2018 ASHA CONVENTION PROGRAM BOOK • 95 ORAL SEMINARS • THURSDAY 1025 Embrace the Revolution: Comprehension Assessment & Intervention to Evolve Practice TH 10:15AM-12:15PM / CC, 210A (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Douglas Petersen, Brigham Young U This session is developed by, and presenters invited by, Language and Learning in School- Age Individuals. Language and reading comprehension are the currency for academic success. Students need to understand oral and written language in the school, and this academic language is more complex than typical conversational language. Participants in this seminar will have the most recent evidence- based narrative language assessment and intervention approaches translated to clinically- relevant, implementation-ready methods that can be applied to their practice. 1026 From Pretend Play to Literacy: Connecting Language, Play & Social Cognition To Reading & Academic Success TH 10:15AM-12:15PM / CC, Ballroom East Intermediate; Prof Educ AUTHOR(S): Nancy Tarshis, Altogether Social; Ryan Hendrix, Social Thinking Stevens Creek; Kari Palmer, Changing Perspectives; Michelle Winner, Think Social Publishing Play is a proven platform for learning problem solving and flexible thinking. Through play children are also learning crucial tools for collaboration, stronger reading comprehension and resilience. Participants will learn crucial contributing developmental streams and connect play to academic functioning and what happens when the common mental processes of event schemas, temporal understanding and problem solving are disrupted. 1027 Influence of Anxiety on Language & Self-Regulation of Writing TH 10:15AM-12:15PM / CC, 253C (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Bonnie Singer, Architects For Learning; Anthony Bashir, Boston Coll; Grace Little, Architects For Learning This presentation reviews the neurobiological basis of anxiety and its relationship to executive and self-regulatory control as well as explains how severe anxiety triggered by academic writing demands can influence the language performance of students with developmental language disorders. Guidelines are presented for intervening with students whose written language production is restricted by significant anxiety that interferes with academic performance. LANGUAGE DISORDERS IN ADULTS (SLP) 1028 A New Kind of Heroism: End- of-Life Care & the Interprofessional Role of the SLP TH 10:15AM-12:15PM / CC, 153ABC (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Jessica Zitter, Highland Hosp; Darla Hagge, CSU, Sacramento This session is developed by, and presenters invited by, Language Disorders in Adults, Interprofessional Collaboration, Motor Speech Disorders Across the Lifespan, Swallowing/ Feeding and Associated Disorders, and Traumatic Brain Injury. A medical doctor describes the public health crisis of overly- mechanized dying, particularly as manifested in our nation’s ICUs. In it, she calls for the personal and collective transformation needed to change our medical culture at its deepest level. SLPs have an integral part in this paradigm shift by identifying successful communicative approaches and creating communicative access. 1029 Essentials of Aphasia Intervention Via C.A.P.E: Four Practical Evidence-Based Treatments Appropriate Across Clinical Settings TH 10:15AM-12:15PM / CC, 255 (Lvl 2) Introductory; Prof Educ AUTHOR(S): Roberta Elman, Aphasia Ctr of CA This seminar will discuss C.A.P.E., a checklist of four evidence- based aphasia interventions that are effective and applicable in acute hospital, SNF, home health, and rehabilitative settings, especially when duration and frequency of treatment are limited. New and experienced SLPs, as well as educators, will be able to integrate this approach immediately into their own clinical practice or university classroom. LANGUAGE IN INFANTS THROUGH PRESCHOOLERS (SLP) 1030 A Revolutionary Approach to Early Communication Intervention: Individualized Systems of Instruction to Optimize Early Development TH 10:15AM-12:15PM / Westin, Harbor Ballroom II & III Intermediate; Prof Educ AUTHOR(S): Ann Kaiser, Vanderbilt U; Jodi Heidlage, Vanderbilt U; Emily Quinn, Oregon Health Sciences U This presentation will introduce a system level approach to planning, implementing and assessing the effects of early communication interventions. The systems approach is built on two evidence-based instructional strategies (Enhanced Milieu Teaching and Discrete Trial Training) and four ancillary strategies that improve child communication outcomes : teaching play, parents as partners, incorporating AAC with instruction, supporting positive behavior. LEADERSHIP, ETHICS, AND PROFESSIONAL ISSUES (GI) 1031 Ethical Challenges Affecting Practitioners & Researchers: Strategies for Reporting & Resolution TH 10:15AM-12:15PM / CC, 206AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Theresa Rodgers, SLP Consulting Svcs; Charles Morehouse, Blue Ridge Ear, Nose & Throat; Melissa Passe, Truman St U; Glenn Waguespack, Audiological Svcs; Patricia Kriegisch Kondapi, Le Moyne Coll; Stacey Scherpf, Phoenix VA Health Care System; Margot Beckerman, Michigan Medicine; Lizbeth Dooley-Zawacki, Smithtown Central Sch Dist; Ann Gleason, U of Virginia Health System; Tracy Grammer, OU Medical Center; John Mascia, Alabama Inst for Deaf & Blind; Stephanie McVicar, Utah Dept of Health; Doreen Oyadomari, Retired; JoAnn Wiechmann, Grapevine-Colleyville ISD; Laura Young- Campbell, Mat-Su Borough Sch Dist This ASHA Board of Ethics session will utilize role play to highlight ethical issues encountered in professional practice and research. Through scenarios depicting potential violations of the Code of Ethics (2016), audience members will analyze challenging situations and discuss strategies for reporting and resolution.