ASHA 2017 Convention Program - 224

As of July 31, 2017

FR
1:00PM-1:30PM

CC/510
(Lvl 2)

SLP
LLCA
Introductory
Prof Educ

5136

Building Social
Interaction:
Integrating Story,
Digital Puppetry and
Live Performance

Betsy Allard, SaySo Comm

Group social interaction is difficult in many schools, home
and community contexts. Parents and professionals
recognize that technology can compromise healthy social
communication particularly when unsupervised or without
meaningful content. Healthy, content-driven digital
material can support social interaction. This clinical
innovation is designed to facilitate positive social
opportunities for tweens [aged 9-12 years] by integrating
digital puppetry and novel stories with a team's
collaboration and live narrative performance.

FR
1:30PM-2:00PM

CC/510
(Lvl 2)

SLP
LLCA
Introductory
Prof Educ

5137

Send Help Now!
Behavior
Modification You Can
Implement Tomorrow

Courtney Scott, Eastern Illinois U

There are a variety of tools available to modify client
behavior, including visual timers, token towers, sticker
charts and more. Are these tools based on empirical
evidence? Which tool is right for my client? Come to this
session and get a refresher on behavior modification
techniques, with practical ideas you can implement on
Monday morning.

FR
2:00PM-2:30PM

CC/510
(Lvl 2)

SLP
LLCA
Introductory
Research

5138

An Intervention for
Adolescents With a
Language Impairment
to Promote Autonomy
& Socialization

Chantal Desmarais, U Laval; Francine
Morin, CIUSSS-CN; Sabrina Falardeau,
U Laval

Adolescents with a language impairment face many
challenges and yet benefit from limited intervention. This
exploratory study implemented an innovative program
and documented its effects. Seven adolescents attended
12 group workshops on autonomy, social skills, and
communication. Interviews, questionnaires, and the
intervention plan meeting were analyzed qualitatively pre
and post-intervention. Positive outcomes included a better
understanding of communication rules, a more open
attitude towards one's own language impairment, and a
desire for greater autonomy.

FR
2:30PM-3:00PM

CC/510
(Lvl 2)

SLP
LLCA
Introductory
Research

5139

Effectiveness of Peer
Supports to Enhance
Vocational and Social
Success for Youth with
Severe Disabilities

Lindsay Athamanah, Michigan St U

Many youth with severe disabilities do not possess the
vocational and social interaction skills necessary to secure
and sustain employment. One intervention that may
improve these skills in the work place is peer supports
(PS). This study used a multiple baseline design across
participants with generalization probes to examine the
effects of peer support interventions in a work-based school
setting on the independent work and social language skills
of students with and without severe disabilities.

FR
5:00PM-5:30PM

CC/506
(Lvl 2)

SLP
LLCA
Advanced
Research

5140

The Effects of
Bilingualism &
Language
Impairment on
Attention Skills
in School-Age Children

Kerry Ebert, Rush U

This presentation describes an investigation of two aspects
of nonlinguistic attention skills in mono- and bi-lingual
school-age children with and without Primary Language
Impairment (PLI). The investigation seeks to disentangle
the influences of bilingualism, which may enhance
children's nonlinguistic cognitive abilities, and PLI, which
is associated with subtle impairments in nonlinguistic
cognitive skills. Theoretical and clinical implications of
results will be discussed.

FR
5:00PM-5:30PM

CC/507
(Lvl 2)

SLP
LLCA
Intermediate
Research

5141

School-Based SLPs Use
of iPads

Garvin Romane, Brentwood UFSD

This study explored school-based SLPs' use of iPads and
apps for speech and language instruction, specifically for
articulation, language, and vocabulary. A quantitative study
was conducted by distributing a questionnaire on iPad use
in the speech and language classroom to approximately
2,800 NYC DOE-employed SLPs in a K-12 setting. Overall,
the data supported iPad use. The results also spurred more
questions in other areas of speech and language to be
explored via iPad use.

FR
5:30PM-6:00PM

CC/506
(Lvl 2)

SLP
LLCA
Intermediate
Research

5142

Persistence of
Language Problems in
Children with ADHD:
Associations with
Academic & Social
Functioning

Kathryn Mueller, U of Iowa

Although approximately 40% of children with ADHD
experience language problems, the persistence of such
difficulties and their contribution to other functional
outcomes is unknown. This study examined the
persistence of language problems from age 7 to 10 years
in children with ADHD compared to non-ADHD controls
and the academic and social outcomes for children with
ADHD and language problems.

224 |

2017 ASHA Convention Program Book
Table of Contents for the Digital Edition of ASHA 2017 Convention Program
