Catherine Cheung, PT, Ph.D.

Title:	Assistant Professor
Division:	Allied Health and Communicative Disorders
Unit:	Physical Therapy
Office Location:	Health/Wellness 1120
Office Phone:	815-753-4968
Email:	wcheung@niu.edu

Courses Taught

• AHPT 657: Pediatric in Physical Therapy
• AHPT 610: Foundational Patient Screening Examination, and Assessment
• AHPT 608: Physical Therapy: Evidence-Based Practice

Educational Background

• Ph.D., University of Illinois at Urbana-Champaign, Special Education
• M.A., New York University, Physical Therapy
• B.A., National Yang Ming Chiao Tung University (Taiwan), Physical Therapy

Research Interests

• Motor and social communication interaction
• Autism
• Advocacy (early intervention)
• Secondary data analysis

Selected Publications

Burke, M. M., Li, C., Cheung, W. C., Johnston, A. N., Best, M. Rossetti, Z. (accepted). Identifying the correlates of individual, peer, and systemic advocacy among parents of children with disabilities who are interested in civic engagement. Journal of Development and Physical Disabilities.

Cheung, W. C., Ostrosky, M. M., & Yang, H. W. (2024). Exploring structured motor play for preschoolers with autism: Listening to parents’ voices. Exceptionality.

Burke, M. M., Terol, A. K., Best, M., Cheung, W. C. & Hardy. A. (2024). Improving the cultural responsiveness of measures for Latino families of children with autism. Journal of Developmental and Physical Disabilities,1-25.

Li, C., Cheung, W. C., Burke, M. M., DaWalt, L., & Taylor, J. L. (2024). Examining the associations between knowledge, empowerment, and advocacy among parents of transition-aged youth with autism. Autism. 1-10.

Burke, M. M., Best, M., Cheung, W. C., DaWalt, L., & Taylor, J. L. (2024). Exploring the involvement of autistic youth in decision-making about services. Intellectual and Developmental Disabilities.

Ostrosky, M. M., Favazza, P., Yang, H. W., Stalega, M., Aronson-Ensign, K., Cheung, W. C., Akamoglu, Y., Block, M., & Kwan, N. (2024). Investigating the impact of a motor program on preschoolers with disabilities: Findings from a RCT. Infants and Young Children, 37(1), 3-19.

Burke, M. M., Cheung, W. C., Best, M., DaWalt, L., & Taylor, J. L. (2023). Measuring what matters: Considerations for the measurement of adult services for individuals with autism. Journal of Developmental and Physical Disabilities, 1-17. --NIU

Cheung, W. C., & Ostrosky, M. M. (2023). Supporting preschoolers’ motor development in virtual environments: Listening to teachers’ voices. Early Childhood Education Journal.

Burke, M. M., Cheung, W. C., & Kim, J. H. (2023). Understanding the effectiveness and feasibility of a family navigator program for parents of children with autism from low-resourced communities. Intellectual and developmental disabilities, 61(5), 426-439.

Burke, M. M., Johnston, A. N., Cheung, W. C., Li, C., Monarrez, E. C. & Aleman-Tovar, J. (2023). Exploring the perspectives of parents of individuals with autism from low-resourced communities to inform family navigator programs. Journal of Developmental and Physical Disabilities, 1-22.

Cheung, W. C., Aleman-Tovar, J., Johnston, A. N, Little, L. M. & Burke, M. M. (2022). A qualitative study exploring parental perceptions of telehealth in early intervention. Journal of Developmental and Physical Disabilities, 1-21.

Burke, M. M., Cheung, W. C., Li, C., DaWalt, L., & Taylor, J. L., & Jordan, S. (2022). Parental perceptions of service access for transition-aged youth with autism during COVID-19. Intellectual and Developmental Disabilities, 60(5), 369-381.

Kim, J. H., Hughes, O. E., Demissie, S. A., Kunzier, T. J., Cheung, W. C., Monarrez, E. C., Burke, M. M., & Rossetti, Z. (2022). Lessons learned from research collaboration among people with and without developmental disabilities. Intellectual and Developmental Disability, 60(5), 405-415.

Yang, H, W., Ostrosky, M. M., Favazza, P. C., Akemoglu, Y., Cheung, W. C., & Aronson-Ensign, K. (2022). Outdoor recess matters! Preventing and reducing children’s challenging behavior on the playground. NAEYC’s Young Children, 77(2), 24-34.

Cheung, W. C., Ostrosky, M. M., Favazza, P. C., Stalega, M., & Yang, H. W. (2022). Exploring the perspectives of preschool teachers on implementing structured motor programs in inclusive classrooms. Early Childhood Education Journal, 1-10.

Yang, H. W., Ostrosky, M. M., Meadan, H., & Cheung, W. C. (2022). Teaching Fundamental Motor Skills to Preschoolers with Disabilities or Developmental Delays: A systematic review. Palaestra 36 (1), 42-50.

Cheung, W. C., Shen, S., & Meadan, H. (2021). Correlation between motor, cognitive, and socio-emotional skills in young children with and without disabilities. Journal of Developmental and Physical Disabilities, 1-21.

Cheung, W. C., Meadan, H., & Shen, S. (2021a). Motor, Cognitive, and Socioemotional Skills Among Children With Disabilities Over Time. Journal of Special Education, 55(2), 79-89.

Cheung, W. C., Meadan, H., Xia, Y. (2021b). A longitudinal analysis of the relations between social, communication, and motor skills among students with autism. Journal of Autism and Developmental Disorders, 1-14.

Cheung, W. C., Meadan, H., & Yang, H. W. (2020). Effects of powered mobility device interventions on social skills for children with disabilities: A systematic review. Journal of Developmental and Physical Disabilities, 32(6), 855-876.

Lung, C. W., Yang, T. D., Liau, B. Y., Cheung, W. C., Jain, S., & Jan Y. K. (2020). Dynamic changes in seating pressure gradients in people with spinal cord injury. Assistive Technology, 32(5), 277-286.

Cheung, W. C., Ostrosky, M. M., Yang, H. W., Akemoglu, Y., Favazza, P., & Aronson-Ensign, K., (2019). Merging motor and cognitive development: There’s so much to learn while being physically active! Palaestra, 33(3), 48-54.

Akemoglu, Y., Ostrosky, M. M., Cheung, W. C., Yang, H. W., Favazza, P., Stalega, M. & Aronson-Ensign, K. (2019). Move together, communicate together: Supporting preschoolers’ communication skills through physical activities. Early Childhood Education Journal, 47(6), 677-685.

Aronson-Ensign, K., Favazza, P. C., Stalega, M., Ostrosky, M. M., Block, M. E., Yang, H. W., Akemoglu, Y., & Cheung, W. C. (2018). CHAMPPS: Filling the preschool curriculum gap. Palaestra, 32(4), 29-36.

Snodgrass, M. R., Meadan, H., Ostrosky, M. M., & Cheung, W. C. (2017). One step at a time: Using task analyses to teach skills. Early Childhood Education Journal, 45(6), 855-862.

Jan, Y. K., Lung, C. W., Yang, T. D., Cheung, W. C., Jain, S. (2016). Seating pressure gradient vectors in response to the changes of wheelchair tilt and recline in people with spinal cord injury. Archives of Physical Medicaine and Rehabilitation, 97(10), e93.