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.
| Cathy Binger, Ph. D., CCC-SLP Assistant Professor Speech-Language Pathologist University of New Mexico |
Selected References
Kent-Walsh, J., & Binger, C. (2009). 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. Full Text
Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008).
Teaching Latino parents to support the multi-symbol message productions
of their children who require AAC. Augmentative and
Alternative Communication, 24(4), 323-338. Full Text
Binger, C. (2008). Grammatical morpheme intervention issues for students
who use AAC. Perspectives on Augmentative and Alternative
Communication, 17, 62-68. Full Text
Binger, C., Berens, J., Kent-Walsh, J., & Hickman, S. (2008). The impacts
of aided AAC interventions on AAC use, speech, and symbolic gestures.
Seminars in Speech and Language, 29(2), 101-111. Full Text
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
Kent-Walsh, J., Stark, C., & Binger, C. (2008). Tales from school
trenches: AAC service-delivery and professional expertise. Seminars in
Speech and Language, 29(2), 146-154. Full Text
Binger, C. (2007). AAC intervention for children with suspected childhood
apraxia of speech. Perspectives on Augmentative and Alternative
Communication, 16, 10-12. Full Text
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
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