Skip to main content

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 Ph.D. at Penn State University. She worked for a number of years as a speech-language pathologist before obtaining her Ph.D. Dr. Binger’s primary research interests are twofold: developing and evaluating effective approaches to support the sentence development of children who use augmentative and alternative communication (AAC), and working with key communication partners (such as parents and educators) to improve AAC services.

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.  

Recent/Selected Publications:

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. https://doi.org/10.1080/07434618.2018.1456560

*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. http://doi.org/10.1177/1525740116655804

*Binger, C., Ragsdale, J., & Bustos, A. (2016). Language sampling for preschoolers with severe speech disorders. American Journal of Speech-Language Pathology. http://doi.org/10.1044/2016_AJSLP-15-0100

*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.

*King, M., Binger, C., & Kent-Walsh, J. (2015). Using dynamic assessment to evaluate the expressive syntax of five-year-old children who use augmentative and alternative communication. Augmentative and Alternative Communication, 31, 1-15.  DOI: 10.3109/07434618.2014.995779 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4634893/

*Kent-Walsh, J., Binger, C., & Buchanan, C. (2015). Teaching children who use augmentative and alternative communication to ask inverted yes-no questions using aided modeling. American Journal of Speech-Language Pathology, 24, 222-236. DOI: 10.3109/07434618.2015.1052153