Books and Book ChaptersRubin, E., Laurent, A. C., Prizant, B.M., & Wetherby, A.M. (2008). AAC and the SCERTS® Model; Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program. In P. Mirenda & T. Iacono (Eds.), Autism and Augmentative and Alternative Communication (AAC). Baltimore, MD: Paul H. Brookes Publishing Co.
Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2005). The SCERTS Model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore, MD: Paul H. Brookes Publishing Co.
Marans, W.D., Rubin, E. & Laurent, A. (2005). Addressing social communication skills in individuals with high functioning autism and Asperger Syndrome; Critical priorities in educational programming. In F.R. Volkmar, A. Klin, & R. Paul (Eds.), Handbook of autism and pervasive developmental disorders (Third Edition). New York: John Wiley.
Klin, A., Chawarska, K., Rubin, E., & Volkmar, F.R. (2004). Clinical assessment of toddlers at risk of having autism. In R. Del Carmen-Wiggins & A. Carter (Eds.), Handbook of Infant and Toddler Mental Health Assessment. Cary, NC: Oxford University Press.
Koenig, K., Rubin, E., Klin, A. & Volkmar, F. (2000). Autism and the pervasive developmental disorders. In C. Zeanah (Ed.), Handbook of Infant Mental Health (2¬nd ed., pp. 298-310). New York, NY: Guilford Press.
Rubin, E. & Lennon, L. (2004). Social communication challenges in Asperger syndrome and high functioning autism. Topics in Language Disorders, 24, 4.
Rubin, E. & Laurent, A. C. (2004). Implementing a curriculum-based assessment to prioritize learning objectives in Asperger syndrome and high functioning autism. Topics in Language Disorders, 24, 4.
Laurent, A. C. & Rubin, E. (2004). Emotional regulation challenges in Asperger syndrome and high functioning autism. Topics in Language Disorders, 24, 4.
Klin, A., Chawarska, K., Paul, R., Rubin, E., Morgan, T. Wiesner, L. & Volkmar, F.R. (2004). Clinical case conference: Autism at the age of 15 months. American Journal of Psychiatry, 161, 11, 1981-1988.
Prizant, B. M., Wetherby, A. M., Rubin, E., & Laurent, A. C. (2003). The SCERTS Model: A Transactional, Family-Centered Approach to Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder. Journal of Infants and Young Children, 16, 4, 296-316.
Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2002). The SCERTS model: Enhancing communication and socioemotional abilities of children with Autism Spectrum Disorders. Jenison Autism Journal, 14, 4, 2-19.
Volkmar, F., Klin, A., Schultz, R. Rubin, E. & Bronen, R. (2000). Clinical case conference: Asperger’s disorder. American Journal of Psychiatry, 157, 2, 262-267.
Paul, R. & Rubin, E. (1999). Communication and its disorders. Child and Adolescent Psychiatric Clinics of North America, 8, 1, 1-18.
Prizant, B.M. & Rubin, E. (1999). Contemporary issues in interventions for autism spectrum disorders: A commentary. Journal of the Association for Persons with Severe Handicaps, 24, 3, 199-208.
Specialized Training Grants, Committees, & Editorial Boards
10/05 – Present – Topics in Language Disorders, Editorial Board Member
7/04 – 11/05 – American Speech-Language-Hearing Association, Member of the Ad Hoc Committee on Autism Spectrum Disorders. The charge of this committee was to develop a technical report, position statement, and guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of communication disorders associated with autism spectrum disorders.
10/04 – 11/05 - American Speech-Language-Hearing Association, Member of the ASHA Program Committee for Language Learning and Education for ASHA 2005, San Diego. The charge of this committee was to review proposals and design the school-aged language program for ASHA’s annual conference.
9/96 - 12/97 - United States Department of Education Traineeship, Recipient of a pre-service training grant designed for students entering the field of speech-language pathology, who will serve young children and their families who are culturally diverse and/or living in poverty.