Georgina Lynch

Lynch Joins Expert Panel Discussion on PBS Health Matters: "Understanding Autism”
(December 2012)


Georgina Lynch, M.S.

Clinical Assistant Professor
Dept. of Speech & Hearing Sciences

CCC-Speech-Language Pathology

Certification in Program Administration (OSPI), Gonzaga University

Master of Science, Eastern Washington University

Bachelor of Science, Gonzaga University

Courses Taught

SHS 461 - Clinical Methods
SHS 471 - Speech-Language Pathology and Audiology in the Schools
SHS 478 - Language Impairment
SHS 490 - Special Topics in Autism

Clinical Interests

  • Autism: Evidence-Based Interventions
  • Facial Muscle Responses to Visual Stimuli
  • Neurological Disabilities
  • Language Learning Disabilities
  • Public Policy Related to the Education of Children with Special Needs


Member, American Speech-Language Hearing Association (ASHA)

Special Interest Group 12: Augmentative and Alternative Communication

Member, Washington State Speech-Language Hearing Association

Advisor, National Student Speech-Language Hearing Association (NSSLHA)

Member, International Society for Autism Research (INSAR)

Clinical Information

Lynch actively collaborates with the Northwest Autism Center to develop and promote clinical training opportunities for graduate students in Speech and Hearing Sciences through various intervention sites, community clinics, and schools.

See examples of this work:

Prior to her work at Washington State University, Georgina Lynch worked as a learning specialist within the public school system, developing special education intervention programs for individuals with autism spectrum disorder ranging in age from preschool to adolescence.

She developed systems-based trainings for public schools, which included inter-professional teams comprised of SLP’s, OT/PT’s, and special educators. In addition to developing programs and group trainings, Lynch provided direct consultation for individuals with severe communication deficits and worked with multi-disciplinary teams to develop alternative treatment plans.

Lynch has provided presentations at the local and state levels and continues to advocate for individuals with autism spectrum disorder. She is actively involved with the local autism advocacy and resource group, Northwest Autism Center and has served on its education advisory board.

Selected current projects

“Facial Response to Visual Stimuli in Individuals with Autism Spectrum Disorder:  Using Pupil Response as an Indicator for Phenotype”

WSU Faculty Seed Grant (Lynch, PI; Potter, Co-PI). 09/01/13-07/31/14

This project involves the use of pupil measurement as a means of examining underlying neurologic deficits in the ASD brain, and incorporates the use of eye-tracking equipment measuring pupil dilation, constriction, and eye gaze. This research also involves the use of the Facial Action Coding System (FACS) to examine and analyze imitation of facial expressions by individuals with ASD to examine gross facial muscle response.

Supported Student Research Projects:

“Survey of Social Language Skills in Young People with High-Functioning Autism”

This project examined parental concerns about targeted skills within adolescent ASD social group intervention and identified trends toward a lack of specific focus on non-verbal social language skills, deemed necessary for success in post-secondary education and adulthood. Data supports development of future intervention models with this population. (Aaron Davenny, MS, EWU, 2104).

“The Physical Environment and Cognition: How Characteristics of the Classroom Impact Learning and Behavior in Autistic Students”

This interdisciplinary project in collaboration with the School of Design and Construction (SDC) at WSU-Pullman, involved partnership with the Northwest Autism Center and included graduate students from multiple disciplines, including audiology, speech-language pathology, psychology, and education, led by a graduate student in Interior Design, Melissa Collins-Anderson (MA, WSU, 2013). Acoustic features and visual stimulation within the classroom environment were examined as those relate to social adaptive behaviors and the use of visual teaching strategies.