Emily Rubin, MS, CCC-SLP

Emily Rubin

Program Director, Speech-Language Pathologist

Emily Rubin, MS, CCC-SLP, is a speech-language pathologist who specializes in social emotional learning and autism spectrum disorder (ASD). As a former adjunct faculty member and lecturer at Yale University, Emily served as a member of their Autism and Developmental Disabilities Clinic. She has also served as an instructor for the communication sciences and disorders department at Emerson College in Boston, Mass., where she developed courses to prepare graduate-level students for addressing the needs of children with autism and their families.

Emily’s publications have focused on early identification of autism, contemporary intervention models and programming guidelines for high-functioning autism . She is a co-author of Social Emotional Engagement–Knowledge and Skills, a framework for improving school climate and student engagement for all learners, and the Social-Communication, Emotional Regulation, and Transactional Support (SCERTS) Assessment Process, a framework for selected research-based goals and objectives and instructional strategies for students with identified social and emotional learning needs. Emily has also served as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders, a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment and treatment of autism.

As Program Director of the Educational Outreach Program at Marcus Autism Center, Emily provides support for the development of community-viable models of staff training. Her focus is on building the capacity of school systems and early intervention providers to serve as informed consumers of evidence-based practices.

Emily works to empower public schools with a framework for social-emotional engagement and learning that is ecologically valid to the demands of achieving academic standards, sensitive to the unique needs of students with social learning differences like autism and can serve as a universal design for learning that benefits all students.

Publications

  • Morgan, L., Rubin, E., Coleman, J., Frymark, T., & Wang, B. (2014). Impact of focused and comprehensive interventions on social communication skills of infants and toddlers with autism: A systematic review. Focus on Autism and Other Developmental Disabilities.
  • Rubin, E., & Lewis, M. (Eds.). (July 2016). A developmental framework for evidenced-based practices for individuals with autism spectrum disorders.Topics in Language Disorders, 36, 1.
  • Rubin, E. (2014). Addressing social competence in Asperger’s Syndrome; implementing individualized supports across social partners and contexts. Klin, A., Volkmar, F., & McPartland, J. (Eds.). Asperger Syndrome, Second Edition. New York, N.Y.: Guilford Publications, Inc.

Speaking Engagements

  • Rubin, E. (2019, March). Healthy relationships build strong learners. Presented at the Get Georgia Reading Action Summit, Marietta, GA.
  • Rubin, E. (2018, December). Social emotional engagement: The fuel for learning in the classroom. Presented at the Heep Hong Society’s Annual Conference, Hong Kong Polytechnic University, Hung Hom, Hong Kong.
  • Rubin, E. (2018, November). Social emotional engagement: The fuel for learning in the classroom. Presented at the National Autism Leadership Summit at OCALI, Columbus, OH.
  • Rubin, E. (2018, August). Social emotional engagement: The fuel for learning. Presented at the Aspect Autism in Education Conference: Shaping Successful Futures, Brisbane, Australia.
  • Rubin, E.  (2018, February). Social emotional engagement: The fuel for learning in the classroom. Presented at the Speech and Hearing Association of Alabama, Birmingham, AL.
  • Rubin, E. (2017, September). Implications of social neuroscience: A developmental framework for evidence-based practices. Presented at the Centre for Research in Autism and Education at the University College London Institute of Education, London, England.
  • Rubin, E. (2017, September). Implications of social neuroscience: A developmental framework for evidence-based practices. Presented at the Centre for Research in Autism and Education at the University College London Institute of Education, London, England.
  • Rubin, E. (2017, May). Social emotional engagement: The fuel for learning in the classroom. Presented at the Autism Congress 2017 for the Autism Resource Centre of Singapore, Singapore.
  • Rubin, E. (2017, April). A developmental framework for evidence-based practices for the autism spectrum: Using the SCERTS framework to guide priorities. Presented at the Autism Society of Wisconsin, Wisconsin Dells, WI.
  • Rubin, E. (2017, March). Social emotional engagement: The fuel for learning in the classroom. Presented at the Nebraska State Autism Spectrum Disorders Annual Conference, Kearny, NE.
  • Rubin, E. (2017, January). Using the SCERTS framework to guide priorities for children with autism spectrum disorder. Presented at the National Autistic Society, London, England.
  • Rubin, E. (2016, October). Social emotional engagement: The fuel for learning in the classroom. Presented at the North Dakota State Autism Spectrum Disorders Annual Conference, Minot, ND.
  • Rubin, E. (2016, October). The SCERTS model: A framework for navigating evidence-based practices for children with autism. Presented at the Tennessee Speech-Language Hearing Association Annual Conference, Murfreesboro, TN.
  • Rubin, E. (2016, September).Social emotional engagement: The fuel for learning in the classroom. Presented at the Georgia Educational Leadership Institute Annual Conference, Atlanta, GA.
  • Rubin, E. (2016, June). Using the SCERTS framework to guide priorities for children with autism spectrum disorder. Presented for Medical Net, Rome, Italy. 
  • Rubin, E. (2016, June). Social emotional engagement: The fuel for learning in the classroom. Presented at the University of Georgia’s Safe and Welcoming Schools Conference, Athens, GA.
  • Rubin, E. (2016, April). Using the SCERTS framework to guide priorities for children with autism spectrum disorder. Presented for the Middletown Autism Centre, Belfast, Ireland.
  • Rubin, E. (2015, November). Social emotional engagement within a universal design for learning. Presented at the Ohio Center for Autism and Low Incidence Disorders Annual National Conference, Columbus, OH.
  • Rubin, E. (2015, October). Systemwide social emotional engagement within a universal design for learning. Presented at the Council of Administrators of Special Educators Annual National Conference, Atlanta, GA.
  • Rubin, E. (2015, October). Guiding priorities for educational program in autism using the SCERTS framework. Presented at the Special Interest Group in Pediatric Intellectual Disability, Lucan, Ireland.