Monique Charest, R.SLP, SLP-C, PhD, is a graduate supervisor among the academic staff in the Faculty of Rehabilitation Medicine.
PhD Audiology and Speech Sciences - University of British Columbia - 2012
MS Audiology and Speech Sciences (Speech-Language Pathology) - Purdue University - 2002
BAH Psychology - Queen's University - 1996
Dr. Charest is registered as a Speech-Language Pathologist (SLP) with the Alberta College of Speech-Language Pathologists and Audiologists (ACSLPA) and certified with the Speech-Language and Audiology Canada (SAC) and the American Speech-Language-Hearing Association (ASHA). She completed her clinical training at Purdue University (Indiana, USA). Following her clinical training, she worked as an SLP in both community-based and hospital settings, before returning for her PhD at UBC. During her PhD, Dr. Charest was the recipient of a doctoral training award from the Canadian Child Health Clinician Scientist Program.
Dr. Charest's research focuses on language development and language processing children with typical language development and Developmental Language Disorder (also known as Specific Language Impairment). More specifically, her research focuses on (1) Assessment and identification of language difficulties; and (2) Understanding the cognitive process that support word and sentence planning and production in children with typical language development and language difficulties.
Dr. Charest is currently accepting graduate students in the areas of language development and disorders, language assessment, and children’s language processing.
A review of typical language development provides the basis for study of the assessment and identification of language disorders in children, from prelinguistic development through the developing language period. Developmental profiles associated with a number of diagnoses are discussed. Assessment procedures include administration and interpretation of standardized tests, language samples, and criterion-referenced measures. The decision-making process is highlighted, with an emphasis on integration of multiple sources of information. Discussion of research findings highlights an evidence-informed approach to assessment and diagnosis. The laboratory experiences emphasize integration and practical application of concepts introduced in the lecture. (Restricted to MScSLP students only.) Not open to students with credit in SPA 511.Fall Term 2020
A study of theoretical models and clinical application in the remediation of language disorders in the prelinguistic, emerging and developing language periods. Discussion of the purposes and basic principles of intervention provides a framework for understanding specific techniques and programs. Course content focuses on the decision-making process in intervention, including factors guiding the choice of language goals, intervention approach, and accountability measures. An emphasis on evaluation of research findings highlights an evidence-informed approach to intervention. The laboratory experiences provide opportunities to observe intervention and develop intervention goals and activities. Prerequisite: CSD 511. (Restricted to MScSLP students only.) Not open to students with credit in SPA 518.Winter Term 2021