Tri-State Webinar: A Developmental Framework for Evidence-Based Practices for the Autism Spectrum: The Importance of Social and Emotional Development: Part 1 of 2


Providing evidence-based educational programming for students on the Autism Spectrum relies on a careful selection of focused approaches that have been shown to promote the acquisition of specific skills or the reduction of behaviors that are interfering with learning and social engagement in the classroom. Based on current systematic reviews, nearly three-dozen approaches are considered effective at promoting such positive outcomes. These practices, however, target a wide range of behaviors, some of which may or may not be relevant or of utmost priority given the developmental needs of a student. In this webinar, the importance of considering evidence-based practices within a framework that is sensitive to the social and emotional priorities for the student will be discussed. What we determine as the student’s targeted educational objectives should be as important as how we are providing accommodations.

Learner Objectives:

As a result of this activity, the participant will be able to identify critical priorities for educational objectives for students with autism who are:

1.  Not yet using speech, pictures or other symbolic forms of communication.

2.  Using emerging language skills either via speech, pictures or other symbolic forms of communication.

3. Using conversational language.

Presenter Information:

Emily Rubin, MS, CCC-SLP, Director of Educational Outreach Program, Marcus Autism Center

Emily is a speech-language pathologist specializing in the neuroscience and social competence of individuals with autism and related social learning disabilities. 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. 

Her publications have focused on early identification of autism, contemporary intervention models, and programming guidelines for high functioning autism and Asperger’s Syndrome. She is also a co-author of the SCERTS Assessment Process. 

Emily recently participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on autism spectrum disorder (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of autism. 

She lectures internationally both in-person and through distance learning. Currently, the focus of her work is on supporting community-based educational systems to build internal capacity for serving children and adolescents with autism and related developmental disorders.

Certificate of Completion:

To earn a Certificate of Completion/Attendance for an archived Tri-State Webinar:

  1. View the archived webinar on our Moodle site
  2. Submit responses to the Study Questions (on Moodle)
  3. A Certificate of Completion will automatically be populated. Download and/or print.

Click here for instructions of how to create a Moodle Account.

To log into Moodle go to

The webinars are listed by category and alphabetical order. The category for this webinar is Social Emotional.


To view part 2: 

A Developmental Framework for Evidence-Based Practices for the Autism Spectrum: Defining Engagement in Classroom Settings for Students on the Autism Spectrum (part 2 of 2)



Self-Guided Training, Video / Webinar / Podcast
Administrators, Family / Community, Related Services / Support Staff, Students
All Ages
TASN Autism and Tertiary Behavior Supports (ATBS)
Funded by KSDE Special Education and Title Services (SETS). Administered by the Pittsburg State University. Copyright © 2024. All Rights Reserved.