Erinn H. Finke, Ph.D., CCC-SLP
401E Ford Building
University Park PA 16802
Ph.D., The Pennsylvania State University, 2008
My research is focused on improving communication outcomes and enhancing quality of life for individuals who have ASD and/or complex communication needs and require AAC. Specific interests:
training and instruction for relevant stakeholders including parents, siblings, teachers, related service providers and peers;
investigating the professional/family teaming process to improve collaborative and evidence-based decision making and intervention planning;
developing interventions to improve social interaction between young children with ASD and young children who require AAC and their typically developing peers;
how variables related to the individual child affect language intervention outcomes.
Hickerson, B., Finke, E. H., & YoungJoon, C. (2014). Enduring leisure involvement and children with autism spectrum disorder: validation of a parent-reported involvement scale. Therapeutic Recreation Journal, 48(1).
Blood, G. W., Blood, I. M., Coniglio, A. D., Finke, E. H., Boyle, M. P. (2013). Familiarity breeds support: Speech-language pathologists’ perceptions of bullying of students with autism spectrum disorders. Journal of Communication Disorders, 46 (2), 169–180. DOI:10.1016/j.jcomdis.2013.01.002
Blood, G. W., Robins, L. A., Blood, I. M., Boyle M. P., Finke, E. H. (2011). Bullying, School-Based Speech-Language Pathologists, and English Language Learners: Seriousness, Intervention, and Strategy Selection. SIG 16 Perspectives on School-Based Issues, 12, 128–138. DOI:10.1044/sbi12.4.128
Drager, K. & Finke, E. (under review). Intelligibility of Children’s Voices in Digitized Speech. American Journal of Speech-Language Pathology.
Finke, E.H., Drager, K. & Ash, S. (2010). Pediatricians’ and parents’ perspectives on the diagnostic process for autism spectrum disorders. Journal of Early Childhood Research, 8(3).
Serpentine, E.C., Tarnai, B., Drager, K. & Finke, E.H. (2010). Decision making of parents of children with autism spectrum disorder concerning Augmentative and Alternative Communication in Hungary. Communication Disorders Quarterly, Jan 2010; OnlineFirst: 1525740109353938
Drager, K.D.R., Finke. E., & Serpentine, E. (2010). Augmentative and alternative communication: An introduction. In J.S. Damico, M.J. Ball, & N. Muller (Eds.) The Handbook of Language and Speech Disorders. Malden, MA: Blackwell Publishers
Finke, E.H., McNaughton, D. & Drager, K. (2009). “All children can and should have the opportunity to learn”: General education teachers’ perspectives on including children with ASD who require AAC. Augmentative and Alternative Communication, 25, 110-122.
Finke, E.H., Light, J.C. & Kitko, L. (2008). A systematic review of the effectiveness of nurse communication with patients with complex communication needs with a focus on the use of augmentative and alternative communication. Journal of Clinical Nursing, 17(16), 2102-2115
Drager, K.D.R., Light, J.C. & Finke, E.H. (2008). Using AAC technologies to build language and social communication with young children with autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism Spectrum Disorders and AAC. Baltimore, MD: Paul H. Brookes Publishing Co.
CSD 462 Introduction to Language Disorders in Children
CSD 549 Speech-Language Pathology in the Schools
CSD 146 Introduction to Communication Sciences and Disorders
CSD 300 Language Development
CSD 451 Introduction to Augmentative and Alternative Communication
- Populations of Special Interest