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

3. Davis, J. M., Finke, E.H. & Hickerson, B. (2016). Service delivery experiences and intervention needs of military families with children with ASD. Journal of Autism and Developmental Disorders, 46, 1748-1761.

2. Finke, E.H., Davis, J.M., Benedict, M., Goga, L., Kelly, J., Palumbo, L., Peart, T. & Waters, S. (2016). Effects of least-to-most prompting procedures on multi-symbol comment production in children with ASD who use AAC. American Journal of Speech-Language Pathology.

Finke, E. H. (2016). Friendship: Operationalizing the intangible to improve friendship-based outcomes for individuals with autism spectrum disorder. American Journal of Speech-Language Pathology, 1-10.

Finke, E., Drager, K., & Serpentine, E. C. (2015). “It's not humanly possible to do everything”: Perspectives on intervention decision-making processes of parents of children with autism spectrum disorders. SIG 1 Perspectives on Language Learning and Education, 22(1), 13-21.

Davis, J. M., & Finke, E. H. (2015). The experience of military families with children with autism spectrum disorders during relocation and separation. Journal of Autism and Developmental Disorders, 45(7), 2019-2034.

Finke, E. H., Hickerson, B., & McLaughlin, E. (2015). Parental intention to support video game play by children with autism spectrum disorder: An application of the theory of planned behavior. Language, Speech, and Hearing Services in Schools, 46(2), 154-165.

Hickerson, B., Finke, E. H., & Choi, Y. (2014). Enduring leisure involvement and children with autism spectrum disorder: validation of a parent-reported involvement scale. Therapeutic Recreation Journal, 48(1), 31.

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

1. Drager, K.D.R., & Finke, E.H. (2012). Intelligibility of children’s speech in digitized speech. Augmentative and Alternative Communication, 28, 181-189.

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

Courses Taught

CSD 146 Introduction to Communication Sciences and Disorders

CSD 300 Language Development

CSD 451 Introduction to Augmentative and Alternative Communication

CSD 462 Introduction to Language Disorders in Children

CSD 549 Speech-Language Pathology in the Schools

CSD 550 Seminar in Communication Sciences and Disorders

Strategic Themes

  • Populations of Special Interest