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Monique

Monique Charest, PhD, MS, BA(H)

Assistant Professor

Rehabilitation Medicine

Communication Sciences and Disorders

About Me

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


Background Information
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.


Research

Professional Interests
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.

Current Research

  1. Examining how picture naming experiences affect children's vocabulary and ease of word-finding (funded by the Social Sciences and Humanities Council of Canada, with S. Wiebe).
  2. Examining how different measures of vocabulary contribute to our understanding of the profile of children with Developmental Language Disorder (with M. Skoczylas).
  3. Better understanding the nature of the information obtained from language assessments during the preschool- to school-age transition (with D. Hayward & P. Schneider) .
  4. Using eye tracking to examine the processes that support language planning in children with typical language development and Developmental Language Disorder.