2018 ASHA CONVENTION PROGRAM BOOK • 173 ORAL SEMINARS • SATURDAY LEADERSHIP, ETHICS, AND PROFESSIONAL ISSUES (GI) 1738 Decision-Making: What Science Tells Us About Approaching Ethical Dilemmas SA 8:00AM-10:00AM / Westin, Grand Ballroom E Intermediate; Prof Educ AUTHOR(S): Lissa Power-deFur, Longwood U When approaching an ethical dilemma, our decision-making may be rational or emotional, we may deliberate or follow our instincts. This session will explore the science of decision- making. Key concepts such as biases, willful blindness, and “group think” will be reviewed, with practical examples. Strategies for minimizing these effects on ethical decision- making will be discussed. 1739 Successful Research Grant Writing in Communication Sciences & Disorders: Advice From the Experts SA 8:00AM-10:00AM / Westin, Burroughs Intermediate; Prof Educ AUTHOR(S): Rene Gifford, Vanderbilt U Med Ctr; Sharon Kujawa, Mass Eye & Ear/Harvard Med Sch; Melissa Duff, Vanderbilt U; Megan Roberts, Northwestern U; Elizabeth Walker, U of Iowa; Stephen Camarata, Vanderbilt U Med Ctr Writing grant proposals is a critical part of a researcher’s career; however, the grant-writing process can be overwhelming. Understanding the mechanisms and the review process is crucial for one’s success. A panel of experts who have been reviewers for grant proposals and whose own research has been funded by various grant agencies will present key information on grant writing. LITERACY ASSESSMENT AND INTERVENTION (SLP) 1740 Incorporating Morphological Awareness Across the Curriculum: SLP-Teacher Collaboration to Deliver High-Quality Tier I Instruction SA 8:00AM-10:00AM / CC, 255 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Ginger Collins, U of Montana; Julie Wolter, U of Montana; Anya Leyhe, U of Montana; Geneva Kline, U of Montana The Response-to-Intervention model is an educational framework designed to prevent academic failure. Despite its importance, gaps in high-quality Tier I classroom instruction continue to exist. The purpose of this presentation is to describe an SLP- classroom teacher collaborative approach for incorporating morphological awareness across curricular content domains. Specific techniques, strategies, and student and teacher outcomes will be discussed. 1741 Never Too Early, Never Too Late for Revolution: Preschool Literacy & Access to Informational Text SA 8:00AM-10:00AM / CC, 253AB (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Barbara Culatta, Brigham Young U; Froma Roth, ASHA; Jacqueline Towson, U of Central Florida This session is developed by, and presenters invited by, Literacy Assessment and Intervention. This invited presentation, part of the thread related to facilitating Informational text skills across the lifespan, focuses on early skill development. In this session, Drs. Froma Roth and Jacqueline Towson share their expertise in addressing informational texts with preschoolers. They will provide relevant background knowledge and strategies for implementing interventions for young children that focus on informational texts and content. 1742 Walk in the Footsteps of Revolutionaries With the Diva+One Players: Change School Literacy Practices SA 8:00AM-10:00AM / CC, 203 (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Kenn Apel, U of South Carolina; Barbara Ehren, U of Central Florida; Nickola Nelson, Western Michigan U; Bonnie Singer, Architects for Learning; Geraldine Wallach, Calif St U, Long Beach; Kathleen Whitmire, SDG Enterprise Drawing on the example of historical figures with the vision, courage and perseverance to make a difference in the development of America, the Diva+One Players hope to inspire SLPs to stand up for best literacy practices in the schools. Each presenter will focus on a specific practice that needs to change and offer practical implementation strategies for doing so. MOTOR SPEECH DISORDERS ACROSS THE LIFESPAN (SLP) 1743 Facial Rehabilitation for Persons With Facial Paralysis: A Patient-Centered Approach SA 8:00AM-10:00AM / CC, 254A (Lvl 2) Intermediate; Prof Educ AUTHOR(S): Shana McGrath, The Ohio St U Wexner Med Ctr Facial rehabilitation following facial nerve injury can be effective in improving facial function, appearance and self-confidence. This presentation describes a treatment intervention algorithm for persons with chronic facial nerve injuries. Details of the evaluation process, outcomes and treatment strategies for both incomplete and complete facial nerve injury will be described. SWALLOWING/FEEDING AND ASSOCIATED DISORDERS (SLP) 1744 Empowering School-Based SLPs to Address Swallowing & Feeding: Four Districts Share How SA 8:00AM-10:00AM / Westin, Harbor Ballroom II & III Introductory; Prof Educ AUTHOR(S): Emily Homer, Students Eat Safely, LLC; Maureen Cassidy, Brandywine Sch Dist; Beth Mattey, Brandywine Sch Dist; Mary Dooher, Matanuska Susitna Borough Sch Dist; Leanne Bauman, Gloucester County Special Svcs Sch Dist; Bethany Haas, Gloucester County Special Svcs; Sara Sterling, Gloucester County Special Svcs Sch Dist; Carolyn Dolby, Cypress- Fairbanks Independent Sch Dist Addressing school-based swallowing and feeding continues to be a challenge for districts and their SLPs. Districts and SLPs are struggling with HOW it can be done. This interactive session will connect attendees with SLPs from four very different districts that have successfully implemented a procedure. Topics will include getting district approval, utilizing a team approach, and using district resources.