ASHA 2017 Convention Program - 147

ORA L SEMIN AR S * FR IDAY

Coaching of Early Childhood Education
Staff to Implement Expressive Language
Strategies for Students With ASD

Hyperlexia and Reading
Comprehension: Reading Between the
Lines

Level: Intermediate Type: Research Submission
Presented by: Jodi LeGray, Rocky Mountain U;
Kenneth Simpson, Southern Illinois U, Carbondale;
Kimberly Murza, U of Northern Colorado

Level: Advanced
Type: Professional Education
Presented by: Shari Robertson, Indiana U of
Pennsylvania

FR 10:30AM-11:30AM
CC/515A (Lvl 2)

Session: 1352
1 Hr

SLPs strive to provide evidence‑based
practices to elicit expressive language
in young children with ASD. A single
subject, multiple baseline across
behaviors investigation was conducted
to see if early childhood education (ECE)
staff could use expressive language
strategies with students with ASD
following coaching. One participant was
coached in three independent strategies
and demonstrated that coaching
produced significant changes in the use
of each strategy with students with ASD.

Evidence-Based Augmentative &
Alternative Communication Strategies
for Early Intervention in Autism
Spectrum Disorders
FR 10:30AM-11:30AM
Marriott/Diamond 4

Session: 1353
1 Hr

Level: Intermediate Type: Professional Education
Presented by: Oliver Wendt, Purdue U; Barbara
Weber, Private Practice

Session: 1354
1 Hr

Children with ASD who learned to
read spontaneously and early typically
demonstrate deficits in reading
comprehension as they progress
through school. This seminar will explore
the effects of hyperlexia on reading
comprehension of students after 3rd
grade as well as provide strategies for
assessment and intervention to facilitate
reading comprehension.

Using "Conversation Club" to Get
Children with High-Functioning Autism
to Engage in Conversation with Peers
FR 10:30AM-11:30AM
CC/502B (Lvl 2)

Session: 1355
1 Hr

Level: Intermediate Type: Professional Education
Presented by: Lynn Cannon, Ivymount Sch; Jonna
Clark, Ivymount Sch; Courtney Kornblum, Parkside
Sch; Eve Muller, Ivymount Sch; Michal Powers,
Ivymount Sch
This presentation describes instructional
strategies and outcomes from the
evidenced based "Conversation Club
Curriculum." Literature review will
summarize why a social cognitive
approach is indicated. Practical tips for
implementation of this approach will
support instructors to explicitly teach
the "how" and "why" of conversation
to elementary students with high‑
functioning autism. Intervention
strategies will focus on social motivation,
perspective taking, topic initiation,
topic maintenance, conversation repair,
and expanding the breadth and depth
of conversation.

Craniofacial Research Update: New
Applications to Clinical Practice
FR 10:30AM-11:30AM
Marriott/Platinum A/B

Session: 1356
1 Hr

Level: Intermediate Type: Research Submission
Presented by: Kathy Chapman, U of Utah; Kristin
Childs, California St U San Marcos; Sara Kinter,
Seattle Children's Hosp; Brenda Louw, East
Tennessee St U
This session includes an update on
four clinical research studies in the area
of craniofacial and velopharyngeal
disorders. Presentation topics
include: early intervention services;
phonologically‑based intervention
approaches for school‑age children;
VPI-specific quality of life, and use
of the ICF and ICF‑CY in assessment
and service delivery. Discussion will
center on research implications and
clinical applications.

CULTURAL AND LINGUISTIC
ISSUES (GI)
Welcome to LAX! The Los Angeles
Diversity Project: Promoting Future
Clinicians' Cultural Competence
FR 10:30AM-11:30AM
Marriott/Gold 3

Session: 1357
1 Hr

Level: Intermediate Type: Professional Education
Presented by: Gabriela Simon-Cereijido, CSU, Los
Angeles; Kai Greene, LAUSD
The Los Angeles Diversity Project is the
outcome of a curriculum developed to
incorporate community learning for the
students in the California State University,
Los Angeles' Communication Disorders
program. This presentation includes a
step‑by‑step approach in how to promote
students' cultural and linguistic awareness
by exploring the diversity of Los Angeles'
neighborhoods. Implications aligned
with ASHA's requirements for cultural
and linguistic competence as related
to communication disorders will be
presented and discussed.

2017 ASHA Convention Program Book

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147

ORAL SEMENARS * FRIDAY

This session will present a comprehensive
approach to integrating augmentative
and alternative communication into early
intervention for young children affected
by or at risk for autism. Behavioral and
naturalistic strategies are identified
to create family‑centered activities
for enhancing early communicative
behaviors. The focus will be on helping
early interventionists support caregivers
using AAC to facilitate early speech
and language learning within daily
routines. Results from single‑subject
research designs will document
intervention outcomes.

FR 10:30AM-11:30AM
CC/Petree D (Lvl 1)

CRANIOFACIAL AND
VELOPHARYNGEAL
DISORDERS (SLP)
Table of Contents for the Digital Edition of ASHA 2017 Convention Program
