2018 ASHA CONVENTION PROGRAM BOOK • 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.