ASHA 2017 Convention Program - 166

As of July 31, 2017

AUGMENTATIVE AND ALTERNATIVE
COMMUNICATION (AAC) (SLP)

AUTISM SPECTRUM
DISORDERS (SLP)

CULTURAL AND LINGUISTIC
ISSUES (GI)

Classroom-Wide Core Vocabulary
Instruction for Students with Significant
Cognitive Disabilities: Year Two Insights
& Results

Augmentative & Alternative
Communication Clinical Assessment
Project: Protocol for Assessment of
Children With Autism

Language Screening Options
for Nonmainstream American
English-Speaking Preschoolers &
Kindergarteners

Level: Intermediate Type: Professional Education
Presented by: Lori Geist, U of North Carolina,
Chapel Hill; Karen Erickson, U of North Carolina,
Chapel Hill; Penelope Hatch, U of North Carolina,
Chapel Hill; Lisa Erwin-Davidson, U of North
Carolina, Chapel Hill; Kathryn Dorney, U of North
Carolina, Chapel Hill

Level: Intermediate Type: Research Submission
Presented by: Shelley Lund, U of WisconsinMilwaukee; Wendy Quach, San Jose St U; Kristy
Weissling, U of Nebraska-Lincoln; Miechelle
McKelvey, U of Nebraska, Kearney

Level: Intermediate Type: Professional Education
Presented by: Kyomi Gregory, Salus U; Christy
Wynn Moland, Southern U; Janna Oetting,
Louisiana St U

FR 5:00PM-6:00PM
Marriott/Gold 1

Session: 1479
1 Hr

This session will review an approach
to teaching symbolic communication
to students with significant cognitive
disabilities who are not yet using
speech, sign language, or symbols to
communicate in flexible ways. Year 2
results from classrooms serving more
than 200 students using a Universal Core
vocabulary will be presented.

They're Kind of Verbal
FR 5:00PM-6:00PM
CC/309 (Lvl 2)

Session: 1481
1 Hr

This research is the culmination of
a 4‑year grant project to produce
AAC assessment protocols for four
populations: autism, ALS, cerebral palsy,
and autism. The process for developing a
protocol for AAC assessment for children
with autism will be discussed. The final
protocol will be presented for attendees
to review and opportunities for feedback
will be provided.

The Forest for the Trees: What is Really
Important in Autism Interventions?
Session: 1480
1 Hr

Level: Intermediate Type: Professional Education
Presented by: Janet Dodd, Los Alamitos USD/
Chapman U
The author proposes the use of a term
to recognize those children who are
"verbal" but not yet communicative:
functionally non‑verbal. Students who
have learned scripts and readily imitate
(echolalic) are described as being verbal
when in application or functionality they
are not. This presentation will discuss
and demonstrate how evidence‑based
practices borrowed from interventions
for speech‑sound disorders, autism,
and AAC can be "layered" to customize
an intervention to meet the needs of
these children.

166 |

FR 5:00PM-6:00PM
Marriott/Diamond 4

FR 5:00PM-6:00PM
CC/Concourse 152 (Lvl 1)

Session: 1482
1 Hr

Level: Advanced
Type: Professional Education
Presented by: Connie Kasari, UCLA
This session is developed by, and
presenters invited by, Autism Spectrum
Disorders. We are at a crossroads in
autism interventions. Many interventions
have been developed, with an increasing
evidence base. How does one choose
the intervention and the professionals
that should deliver an intervention in the
community? How do we improve both
clinical practice and the types of research
that are conducted? This presentation will
address critical issues for both practice
and research that can inform practice in
order to move the field forward.

2017 ASHA Convention Program Book

FR 5:00PM-6:00PM
Marriott/Platinum C

Session: 1483
1 Hr

Identifying children with language
impairments and intervening during the
early school years can proactively address
academic failure (ASHA, 2000). In this
seminar, we will discuss the disorder
within dialect approach to assessment
(Oetting, Gregory, & Riviere, 2016) and
examine data from two studies to support
the use of teacher ratings and other
tools when screening nonmainstream
American English‑speaking preschoolers
and kindergarteners.

Review of Language-Promoting
Interventions for Young Children &
Families from Culturally & Linguistically
Diverse Backgrounds
FR 5:00PM-6:00PM
Marriott/Platinum A/B

Session: 1484
1 Hr

Level: Intermediate Type: Professional Education
Presented by: Lauren Cycyk, U of Oregon; Carol
Hammer, Teachers Coll Columbia U; Anne Larson,
Utah St U; Judith Carta, Juniper Gardens Children's
Project; Melissa Baralt, Florida International U; Carla
Wood, Florida St U; Yuuko Uchikoshi, U of California
Davis; Zhe Gigi An, U of Kansas
Speech‑language pathologists
increasingly provide language‑based
interventions to the growing population
of children and families who are
culturally and linguistically diverse (CLD).
Information is needed on the types
of language interventions available
to support this population and their
appropriateness. We discuss findings
from a critical review of early language
interventions for CLD populations (birth
to kindergarten). We will present effective
instruction and intervention (as well as
gaps in the research) for CLD children
and families.
Table of Contents for the Digital Edition of ASHA 2017 Convention Program
