Michelle Quinn, M.A., CCC-SLP

Position title: Emeritus Clinical Professor, Speech-Language Pathologist

Email: michelle.quinn@wisc.edu

Michelle Quinn, M.A., CCC-SLP


B.A., University of Notre Dame, Psychology
M.A., University of Iowa, Speech Language Pathology
A.B.D, University of Iowa, Communication Sciences and Disorders

Courses Taught

CS&D 424: Sign Language II
CS&D 425: Aural (Re)Habilitation
CS&D 434: Sign Language II
CS&D 699: Independent Study
CS&D 790: Practicum in Communication Sciences and Disorders
CS&D 799: Study Abroad

CS&D 699 example topics include parent coaching and/or sign language story development  as relates to families of children at risk for language development. CS&D 799 includes:

  • International SLP Graduate Assessment Practicum-Service Learning: with NGO Common Hope, Antigua, Guatemala (Jan 2011-Jan 2013)
  • Crossing the Pond: Professional Communication and Collaboration on Behalf of Children at Risk for Language Learning Delays or Differences (May 2019)

Background and Expertise

Michelle previously worked as a member of a diagnostic multidisciplinary team and then as the supervisor for a demonstration preschool for Deaf children at Boys Town National Research Hospital in Omaha, NE. Her early experience was in assessing and providing treatment for children who relied on sign language and evolved to include helping children incorporate and/or rely on spoken English development.

Currently, Michelle supervises 1) a group language intervention clinic for preschoolers who are late talkers, with moderate language delays and/or sensorineural hearing loss adapted from the High Scope curriculum; 2) a parent coaching clinic in which behavioral goal setting for caregivers as the primary change agent occurs as she is a certified It Takes Two to Talk Hanen trainer; and 3) 1:1 aural (re)habilitation for children and adults with hearing loss to help them realize their cognitive and communication potential and increase conversational fluency with options for auditory-oral, Simultaneous Communication, or American Sign Language as the input mode with data to determine if adequate progress is occurring; 4) Sharing our expertise consistent with the Wisconsin Idea to families at risk here in Madison, and soon we hope, in Dublin and Limerick, Ireland.

Membership in Professional Organizations

American Speech and Hearing Association (ASHA) (1984 – 2018)
Wisconsin Speech-Language and Hearing Association (WSHA) (1997-2004; 2006-2008; 2010 – 2018)
Delta Center, University of Iowa (2009 – 2018)
Certified Trainer Hanen: It Takes Two to Talk Program (2011 – 2018)
International Association of Logopedics and Phoniatrics (2016 – 2017)


Wisconsin nominee for ASHA’s Louis M. DiCarlo Clinical Achievement Award (2018)
Clinical Professor Award by Student Vote, CSD and Graduation Address (2013)
NSSHLA Advisor, Charge Up Your Chapter ASHA First Place Runner Up Award (2013)
Outstanding Service Award from Wisconsin Speech Language and Hearing Association (2012)
NIH Scholar Trainee, Kirschstein National Research Service Award (2008 – 2010)
ASHA Mentor-Mentee Research Award Recipient to ASHA Convention (2009)
UW-Madison College of Letters and Science Academic Staff Mid-Career Achievement Award (2007)

Grant Awards

Office of Study Abroad-UW Madison, Course Planning Travel Grant: Ireland (2015)
International Academic Program Planning Course Planning Travel Grant (2012)
Office of Service Learning and Community Research UW-Madison Grant (2012)
Office of International Academic Program Course Planning Grant: Guatemala (2012)
Academic Staff Professional Development Award, UW-Madison Campus (2007)
Podcast Technology Grant, UW-Madison DoIT Campus Competition (2007)
Federal Discretionary Grant, Madison Metropolitan School District, Coordinator (1998 – 2000)

Peer Reviewed Publications

Quinn, M.A. Active Communication Education (ACE): A Program for Older People with Hearing Impairment, International Journal of Audiology, 2009.

Schraeder, T., Quinn, M., Stockman, I. and Miller, J. Authentic assessment as an approach to preschool speech-language screening, American Journal of Speech-Language Pathology, 8 (3), 195-200, August 1999.

Quinn, M.A. and Tomblin, J.B. Comprehension strategies: comparison of normal, language impaired and hearing impaired children’s performance, Proceedings of 1985 Symposium of Child Language Disorders, University of Wisconsin-Madison, 1991.

Quinn, M.A. Strategies of sentence comprehension in normal and language impaired children, Master’s Thesis, University of Iowa, December 1983.

Tomblin, J.B. and Quinn, M.A. The contribution of perceptual learning to performance on the repetition task, Journal of Speech and Hearing Research, 26, 369-373, September 1983.