Research
Individuals who use AAC cannot meet their communication needs by using their
speech. These individuals use additional forms of communication such as
gestures, manual signs, communication books/boards, and voice output
devices.
Cathy’s primary interest is with finding ways to improve the language
development of children who have complex communication needs and who
require AAC. These children may have a wide range of disabilities, such as
cerebral palsy, childhood apraxia of speech, developmental delays, Down
syndrome, velo-cardio-facial syndrome (also known as DiGeorge Syndrome), or
a host of other disorders.
Currently, Cathy’s research has two primary foci: (1) developing and evaluating
intervention techniques to support the grammar acquisition of children who use
AAC; and (2) developing and evaluating programs to teach communication
partners (e.g., regular/special education teachers, educational assistants,
parents, and peers) how to provide communication supports for these children.
Individuals who use AAC cannot meet their communication needs by using their
speech. These individuals use additional forms of communication such as
gestures, manual signs, communication books/boards, and voice output
devices.
Cathy’s primary interest is with finding ways to improve the language
development of children who have complex communication needs and who
require AAC. These children may have a wide range of disabilities, such as
cerebral palsy, childhood apraxia of speech, developmental delays, Down
syndrome, velo-cardio-facial syndrome (also known as DiGeorge Syndrome), or
a host of other disorders.
Currently, Cathy’s research has two primary foci: (1) developing and evaluating
intervention techniques to support the grammar acquisition of children who use
AAC; and (2) developing and evaluating programs to teach communication
partners (e.g., regular/special education teachers, educational assistants,
parents, and peers) how to provide communication supports for these children.
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| Cathy Binger, Ph. D., CCC-SLP Assistant Professor Speech-Language Pathologist University of New Mexico |
SELECTED REFERENCES
Binger, C. (in press). Grammatical morpheme intervention issues for students
who use AAC. Perspectives on Augmentative and Alternative
Communication.
Binger, C., Berens, J., Kent-Walsh, J., & Hickman, S. (in press). The impacts of
aided AAC interventions on AAC use, speech, and symbolic gestures.
Seminars in Speech and Language.
Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (in press).
Teaching Latino parents to support the multi-symbol message productions
of their children who require AAC. Augmentative and Alternative
Communication.
Kent-Walsh, J., & Binger, C. (in press). Addressing the communication
demands of the classroom for beginning communicators and early
language users. In C. Zangari & G. Soto (Eds.). Practically speaking:
Language, literacy, and academic development for students with AAC
needs. Baltimore: Paul H. Brookes Publishing Co.
Binger, C., & Light, J. (2008). The morphology and syntax of individuals who
use AAC: Research review and implications for effective practice.
Augmentative and Alternative Communication, 24, 123-138. Full Text
Binger, C. (2008). Classroom-based language goals and intervention for
children who use AAC: Back to basics. Perspectives on Augmentative
and Alternative Communication, 17, 20-26. Full Text
Binger, C. (2007). AAC intervention for children with suspected childhood
apraxia of speech. Perspectives on Augmentative and Alternative
Communication, 16, 10-12.
Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the
expression of multi-symbol messages by preschoolers who use AAC.
Augmentative and Alternative Communication, 23, 30-43. Full Text
Binger, C. & Light, J. (2006). Demographics of preschoolers who require
AAC. Language, Speech, and Hearing Services in Schools, 37, 200-
208. Full Text
Blackstone, S. & Binger, C. (2006). Learning to model aided AAC.
Augmentative Communication News, 18(3), 12.
Light, J., Binger, C., Agate, T., & Ramsay, K. (1999). Teaching partner-
focused questions to individuals who use augmentative and alternative
communication to enhance their communicative competence. Journal of
Speech, Language, and Hearing Research, 42, 241-255. Full Text
Light, J., Binger, C. & Kelford Smith, A. (1994). Story reading interactions
between preschoolers who use AAC and their mothers. Augmentative and
Alternative Communication, 10, 255-268. Full Text