Division of Communication Disorders
1000 E. University Ave., Dept. 3311
Health Sciences, 265
Laramie, WY 82071
Supervisor of Clinical Services in Speech-Language Pathology
M.S. University of Wyoming 1999
B.S. SW Missouri State University 1976.
firstname.lastname@example.org |(307) 766-6853 |Health Sciences Center, Room 275
Affiliations, Associations, Consultation:
American Speech Language Hearing Association
Wyoming Speech-Language Hearing Association
Certificate of Clinical Competence in Speech-Language Pathology
Licensed by Wyoming Board of Speech Pathology
Certified as Speech Pathologist K-12 by Wyoming Professional Standards Teaching Board
Catherine L. Ross, M.S., CCC-SLP has been a speech-language pathologist for over 19 years and a clinical educator for over 5 years. She is originally from Missouri where she obtained her undergraduate degree and moved to Wyoming where she obtained her master’s degree in speech-language pathology. Ms. Ross is a Wyoming licensed and American Speech-Language Hearing Association (ASHA) certified speech-language pathologist and maintains a certificate to teach speech pathology K-12 with the Wyoming Professional Teaching Standards Board. She has served as a past president and public awareness chair of the Wyoming Speech-Language Hearing Association (WSHA). Ms. Ross serves as a reviewer for SimuCase, a virtual simulation project, for Speech Pathology.com. She teaches an undergraduate course, Clinical Methods, and supervises graduate level students in clinical practicum. Her professional interests are in applying research-based interventions and service delivery models particularly in the areas of language and text comprehension with elementary and adolescent children.
REFEREED CHAPTERS IN BOOKS
Ukrainetz, T.A., & Ross, C.L. (2006). Text comprehension: Facilitating active and strategic engagement. In T.A. Ukrainetz (Ed.), Contextualized Language Intervention (pp. 503-563). Austin, Tx: Pro-Ed.
REFEREED JOURNAL ARTICLES
Ukrainetz, T.A., Ross, C.L., & Harm, H.M. (2009). An investigation of treatment scheduling for phonemic awareness with kindergartners at risk for reading difficulties. Language, Speech, and Hearing Services in Schools, 40, 86-100.