Erinn H. Finke, Ph.D., CCC-SLP

photo of Erinn Finke

Associate Professor

Contact Information

401E Ford Building
University Park PA 16802


(fax) 814-863-3759


Ph.D., The Pennsylvania State University, 2008

Research Interests

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.

Selected Publications

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.

Courses Taught

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

Strategic Themes

  • Populations of Special Interest