معرفی
Lynne Hewitt is a Professor and Chair of the Department of Speech-Language Pathology and Audiology at Ithaca College, where she has served since January 2020. Previously, she held the same position at Bowling Green State University in Ohio. Her research focuses on developmental language disorders, autism spectrum disorders (ASD), and social communication impairments, with a particular emphasis on evidence-based practices in clinical assessment and intervention. Hewitt is a licensed and certified speech-language pathologist and has published extensively on autism-related topics, including college transition support for individuals with ASD.
Dr. Hewitt’s academic leadership includes roles as editor for the American Journal of Speech-Language Pathology and editorial contributions to journals such as the Journal of Autism and Developmental Disorders. She has held multiple leadership positions within the American Speech-Language-Hearing Association (ASHA), including service as a Topic Chair for Autism and Language in School Age Populations, Coordinator of Special Interest Group 1, and Chair of the Academic Affairs Board. In 2014, she was honored as an ASHA Fellow, the organization's second-highest distinction.
Her research integrates clinical practice with theoretical frameworks, emphasizing the pragmatics of language and narrative analysis. Recent work explores communication interventions for adults with ASD and the role of leisure activities in memory care units. Hewitt actively advocates for interdisciplinary collaboration in speech-language pathology education and has contributed to enhancing doctoral program design through shared academic initiatives.
- Professional Affiliations: American Speech-Language-Hearing Association (ASHA Fellow), Bowling Green State University (former Chair)
- Editorial Roles: Editor (American Journal of Speech-Language Pathology), Associate Editor (Journal of Speech-Language-Hearing Research)
- Key Research Themes: ASD assessment, college transition support, narrative analysis, and evidence-based intervention
