galleria Tech E 4605 SLP LLCA Intermediate Research Conveying Complex Ideas: Speech Disruption in Expository Generation vs. Retell Tasks among School-Age Children Stacy Wagovich, U of Missouri; Anna Guilkey, U of Missouri; Abby Eubank, U of Missouri Speech disruptions can be prospective (e.g., fillers, repetitions) or retrospective (revisions) and are observed in school-age children’s expository language in providing complex explanations. This study explored typical speech disruptions in children’s expository language, using a relatively simpler expository generation task versus a more challenging video retell of an unfamiliar science topic. FR 11:00AM-11:30AM Westin, Galleria Tech E 4606 SLP LLCA Intermediate Research Developing a Classroom-Based Intervention Targeting Working Memory, Attention & Language Using an Interprofessional, Co-production Model Anita Rowe, Ulster U; Jill Titterington, Ulster U; Laurence Taggart, Ulster U The need for creative, evidence-based approaches to Speech-Language Pathology (SLP) services in schools is recognised internationally. This presentation outlines an innovative model of interprofessional collaboration using co-production to develop a theoretically-informed, classroom-based, non-computerized intervention that targets working memory, attention and language skills in 4-5 year olds. The need for clearly articulated theories of change in SLP practice will be discussed. FR 8:00AM-8:30AM Westin, Galleria Tech F 4607 SLP LDA Intermediate Research Maladaptive Speed-Accuracy Tradeoffs Exacerbate Processing Impairments in Aphasia William Evans, U of Pittsburgh/Pittsburgh Veterans Affairs Healthcare System; William Hula, VA Pittsburgh Healthcare System; Jeffrey Starns, U of Massachusetts Amherst The current work investigated how people with aphasia (PWA) and matched controls choose to balance speed and accuracy performance in a lexical decision task. Case series analyses showed that 40% of the PWA group displayed adaptation deficits, with their impaired accuracy or response time performance attributable to setting maladaptive speed-accuracy tradeoffs. Clinical implications will be discussed. FR 8:30AM-9:00AM Westin, Galleria Tech F 4608 SLP LDA Intermediate Research Hemispheric Lateralization for Processing Arbitrary & Iconic Words: A Preliminary Report Vijayachandra Ramachandra, Marywood U; Rachel Panick, Marywood U; Cara Maher, Marywood U; Gabriella Trezza, Marywood U; Brittney Coan, Marywood U Hemispheric processing of arbitrary and iconic words in English was investigated using a line bisection test containing arbitrary, iconic, and neutral stimuli. The results showed a more right- side bias (greater left hemispheric processing) for both arbitrary and iconic words. Comparison of these results with a recent neuroimaging study in Japanese, future directions, and clinical implications will be discussed. FR 10:30AM-11:00AM Westin, Galleria Tech F 4609 SLP LDA Introductory Research Exploring Social Cognitive Abilities in People With Cognitive-Communication Disorder After Right Hemisphere Damage Petrea Cornwell, Griffith U; Ronelle Hewetson, Griffith U Discourse comprehension deficits after right hemisphere damage (RHD) have been linked to impaired social cognition, but few studies have explored social cognitive abilities in this population, nor examined associations with discourse comprehension. Fourteen RHD individuals and matched controls completed measures of social cognition and discourse comprehension with significant differences found between the groups, but no strong associations between the measures. FR 11:00AM-11:30AM Westin, Galleria Tech F 4610 SLP LDA Introductory Research Exploring Executive Function & Comprehension Abilities in People With Cognitive-Communication Disorder After Right Hemisphere Damage Petrea Cornwell, Griffith U; Ronelle Hewetson, Griffith U Deficits in cognition including executive function are said to underpin the communication impairments arising after right hemisphere damage (RHD). Further studies are required to examine patterns and associations between the two domains. Fourteen RHD individuals and matched controls completed measures of executive function and comprehension with significant differences found between the groups, but no associations between the measures. FR 1:30PM-2:00PM Westin, Galleria Tech F 4611 SLP LDA Intermediate Research Adults Living With a Diagnosis of ADHD or ASD: Different Diagnoses, yet Similar Personal Impact? Irene Walsh, Trinity Coll Dublin; Orla Breen, Trinity Coll Dublin; Sheafra Doyle, Trinity Coll Dublin When compared to childhood representations of Attention Deficit Hyperactivity Disorder and/ or Autism Spectrum Disorder, the adult lived experience of the conditions have received less attention in the literature, particularly in speech and language pathology contexts of knowledge and practice. This paper addresses the day-to-day ‘living’ experience of these conditions through self-report, in terms of communication and impact on wellbeing. FR 8:00AM-8:30AM Westin, Galleria Tech G 4612 SLP LITP Intermediate Research Transfer Effect of Parent Training of an Interactive Book Reading to a Free Play Setting Dongsun Yim, Ewha Womans U; Shinyoung Kim, Ewha Womans U; Eun Song, Ewha Womans U; Wonjeong Park, Ewha Womans U; Sangeon Lee, Ewha Womans U; Yoonhee Kim, Ewha Womans U; Somang Yoon, Ewha Womans U Interactive book reading is a well-supported practice for enhancing parent- child interaction. This study investigate whether parent training of an interactive book reading affected parents’ reading strategies directly and the effects are generalized to free play settings. Results showed direct effect of parent training on book reading strategies and transfer effect on free playing with their children. FR 8:30AM-9:00AM Westin, Galleria Tech G 4613 SLP LITP Intermediate Research Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children Yvette Evans, U of North Texas Focus on Expression Using an iPad is a parent-implemented strategy for young children with an expressive delay. A multiple-probe single-study design suggests that this method may be considered an effective tool for early intervention service delivery and is acceptable to parents as a means to teach new vocabulary. The presentation will include a practical “how to” guide with a demonstration.