Cathy Binger, Ph.D., CCC-SLP

Photo: Cathy Binger


(505) 277-4453
augmentative and alternative communication (AAC), child language

Curriculum vitae


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:

Binger, C.; Hahs-Vaughn, D.; Harrington, N.; Magallanes, P.; San Miguel, V. (2024) How Toddlers Use Core and Fringe Vocabulary: What’s in an Utterance? American Journal of Speech-Language Pathology 

Binger, C., Harrington, N., Hahs-Vaughn, D., & Kent-Walsh, J. (in press). Applying a developmental model to preliterate aided language learning. American Journal of Speech-Language Pathology.

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.

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.

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.

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.

Binger, C. (Feb 24, 2020). Let’s communicate: Typical language development milestones and AAC with Dr. Cathy Binger. First podcast episode of the Idaho Speech-Language-Hearing Association. Moderator: Kris Brock. 

Binger, C. (Feb 21, 2019). Using iPads for Communication Disorders. Science podcast.

Binger, C., *Richter, K., *Taylor, A., *Williams, E., *Willman, A. (2019). Error patterns and revisions in the graphic symbol utterances of three- and four-year old children who need augmentative and alternative communication.  Augmentative and Alternative Communication, 35 (2), 95-108. doi: 10.1080/07434618.2019.1576224

Kent-Walsh, J., & Binger, C. (2018). Methodological advances, opportunities, and challenges in AAC research. Augmentative and Alternative Communication, 34, 93-103.

*Binger, C., Kent-Walsh, J., King, M., & Mansfield, L. (2017). Early sentence productions of three- and four-year-old children who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 60, 1930-1945. DOI: 10.1044/2017_JSLHR-L-15-0408

*Binger, C., Kent-Walsh, J., & King, M. (2017). Dynamic assessment for three- and four-year old children who use augmentative and alternative communication: Evaluating expressive syntax. Journal of Speech, Language, and Hearing Research, 60, 1946-1958. doi:10.1044/2017_JSLHR-L-15-0269

*Binger, C., Kent-Walsh, J., King, M., Webb, E., & Buenviaje, E. (2017). Early sentence productions of five-year-old children who use augmentative and alternative communication. Communication Disorders Quarterly, 38, 131-142.

*Kent-Walsh, J., Malani, M., Murza, K., & Binger, C. (2015, invited). Effects of communication partner instruction on the communication of individuals using AAC:  A meta-analysis. Augmentative and Alternative Communication, 31, 271-284.