Cindy Gevarter, Ph.D., BCBA-D
Associate Professor
- Email:
- cgevarter@unm.edu
- Phone:
- 505-218-7243
- Interests:
- autism spectrum disorders (ASD), augmentative and alternative communication (AAC), early intervention
- SHS Lab:
- Autism Lab
Profile:
Cindy Gevater Ph.D. is an assistant professor in the Department of Speech and Hearing Sciences at the University of New Mexico (UNM). She received a B.A. in psychology from the University of Virginia (UVa), an M.T. in special education from UVa, and a Ph.D. in early childhood special education from the University of Texas at Austin. Dr. Gevarter is a certified special education teacher as well as a board certified behavior analyst at the doctoral level (BCBA-D). Gevarter’s research and teaching interests focus on communication intervention and assessment or young children with autism spectrum disorder and related disabilities. Her research has focused on augmentative and alternative communication, naturalistic early communication intervention, and communication partner training for early intervention providers and parents. She is the Program Director of Project SCENES (Social-communication: Collaborating Early with Naturalistic, Evidence- based Supports), an interdisciplinary grant that will fund and train speech-language pathology and special education masters students interested in autism.
Learn more about Project SCENES!
Joint appointment with Department of Orthopaedics and Rehabilitation, Division of Physical Medicine and Rehabilitation (June 2023-June 2026)
Recent/Selected Publications:
Ousley, C., Gevarter, C. D'Agostino, S (In Press) Aligning intervention for autistic beginning communicators with language development Milestones Using NDBIs. Young Exceptional Children.
Gevarter, C., & Gallegos, E.* (2024). Parent-implemented AAC verb symbol intervention with children with ASD. Augmentative and Alternative Communication, https://doi.org/10.1080/07434618.2024.1946846
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(03), 171-193. https://doi.org/10.1055/s-0044-1787274
Reuter-Yuill, L. M., Slim, L. M., Kasper, T. S., Castaño, L., Dower, N. R., & Gevarter, C. (2024). An applied model of interprofessional collaboration—Assessment (AMIC–A): A process-based approach to augmentative and alternative communication. Seminars in Speech and Language, 45(03), 194-212. https://doi.org/10.1055/s-0044-1787651
Gevarter, C., Prieto, V., Binger, C., & Hartley, M. (2023). Dynamic assessment of action verb symbols for children with ASD. Advances in Neurodevelopmental Disorders. 7(3), 329–343. https://doi.org/10.1007/s41252-022-00312-3
Gevarter, C., Najar, A. M., & Siciliano, M. (2023). Teaching children with autism to create multi-symbol messages on augmentative alternative communication applications during play. Advances in Neurodevelopmental Disorders.7(3), 314–328.https://doi.org/10.1007/s41252-022-00254-w
Gevarter, C., Siciliano, M. G., & Stone, E. (2022). Early interventionists’ knowledge of evidence-based practices for autism. Focus on Autism and Other Developmental Disabilities, 37(4), 203–214. https://doi.org/10.1177/10883576221099895Gevarter, C., Horan, K., & Sigafoos, J. (2020). Teaching preschoolers with autism to use different speech-generating device display formats during play: Intervention and secondary ractors. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2020_LSHSS-19-00092
Gevarter, C., & Zamora, C. (2018). Naturalistic speech-generating device interventions for children with complex communication needs: A systematic review of single-subject studies. American Journal of Speech-language Pathology, 27(3), 1073-1090. https://doi.org/10.1044/2018_ajslp-17-0128