Emily Quinn, Ph.D. CCC-SLP

  • Assistant Professor of Pediatrics, School of Medicine


Emily D. Quinn, Ph.D., CCC-SLP is a certified speech-language pathologist and clinician-scientist. Her research focuses on providing the best language support possible for children with language impairments and neurodevelopmental disabilities. 

She is an expert in:

Education and training

    • B.S., 2007, The Pennsylvania State University
    • M.S., 2009, University of Nebraska
    • Ph.D., 2018, Vanderbilt University
  • Certifications

    • Enhanced Milieu Teaching
    • Autism Diagnostic Observation Schedule- Second Edition

Memberships and associations:

  • American Speech-Language Hearing Association
  • Council for Exceptional Children - Division for Early Childhood

Honors and awards

  • 2018 New Investigators Research Grant, American Speech-Language Hearing Foundation
  • 2018 Student Research Travel Award, American Speech-Language Hearing Association
  • 2018 Institute on Education Sciences Meta-analysis Training Institute
  • 2017 Student Research Travel Award, Society for Research In Child Language Disorders
  • 2016 Lessons for Success Emerging Scientists Conference, American Speech-Language Hearing Association
  • 2016 American Speech-Language Hearing Association Research Conference Travel Grant
  • 2016 Student Research Travel Award, American Speech-Language Hearing Association
  • 2015 Student Research Travel Award, American Speech-Language Hearing Association
  • 2015 Special Education Endowment Award, Vanderbilt University
  • 2014 Research Mentoring Travel Pair Award, American Speech-Language Hearing Association


Elsevier pure profile

Selected publications

  • Quinn E., Cook, A. & Rowland, C. (in press). An online community of practice to improve intervention for  individuals with complex communication needs. Augmentative and Alternative Communication. Manuscript submitted for publication.
  • Quinn, E.  & Rowland, C. (2017) Exploring expressive communication skills in a cross-sectional sample of children and young adults with Angelman syndrome. American Journal of Speech-Language Pathology, 26, 369- 382.
  • Wright, C. & Quinn, E. (2016). Family centered implementation of augmentative and alternative communication systems in early intervention. Perspectives on Language Learning and Education,1, 168- 174.
  • Rowland, C., Quinn, E. & Steiner, S. (2015). Beyond legal: Crafting high-quality IEPs for children with complex communication needs. Communication Disorders Quarterly, 37, 53- 62.
  • Quinn, E., Beukleman, D. & Thiessen, A. (2011). Remote instruction of potential AAC support personnel.  Perspectives on Augmentative and Alternative Communication, 20, 80 – 101.    


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