David Hajjar

Assistant Professor, Speech Language Pathology and Audiology

Title

CV

EDUCATION 

2013-2017: Ph.D., Communication Sciences and Disorders, Ohio University, Athens, OH

1996-1998:  M.S., Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA

1992-1996: B.S. in Communication Sciences and Disorders, University of Massachusetts, Amherst, MA

PROFESSIONAL EXPERIENCE 

2017-present: Assistant Professor, Ithaca College

2013-2017: Instructor and Graduate Research Assistant, Ohio University, Athens, OH

2004-2013: Senior Speech-Language Pathologist, Crotched Mountain Foundation, Greenfield, NH

2005-2016: AAC Consultant for Voice Colors,  Weston, MA

2001-2003United States Peace Corps Volunteer, Ministry of Education, St.George’s, Grenada, West Indies

SCHOLARSHIP & SERVICE

ADAPTIVE SKIING

A thrilling ride at Crotched Mountain Ski & Ride, Bennington, NH

Dr. Hajjar is interested in learning more about the positive impact that recreation and leisure activities have on people with complex communication needs who use augmentative and alternative communication (AAC). Recreational professionals and volunteers provide critical supports to ensure access, enjoyment, and full participation. Participation in recreational activities can improve quality of life, expand social networks, and provide opportunities for communication and interaction.  

adaptive kayaking

Adaptive kayaking with Crotched Mountain Accessible Recreation and Sport(CMARS) on a lake in Antrim, NH. 

Adaptive kayaking is another type of active recreation that is beneficial for people who use AAC. The photo was taken during a kayaking program on a lake in Southern, New Hampshire. Some people were in their own kayak and others were in a tandem kayak with the support of a volunteer or family member.  As part of a research study, we provided participants with action cameras to take photos and videos of the experience and share these with family and friends. Participants were encouraged to use the digital media in their AAC systems to support engagement and interaction with others.  

PUBLICATIONS 

2021

Hajjar, D., Elich-Monroe, J., & Durnford, S. (2021).  

Interprofessional education and practice: Perspectives from students in speech-language pathology and recreational therapy. Teaching and Learning in Communication Sciences & Disorders, 5 (2). https://ir.library.illinoisstate.edu/tlcsd/vol5/iss2/4

2020

Hajjar, D., McCarthy, J., Benigno, J., Montgomery, J., & Chabot, J. (2020).

Effect of online instruction on volunteers who support people with complex communication needs in active recreation. Augmentative and Alternative Communication, 36 (4), 214-225. doi:10.1080/07434618.2020.1845235

2019

Hajjar, D., McCarthy, J., Benigno, J., Montgomery, J., Chabot, J., & Boster, J. (2019). Weaving participation, interaction, and technology across recreational experiences: Perspectives from volunteers, caregivers, and people with complex communication needs. Augmentative and Alternative Communication, 35(3), 217-228.  doi: 10.1080/07434618.2019.1597161

2018

Hajjar, D., McCarthy, J., & Hajjar, M. (2018). Supporting communication partners in a leisure setting to enhance social interaction and participation for individuals with complex communication needs. Clinical Archives of Communication Disorders,(3), 1-15. doi:10.21849/cacd.2018.00437

2017

McCarthy, J., & Hajjar, D. (2017). Matching the mode, time, and the situation.  Perspectives of the ASHA Special Interest Groups, SIG 12, 2(4), 107-115. doi:10.1044/persp2.SIG12.107

2016

Hajjar, D., McCarthy, J., Benigno, J., & Chabot, J. (2016). “You get more than you give”:  Experiences of community partners in facilitating active recreation with individuals who have complex communication needs. Augmentative and Alternative Communication, 32(2), 131-142. doi: 10.3109/07434618.2015.1136686

2015

Hajjar, D., & McCarthy, J. (2015). Music has positive effects for individuals with neurological speech and language disorders but questions remain regarding type, timing, and fidelity of treatment. Evidence-Based Communication Assessment and Intervention, 8(3), 116-123. doi: 10.1080/17489539.2014.1001548