2018 ASHA CONVENTION PROGRAM BOOK • 93 ORAL SEMINARS • THURSDAY CULTURAL AND LINGUISTIC DIVERSITY (GI) 1013  Research to Support Children Who Are Culturally & Linguistically Diverse in Language & Literacy TH 10:15AM-12:15PM / CC, 105 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Nancy Creaghead, U of Cincinnati; Lesley Becker, U of Cincinnati; Sandra Combs, U of Cincinnati; Amy Hobek, U of Cincinnati; Karla Washington, U of Cincinnati; Emily Ciesielski, U of Cincinnati; Leslie Kokotek, U of Cincinnati; Michelle Leon, U of Cincinnati; Lauren Prather, U of Cincinnati; Sarah Waligura, U of Cincinnati; Sisan Walker Angel, U of Cincinnati; Rachel Wright, U of Cincinnati This presentation discusses research to practice addressing effective language and literacy assessment and intervention practices for culturally and linguistically diverse learners, including those living in poverty. Research completed in education and home settings includes supports for children and families to achieve school success, collaboration with school personnel volunteers and families, and barriers to accessing health care and education. 1014  The Bilingual IEP Toolkit: How to Advocate Against the Use of Standard Scores TH 10:15AM-12:15PM / CC, 152 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Lisa Bedore, Temple U; Anny Castilla-Earls, U of Houston; Leah Fabiano- Smith, U of Arizona; Elizabeth Pena, U of California, Irvine; Sonja Pruitt-Lord, San Diego St U; M. Adelaida Restrepo, Arizona St U; Raul Rojas, U of Texas at Dallas A major contributor to misdiagnosis of bilingual children with speech and language impairment is the use of standardized test scores. This panel discussion will address standardized tests and misdiagnosis, will provide information on interpretation of policy on diagnostic eligibility for services, and will provide strategies for advocating for the use of best practices to qualify children for services. 1015  When Global Becomes Local: Serving Recent Immigrant & Refugees With Disabilities TH 10:15AM-12:15PM / CC, 207 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Dolores Battle, SUNY Buffalo St Coll In the past decade there has been a significant increase in the diversity and number of immigrants and refugees from various countries and regions around the world. This seminar will provide an overview of the social, educational, cultural, and language issues related to providing culturally appropriate speech language services to the recent immigrants and refugees with disabilities in local communities. FLUENCY (SLP) 1016  Instead of Debating Differences Across Stuttering Treatments, Let’s Discuss the Commonalities TH 10:15AM-12:15PM / CC, 204AB (Lvl 2) Intermediate; Research AUTHOR(S): Kurt Eggers, Thomas More; J. Scott Yaruss, Michigan St U; Sharon Millard, Michael Palin Ctr This session is developed by, and presenters invited by, Fluency. A variety of treatment approaches have been developed for preschool children who stutter. Importantly, each class of treatment appears to facilitate comparable outcomes. The present seminar will use the Common Factors Theory as a framework for understanding the similarities in findings across these diverse treatments. This review will facilitate clinician selection of best practice as opposed to best approach. GLOBAL ISSUES AND PRACTICES (GI) 1318  SLP & Audiology on the African Continent: Revolutionizing Practice in an Evolving World TH 10:15AM-12:15PM / Westin, Lewis Intermediate; Prof Educ AUTHOR(S): Chisomo Selemani, Baldwin Wallace U; Yvette Hyter, Western Michigan U; Mershen Pillay, U of KwaZulu-Natal; Harsha Kathard, U of Cape Town; Woody Rule, U of Cincinnati; Alfred Mwamba, Starkey Hearing Inst This session is developed by, and presenters invited by, Global Issues and Practices. Research and clinical services in SLP and audiology in many parts of Africa are primarily “imported” (Pillay & Kathard, 2015). How do we move into more ethical and sustainable practice? We must examine our thinking. Ethical and revolutionary practice is borne out of recognizing existing epistemologies, examining relevant epistemological frameworks, adapting new vocabulary, utilizing self-reflection, and engaging in intentional conversations. HEARING AND TINNITUS ACROSS THE LIFESPAN (AUD) 1017  Family-Centered Care: Successful Strategies in Adult Aural Rehabilitation TH 10:15AM-12:15PM / CC, 107A (Lvl 1) Introductory; Prof Educ AUTHOR(S): K. Todd Houston, The U of Akron; Emily Byrd, The U of Akron; Claire Slavik, The U of Akron; Kate Marble, The U of Akron; Morgan VanMeter, The U of Akron; Elizabeth Connolly, The U of Akron; Jessica Smith, The U of Akron Today, more than an estimated 30 million Americans have bilateral hearing loss, and this estimate increase to 48.1 million when individuals with unilateral hearing loss are included. These individuals are at risk for significant quality of life challenges without appropriate family-centered aural rehabilitation. This presentation will define a model that incorporates both individual and group services. 1018  New Perspectives in Audiologic Counseling TH 10:15AM-12:15PM / CC, 109AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): David Baguley, Nottingham Biomedical Research Ctr; Sue Erdman, Audiologic Rehab Counseling & Consulting Svcs; Derek Stiles, Boston Children’s Hosp; Marc Fagelson, East Tennessee St U This session is developed by, and presenters invited by, Hearing and Tinnitus Across the Lifespan. Presenters will address developments in audiologic counseling, including implementation of patient-centered care, biopsychosocial models, and telemedicine applications appropriate for patients of all ages. Strategies to augment and recalibrate current counseling practice for patients in pediatric and tinnitus clinics will be identified. The role of self-assessment and patient narratives when identifying treatment needs, goals, and strategies will be reviewed.