Cathy Binger, Ph.D., CCC-SLP

Photo: Cathy Binger

Professor

Email: 
cbinger@unm.edu
Phone: 
(505) 277-4453
Interests: 
augmentative and alternative communication (AAC), child language

Curriculum vitae

Profile:

Dr. Binger received her master’s degree from the University of Wyoming and her PhD at Penn State University. She worked for a number of years as a speech-language pathologist before obtaining her PhD. Dr. Binger’s primary research interests include developing and evaluating effective approaches to support the semantic and grammatical development of children who use augmentative and alternative communication (AAC), integrating implementation science approaches into CSD research, and working with key communication partners (such as parents and educators) to improve AAC services. Her newest project focuses on developing valid, reliable, developmentally sensitive, and clinically feasible measures of aided communication.

Dr. Binger collaborates closely with Dr. Jennifer Kent-Walsh of the University of Central Florida on ways to improve AAC outcomes. Their research focuses on helping to ensure that children with severe speech impairments meet their full communicative potential. When children communicate more effectively, they can achieve better educational and social outcomes as well.

Joint appointment with Department of Orthopaedics and Rehabilitation, Division of Physical Medicine and Rehabilitation (June 2023-June 2026)

Recent/Selected Publications:

Branaman, J., Nattress, N., Heilmann, J., Kent-Walsh, J., Harrington, N., Smith, M., & Binger, C. Developing aided language measures: Perspectives from AAC clinical experts. (accepted). Language, Speech, and Hearing Services in Schools.

Nattress, N., Binger, C., Nannemann, A., & Gevarter, C. (accepted). Teaching partners to improve the communication of a child with autism and cerebral visual impairment: A pilot study. Journal of Visual Impairment and Blindness.

Binger, C., Harrington, N., Hahs-Vaughn, D., & Kent-Walsh, J. (2026 online). AAC generative language intervention: A randomized controlled trial. Journal of Speech, Language, and Hearing Research. https://pubs.asha.org/doi/10.1044/2026_JSLHR-25-00516

Kent-Walsh, J., Harrington, N., & Hahs-Vaughn, D., & Binger, C. (2025). Generative language intervention for young children with Down syndrome using AAC: A randomized controlled trial. Language, Speech, and Hearing Services in Schools, 56, 542-564. PMID: 40587257

Nattress, N., Gevarter, C., Nannemann, A., Martinez, E., & Binger, C. (2025). Aided communication with individuals who have multiple disabilities that include visual impairments: A meta-analysis. American Journal of Speech-Language Pathology, 34, 410-427. PMID: 39666604

Gallegos, E., Gevarter, C., Binger, C., & Hartley, M. (2024). An interprofessional graduate student and family coaching program in naturalistic communication techniques. Seminars in Speech and Language, 45, 171-193. PMID: 38950566

Binger, C., Magallanes, P., San Miguel, V., Harrington, N., & Hahs-Vaughn, D. (2024). How Toddlers Use Core and Fringe Vocabulary: What’s in an Utterance? American Journal of Speech-Language Pathology, 33, 1718-1747. PMID: 38507571 RECEIVED EDITOR’S AWARD

Binger, C., Harrington, N., & Kent-Walsh, J. (2024). Applying a developmental model to preliterate aided language learning. American Journal of Speech-Language Pathology, 33, 33-50. PMID: 37988656

Gevarter, C., Prieto, V., Binger, C., Hartley, M. (2023). Dynamic assessment of AAC action verb symbols for children with ASD. Advances in Neurodevelopmental Disorders. DOI: 10.1007/s41252-022-00312-3

Lee, J.P., Binger, C., Harrington, N., Evelyn, S., Kent-Walsh, J., Gevarter, C., Richardson, J., & Hahs-Vaughn, D. (2022). Aided language measures: Establishing observer agreement for communicators in early language phases, 31(3):1394-1411. American Journal of Speech-Language Pathology.DOI: 10.1044/2022_AJSLP-21-00341

Davidson, M., Alonzo, C., Barton-Hulsey, A., Binger, C., Bridges, M., Caron, J., Douglas, N., Feuerstein, J., Olswang, L., Oshita, J., Schliep, M., Quinn, E., & Morris, M. (2022). Prologue: Implementation science in CSD and starting where you are. American Journal of Speech-Language Pathology,31, 1023-1025. DOI: 10.1044/2022_AJSLP-22-00009

Binger, C., Douglas, N, & Kent-Walsh, J. (2022). Planning for implementation science in clinical practice research: An AAC example. American Journal of Speech-Language Pathology, 31, 1039-1053. DOI: 10.1044/2021_AJSLP-21-00085

Binger, C. & Kent-Walsh, J. (2021). Language Development & AAC: Back to Basics. SLP Nerdcast, Season 3, Episode 10. https://www.slpnerdcast.com/episodes/aac-and-language-development

Binger, C., Douglas, N, & Kent-Walsh, J. (in press). Expanding clinical practice research to include implementation science: An AAC example. American Journal of Speech-Language Pathology. https://pubs.asha.org/doi/10.1044/2021_AJSLP-21-00085

Binger, C., Renley, N., Babej, E., & Hahs-Vaughn, D. (2021). A survey of school-age children with highly unintelligible speech. Augmentative and Alternative Communication. DOI: 10.1080/07434618.2021.1947370

Timpe, E., Kent-Walsh, J., Binger, C., Hahs-Vaughn, D., Harrington, N., & Schwartz, J. (2021). Using the ImPAACT Program with preschoolers with Down syndrome: A hybrid service delivery model. Augmentative and Alternative Communication, 37, 113-128. 10.1080/07434618.2021.1921025

Douglas, N. & Binger, C. (2021). Translating research to practice: Implementation science to the rescue? Season 3, Episode 1 of the SLP Nerdcast. https://www.slpnerdcast.com/episodes/implementation-science

Binger, C., Kent-Walsh, J., Harrington, N., & *Hollerbach, Q. (2020). Tracking early sentence-building progress in graphic symbol communication. Language, Speech, and Hearing Services in Schools, 51, 317-328.  https://doi.org/10.1044/2019_LSHSS-19-00065