About

Catherine Crowley is a lecturer and coordinator of the bilingual speech pathology program at Teachers College, Columbia University. She has been featured in media discussions alongside graduate students Jessica Salas and Angela Livingston, where they talked about the critical need for bilingual speech pathologists. Her role involves overseeing the program that trains speech-language pathologists with a focus on bilingual populations, addressing the importance of linguistic diversity in speech pathology services.

Research topics

• Medicine
• Internal medicine
• Immunology
• Oncology
• Environmental health
• Family medicine
• Nursing

Selected publications

• Improving Speech Outcomes in Low- and Middle-Income Countries for Patients Born with Cleft Palate

  Plastic & Reconstructive Surgery · 2025-09-25 · 1 citations

  review1st authorCorresponding

  SUMMARY: This article reviews the research and current practices aimed at building cleft speech therapy capacity in low- and middle-income countries (LMICs), given the paucity of qualified speech-language pathologists with cleft palate expertise. The importance of a successful initial palate repair is emphasized, as well as the more specialized training and skills needed for speech clinicians working with patients requiring secondary procedures. Intensive short-term cleft speech clinics (ISSCs), which incorporate both didactic learning and hands-on clinical experiences, are introduced. Outcomes, advantages, and limitations of ISSCs are discussed. Resources for ongoing support of cleft speech therapy in local languages in LMICs are described, including online classes with accompanying assessments in 5 languages, cleft speech assessment screeners in 30 languages, and cleft therapy word games in almost 40 languages, covering more than 200 different sounds. Recommendations for building capacity for cleft speech therapy are provided, including (1) identifying and addressing factors leading to a greater likelihood of velopharyngeal insufficiency or fistulas after primary palate repair; (2) expanding the use of ISSCs to build capacity in cleft palate speech therapy in LMICs, where more traditional weekly or biweekly therapy sessions are challenging due to long distances between the patient homes and the speech providers; and (3) continuing to create and disseminate speech care courses, trainings, and mentorship opportunities for cleft speech therapy. These recommendations are meant to implement the current research to meet the goal of improving speech outcomes for all children born with cleft palate, especially those born in LMICs.

  PublisherDOI

• Evaluating the Impact of a Global Cleft Speech Mentorship Program on Expanding Practitioner Competency in Low- and Middle-Income Countries

  Journal of Craniofacial Surgery · 2024-05-21 · 2 citations

  articleOpen accessSenior author

  A primary challenge in global cleft care lies in the limited opportunities for cleft-specific training and mentorship available to speech practitioners worldwide, particularly in low-income and middle-income countries (LMICs). In addition, the limited number of speech therapists with cleft experience in LMICs creates a significant barrier to access to care for individuals with cleft lip and palate globally. The inaccessibility of cleft-specific clinical instruction and cleft-trained speech therapists impacts the effectiveness of intervention and, subsequently, the speech-language development of cleft-affected individuals worldwide. A structured virtual clinical mentorship program targeting speech practitioners of all skill levels in LMICs was established to address this gap in comprehensive cleft care provision. This article will examine the effectiveness of a structured cleft speech mentorship program in expanding practitioner competency in LMIC communities and, as a result, building capacity for cleft speech care globally. The authors will outline various aspects of the development and implementation of this cleft speech mentorship program, including rationale, participant recruitment, program requirements, and impact assessment tools utilized. An analysis of pre-program and post-program data will be conducted to evaluate the degree to which clinical skills were improved, identify persistent areas of weakness, and examine the effectiveness of the program in expanding speech practitioner competency.

  PublisherOA PDFDOI

• “Everyone has a role in Rehabilitation” - Delivering staff education on rehabilitation skills in a post-acute rehabilitation unit

  Age and Ageing · 2024-09-01

  articleSenior author

  Abstract Background Due to a combination of disrupted services, it was observed that there was a gap in nursing and HCA knowledge of their crucial role within the rehabilitation process for the patients in an older person's post-acute rehabilitation unit. The purpose of this study was to highlight the importance of delivering nursing and healthcare assistant care (HCA) through the lens of goal specific rehabilitation. Methods A staff education programme was designed covering topics of rehabilitation including interdisciplinary team working, therapy group interventions, role of HCA in rehabilitation, personal care, toileting, continence, pressure areas, manual handling, weight bearing status, pain management, mobility aids, equipment, orthopaedic braces and physical activity recommendations in the older adult. A pre and post knowledge-based questionnaire was completed specific to each topic with maximum score 100% indicating full knowledge of the topic. Handouts and resources were created and provided at each session. Education was facilitated by an OT and PT, on a weekly basis. Participants were given the opportunity to provide feedback on the education session. An analysis of the pre/post questionnaire scores was completed using Microsoft Excel. Results Of the 26 staff (HCA and nurses) on the unit, 23 completed the education. Staff scored an average of 45% on the pre-education questionnaire and 76% on the post-education questionnaire. There was a significant increase in the post education session score (p<0.0001). Participants reported benefited from education session (87% strongly agreed n=20, 13% agreed n=3). Conclusion Peer to peer staff educations within the MDT improved knowledge in core aspects of rehabilitation care. To enhance patient experience and outcome the full MDT should feel part of the rehabilitation programme and be aware of the individuals' goals and their role to achieve the goal. This education initiative was beneficial in reinforcing the rehabilitation ethos of the ward and addressing gaps in ward staff’s knowledge.

  PublisherDOI

• “This Is Going To Be Different, But It’s Not Impossible”: Adapting To Telehealth Occupational Therapy For Autistic Children

  International Journal of Telerehabilitation · 2024-06-28 · 3 citations

  articleOpen access

  This qualitative study examined participants’ experiences of transitioning to telehealth-delivered pediatric occupational therapy for autistic children during the COVID-19 pandemic. We interviewed three clinic administrators, four occupational therapists, and six parents of autistic children (n=13) from three Los Angeles area clinics over a 7-month period. Our narrative and thematic analyses yielded three overarching themes: Transformative Experiences, Reimagining Therapy, and Going Forward. Overall, we found that the transition to telehealth shifted participants’ preconceptions about themselves, their relationships, and the nature of occupational therapy. Many deepened their relationships; adapted interventions; uncovered surprising capabilities; and challenged the occupational therapy status quo to advocate for ongoing virtual delivery. Our findings bear relevance to the body of current literature debating the post-pandemic viability of telehealth-delivered occupational therapy.

  PublisherOA PDFDOI

• Impact of an International Training on Interventionists' Expertise in Cleft Palate Speech: Results From Oaxaca, Mexico

  American Journal of Speech-Language Pathology · 2024-04-01 · 3 citations

  articleOpen access1st authorCorresponding

  PURPOSE: International cleft lip and palate surgical charities recognize that speech therapy is essential for successful care of individuals after palate repair. The challenge is how to ensure that cleft speech interventionists (i.e., speech-language pathologists and other speech therapy providers) provide quality care. This exploratory study investigated effects of a two-stage cleft training in Oaxaca, Mexico, aimed at preparing speech interventionists to provide research-based services to individuals born with cleft palate. Changes in the interventionists' content knowledge and clinical skills were examined. METHOD: Twenty-three cleft speech interventionists from Mexico, Guatemala, and Nicaragua participated in a hybrid two-stage training, completing an online Spanish cleft speech course and a 5-day in-person training in Oaxaca. In-person training included a didactic component and supervised clinical practice with 14 individuals with repaired cleft palates. Testing of interventionists' content knowledge and clinical skills via questionnaires occurred before the online course (Test 1), immediately before in-person training (Test 2), and immediately after in-person training (Test 3). Qualitative data on experience/practice were also collected. RESULTS: Significant increases in interventionists' overall content knowledge and clinical skills were found posttraining. Knowledge and clinical skills increased significantly between Tests 1 and 2. Clinical skills, but not knowledge, showed further significant increases between Tests 2 and 3. Posttraining, interventionists demonstrated greater expertise in research-based treatment, and fewer reported they would use nonspeech oral motor exercises (NSOME). CONCLUSIONS: Findings provide preliminary support for such two-stage international trainings in preparing local speech interventionists to deliver high-quality speech services to individuals born with cleft palate. While content knowledge appears to be acquired primarily from the online course, the two-stage training incorporating in-person supervised practice working with individuals born with cleft palate may best enhance continued clinical skill development, including replacement of NSOME with evidence-based speech treatment. Such trainings contribute to building capacity for sustainable quality services for this population in underresourced regions.

  PublisherDOI

• Challenges and Facilitators to Telehealth Occupational Therapy for Autistic Children During COVID-19

  OTJR Occupational Therapy Journal of Research · 2023-01-03 · 12 citations

  articleOpen access

  Pre-pandemic, telehealth occupational therapy (OT) for autistic children appeared promising, but research was limited. The pandemic provided a unique opportunity to investigate how clinics transitioned to telehealth. The purpose of this study was to examine barriers and facilitators that influenced delivery of OT services through telehealth for autistic children during the pandemic. We conducted semi-structured qualitative interviews with 13 participants (three administrators, six OTs, and four parents of autistic children) at three Los Angeles area clinics over a 7-month period. We used narrative and thematic analysis to identify four themes. We identified (a) Challenges and (b) Facilitators to Conducting Telehealth OT, including practical strategies for successful facilitation, and (c) Negative and (d) Positive Outcomes of Conducting Telehealth OT. As telehealth will likely remain a viable means of OT service delivery in the future, our findings provide insight into ways that it can be improved and sustained.

  PublisherOA PDFDOI

• Global partnerships to create communication resources addressing Sustainable Development Goals 3, 4, 8, 10, and 17

  International Journal of Speech-Language Pathology · 2022-11-16 · 14 citations

  articleOpen access

  PURPOSE: This commentary describes the development of global partnerships, capacity-building, and the basis for the creation of a website (Leadersproject.org) used throughout the world that contains free educational resources for the assessment and treatment of people with communication disabilities (PWCD). This website contains speech-language assessment and treatment materials, online skill-building courses, over 200 instructional videos, train-the-trainer course materials, and syntheses of important research and trainings in over 30 languages. This commentary relates the work from leadersproject.org to the United Nations Sustainable Development Goals (SDGs). RESULT: Through this website, the authors have established ongoing global partnerships with other health and education professionals. Moreover, PWCD and their families have used the website for information and support throughout the world. Speech-language pathologists (SLPs) and other health and education professionals use these materials to host capacity-building trainings and to support the development of knowledge and skills to local professionals for the benefit of PWCD. The Leadersproject.org resources have been influential and impactful as measured by approximately 24 000 visits from over 130 countries throughout the world. CONCLUSION: The authors of this paper continue to establish partnerships worldwide to spread education and increase the quality of care provided to PWCD. This commentary paper focuses on the United Nations Sustainable Development Goals (SDGs): good health and well-being (SDG 3), quality education (SDG 4), decent work and economic growth (SDG 8), reduced inequalities (SDG 10), partnerships for the goals (SDG 17).

  PublisherDOI

• Examining the Prevalence of Intervention Approaches Internationally: The Use of Nonspeech Oral Motor Exercises in Guatemala

  Perspectives of the ASHA Special Interest Groups · 2022-06-28 · 1 citations

  article

  Purpose: Little is known about the use of nonspeech oral motor exercises (NSOMEs) to treat Speech Sound Disorders (SSDs) in low- and middle-income countries, such as Guatemala, where the field of speech-language pathology is less well established. The purpose of this study is to examine clinical practices for SSDs in Guatemala. The authors then compare these findings with previous literature on the use of NSOMEs in countries with developed fields of speech-language pathology. Method: Nonmembers and members of the professional association for speech providers, Asociación de Terapistas del Lenguaje de Guatemala (SomosTLgt; n = 65), completed an online survey regarding the use of NSOMEs. Results: Although approximately half of the clinicians in Guatemala reported using NSOMEs in therapy, the time spent in therapy sessions using these exercises was limited to 25% of the time. Very few clinicians (19.8%) reported to use NSOMEs almost always or 50%–75% of the time. NSOMEs were not reportedly used by 33.8% of the clinicians when treating SSDs. A significant positive correlation was found between years of experience and use of NSOME in clinical practice. Nearly all respondents specified learning about NSOMEs at university. Conclusions: Contrary to previous studies from high-income countries that indicate that NSOMEs are commonly used by speech-language pathologists when targeting SSDs, the use of NSOMEs across speech therapists from Guatemala in this current investigation is less. Future studies should explore the rationale behind the use of NSOME across different countries.

  PublisherDOI

• Systematic Review of Safety and Efficacy of Second- and Third-Generation CD20-Targeting Biologics in Treating Immune-Mediated Disorders

  Frontiers in Immunology · 2022 · 48 citations

  • Medicine
  • Immunology
  • Internal medicine

  Background: B cells can contribute to immune-mediated disorders. Targeting CD20 has proved to be efficacious in several B cell-mediated immunopathologies, as illustrated by the use of rituximab, the first anti-CD20 monoclonal antibody (mAb). Following rituximab, second- and third-generation anti-CD20 mAbs have been developed and tried in immune-mediated diseases, including obinutuzumab, ocrelizumab, ofatumumab, ublituximab, and veltuzumab. However, their safety and efficacy has not been systematically reviewed. Objective: To evaluate safety and efficacy of obinutuzumab, ocrelizumab, ofatumumab, ublituximab, and veltuzumab for the treatment of immune-mediated disorders compared to placebo, conventional treatment or other biologics. Methods: The PRISMA checklist guided the reporting of the data. We searched the PubMed database between 4 October 2016 and 22 July 2021 concentrating on immune-mediated disorders. Results: The literature search identified 2220 articles. After screening titles and abstracts against the inclusion and exclusion criteria and assessing full texts, 27 articles were finally included in a narrative synthesis. Conclusions: receptor-associated membranous nephropathy. Ublituximab was assessed in relapsing-remitting multiple sclerosis and neuromyelitis optica spectrum disorder, with promising results, however, the included number of patients was too small to conclude. Veltuzumab was tested in patients with immune thrombocytopenia resulting in improved platelet counts. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/, identifier CRD4201913421.

  PublisherDOI

• Barriers and Resources to Cleft Lip and Palate Speech Services Globally: A Descriptive Study

  Journal of Craniofacial Surgery · 2021 · 38 citations

  • Medicine
  • Family medicine
  • Nursing

  BACKGROUND: Although a number of international cleft organizations and cleft professionals in low- and middle-income countries (LMICs) have built and supported comprehensive cleft care and speech therapy models to address the shortage of speech services in LMICs, the specific speech needs of individuals with cleft lip and palate (CLP) in such countries remain unknown. The objective of this study was to evaluate the barriers to accessing speech services for patients with CLP as well as the resources and models of speech services that are currently available for individuals with CLP in LMICs, with the goal of better understanding the needs of this population. METHODS: Qualitative and quantitative methods consisted of Smile Train partner surveys that were distributed June 25th to July 31st, 2018 worldwide. Surveys were distributed through Smile Train's online medical database, Smile Train Express, which every Smile Train partner uses to report their Smile Train sponsored treatment outcomes. A total of 658 Smile Train partners responded to the surveys. Respondents included surgeons, speech therapists, orthodontists, administrators and nurses who represented non-governmental organizations, hospitals (private or public), hospital groups, and private clinics. RESULTS: Results indicated that lack of resources, including access to local speech providers and language materials, as well as financial constraints such as patient travel and speech treatment costs, are the most commonly reported barriers to accessing speech services across all geographic regions surveyed. CONCLUSIONS: Improving access to CLP speech services in LMICs may require strategies that address lack of speech providers, language materials, and financial constraints.

  PublisherDOI

Frequent coauthors

• Elizabeth Ijalba

  19 shared

• Miriam Baigorri

  Long Island University

  18 shared

• Onur Boyman

  8 shared

• Chelsea L. Sommer

  Florida International University

  8 shared

• Erika S. Levy

  Columbia University

  7 shared

• Patricia Velasco

  Queens College, CUNY

  5 shared

• Gemma Moya‐Galé

  Columbia University

  5 shared

• Benjamin Wuest

  University Hospital of Zurich

  4 shared

Labs

• Leaders Project LabPI

Education

• B.A.

  University of Rochester

• M.A.

  Kean University

• Other

  Rutgers Law School-Newark

• Ph.D.

  Columbia University

Awards & honors

• ASHA Convention 2022 Meritorious Poster Award, Developing th…
• Citation from Ghana’s Ministry of Education 2018. For decade…
• Citation from Chiefs, Queen Mothers, Elders of Oguaa Traditi…
• ASHA Convention 2015 Meritorious Poster Award
• ASHA Convention 2012 Meritorious Poster Award