Faculty Cheryl Smith Gabig, Ph.D.

E-mail Address: cheryl.gabig@lehman.cuny.edu
Phone Number: 718-960-8031
Office: Speech Building, Room 220

Rank: Associate Professor
Degrees: Ph.D., Univ. of Connecticut

Undergraduate and graduate education

• B.S. Miami University, Ohio
• M.S. Speech Pathology, Emerson College
• Ph.D. University of Connecticut

Professional/clinical certificates

• CCC-SLP/American Speech-Language-Hearing Association

Grants/ Honors/ Fellowships Received

• Smith Gabig, C. (2010-2011). Mental State Words, Social Interaction, and Language Ability in School-Age Children with Autism Spectrum Disorder. PSC-CUNY Award # 63266-00 41, $2,300
• Smith Gabig, C. (2009-2010). Establishment of a Language Analysis Research and Research Training Laboratory, Graduate Research Technology Initiative (GRTI), $28,475
• Smith Gabig, C. (2008-2009). The Identification of Teacher Discourse and Outcome Performance Measures by Children with Autism in Inclusion Classrooms: An Evidenced-Based Study. PSC-CUNY Faculty Research Award, $5,610.
• Smith Gabig, C. (2008). Word recognition and phonological awareness in children with autism. George N. Shuster Award, Lehman College/ CUNY, $2,163.
• Smith Gabig (2006). Phonological processing in children with autism. Faculty Development and George N. Shuster Award, Lehman College/ CUNY
• Smith Gabig, C. (2004-2005) Pervasive developmental disorder-NOS: Language and communication profiles of children 5-8 years of age. PSC-CUNY Faculty Research Award, $6,120.

Awards

• 1st Award for Continuing Education (ACE)/American Speech-Language-Hearing Association

Research interests

• Cognitive-linguistic processing in school-age children with high-functioning autism (HFA)
• Word reading and comprehension in children with language-learning disability and high-functioning autism
• Language development and disorders in infants, toddlers, preschoolers.

Publications

• Smith Gabig, C. (2018). Supporting language and literacy: Preschool to early childhood. All-day professional development in-service, Westchester Institute for Human Development, Valhalla, NY.
• Smith Gabig, C ( 2016). Teaching and supporting word reading and spelling in K-1 classrooms: Creating collaborative communities of literacy. Fall, 2016. All-day professional development in-service, given as part of the NYC Department of Education, Early Childhood Speech-Language and Literacy Initiative.
• Smith Gabig, C. (2015). Linking Speech Sounds to Print and Vocabulary. All-day professional development in-service, given as part of the NYC Department of Education, Early Childhood Speech-Language and Literacy Initiative.
• Smith Gabig, C. (2015). The Relationship between Oral Language and Literacy. Presentation given as part of the NYC Department of Education: Early Childhood Speech-Language and Literacy Initiative.
• Smith Gabig, C. (2015) Phonological awareness and Reading. Presentation given as part of the NYC Department of Education: Early Childhood Speech-Language and Literacy Initiative.
• Smith Gabig, C. (2015) The relationship between oral and written language: Focus on curriculum-relevant speech-language services. Six -hour professional development in-service, NYC DOE
• Smith Gabig, C. (2014). Integrated oral-written language intervention. Six-hour professional development workshop, NYC-DOE.
• Smith Gabig, C. (Fall 2014; Spring 2015). Phonological awareness. Three -hour professional development workshop, NYC DOE.
• Smith Gabig, Ph.D. (Fall 2014; Spring 2015) Relationship of Oral Language and Literacy. 3-hour professional development workshop, NYC DOE.
• Smith Gabig, C. & Zaretsky, E. (2013). Morphological Awareness: Common Core State Standards for Students with Disabilities and English Language Learners. One-hour seminar presented at the annual meeting of the American Speech-Language-Hearing Association, Atlanta.
• Smith Gabig, C. (2013). Issue Editor, Morphological Awareness and Literacy, Topics in Language Disorders, Vol. 13, 1.
• Smith Gabig, C. (2013). Issue Foreword: Morphological awareness and literacy. Topics in Language Disorders, Vol. 13, 1, 3-6.
• Smith Gabig, C. ( 2013). Promoting morphological awareness in children with language needs: Do the common core state standards pave the way? Topics in Language Disorders, Vol. 13, 1.
• Smith Gabig, C. ( 2013). Language development in middle and late childhood and adolescence. In S. Levey, (Ed). Introduction to Language Development, Plural Publishing. pp. 211-246.
• Smith Gabig, C. (2012). Review: Assessment of Basic Language and Learning Skills; In Volkmar, F. (Ed.),  Encyclopedia of Autism Spectrum Disorders,  New York: Springer –Verlag Publishing.
• Smith Gabig, C. (2012 ). Definitions: Mean Length of Utterance; Modeling; Protodeclarative; Protoimperative; Role Release; Telegraphic Speech, In Volkmar, F. (Ed.),  Encyclopedia of Autism Spectrum Disorders, New York: Springer –Verlag  Publishing.
• Smith Gabig, C. (2011). Language development from six years through adolescence.  In: S.  Levey  &  S. Polirstok  Language Development: Understanding Language Diversity in the Classroom, 161-184, Thousand Oaks: Sage Publishing.
• Smith Gabig, C. (In Press). Encyclopedia Entries: Assessment of Basic Language and Learning Skills (ABLLS); Sequenced Inventory of Communicative Development (SISD); Mean Length of Utterance (MLU); Modeling; Protodeclarative; Proimperative; Role Release; Telegraphic Speech. In: F. R. Volkmar, Ed., Encyclopedia of Autism Spectrum Disorders, Springer.
• Smith Gabig, C. (2011). Variability in language and reading in high-functioning autism. In M.R. Mohammadi (Ed.) A Comprehensive Book On Autism Spectrum Disorders, 63-84, ISBN: 978-953-307-494-8, InTech, http://www.intechopen.com.
• Smith Gabig, C. (2011). Language Development from Six through Adolescence. In S. Levey & S. Polirstok, (Eds.), Language Development and Differences in Children, San Diego: Sage Publishing, pp 161-184.
• Smith Gabig, C., McNeil, M.E., & Thousand, J.S. (2010). Supporting High-Functioning Children with Autism in General Education Classrooms. In G.T. Papanikos & N. Pappas (Eds.), Horizons in Education: Proceedings from the 11th International Conference on Education, 269-280. Athens Institute for Education and Research, Athens, Greece.
• Smith Gabig, C. (2010) Phonological awareness and word recognition during reading in children with autism. Communication Disorders Quarterly, 31(2), pp. 67-85.
• Smith Gabig, C. (2009). Understanding the Nature and Scope of Language Learning Disability: Characteristics, Frameworks, and Connections. In D.K. Bernstein & E. Tigerman-Farber (Eds.), Language and Communication Disorders in Children, 6th Edition, 207-245. Boston: Pearson.
• Smith Gabig, C. (2008 ). Verbal working memory and story retelling in school-age children with autism. Language, Speech, and Hearing Services in Schools, 39, 498-511.
• Smith Gabig, C. (2004) Phonological processing in children with autism: What do we know? The New Hampshire Journal of Education, Volume VII, 48-53.
• Klein, E.R. & Smith, C (2003) Print-driven Language Disorders: A Compendium Manual prepared for presentation to the School District of Philadelphia, Speech-Hearing-Vision Programs. Philadelphia, PA: La Salle University.
• Smith C. and Hill, J (1999) Language development and disorders of communication and oral- motor function. In Molnar, G. and Alexander, M. (Eds) Pediatric Rehabilitation, Third Edition; Hanley and Belfus, Philadelphia., p 57-79.
• Moats, L.C. and Smith, C. (1992). Derivational morphology: Why it should be included in language assessment and instruction. Language Speech and Hearing Services in Schools 23, 4, 312-319.
• Smith, C. (1991). What’s in a word? On our acquisition of the term language learning disability. Teacher Education and Special Education, 14, 103-109.
• Sachs, J.; Donnelly, J.; Smith, C.; and Dwyer, J. (1991). Preschool children’s conversational instructions: Behavior and meta-pragmatic knowledge. Discourse Processes, 14, 357- 372.
• Smith, C. and Sachs, J. (1990). Cognition and the verb lexicon in early lexical development Applied Psycholinguistics, 11, 409-424.
• Smith, C. and Sachs, J. (1988). Cognitive correlates to verbs in early stage I. Proceedings of the Fourth Congress of the International Association for the Study of Child Language, Lund, Sweden.
• Sande, D. and Smith, C. (1985).  Language development in the young child.  The Nurse Practitioner:  The American Journal of Primary Healthcare, 10, 39-47.

Presentations/ Lectures

• Smith Gabig, C. (2018).  Supporting language and literacy: Preschool to early childhood. All-day professional development in-service, Westchester Institute for Human Development, Valhalla, NY.
• Smith Gabig, C ( 2016).  Teaching and supporting word reading and spelling in K-1 classrooms: Creating collaborative communities of literacy. Fall, 2016.  All-day professional development in-service, given as part of the NYC Department of Education, Early Childhood Speech-Language and Literacy Initiative.
• Smith Gabig, C. (2015). Linking Speech Sounds to Print and Vocabulary. All-day professional development in-service, given as part of the  NYC Department of Education, Early Childhood Speech-Language and Literacy Initiative.
• Smith Gabig, C. (2015). The Relationship between Oral Language and Literacy. Presentation given as part of the NYC Department of Education:  Early Childhood Speech-Language and Literacy Initiative. Smith Gabig, C. (2015) Phonological awareness and Reading. Presentation given as part of the NYC Department of Education:  Early Childhood Speech-Language and Literacy Initiative
• Smith Gabig, C.  (2015) The relationship between oral and written language: Focus on curriculum-relevant speech-language services. Six -hour professional development in-service,  NYC DOE
• Smith Gabig, C.  (2014). Integrated oral-written language intervention.  Six-hour professional development workshop, NYC-DOE.
• Smith Gabig, C. (Fall 2014; Spring 2015). Phonological awareness. Three -hour professional development workshop, NYC DOE.
• Smith Gabig, Ph.D. (Fall 2014; Spring 2015) Relationship of Oral Language and Literacy. 3-hour professional development workshop, NYC DOE.
• Smith Gabig, C. & Zaretsky, E. (2013). Morphological Awareness:  Common Core State Standards for Students with Disabilities and English Language Learners. One-hour seminar presented at the annual meeting of the American Speech-Language-Hearing Association, Atlanta.
• Smith Gabig, C & Gray, S. (2011). The Importance of Being Earnest About Morphological Awareness and Literacy. One-hour Seminar presented at the
  annual meeting of the American Speech-Language-Hearing Association, San Diego.
• Smith Gabig, G, & Foy, A. (2009). Mental state words during story -telling by high- functioning children with autism. Paper presented at the annual meeting of the American Speech-Language-Hearing Association, New Orleans.
• Smith Gabig, C., McNeil, M, & Thousand, J. (2009). Supporting high-functioning children with autism in general education classrooms. Paper presented at the 11th International Conference on Education, Athens Institute for Education and Research (ATINER), Athens, Greece.
• Smith Gabig, C. (2008) Phonological awareness and word recognition in children with autism. Poster presented at the annual meeting of the American Speech- Language- Hearing Association, Boston.
• Smith Gabig, C. (2007). Phonological memory and language development: evidence from a subgroup of children with autism. Presented at the annual conference of the International Linguistic Association (ILA), New York.
• Smith Gabig, C. (2006). Phonological memory and narrative recall in children with autism. Poster presented at the annual meeting of the American Speech- Language- Hearing Association, Miami.
• Smith, C. & Klein, E. (April, 2002). Falling through the cracks : Children with Print-Driven Language Disorders. Seminar presented at the Pennsylvania Speech-Language-Hearing Association Annual Convention, Pittsburgh.
• Klein, E., Levinson, M., & Smith, C. (2002). What parents need to know about their preschoolers’ development: A research study. Poster presentation, Pennsylvania Speech-Language-Hearing Association, Pittsburgh.
• Smith, C; Herschberger, M; and Chidekel, A. (1999) Dysphagia in infants who present with apparent life-threatening events (ALTE). Poster session, American-Speech-Language-Hearing Association Annual Convention, San Francisco.
• Gillis, K. & Smith, C. (1993). Event representations and verbs in productive syntactic frames. Paper presented at the annual meeting of the Chicago Linguistic Society.
• Smith, C. (1991). Phonologic alterations in reading by able and less-able readers. Paper presented at the American Speech-Language-Hearing Association Annual Meeting, Atlanta.
• Lipson, M. & Smith, C. (1990). Influences on oral reading fluency. Paper presented at the 40th Annual Meeting of the National Reading Conference, Miami.
• Smith, C. (1990). Story recall and oral language in the two-year old. Paper presented at the Fifth Congress of the International Association for the Study of Child Language, Budapest.
• Smith, C. (1988). What's in a word? On our acquisition of the term language learning disability. Paper presented at the First Vermont Symposium on Learning Disabilities, Rutland.
• Smith, C. (1987). Language acquisition and literacy: evidence from two research methods. Paper presented at the American Speech-Language-Hearing Association Annual Meeting, New Orleans.

Invited

• Smith Gabig, C. (2008). Reading in children with pervasive developmental disorders. Presented to the Parents of A.N.G.E.L.S. (Bronx Chapter of the Autism Society of America).
• Smith Gabig, C. (2004). Integrated Services in the Classroom. Two-day workshop developed and presented to New Jersey Public School Educators and Administrators, The Boggs Center on Developmental Disabilities, Robert Wood Johnson School of Medicine.
• Smith Gabig, C.(2004). Expanding Support Options: Educating Children with Communication Disorders in the Classroom, The Boggs Center on Developmental Disabilities, Robert Wood Johnson Medical School, July, 2004.
• Smith Gabig, C . (2003). Integrated Speech-Language Services in the Classroom: Issues and Directions, The Boggs Center on Developmental Disabilities UMDNJ-Robert Wood Johnson Medical School.
• Smith, C. & Klein, E. (November, 2002). Assessment and Intervention of Children with Print-Driven Language Disorders. In-service presented to Philadelphia Public School Speech- Language Pathologists and Administrators.
• Smith, C. (2001). Speech-to-Print: Language Training for Teachers. Summer Institute, Centreville School, Centreville, DE.
• Smith, C. (2001). Reading & Literacy: Can't we do something before Reading Recovery? Plymouth State College Education Advisory Board, October, 1998
• Smith, C. (1998). Language and Literacy: Current issues in education. Plymouth State College Lecture Series on Cultural Diversity, March, 1998.
• Smith, C. (997)Understanding Central Auditory Processing in Preschool Children. In-service presented to the Essential Early Education (EEE) staff and administration, Burlington, Vt. 1997
• Smith, C. (1995). Language and cognition: Implications for early childhood educators. Presented to the Connecticut Early Childhood Education Council (1995).

• Smith, C. (1992). Language and reading: Implications for the hearing impaired. Colloquium, University of Connecticut.
• Smith, C. (1990). Oral language and reading. All-day in-service presented to special and regular educators, Bennington-Rutland Supervisory Union, VT.
• Smith, C. (1990). Phonological processing and literacy in children. Special Education In-service, Chittenden East Supervisory Union, VT.
• Smith, C. (1989). Developmental aspects of phonological awareness. Symposium, Burlington, Vt. (

Courses Taught

• SPE 722: Language Disorders in School-Age Children and Adolescents
• SPE 725: Diagnostic Techniques
• SPE 729: Clinical Practicum
• SPE 731: Diagnostic Practicum
• SPV 201: Language Acquisition

Professional Affiliations

• American Speech-Language-Hearing Association
• Member: Special Interest Division 1: Language Learning and Education
• New York State Speech-Language-Hearing Association
• Long Island Speech-Language-Hearing Association
• International Dyslexia Association, New York Chapter (IDA)
• Autism Society of America (ASA)
• International Reading Association (IRA)

Licenses and Certification

• New York State License in Speech Pathology
• Certificate of Clinical Competence, American Speech-Language-Hearing Association

Service to the Department

• Chair: Department of Speech-Langue-Hearing Sciences Graduate Curriculum Committee.
• Developed and implemented new required graduate course: SPE 722 Language Disorders in School Age Children and Adolescents.
• Co-Advisor: Lehman College Chapter of the National Student Speech Language Hearing Association (NSSHLA) (2004-2009)

Service to the College

• Member, George N. Shuster and Faculty Development Award Review Committee
• Member, College Graduate Curriculum committee
• Member, Area 1: Individuals and Society, Strategic Plan Distribution Workshop, Undergraduate Curriculum Committee (2004).
• Department Representative: Lehman College Open House, 2005-2006.

Service to the Community

Reviewer

• Proposals, American Speech-Language-Hearing Association, Area; Autism, 2010 Annual Convention.

• The Journal of Speech-Language Pathology and Applied Behavioral Analysis (www.slp-aba.com), ISSN: 1932-4731).
• Language, Speech, and Hearing Services in Schools
• Journal of Autism and Developmental Disorders

Member: New York State Regents English Language Arts/English as a Second Language (ELA/ESL) Standards Review Committee. January, 2008-2010