2018 ASHA CONVENTION PROGRAM BOOK • 69 HOW TO USE THE PROGRAM BOOK How To Use the Program Book This Program Book provides a complete list of all education sessions offered at the 2018 ASHA Convention. Oral Seminars PAGES 91-209 Oral Seminars are either 1- or 2-hour seminars. Oral Seminar listings in this book include the title, day, and time of presentation, session code, and location. All authors are listed with affiliations, and the presenting authors (those who will present or speak during the session) have been bolded. The abstract summary is also included. Technical Sessions PAGES 211-247 Technical Sessions are 30-minute Oral Sessions. They are listed in a table that includes the session code, day and time, location, title, authors, and a brief abstract/ summary. All authors are listed with affiliations, and the names of presenting authors have been bolded. Poster/ePoster Sessions PAGES 248-348 Poster/ePoster Sessions are scheduled in 90-minute blocks and are listed in a table. All posters are presented in Hall C. The session code, poster board/screen number, and title but no abstracts are listed. All authors are listed with affiliations, and the names of presenting authors have been bolded. Hands-on/Demo Labs PAGES 87-90 Hands-on/Demo Labs offer practical instruction or an interactive demonstration. They are scheduled in 2-hour time blocks and organized by lab number so you can easily find the demonstration station. ORAL SEMINARS • THURSDAY • 91 ORAL SEMINARS • THURSDAY Oral Seminars • Thursday ACADEMIC AND CLINICAL EDUCATION (GI) 1000 CAA Site Visits: What to Expect, How to Prepare TH 10:15AM-12:15PM / CC, 106 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Stephen Oshrin, U of Southern Mississippi; Lauren Bland, Western Kentucky U; Jaynee Handelsman, U of Michigan Med Ctr; Carolyn Higdon, U of Mississippi; Annette Hurley, Louisiana St U Health Sciences Ctr; Katandria Love Johnson, K&K Services, Inc./ Cook Children’s Health Care System; Tess Kirsch, ASHA This session will prepare graduate program representatives anticipating a CAA site visit in 2019 for a successful, comprehensive visit. Attendees will learn how to develop agendas, present documentation and prepare faculty to ensure a thorough and stress-free site visit. 1001 Personnel Preparation for Top of the License Practice for Speech-Language Pathologists & Audiologists TH 10:15AM-12:15PM / CC, 259AB (Lvl 2) Advanced; Prof Educ AUTHOR(S): Lemmietta McNeilly, ASHA; Monica Sampson, ASHA; Jaumeiko Coleman, ASHA; Judith Blackburn, ASHA; Tricia Ashby- Scabis, ASHA Changes in health care, schools and communities create opportunities for speech- language pathologists and audiologists to use different service delivery options. This presentation will address “top of the license practice”, considerations for making clinical decisions, appropriate use of support personnel, and writing functional outcomes using the ICF framework. Information for academic faculty, educational models and interprofessional education will also be discussed. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) (SLP) 1002 AAC & State-Mandated Testing: Alternate Assessment or Accommodations on the General Assessment? TH 10:15AM-12:15PM / CC, 102AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Karen Erickson, Ctr for Literacy & Disability Studies This session is developed by, and presenters invited by, Augmentative and Alternative Communication (AAC). This presentation will address state-mandated end-of-grade assessments with an emphasis on English Language Arts and the ways that students who use AAC access these assessments. Distinction will be made between alternate assessments based on alternate achievement standards for students with significant cognitive disabilities and accessibility/ accommodation guidelines that make the general assessments accessible to AAC users without significant cognitive disabilities. 1003 AAC in Pediatric ICU & Acute Care Settings: A Requirement for Best Patient Care TH 10:15AM-12:15PM / CC, 203 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Rachel Santiago, Boston Children’s Hosp; John Costello, Boston Children’s Hosp Patients in the intensive and acute care units may be communication vulnerable and require access to AAC and AT supports during hospital admissions. This session will define patient profiles, phases of communication need, practical considerations in bedside assessment and intervention, and patterns of care provided by speech-language pathologists in ICU/acute care settings. 1004 Empowering Communication Partners: Practical Ideas to Support Individuals With Complex Communication Needs TH 10:15AM-12:15PM / CC, 209 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Joni Nygard, Attainment Company; Jill Tullman, Jill Tullman & Associates The foundations of AAC today are embedded within research. Empowering communication partners is critical to success when supporting individuals who have complex communication needs and rely on AAC strategies, techniques, applications, and devices throughout their day. A brief historical perspective will be presented prior to delving into practical ideas and strategies. Video excerpts will illustrate easy to use strategies. AUTISM SPECTRUM DISORDERS (SLP) 1005 Conversational Skills Interventions for High School Students with ASD in Natural Social Settings TH 10:15AM-12:15PM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Linda Bambara, Lehigh U; Christine Cole, Lehigh U; Amanda Thomas, Lehigh U This session provides a detailed description of the procedures and findings of peer- mediated interventions for improving the social conversation skills of high school students with ASD in natural settings based on our research. Practical implications and the role of SLPs in a collaborative team are emphasized. Oral Seminars are listed: 1. By day, then, 2. By start time, then, 3. By topic area (alphabetically). ORAL SEMINARS • THURSDAY • 91 ORAL SEMINARS • THURSDAY Oral Seminars • Thursday ACADEMIC AND CLINICAL EDUCATION (GI) 1000 CAA Site Visits: What to Expect, How to Prepare TH 10:15AM-12:15PM / CC, 106 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Stephen Oshrin, U of Southern Mississippi; Lauren Bland, Western Kentucky U; Jaynee Handelsman, U of Michigan Med Ctr; Carolyn Higdon, U of Mississippi; Annette Hurley, Louisiana St U Health Sciences Ctr; Katandria Love Johnson, K&K Services, Inc./ Cook Children’s Health Care System; Tess Kirsch, ASHA This session will prepare graduate program representatives anticipating a CAA site visit in 2019 for a successful, comprehensive visit. Attendees will learn how to develop agendas, present documentation and prepare faculty to ensure a thorough and stress-free site visit. 1001 Personnel Preparation for Top of the License Practice for Speech-Language Pathologists & Audiologists TH 10:15AM-12:15PM / CC, 259AB (Lvl 2) Advanced; Prof Educ AUTHOR(S): Lemmietta McNeilly, ASHA; Monica Sampson, ASHA; Jaumeiko Coleman, ASHA; Judith Blackburn, ASHA; Tricia Ashby- Scabis, ASHA Changes in health care, schools and communities create opportunities for speech- language pathologists and audiologists to use different service delivery options. This presentation will address “top of the license practice”, considerations for making clinical decisions, appropriate use of support personnel, and writing functional outcomes using the ICF framework. Information for academic faculty, educational models and interprofessional education will also be discussed. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) (SLP) 1002 AAC & State-Mandated Testing: Alternate Assessment or Accommodations on the General Assessment? TH 10:15AM-12:15PM / CC, 102AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Karen Erickson, Ctr for Literacy & Disability Studies This session is developed by, and presenters invited by, Augmentative and Alternative Communication (AAC). This presentation will address state-mandated end-of-grade assessments with an emphasis on English Language Arts and the ways that students who use AAC access these assessments. Distinction will be made between alternate assessments based on alternate achievement standards for students with significant cognitive disabilities and accessibility/ accommodation guidelines that make the general assessments accessible to AAC users without significant cognitive disabilities. 1003 AAC in Pediatric ICU & Acute Care Settings: A Requirement for Best Patient Care TH 10:15AM-12:15PM / CC, 203 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Rachel Santiago, Boston Children’s Hosp; John Costello, Boston Children’s Hosp Patients in the intensive and acute care units may be communication vulnerable and require access to AAC and AT supports during hospital admissions. This session will define patient profiles, phases of communication need, practical considerations in bedside assessment and intervention, and patterns of care provided by speech-language pathologists in ICU/acute care settings. 1004 Empowering Communication Partners: Practical Ideas to Support Individuals With Complex Communication Needs TH 10:15AM-12:15PM / CC, 209 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Joni Nygard, Attainment Company; Jill Tullman, Jill Tullman & Associates The foundations of AAC today are embedded within research. Empowering communication partners is critical to success when supporting individuals who have complex communication needs and rely on AAC strategies, techniques, applications, and devices throughout their day. A brief historical perspective will be presented prior to delving into practical ideas and strategies. Video excerpts will illustrate easy to use strategies. AUTISM SPECTRUM DISORDERS (SLP) 1005 Conversational Skills Interventions for High School Students with ASD in Natural Social Settings TH 10:15AM-12:15PM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Linda Bambara, Lehigh U; Christine Cole, Lehigh U; Amanda Thomas, Lehigh U This session provides a detailed description of the procedures and findings of peer- mediated interventions for improving the social conversation skills of high school students with ASD in natural settings based on our research. Practical implications and the role of SLPs in a collaborative team are emphasized. 218 • 2018 ASHA CONVENTION PROGRAM BOOK DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE AUTHOR(S) ABSTRACT TH 10:15AM- 10:45AM Westin, Galleria Tech A 4000 GI ACE Intermediate Prof Educ Utilizing In-Class Peer Reviews to Improve Undergraduate Students’ Clinical Writing Dana Bitetti, La Salle U Learning clinical report writing is an essential component to an undergraduate diagnostic procedures course in preparation for clinical practicums and beyond. However, instructors are tasked with helping students utilize feedback to improve their clinical writing. This session describes how instructors can implement student peer reviews as a formative assessment that engages students in the process of providing feedback. TH 10:45AM- 11:15AM Westin, Galleria Tech A 4001 GI ACE Intermediate Prof Educ Implementing Computer- Based Simulation in the University Clinic: Lessons Learned Erin Clinard, James Madison U; Susan Ingram, James Madison U; Carol Dudding, James Madison U Data from a two-year study implementing computer-based diagnostic simulations in a university clinic will be reviewed. Challenges of logistics and buy-in, as well as student feedback and perceptions of learning that guided implementation decisions will be discussed. Based on this study, the clinic has developed an implementation procedure to integrate computer-based simulation diagnostics into all first-year SLP clinical experiences. TH 11:15AM- 11:45AM Westin, Galleria Tech A 4002 GI ACE Intermediate Prof Educ Translating an Oral Feeding Readiness Case Study into a High-Fidelity Simulation Erin Clinard, James Madison U; Carol Dudding, James Madison U Creating engaging and authentic simulation scenarios requires identifying objectives, determining measures, and establishing expectations. Developing a case study that targets the desired content can provide an optimal foundation for a simulation scenario in which students can develop and refine their knowledge and skills. Adherence to simulation best-practices within the graduate curriculum will also be discussed. TH 11:45AM- 12:15PM Westin, Galleria Tech A 4003 GI ACE Intermediate Prof Educ Technology Tools in Supervision: Increasing Efficiency & Effectiveness Meghan Graham, Boston U I describe how the use of technology tools throughout the supervision process can increase supervision efficiency and effectively support student learning. Rationales for the use of technology, benefits, and positive student and supervisor outcomes will be discussed. Specific tools that can be used before, during, and after graduate student sessions will be emphasized and demonstrated. TH 1:30PM-2:00PM Westin, Galleria Tech A 4004 GI ACE Introductory Prof Educ Authentic Self-Advocacy: Adolescents With ASD Present in College Jane Sackett, U of Massachusetts - Amherst; Kathleen Olson, Amherst Regional Pub Schs This session will describe a panel of adolescent ASD individuals to an undergraduate course in Speech Language Disorders of the University of Massachusetts Amherst. Data reflected ASD students improved self-advocacy skills regarding their experiences. Clinical learning at the undergraduate level reflected increases in understanding of authentic variance of skills, positive interaction styles, and understanding of the importance of self-advocacy. TH 2:00PM-2:30PM Westin, Galleria Tech A 4005 GI ACE Introductory Prof Educ Incorporating Advocacy Into Your Curriculum: How We Did It & Why You Should Too! Dawn Wetzel, Purdue U; Stacia Braden, Purdue U; Molly Mochel, Purdue U Students who learn to advocate are more likely to understand and participate in government relations activities throughout their careers (ASHA Leader, November, 2010). They acquire valuable skills, help their profession, their professional associations, and their clients. Instruction and experiential learning in grassroots advocacy is an essential complement to their academic and clinical education. TH 3:00PM-3:30PM Westin, Galleria Tech A 4006 GI ACE Intermediate Prof Educ Instructional Strategies Used in an Interprofessional Education Case Study Simulation Denise Ludwig, Grand Valley St U; Janna Pacey, Grand Valley St U; Charlene Dubois, Grand Valley St U An examination of instructional pedagogy used to teach health care students about the roles of health care professionals using an interprofessional [IPE] case study simulation event is discussed. Students from four universities and ten health professions participated in three instructional strategies with a focus on experiential learning of the IPEC core competencies. Technical Research Sessions • Thursday (30 Minutes) Flash Sessions, formerly known as Technical Clinical Sessions and Technical Research Sessions, highlight clinical innovations/ practices or research updates in an efficient format. A Flash Session is a 20-minute oral presentation that focuses on either (a) applied clinical aspects of our professions (e.g., the “how-to” of a specific diagnostic or therapeutic strategy or unique service delivery model) or (b) recent research findings or research in progress. The oral presentation is followed by a brief 10-minute question-and-answer period, allowing the presenter to clarify information and foster discussion among the audience. See page 244 for Topic Area abbreviations. Sample Text 218 • 2018 ASHA CONVENTION PROGRAM BOOK DAY/TIME/ LOCATION/ ROOM SESSION/ AREA/ CONTENT/ LEVEL/TYPE TITLE AUTHOR(S) ABSTRACT TH 10:15AM- 10:45AM Westin, Galleria Tech A 4000 GI ACE Intermediate Prof Educ Utilizing In-Class Peer Reviews to Improve Undergraduate Students’ Clinical Writing Dana Bitetti, La Salle U Learning clinical report writing is an essential component to an undergraduate diagnostic procedures course in preparation for clinical practicums and beyond. However, instructors are tasked with helping students utilize feedback to improve their clinical writing. This session describes how instructors can implement student peer reviews as a formative assessment that engages students in the process of providing feedback. TH 10:45AM- 11:15AM Westin, Galleria Tech A 4001 GI ACE Intermediate Prof Educ Implementing Computer- Based Simulation in the University Clinic: Lessons Learned Erin Clinard, James Madison U; Susan Ingram, James Madison U; Carol Dudding, James Madison U Data from a two-year study implementing computer-based diagnostic simulations in a university clinic will be reviewed. Challenges of logistics and buy-in, as well as student feedback and perceptions of learning that guided implementation decisions will be discussed. Based on this study, the clinic has developed an implementation procedure to integrate computer-based simulation diagnostics into all first-year SLP clinical experiences. TH 11:15AM- 11:45AM Westin, Galleria Tech A 4002 GI ACE Intermediate Prof Educ Translating an Oral Feeding Readiness Case Study into a High-Fidelity Simulation Erin Clinard, James Madison U; Carol Dudding, James Madison U Creating engaging and authentic simulation scenarios requires identifying objectives, determining measures, and establishing expectations. Developing a case study that targets the desired content can provide an optimal foundation for a simulation scenario in which students can develop and refine their knowledge and skills. Adherence to simulation best-practices within the graduate curriculum will also be discussed. TH 11:45AM- 12:15PM Westin, Galleria Tech A 4003 GI ACE Intermediate Prof Educ Technology Tools in Supervision: Increasing Efficiency & Effectiveness Meghan Graham, Boston U I describe how the use of technology tools throughout the supervision process can increase supervision efficiency and effectively support student learning. Rationales for the use of technology, benefits, and positive student and supervisor outcomes will be discussed. Specific tools that can be used before, during, and after graduate student sessions will be emphasized and demonstrated. TH 1:30PM-2:00PM Westin, Galleria Tech A 4004 GI ACE Introductory Prof Educ Authentic Self-Advocacy: Adolescents With ASD Present in College Jane Sackett, U of Massachusetts - Amherst; Kathleen Olson, Amherst Regional Pub Schs This session will describe a panel of adolescent ASD individuals to an undergraduate course in Speech Language Disorders of the University of Massachusetts Amherst. Data reflected ASD students improved self-advocacy skills regarding their experiences. Clinical learning at the undergraduate level reflected increases in understanding of authentic variance of skills, positive interaction styles, and understanding of the importance of self-advocacy. TH 2:00PM-2:30PM Westin, Galleria Tech A 4005 GI ACE Introductory Prof Educ Incorporating Advocacy Into Your Curriculum: How We Did It & Why You Should Too! Dawn Wetzel, Purdue U; Stacia Braden, Purdue U; Molly Mochel, Purdue U Students who learn to advocate are more likely to understand and participate in government relations activities throughout their careers (ASHA Leader, November, 2010). They acquire valuable skills, help their profession, their professional associations, and their clients. Instruction and experiential learning in grassroots advocacy is an essential complement to their academic and clinical education. TH 3:00PM-3:30PM Westin, Galleria Tech A 4006 GI ACE Intermediate Prof Educ Instructional Strategies Used in an Interprofessional Education Case Study Simulation Denise Ludwig, Grand Valley St U; Janna Pacey, Grand Valley St U; Charlene Dubois, Grand Valley St U An examination of instructional pedagogy used to teach health care students about the roles of health care professionals using an interprofessional [IPE] case study simulation event is discussed. Students from four universities and ten health professions participated in three instructional strategies with a focus on experiential learning of the IPEC core competencies. Technical Research Sessions • Thursday (30 Minutes) Flash Sessions, formerly known as Technical Clinical Sessions and Technical Research Sessions, highlight clinical innovations/ practices or research updates in an efficient format. A Flash Session is a 20-minute oral presentation that focuses on either (a) applied clinical aspects of our professions (e.g., the “how-to” of a specific diagnostic or therapeutic strategy or unique service delivery model) or (b) recent research findings or research in progress. The oral presentation is followed by a brief 10-minute question-and-answer period, allowing the presenter to clarify information and foster discussion among the audience. See page 244 for Topic Area abbreviations. Sample Text Technical Sessions are listed: 1. By day, then, 2. By topic, then, 3. By start time. POSTER SESSIONS • THURSDAY • 261 POSTER SESSIONS • THURSDAY DAY/TIME SESSION/ BOARD # AREA/ TOPIC TITLE LEVEL/ TYPE AUTHOR(S) TH 11:00AM-12:30PM 5500 Board 100 AUD HT Auditory Outcomes in Patients Who Received Proton Radiotherapy for Craniopharyngioma Intermediate Research Johnnie Bass, St Jude Children’s Research Hosp; Jie Huang, St Jude Children’s Research Hosp; Chia-ho Hua, St Jude Children’s Research Hosp; Shaum Bhagat, San Jose St U; Lisa Lucks Mendel, U of Memphis; Arzu Onar-Thomas, St Jude Children’s Research Hosp; Daniel Indelicato, U of Florida; Thomas Merchant, St Jude Children’s Research Hosp TH 11:00AM-12:30PM 5501 Board 101 AUD HT Maximizing Evolutionary Practice and Revolutionary Learning: Case Study; Adult with SSD & Hard of Hearing Intermediate Prof Educ Ann Dorais, Brigham Young U; Kerstine Hart, Brigham Young U; Debra Hogan, Brigham Young U; Lori Johnson, Brigham Young U; Lee Robinson, Brigham Young U; Julie Schow, Brigham Young U; Mary Young, Brigham Young U TH 11:00AM-12:30PM 5502 Board 102 AUD HT Performances of Cochlear Implants in Children With Congenital Cytomegalovirus Intermediate Prof Educ Eun Kyung Jeon, U of Utah; Alisa McKay, U of Utah; Sarah Lamb, U of Utah TH 11:00AM-12:30PM 5503 Board 103 AUD HTVS Auditory Phenotype of Persons With Neurofibromatosis Type I Introductory Research Victoria Idowu, NIDCD/NIH; Kelly King, NIDCD/NIH; Christopher Zalewski, NIDCD/NIH; Jennifer White, Georgetown U Hosp; Eva Dombi, NCI/NIH; Andrea Baldwin, NCI/NIH; Brigitte Widemann, NCI/NIH; Jeff Kim, NIDCD/NIH; Carmen Brewer, NIDCD/NIH TH 11:00AM-12:30PM 5504 Board 104 AUD HTVS Hearing Related Quality of Life in Senior Citizens With Hearing Loss in Colombo Intermediate Research Udari Jayathissa, Faculty of Medicine, U of Kelaniya; Dumini De Silva, Faculty of Medicine, U of Kelaniya TH 11:00AM-12:30PM 5505 Board 105 AUD HTVS The Importance of Coarticulation for Speech-On-Speech Recognition Intermediate Research Brandi Jett, Case Western Reserve U; Lauren Calandruccio, Case Western Reserve U; Emily Buss, U of North Carolina at Chapel Hill TH 11:00AM-12:30PM 6000 Board 122 GI ACE Academic-Clinical Integration: Introducing Students to Hands-On Dysphagia Training in the University Clinic Intermediate Research Ashwini Namasivayam-MacDonald, Adelphi U; Anne Skvarla, Adelphi TH 11:00AM-12:30PM 6001 Board 123 GI ACE Doctoral Shortage in Communication Sciences & Disorders: Two Doctoral Candidate Student Responses Introductory Prof Educ Charles Lenell, New York U; Martha Sherrill, U of Illinois at Urbana-Champaign TH 11:00AM-12:30PM 6002 Board 124 GI ACE Embracing Community Engagement in Speech-Language Pathology Education: An Experience Focused on Movement, Music & Literacy Introductory Prof Educ Rebecca Bulgarelli, Duquesne U; Lauren Moyer, Duquesne U; Katie Micco, Duquesne U; Heather Leavy Rusiewicz, Duquesne U TH 11:00AM-12:30PM 6003 Board 125 GI ACE Improving Student Proficiency & Confidence Completing Stuttering Disfluency Counts Using an Online Module Introductory Research Dillon Pruett, Vanderbilt U; Cara Singer, Vanderbilt U; Robin Jones, Vanderbilt U TH 11:00AM-12:30PM 6004 Board 126 GI ACE Language Sample Training Practices for Speech-Language Pathology Students Introductory Research Annie Greenwood, Idaho St U; Kristina Blaiser, Idaho St U TH 11:00AM-12:30PM 6005 Board 127 GI ACE Now What? Preparing Graduate Students to Become Professionals Intermediate Prof Educ Elise Lindquist, Penn St U TH 11:00AM-12:30PM 6006 Board 128 GI ACE Scholarship of Teaching & Learning: Inroads in Communication Sciences & Disorders Introductory Prof Educ Mark DeRuiter, U of Arizona; Jennifer Friberg, Illinois St U; Sarah Ginsberg, Eastern Michigan U; Jerry Hoepner, U of Wisconsin - Eau Claire; Mardee Kohlmann, U of Michigan Med Ctr; Colleen Visconti, Baldwin Wallace U TH 11:00AM-12:30PM 6007 Board 129 GI ACE Service-Learning at a Parenting Program for Mothers in Incarceration: SLP Student Outcomes & Parent Perspectives Intermediate Prof Educ Frances Bueno, U of Washington; Amy Pace, U of Washington; Katherine Krings, U of Washington; Julie Dunlap, U of Washington; Lauren Nehilla, U of Washington TH 11:00AM-12:30PM 6008 Board 130 GI ACE Supervision of Beginning Clinicians Serving Clients With Speech Sound Disorders: Actions, Processes & Learning Outcomes Intermediate Prof Educ Lisa Hiley, Nazareth Coll; Kristin Bergholtz, Nazareth Coll; Stacia Paganelli, Step by Step; Ashley Madden, Canandaigua City Sch Dist; Lindsey Massenzio, EnCompass: Resources for Learning; Alexandra Dromensk, Nazareth Coll; Elizabeth Karstedt, Nazareth Coll Poster Sessions • Thursday POSTER SESSIONS • THURSDAY • 261 POSTER SESSIONS • THURSDAY DAY/TIME SESSION/ BOARD # AREA/ TOPIC TITLE LEVEL/ TYPE AUTHOR(S) TH 11:00AM-12:30PM 5500 Board 100 AUD HT Auditory Outcomes in Patients Who Received Proton Radiotherapy for Craniopharyngioma Intermediate Research Johnnie Bass, St Jude Children’s Research Hosp; Jie Huang, St Jude Children’s Research Hosp; Chia-ho Hua, St Jude Children’s Research Hosp; Shaum Bhagat, San Jose St U; Lisa Lucks Mendel, U of Memphis; Arzu Onar-Thomas, St Jude Children’s Research Hosp; Daniel Indelicato, U of Florida; Thomas Merchant, St Jude Children’s Research Hosp TH 11:00AM-12:30PM 5501 Board 101 AUD HT Maximizing Evolutionary Practice and Revolutionary Learning: Case Study; Adult with SSD & Hard of Hearing Intermediate Prof Educ Ann Dorais, Brigham Young U; Kerstine Hart, Brigham Young U; Debra Hogan, Brigham Young U; Lori Johnson, Brigham Young U; Lee Robinson, Brigham Young U; Julie Schow, Brigham Young U; Mary Young, Brigham Young U TH 11:00AM-12:30PM 5502 Board 102 AUD HT Performances of Cochlear Implants in Children With Congenital Cytomegalovirus Intermediate Prof Educ Eun Kyung Jeon, U of Utah; Alisa McKay, U of Utah; Sarah Lamb, U of Utah TH 11:00AM-12:30PM 5503 Board 103 AUD HTVS Auditory Phenotype of Persons With Neurofibromatosis Type I Introductory Research Victoria Idowu, NIDCD/NIH; Kelly King, NIDCD/NIH; Christopher Zalewski, NIDCD/NIH; Jennifer White, Georgetown U Hosp; Eva Dombi, NCI/NIH; Andrea Baldwin, NCI/NIH; Brigitte Widemann, NCI/NIH; Jeff Kim, NIDCD/NIH; Carmen Brewer, NIDCD/NIH TH 11:00AM-12:30PM 5504 Board 104 AUD HTVS Hearing Related Quality of Life in Senior Citizens With Hearing Loss in Colombo Intermediate Research Udari Jayathissa, Faculty of Medicine, U of Kelaniya; Dumini De Silva, Faculty of Medicine, U of Kelaniya TH 11:00AM-12:30PM 5505 Board 105 AUD HTVS The Importance of Coarticulation for Speech-On-Speech Recognition Intermediate Research Brandi Jett, Case Western Reserve U; Lauren Calandruccio, Case Western Reserve U; Emily Buss, U of North Carolina at Chapel Hill TH 11:00AM-12:30PM 6000 Board 122 GI ACE Academic-Clinical Integration: Introducing Students to Hands-On Dysphagia Training in the University Clinic Intermediate Research Ashwini Namasivayam-MacDonald, Adelphi U; Anne Skvarla, Adelphi TH 11:00AM-12:30PM 6001 Board 123 GI ACE Doctoral Shortage in Communication Sciences & Disorders: Two Doctoral Candidate Student Responses Introductory Prof Educ Charles Lenell, New York U; Martha Sherrill, U of Illinois at Urbana-Champaign TH 11:00AM-12:30PM 6002 Board 124 GI ACE Embracing Community Engagement in Speech-Language Pathology Education: An Experience Focused on Movement, Music & Literacy Introductory Prof Educ Rebecca Bulgarelli, Duquesne U; Lauren Moyer, Duquesne U; Katie Micco, Duquesne U; Heather Leavy Rusiewicz, Duquesne U TH 11:00AM-12:30PM 6003 Board 125 GI ACE Improving Student Proficiency & Confidence Completing Stuttering Disfluency Counts Using an Online Module Introductory Research Dillon Pruett, Vanderbilt U; Cara Singer, Vanderbilt U; Robin Jones, Vanderbilt U TH 11:00AM-12:30PM 6004 Board 126 GI ACE Language Sample Training Practices for Speech-Language Pathology Students Introductory Research Annie Greenwood, Idaho St U; Kristina Blaiser, Idaho St U TH 11:00AM-12:30PM 6005 Board 127 GI ACE Now What? Preparing Graduate Students to Become Professionals Intermediate Prof Educ Elise Lindquist, Penn St U TH 11:00AM-12:30PM 6006 Board 128 GI ACE Scholarship of Teaching & Learning: Inroads in Communication Sciences & Disorders Introductory Prof Educ Mark DeRuiter, U of Arizona; Jennifer Friberg, Illinois St U; Sarah Ginsberg, Eastern Michigan U; Jerry Hoepner, U of Wisconsin - Eau Claire; Mardee Kohlmann, U of Michigan Med Ctr; Colleen Visconti, Baldwin Wallace U TH 11:00AM-12:30PM 6007 Board 129 GI ACE Service-Learning at a Parenting Program for Mothers in Incarceration: SLP Student Outcomes & Parent Perspectives Intermediate Prof Educ Frances Bueno, U of Washington; Amy Pace, U of Washington; Katherine Krings, U of Washington; Julie Dunlap, U of Washington; Lauren Nehilla, U of Washington TH 11:00AM-12:30PM 6008 Board 130 GI ACE Supervision of Beginning Clinicians Serving Clients With Speech Sound Disorders: Actions, Processes & Learning Outcomes Intermediate Prof Educ Lisa Hiley, Nazareth Coll; Kristin Bergholtz, Nazareth Coll; Stacia Paganelli, Step by Step; Ashley Madden, Canandaigua City Sch Dist; Lindsey Massenzio, EnCompass: Resources for Learning; Alexandra Dromensk, Nazareth Coll; Elizabeth Karstedt, Nazareth Coll Poster Sessions • Thursday Poster Sessions are organized: 1. By day, then, 2. By time (presentational block), then, 3. By content area (Audiology, General Interest, or Speech-Language Pathology), then, 4. By topic area. THURSDAY, NOV 15 • 3:30PM-5:30PM CC, HALL C LAB 1 LAB 2 LAB 2 LAB 4 HL05 Hands On Lab: Engaging Students in Vocabulary Instruction With InferCabulary LLCA; Intermediate; Prof Educ AUTHOR(S): Beth Lawrence, InferCabulary; Deena Seifert, InferCabulary Experience this “revolutionary” vocabulary instruction approach. Semantic Reasoning teaches deep word meanings by having students engage in critical thinking (top of Bloom’s Taxonomy) in the non-verbal domain, rather than asking them to rote-memorize definitions (lowest level of Bloom’s Taxonomy). Play InferCabulary as a K-12 student, select words from literature, and even create your own Semantic Reasoning lesson! HL06 Use of SpeechVive as a Tool for Assessment & Intervention for People With Hypokinetic Dysarthria MSD; Intermediate; Prof Educ AUTHOR(S): Ashleigh Lambert, SpeechVive This technical lab will be setup with multiple stations to demonstrate using the SpeechVive calibration software and SpeechVive behind-the-ear device as part of an assessment and intervention for hypokinetic dysarthria associated with Parkinson’s disease as it is used in clinical practice. Participants will use the commercially available software and device while being guided through exercises in data collection and analysis. HL03 Aerodynamic Assessment of Voice: How To Do It & What Does It Mean? VAC; Intermediate; Prof Educ AUTHOR(S): Nancy Solomon, Walter Reed Nat’l Military Med Ctr Aerodynamic data can be a powerful adjunct to a comprehensive voice assessment protocol. Dr. Solomon learned the theories and techniques pertaining to laryngeal airway resistance and phonation threshold pressure from the masters and is eager to share her wisdom with you. She will work with you regardless of your experience level so that you can ascertain valid and meaningful information. HL04 Hands On Lab: Thinking Outside the Hearing Aid Box HT; Intermediate; Prof Educ This session is developed by, and presenters invited by, Hearing and Tinnitus Across the Lifespan. Attendees to this Hands On Lab will have the opportunity to experience first hand technology that is not considered traditional (Earlens and Oticon’s OPN). In addition, sit down and conduct a session using GNR’s remote assist program allowing you to conduct virtual programming. Be an active member of this learning opportunity and interact directly with the experts. AUTHOR(S): Drew Dundas, Earlens Corp; Virginia Ramachandran, Oticon; Katherine Pick, GN ReSound; Ken Gordon, GN ReSound FRIDAY, NOV 16 • 9:30AM-11:30AM CC, HALL C LAB 1 LAB 2 LAB 3 LAB 4 HL10 Clinically Feasible Conversation Sampling for Adults who Have Ex- perienced Brain Injury TBI; Introductory; Prof Educ HL11 Synergistic Approach to Cognitive Rehabilitation for mTBI TBI; Intermediate; Prof Educ Patients with post-concussion HL09 Hands On Lab: Personal Sound Amplification Products (PSAPs): Removing the Cloak of Mystery HL08 Hands On Lab: Maximizing Connectivity With the Hearing Aids HT; Intermediate; Prof Educ This session is developed HANDS-ON LABS DEMOS Hands-on Labs Demos TOPIC AREA ABBREVIATION KEY ABBR TOPIC AREA CONTENT AREA ACE Academic and Clinical Education General Interest AAC Augmentative and Alternative Communication (AAC) Speech-Language Pathology FLU Fluency Speech-Language Pathology HT Hearing and Tinnitus Across the Lifespan Audiology DHH Hearing, Language, and Speech in the Deaf and Hard of Hearing Birth to School Transition: Diagnostics to Management General Interest LLCA Language and Learning in School-Age Individuals Speech-Language Pathology LDA Language Disorders in Adults Speech-Language Pathology MSD Motor Speech Disorders Across the Lifespan Speech-Language Pathology SWAL Swallowing and Swallowing Disorders Speech-Language Pathology TELE Telepractice and Technology General Interest TBI Traumatic Brain Injury General Interest VEST Vestibular/Balance Issues Across the Lifespan Audiology VAC Voice and Alaryngeal Communication Speech-Language Pathology THURSDAY, NOV 15 • 10:15AM-12:15PM CC, HALL C LAB 1 LAB 2 LAB 3 HL01 Effective Clinical Education: Evidence, Experience & Practice ACE; Intermediate; Prof Educ Four clinical educators with collective experience of 75+ years will provide evidence based, practical strategies that are effective in clinical education. Areas covered will include learning various methods for teaching ethical professional behavior, HL03 Aerodynamic Assessment of Voice: How To Do It & What Does It Mean? VAC; Intermediate; Prof Educ Aerodynamic data can be a powerful adjunct to a comprehensive voice assessment protocol. Dr. Solomon learned the theories and techniques pertaining to laryngeal airway resistance and phonation threshold pressure HL02 Decision Making in Pediatric Videofluoroscopic Swallow Studies: An Interactive Learning Experience SWAL; Introductory; Prof Educ This hands-on video lab will walk a clinician through the logistics of performing a pediatric videofluoroscopic swallow study. Each station will highlight a specific patient population (e.g., prematurity, airway anomalies, neurologically-based dysphagia) while reviewing anatomy and physiology, positioning, and appropriate interventions. Attendees will view images and have the opportunity to discuss interpretation and case management with presenters. Introduction Hands-on/Demo Labs will focus on tools and services that offer a revolutionary or evolutionary “how-to” approach to gathering information or addressing challenges in the professions. Attendees will engage in learning through hands-on instruction or an interactive demonstration. Unlike Oral Seminars, Hands-on/Demo Labs do not have a standard head table and screen, though there may be a brief traditional presentation. The presenter(s) at each station are experts on the particular product, service or procedure and can knowledgeably answer questions. Attendees are encouraged to interact with the station presenter(s) and ask questions about the demonstration. All Hands-on/Demo Labs have a Professional Education focus (versus Research). All lab sessions will be scheduled in 2-hour blocks, during which attendees may stop by at any time during the scheduled time block. Each Hands-on/ Demo Lab counts for 30 minutes of PDHs and up to four labs may be viewed during the 2-hour time block. Hands-on/Demo Labs are organized: 1. By day, then, 2. By time (presentational block), then, 3. By lab number. Short Courses PAGES 77-84 These additional cost, ticketed sessions are listed by day and then by start time. You may inquire about Short Course ticket availabili- ty at Registration if you did not purchase tickets in advance. Master Classes PAGES 85-86 These are new, three hour, advanced-level oral seminars listed by day, then start time, then topic. Master Classes are no-cost ticketed sessions and attendance is limited to ensure small class sizes.