Dr. Cascella, Ph.D., CCC-SLP is a professor at Hunter College and the current Program Director of the Communication Sciences program. Dr. Cascella teaches courses in research methods, developmental disabilities, autism spectrum disorders, alternative and augmentative communication, and stuttering. Dr. Cascella has lectured nationally on functional communication assessment and intervention for children and adults with severe disabilities.
Dr. Cascella has worked as a speech-language pathologist in a variety of work settings, including Birth-to-Three services, preschool through high school, and adult day and group home programs. As a member of the Hunter College Autism Center, he works on strategies that support communication development in naturalistic contexts for persons with autism spectrum disorders. He currently serves as an editorial consultant for Journal of Autism and Developmental Disorders, is an associate editor for Communication Disorders Quarterly, and is co-chair of the Hunter College Institutional Review Board.
Description of research:
Dr. Cascella's current research focuses on tangible object symbols among persons with pre-symbolic and pre-intentional communication. He has also lectured extensively on speech-language strategies for persons who stutter and who have speech sound disorders.
His primary work targets the functional communication needs of children and adults with autism and related developmental disabilities. His research focuses on strategies that help individuals on the autism spectrum to communicate more effectively with peers, teachers and family members within school, home, and community environments.
Trief, E., Bruce, S.M., & Cascella, P.W. (in-press). The Selection of tangible symbols by educators of students with multiple disabilities and visual impairment.
Journal of Visual Impairment & Blindness.
Trief, E., Bruce, S.M., Cascella, P.W., & Ivy, S. (2009). The development of a universal tangible symbol system. Journal of Visual Impairment & Blindness, 103(7)
Cascella, P.W., & Vogel, D.J. (2008). Student self-directed professional development as a formative assessment skill. Perspectives on Issues in Higher Education, 11 (June), 4-8.
D'Agostino, M.E., & Cascella, P.W. (2008). Communication supports by job coaches of people with developmental disabilities. Journal of Developmental & Developmental Disabilities, 20, 551-560.
McLaughlin, K., & Cascella, P.W. (2008). Eliciting a distal gesture via dynamic assessment among students with moderate to severe intellectual disability. Communication Disorders Quarterly, 29(2), 75-81.
Paul, R. & Cascella, P.W. (Eds.) (2007). Introduction to clinical methods in communication disorders, 2nd edition. Baltimore: Paul H. Brookes Publishers.
Paul, R. & Cascella, P.W. (2007). Introduction to clinical practice in communication disorders. In Introduction to clinical methods in communication disorders, 2nd edition, R. Paul and P. Cascella (Eds.). Baltimore: Paul H. Brookes Publishers, pp. 1-7.
Cascella, P.W. (2007; 2002). Ethics and professional practice. In Introduction to clinical methods in communication disorders, 2nd edition, R. Paul and P. Cascella (Eds.). Baltimore: Paul H. Brookes Publishers, pp. 19-32.
Cascella, P.W., Purdy, M. & Dempsey, J. (2007; 2002). Service delivery and work settings. In Introduction to clinical methods in communication disorders, 2nd edition. R. Paul and P. Cascella (Eds.). Baltimore: Paul H. Brookes Publishers, pp. 259-281.
Smith, S.A., & Cascella, P.W. (2007). Ratings of communication competence by siblings of persons with Down syndrome. Education and Training in Developmental Disabilities, 42(2), 182-189.
Skau, L., & Cascella, P.W. (2006). Embedding assistive technology into home and preschool activities to foster speech-language skills. Teaching Exceptional Children, 38(6), 12-17.
Cascella, P.W. (2006). Standardised speech-language tests and students with intellectual disability: A review of normative data. Journal of Intellectual & Developmental Disability, 31(2), 120-124.
Cascella, P.W. (2006). Student-directed learning and peer review in research methods. Perspectives on Issues in Higher Education, 9 (1), 10-12.
Cascella, P.W. (2005). The expressive communication strengths of adults with severe to profound intellectual disability as reported by group home staff. Communication Disorders Quarterly, 26 (3), 156-163.
Guisti Braislin M.A., & Cascella, P.W. (2005). A preliminary investigation of oral motor exercises among children with mild articulation disorders. International Journal of Rehabilitation Research, 28 (3), 263-266
DeSimone, E.A. & Cascella, P.W. (2005). Communication quality indicators: A survey of Connecticut group home managers. Journal of Developmental and Physical Disabilities, 17 (1), 1-17.
Cascella, P.W. & McNamara, K.M. (2005). Empowering students with a significant intellectual disability to actualize communication skills. Teaching Exceptional Children, 37 (3), 38-43.
Cascella, P.W., & Colella, C.S. (2004). Knowledge of autism spectrum disorders among Connecticut school speech-language pathologists. Focus on Autism and Other Developmental Disabilities, 19 (4), 245-252
McNamara, K.M., Hindenlang, J., & Cascella, P.W. (2004). Discharge practices in the university clinical setting. Contemporary Issues in Communication Sciences and Disorders, 31, 182-190.
Cascella, P.W. (2004). Receptive communication abilities among adults with significant intellectual disability. Journal of Intellectual & Developmental Disability, 29 (1), 70-78.
Sonnenschein, E. & Cascella, P.W. (2004). Pediatricians’ opinions about otitis media and speech-language-hearing development. Journal of Communication Disorders 37 (4), 313-323.
Cascella, P.W., & McNamara, K.M. (2004). Practical communication services for high school students with severe disabilities: Collaboration during the transition to adult services. The ASHA Leader, 9 (9), 6-7, 18-19.
McGrane, S.A. & Cascella, P.W. (2000). TBI knowledge and pragmatic assessment among Connecticut school speech-language pathologists. Brain Injury, 14 (11), 975-986.
Cascella, P.W. (1999). Communication disorders and children with mental retardation. Child and Adolescent Psychiatric Clinics of North America, 8 (1), 61-75.