ASHA 2017 Convention Program - 159

ORA L SEMIN AR S * FR IDAY

Increasing Student Engagement &
Motivation Through Principles of Video
Game Design: A Workshop

FR 3:30PM-4:30PM
Session: 1433
CC/Concourse 153ABC (Lvl 1)
1 Hr

Level: Introductory Type: Professional Education
Presented by: Tim Brackenbury, Bowling Green St
U; John Folkins, Bowling Green St U; Brent Archer,
Bowling Green St U; Virginia Dubasik, Bowling
Green St U; Colleen Fitzgerald, Bowling Green St U
Contemporary video games captivate
players because they are interesting,
experiential, challenging, and social.
Can the same things be said about our
courses? This workshop introduces 6
principles of video game design that
have been discussed in the education
literature for improving student
engagement and motivation. Attendees
will apply these principles to their own
course through small group activities.
Please bring a copy of the syllabus of a
course that you would like to enhance.

Joint Perspectives on Collaborative
Pedagogy in CSD
FR 3:30PM-4:30PM
CC/306AB (Lvl 2)

Session: 1434
1 Hr

Level: Intermediate Type: Research Submission
Presented by: Sarah Ginsberg, Eastern Michigan U;
Lauren Mead, Eastern Michigan U

ASSESSMENT OF HEARING
AND BALANCE DISORDERS
IN ADULTS (AUD)
Replacing Word-recognition
with Speech in Noise in Standard
Audiometric Assessment
FR 3:30PM-4:30PM
CC/409AB (Lvl 2)

Session: 1435
1 Hr

Level: Intermediate Type: Research Submission
Presented by: Matthew Fitzgerald, Stanford U
This session is developed by, and
presenters invited by, Assessment
of Hearing and Balance Disorders in
Adults. The abstract of the proposal is

FR 3:30PM-4:30PM
Marriott/Gold 1

Level: Introductory Type: Professional Education
Presented by: Julia Karnezos, Pennsylvania St U;
Janice Light, Pennsylvania St U
This session will present the methods and
results of an experimental study designed
to investigate effects of a checklist on
school teams' plans for augmentative
and alternative communication (AAC)
assessment. Clinical implications and
future research will be discussed.

ASSESSMENT OF HEARING
AND BALANCE DISORDERS
IN CHILDREN (AUD)
Discovering Clinically-Relevant
Electrophysiologic Markers of Speech
Feature Perception
FR 3:30PM-4:30PM
CC/403A (Lvl 2)

Session: 1436
1 Hr

Level: Advanced
Type: Research Submission
Presented by: Barbara Cone, U of Arizona
This session is developed by, and
presenters invited by, Assessment
of Hearing and Balance Disorders in
Children. There are no reliable clinical
methods for assessing speech‑feature
discrimination in infants. The aims of this
research are to develop such a method
and translate it into a clinically efficacious
method for evaluating infants and young
children with hearing loss. To this end,
studies of infants and adults with normal
hearing and adults with hearing aids
were first needed and the results will be
reported in this presentation.

AUGMENTATIVE AND ALTERNATIVE
COMMUNICATION (AAC) (SLP)
AAC Decision Making in the Adult
Population; Framework & Case Study
Review
FR 3:30PM-4:30PM
CC/402AB (Lvl 2)

Session: 1438
1 Hr

Session: 1437
1 Hr

Level: Introductory Type: Professional Education
Presented by: Lauren Danna Zubow, North
Carolina Assistive Tech Program; Celeste Helling,
North Carolina Assistive Tech Program
This presentation is designed to aide
clinicians working with adult clients in
need of an AAC systems. This population
includes individuals with intellectual
disability, autism, cerebral palsy, and
deafness. They have varying degrees
of functional communication and
understanding of language. A review of
decision making tools to choose the best
fit for an AAC language system given
popular available language systems
currently on the market. Case studies will
guide participants through the decision
making process.

AUTISM SPECTRUM
DISORDERS (SLP)
Autism Narratives: Using Online Video
Logs to Inform Professional Practice
FR 3:30PM-4:30PM
CC/515A (Lvl 2)

Session: 1439
1 Hr

Level: Intermediate Type: Research Submission
Presented by: Henry Angulo, U of Illinois at
Urbana-Champaign; Laura DeThorne, U of Illinois,
Urbana - Champaign
What is autism like from an insider's
perspective? How can first-person
accounts of autism inform your
professional practice? We will present
a study analyzing the representation
of autism in a set of vlogs authored by
individuals who self‑identify as autistic.
Extracts from the vlogs are presented
to demonstrate their alignment with an
established model of disability or the
emerging neurodiversity paradigm.
Implications of different perceptions
about autism for clinical practice
are outlined.

Connecting With Families of Students
With Autism & AAC Needs: Digital Tools
& Resources
FR 3:30PM-4:30PM
CC/404B (Lvl 2)

Session: 1440
1 Hr

Level: Intermediate Type: Professional Education
Presented by: Carole Zangari, Nova Southeastern U
How can busy SLPs serving students with
ASD and AAC needs stay connected with
families in ways that are both efficient and
effective? In this presentation, participants
will learn about free/low cost digital
tools that can be used to keep families
informed, help build their knowledge
base, and access support/resources. Case
examples demonstrating the application
of these tools to families of students
across ability levels will be shared.

2017 ASHA Convention Program Book

|

159

ORAL SEMENARS * FRIDAY

In speech‑language pathology patient‑
centered care and collaboration with
patients are crucial to the delivery of
quality care. Student‑centered education
is the educational equivalent to patient‑
centered care. One approach to student‑
centered education is through faculty‑
student collaborations. This session will
present the findings of two studies that
look at issues surrounding faculty‑student
collaborations from the perspectives of
SLP faculty and SLP graduate students.
Results suggest that with structure and
transparency, both groups can benefit
from faculty‑student collaborations.

An Augmentative & Alternative
Communication (AAC) Assessment
Checklist for School Teams

a brief description that will be used in
the online program planner and in the
program book distributed onsite if the
proposal is accepted. Abstracts are not
edited and are published as submitted,
so make sure you proofread your work
carefully. Remember to use person first
language in your abstract (e.g., adults
with a learning disability versus learning
disabled adults).



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