Director: Communication Crossroads, Inc.
Contact information:
Communication Crossroads, Inc.
Phone: (831) 920-8371
E-mail: Emily@CommXroads.com
Website: www.commxroads.com
Emily Rubin, MS, CCC-SLP is the Director of Communication Crossroads, Inc. in Decatur, GA. She is a speech-language pathologist specializing in social emotional engagement and its relationship with language development, learning and positive outcomes. As a former adjunct faculty member and lecturer at Yale University, she 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 of Emerson College in Boston, Massachusetts where she has developed courses to prepare graduate level students for addressing the needs of children with autism and their families. She participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD.
In addition to SCERTS, Emily’s publications have focused on early identification of autism, contemporary intervention models, and programming guidelines focused on the social emotional engagement of all learners. She is a co-developer of the Social Emotional Engagement – Knowledge and Skills (SEE-KS) professional learning approach, an approach that provides freely accessible tools for measuring learner engagement, enhancing engagement in everyday settings and academic instruction, and empowering educators to sustain the work through peer to peer mentorship.
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’s professional vision is to empower our public schools with a framework for social emotional engagement and learning that is: 1) ecologically valid to the demands of achieving academic standards, 2) sensitive to the unique needs of students with social learning differences, and 3) can serve as a universal design for learning that benefits all of our students and young children in order to maximize return on professional learning.