92 • 2018 ASHA CONVENTION PROGRAM BOOK As of July 31, 2018 1006  Language Sample Analysis: Guiding Treatment for Gestalt Language Processors With & Without Autism TH 10:15AM-12:15PM / CC, 108 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Margery Blanc, Comm Dev Ctr; Lillian Stiegler, Southeastern Louisiana U; Alexandria Zachos, Social Butterfly, Inc; Jordan Sadler, Northwestern U Language sample analysis (LSA) can provide data about spontaneous language use, including development from pre- grammar (echolalia) to grammar. Combined with analysis of semantic and pragmatic communication, LSA can guide treatment for children, including those who are gestalt language processors, with and without autism. Presenters will discuss how LSA is used in CSD coursework, University clinical practice, and treatment settings. 1007  The Extenders: Innovative Service-Delivery Options to Improve Outcomes of Individuals With Autism Across the Lifespan TH 10:15AM-12:15PM / CC, Ballroom West Intermediate; Prof Educ AUTHOR(S): Amy Wetherby, Florida St U Autism Inst; Catherine Zenko, Florida St U Autism Inst; Abigail Delehanty, Florida St U Autism Inst; Jessica Hooker, Florida St U Autism Inst; Lindee Morgan, Marcus Autism Ctr; Juliann Woods, Florida St U Autism Inst This session will describe innovative approaches implemented by Florida State University Autism Institute to support meaningful outcomes for individuals with autism across the lifespan. We will highlight how SLPs can practice at “the top of the license” by building the capacity of extenders to maximize the impact of our specialized knowledge and skills and improve outcomes of individuals with autism. 1008  The Role of the SLP in Reading Instruction for Students With ASD TH 10:15AM-12:15PM / CC, 160ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Meghan Davidson, U of Texas at Dallas Profiles of reading abilities in individuals with autism spectrum disorder (ASD), and how these differ from reading profiles in other children, will be described. Similarities and differences between individuals with ASD and other children in pre-literacy, code-based, and meaning-based skills will be characterized. Resources for determining evidence-based reading intervention for children with ASD will be identified. 1009  Transition to College & Employment: Strategies for Supporting Adolescents With Autism Spectrum Disorder TH 10:15AM-12:15PM / CC, 157ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Laura Klinger, UNC/TEACCH This session is developed by, and presenters invited by, Autism Spectrum Disorders. This presentation provides an overview of social, employment, independent living, and quality of life outcomes for adults with autism. Strategies to promote more positive outcomes for adolescents completing a general education high school curriculum will be discussed. Specifically, we will discuss social communication, coping, and executive function techniques targeted by the TEACCH ‘School Transition to Employment and Post-Secondary Education Program’. BUSINESS AND PRACTICE MANAGEMENT (GI) 1010  Practice Evolution: Building in the New World TH 10:15AM-12:15PM / Westin, Burroughs Intermediate; Prof Educ AUTHOR(S): Heather Pazak, Genesis Rehab Svcs; Kathleen Usher, Genesis Rehab Svcs; Joanne Wisely, Genesis Rehab Svcs Value Based, Patient-Centered, Bundled, Quality Measure, ACO, Managed Medicaid, Medicare Advantage – the list goes on. Many new terms have become essential vocabulary in today’s health care settings. Evidence based practice and quality patient outcomes amid evolving service models and changing payment systems are the new world opportunities for contemporary professionals. Join us to explore this new territory. 1011  U.S. Education Reform from IDEA to ESSA: Implications for Instruction & Related Services TH 10:15AM-12:15PM / CC, 151AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Michael Hardman, U of Utah This session is developed by, and presenters invited by, Business and Practice Management. This presentation examines (a) three waves of federal reform in public education, (b) impact on the education of student with disabilities (c) changing expectations for professionals tasked with the delivering high quality instruction and related services in America’s schools. The promise vs. the reality of federal education reform is summarized within the context of effective instruction and related services. CRANIOFACIAL AND VELOPHARYNGEAL DISORDERS (SLP) 1012  Identification of Speech Characteristics Associated With Cleft Palate Speech TH 10:15AM-12:15PM / CC, 156AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Kristina Wilson, Texas Children’s Hosp; Angela Dixon, Riley Hosp for Children at IU Health This session is developed by, and presenters invited by, Craniofacial and Velopharyngeal Disorders. This session focuses on identifying features related to cleft palate speech and velopharyngeal dysfunction. Resonance disorders, audible nasal emission, and articulation errors commonly seen in this population will be reviewed in detail, followed by opportunities to practice identifying these errors through audio and video examples. The primary goal is for attendees to improve their ability to identify cleft speech characteristics.