2018 ASHA CONVENTION PROGRAM BOOK • 241 TECHNICAL RESEARCH SESSIONS • SATURDAY DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE/ AUTHOR(S) ABSTRACT SA 9:30AM-10:00AM Westin, Galleria Tech B 4655 SLP AAC Advanced Research Angelman Syndrome AAC Intervention Research Samuel Sennott, Portland St U This session presents about the impact of an AAC intervention package on the communication performance of individuals with Angelman syndrome through a series of single case design studies using a multiple baseline approach working across parents, educational assistants, and other stakeholders as communication partners. SA 10:30AM-11:00AM Westin, Galleria Tech B 4656 SLP AAC Introductory Research Evaluating Camera Mouse as a Computer Access System for AAC: A Case Study Lauren MacLellan, Boston U; Gabriel Cler, Boston U; Susan Fager, Madonna Rehab Hosp; Michelle Mentis, Boston U; Cara Stepp, Boston U Camera Mouse allows individuals with motor control difficulties to access computers via head movements. This study compared Camera Mouse, the Tobii PCEye Mini (a commercially available eye tracking device), and the speech of a single dysarthric speaker in terms of psychosocial effects, user satisfaction, communication efficiency, and expressive output ability. SA 11:00AM-11:30AM Westin, Galleria Tech B 4657 SLP AAC Intermediate Research Scaffolding Partner-oriented, Dyadic, & Triadic Gaze From Students With Multiple Disabilities & Limited Engagement Christine Holyfield, U of Arkanas; Kathryn Drager, Penn St U Engagement in interactions – beginning as partner-oriented and culminating in triadic gaze – is foundational to symbolic language development. Some school-aged children with multiple disabilities who have yet to develop symbolic language demonstrate little engagement during interactions. The current study evaluated a protocol for eliciting partner-oriented, dyadic, and triadic gaze from school-aged children with multiple disabilities with the goal of increasing engagement. SA 1:00PM-1:30PM Westin, Galleria Tech B 4658 SLP AAC Intermediate Research Eye Gaze as an Access Method for AAC in Rett Syndrome: A Preliminary Report Theresa Bartolotta, Monmouth U; Patricia Remshifski, Monmouth U Rett syndrome (RTT) is a neurodevelopmental disorder that results in significant impairments in communication and motor skills. Most individuals with RTT are nonverbal, yet evidence to support effective implementation of AAC is limited. This study investigated use of eye gaze to access AAC in five individuals with RTT. Implications for using AAC for functional communication will be discussed. SA 10:30AM-11:00AM Westin, Galleria Tech H 4659 SLP ASD Introductory Research Pragmatic Functions in Very Young Children With Fragile X Syndrome & Autism Spectrum Disorder Anne Hoffmann, Rush U This study examines pragmatic language functions in very young children with fragile X syndrome and with autism spectrum disorder. The Communication Complexity Scale was used to assess communication. Rates of communication acts used for both behavior regulation and joint attention were identified and compared to those found in typically developing children matched on verbal ability. SA 11:00AM-11:30AM Westin, Galleria Tech H 4660 SLP ASD Intermediate Research Translating Evidence-Based Practices into Routine Practices With Young Children With Autism Spectrum Disorder Andrea Ford, U of Minnesota; LeAnne Johnson, U of Minnesota; Veronica Fleury, U of Minnesota Using the National Professional Development Center (NPDC) technical report, an in-depth review of 113 single case designs focusing on 13 evidence based practices (EBP) of children with autism below the age of six was conducted to determine the extent to which practices, as described, supported routine implementation by practitioners. SA 1:00PM-1:30PM Westin, Galleria Tech H 4661 SLP ASD Intermediate Research A Longitudinal Investigation of Communication Repair Skills in Children & Adolescents with Neurodevelopmental Disabilities Gary Martin, St John's U; Jamie Barstein, Northwestern U; Michelle Lee, Northwestern U; Laura Henry, Northwestern U; Molly Losh, Northwestern U Communication repair skills were examined longitudinally in children with fragile X syndrome, autism spectrum disorder, Down syndrome, and typical development. Boys with comorbid FXS and ASD (FXS-ASD) and boys with ASD without FXS showed difficulty at Time 1 but improved with age. Differences between males and females with FXS-ASD emerged over time. Implications for assessment and intervention will be discussed. SA 1:30PM-2:00PM Westin, Galleria Tech H 4662 SLP ASD Intermediate Research Communication Interventions for Adults with Autism: A Meta-Analysis Kaitlyn Wilson, Towson U; Jessica Steinbrenner, Frank Porter Graham Child Development Inst at the U of North Carolina-Chapel Hill; Tamar Kalandadze, Norwegian Knowledge Ctr for Educ, Research Council of Norway Individuals with autism spectrum disorder (ASD) have lasting difficulties with communication, which often impact vocational and interpersonal experiences. Based on the increased need for interventions targeting communication skills in adults with ASD, this study used a systematic review combined with meta-analytic methods to summarize existing literature in this area. Results synthesize existing literature and report effects of the interventions studied. SA 2:30PM-3:00PM Westin, Galleria Tech E 4663 SLP CRAN Intermediate Research Language Outcomes & Hearing History in Children With Saethre-Chotzen Syndrome: a Longitudinal Retrospective Review Sarah Kilcoyne, Oxford Craniofacial Unit; Carrie Luscombe, Oxford Craniofacial Unit This paper outlines the results of a longitudinal retrospective review of the language and hearing outcomes for thirty children with TWIST-1 genetically- confirmed Saethre-Chotzen Syndrome in the Oxford Craniofacial Unit. Rates of language impairment and type of hearing loss will be highlighted. The importance of genetic diagnosis will be discussed with reference to the implications for management. SA 3:00PM-3:30PM Westin, Galleria Tech E 4664 SLP CRAN Advanced Research Vocabulary Growth in Young Children With & Without Repaired Cleft Palate Marziye Eshghi, U of North Carolina at Chapel Hill; Reuben Adatorwovor, U of North Carolina at Chapel Hill; John Preisser, U of North Carolina at Chapel Hill; Elizabeth Crais, U of North Carolina at Chapel Hill; David Zajac, U of North Carolina at Chapel Hill The CDI-WS was used to compare the vocabulary growth of children with and without repaired cleft palate (CP) from 18 to 24 months of age. Results showed that children with CP produced significantly slower rate of vocabulary growth compared to TD children. Furthermore, slower vocabulary growth was significantly associated with poorer hearing, more frequent abnormal tympanograms, and lower maternal education.