2018 ASHA CONVENTION PROGRAM BOOK • 105 ORAL SEMINARS • THURSDAY 1103 Got Mentoring Skills? Practical Steps to Clinical Mentoring Within Medical Settings TH 3:00PM-4:00PM / CC, 105 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Kristina Ann Kelley, Baylor Scott&White Inst for Rehab The financial landscape of healthcare is rapidly changing and new clinicians entering into the field of speech pathology need to have the clinical skills and knowledge required to be successful with the complexities of healthcare changes. This course will equip clinical supervisors with the mentoring tools needed to prepare novice clinicians for successful practice in a medical setting. 1104 How to Facilitate Learning Using Principles of Design Thinking & Executive Attention TH 3:00PM-4:00PM / CC, 156AB (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Anne Perrotti Michalek, Old Dominion U Often, educators and practitioners struggle when designing effective intervention and teaching strategies that facilitate learning for clients and students. This interactive seminar will outline design thinking, review cognitive psychology theory explaining executive attention, and discuss how to link these concepts to support learning. Attendees are encouraged to download the Nearpod Application so that they can engage in audience participation activities. 1105 Moving from Traditional to Wholistic Admissions: Insights & Processes from a New Graduate Program TH 3:00PM-4:00PM / CC, 106 (Lvl 1) Introductory; Prof Educ AUTHOR(S): Beth Macauley, Grand Valley St U; Courtney Karasinski, Grand Valley St U; Laura Lenkey, Grand Valley St U; Shannon Lorenz, Grand Valley St U; Josie Fowler, Grand Valley St U This presentation will discuss the admissions processes for a new graduate program in SLP that moved from using objective data the first year to a holistic process in year 5. Insights from the admission committee about decisions, barriers and benefits of each type of admission and outcomes of student success, both academic and clinical, will be discussed. 1106 Promoting Excellence in Education: Using Systematic Instruction to Achieve One Outcome at Three Separate Institutions TH 3:00PM-4:00PM / CC, 107A (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Therese O’Neil-Pirozzi, Northeastern U; Bryan Ness, CA Baptist U; Peter Meulenbroek, U of Kentucky Faculty from three graduate programs teaching the same course content will present their teaching methodologies and student learning assessment techniques. A case- based approach they developed to evaluate CAA student knowledge and skills outcomes regarding cognitive- communication processes following acquired brain injury will be shared. The RTT framework and its potential application to develop students’ clinical critical thinking will be discussed. 1107 Suicide Risk Assessment & Prevention: The Role of the SLP TH 3:00PM-4:00PM / CC, 104ABC (Lvl 1) Introductory; Prof Educ AUTHOR(S): Shauna Smith, Idaho St U; Brian Smith, Family Counseling Svcs Suicide assessment and prevention is not required in SLP training programs, despite a high prevalence of suicidal ideation, attempts, and completion among vulnerable populations, such as patients with TBI, stroke, or head and neck cancer. This presentation will review suicide statistics, define terms, identify risk and preventative factors, discuss assessment, and provide referral guidance for collaboration with mental health professionals. 1108 Understanding Variations in Prerequisite Coursework Requirements & Programmatic Options in Speech-Language Pathology Graduate Programs TH 3:00PM-4:00PM / CC, 159 (Lvl 1) Intermediate; Research AUTHOR(S): Lesley Sylvan, Montclair St U; Kristofer Brock, Idaho St U; Jessica Garrett, Montclair St U While most Masters programs in speech- language pathology require specific undergraduate courses in communication sciences and disorders, there is variation what prerequisites coursework is required and when this coursework must be completed. The goal of this study is to describe the variations in the required prerequisite courses as well as to directly compare the rationales for programs with differing requirements. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) (SLP) 1109 A Multidisciplinary Approach to AAC: Balancing Language, Access, & Function TH 3:00PM-4:00PM / CC, 161 (Lvl 1) Intermediate; Prof Educ AUTHOR(S): Elizabeth Rose, Boston Children’s Hosp; Loren McMahon, Boston Children’s Hosp Patients of the Augmentative Communication Program at Boston Children’s Hospital often present with similar diagnoses, medical profiles, and skills—on paper. Despite apparent similarities, final communication recommendations vary greatly between individuals. In this interdisciplinary session, presenters will review pairs of case studies in which patients’ needs are seemingly identical, but upon closer investigation, require distinct final AAC setups. 1110 Talking Early Mobility at Your Hospital: Get Moving With AAC TH 3:00PM-4:00PM / CC, 254A (Lvl 2) Introductory; Prof Educ AUTHOR(S): Tami Micki Altschuler, NYU Langone Med Ctr; Daniella Klein, NYU Langone Med Ctr; Amanda Tesoriero, NYU Langone Med Ctr; Ashley Carr, NYU Langone Med Ctr Early mobility programs have received considerable attention in published reports over the past several years. Although the need for the provision of augmentative and alternative communication in the ICU is often recognized, there are numerous barriers to successful implementation. This session focuses on collaboration between SLP, PT, and OT to address early mobility and communication as an interdisciplinary bedside team.