244 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE/ AUTHOR(S) ABSTRACT SA 8:30AM-9:00AM Westin, Galleria Tech F 4686 SLP LDA Intermediate Research Differentiating Subtypes of Primary Progressive Aphasia on Language & Behavioral Testing Lynsey Keator, Johns Hopkins U; Amy Wright, Johns Hopkins U; Sadhvi Saxena, Johns Hopkins U; Kevin Kim, Johns Hopkins U; Rajani Sebastian, Johns Hopkins U; Shannon Sheppard, Johns Hopkins U; Bonnie Breining, Johns Hopkins U; Argye Hillis, Johns Hopkins U; Donna Tippett, Johns Hopkins U Correlations between scores on language tests and the modified version of the Frontal Behavioral Inventory were studied in primary progressive aphasia (PPA). For the logopenic group, language test scores were significantly negatively correlated with negative behavior scores. Correlations were not found for the nonfluent agrammatic and semantic variants. The underlying pathophysiology of the PPA variants influences these correlations. SA 10:30AM-11:00AM Westin, Galleria Tech F 4687 SLP LDA Intermediate Research Linguistic & Cognitive Analyses of the Story of Cinderella: Implications for Aphasia Recovery Kelly Doyle, Temple U; Marissa Simon, Temple U; Gayle DeDe, Temple U; Christos Salis, Newcastle U This study examined linguistic, content, and speech timing measures in narrative production to further understand communication impairments in people with recovered aphasia. Individuals with recovered aphasia are those who score above the cut off for aphasia on common standardized tests. The results suggest that narrative production in this population differs from both neurotypical controls and individuals with anomic aphasia. SA 11:00AM-11:30AM Westin, Galleria Tech F 4688 SLP LDA Introductory Research Examining the Impact of Aphasia Camp on Partners of Persons With Aphasia Anna Selchow, U of Wisconsin - Eau Claire; Jerry Hoepner, U of Wisconsin - Eau Claire This investigation examined partner experiences at aphasia camp. Aphasia camps support individuals affected by chronic aphasia, including partners. Social isolation, a common consequence of aphasia, affects partners as well. Partners were surveyed regarding social networks pre‐ and post‐camp. Qualitative analyses identified connections with others, personal growth, and fostering independence as facilitators, while time and carryover beyond camp were barriers. SA 3:45PM-4:15PM Westin, Galleria Tech B 4689 SLP LDA Intermediate Research Effect Sizes in Aphasia Treatment: Comparing Statistical Methods Brent Archer, Bowling Green St U; Jamie Azios, Lamar U; Nicole Muller, U Coll Cork; Rena Lyons, NUI Galway In this study, we compare the extent to which different effect size calculation methods used in the aphasia literature are influenced by autocorrelation. We selected Busk and Serlin’s d and Young’s C, Non-overlap of all pairs (NAP) and Tau-U. Our analysis indicated that none of the four effect size calculation methods are robust against the influences of autocorrelation. SA 8:00AM-8:30AM Westin, Galleria Tech G 4690 SLP LITP Introductory Research Inferential Comprehension in Preschoolers With Developmental Language Disorder (DLD) Chantal Desmarais, U Laval; Pamela Filiatrault- Veilleux, Simon Fraser U Inferential comprehension starts developing during the preschool period and is crucial for school success. Examining this ability in young children with DLD is thus important in SLP assessment. In this study, 10 preschool children with DLD responded to causal inference questions in a dialogic reading task. They performed below the typically developing comparison group both quantitatively and qualitatively. SA 8:30AM-9:00AM Westin, Galleria Tech G 4691 SLP LITP Intermediate Research Private Speech Use in Preschool Children With Specific Language Impairment Kacie Wittke, U of Connecticut; Tammie Spaulding, U of Connecticut Prior research has documented a positive relationship between executive functioning development and private speech use, or overt talking to oneself. However, given the linguistic nature of private speech, it is unknown if children with SLI use private speech. The current study aims to compare private speech use in preschool children with SLI relative to their TD peers. SA 10:30AM-11:00AM Westin, Galleria Tech G 4692 SLP LITP Introductory Research Gesture Use in Infancy: A Retrospective Study of Infants Later Diagnosed With a Language Impairment Nicole Marie Magaldi, William Paterson U The current study retrospectively examines gesture use by a group of infants later diagnosed with a language impairment as compared to a group of typically developing infants in order to determine if gesture use is different in infants who will later go on to develop a language impairment. SA 11:00AM-11:30AM Westin, Galleria Tech G 4693 SLP LITP Introductory Research Timing Isn’t Everything: Tracking Turn-Taking Development During the Infant’s First Year Valerie McDaniel, U of Memphis; Eugene Buder, U of Memphis Temporal changes in mother-infant interaction have been tracked during the first year with varying results. We present additional factors that may influence the turn-taking between an infant and the caregiver. A framework to guide further study of mother-infant interaction is proposed based upon comparisons between human judgment and computerized automated analysis. Recordings illustrating the differences between analyses will be presented. SA 3:45PM-4:15PM Westin, Galleria Tech F 4694 SLP LAI Intermediate Research Effects of Response Format & Presentation Condition on Reading Assessments for Students With & Without Reading Disabilities Ronda Walker, Longwood U; Alan Kamhi, U of North Carolina at Greensboro This study examined whether different presentation conditions (reading, watching a video) and response formats (open-ended vs. multiple-choice) influenced comprehension performance for students with and without reading disabilities. In addition, students’ language abilities were assessed to determine the best predictors of performance on comprehension assessments. Response format had a significant impact on measures but presentation condition did not. Educational implications discussed. SA 4:15PM-4:45PM Westin, Galleria Tech F 4695 SLP LAI Intermediate Prof Educ Teaching Older Struggling Readers to Analyze Morphemes & Phonemes Boosts Word Reading Susan Gray, Bridgewater St U A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of older struggling readers. Participants received scripted tutoring to learn academic vocabulary words, with random assignment to either morpho-phonemic analysis or traditional whole word study. The morpho-phonemic group showed greater gains on standardized tests of word reading, including word attack and word recognition.