Emma Rabbani

Autism Spectrum Disorder (School-Age; Elementary & Middle School)

• Provided child-led, play-based therapy within a neurodiversity-affirming framework
• Facilitated engagement, shared attention, increased affect, and functional communication through client-directed activities

Parkinson’s Voice Project (Seniors; Group & Individual)

• Implemented the SPEAK OUT! program, emphasizing intentional speech to improve vocal intensity and clarity
  Conducted structured sessions including vocal warm-ups, counting tasks for breath support, and pitch glides to increase variability

Broca’s Aphasia (Adult)

• Targeted phonemic and semantic paraphasias during sentence-level reading tasks using orthographic and visual cues
• Addressed reduced prosody through structured “reading with expression” tasks and contrasting questions vs. statements

Articulation Disorder (School-Age)

• Provided intervention for /r/ remediation using structured, game-based activities (e.g., bingo, Mad Libs, word searches)
• Utilized a traditional articulation approach, beginning with the client’s strongest /r/ context (prevocalic or postvocalic) to shape more accurate productions of a specific postvocalic /r/ sound until 80% accuracy was achieved
• Incorporated strategies including facilitative contexts, visual modeling (use of a mirror, clinician modeling), and backing into sounds

Developmental Language Disorder (School-Age)

• Targeted problem-solving, decoding, emotional regulation, symbolic play, and language expansion
• Structured sessions into three components: hands-on science experiments to target problem solving, comprehension, and following directions; a game of Headbands to target language skills (e.g., appropriate questions and rule comprehension); and story time using wordless books with props to support engagement and description skills

Expressive Language Delay (Early Intervention; Bilingual English/Spanish)

• Child led play based intervention for expressive language delay (fewer than 10 words)
• Modeled single-word and two-word utterances using strategies such as expectant pauses, holding high priority toys near mouth, and carrier phrases

Attention-Deficit/Hyperactivity Disorder (School-Age)

• Addressed executive functioning and cognition aspects through the TWA approach (Think Before Reading, While Reading, and After Reading)
• Targeted divergent thinking through multiple-meaning words activities such as matching games or word trees
• Implemented the use of graphic organizers, scavenger hunts, and categorization tasks to facilitate engagement and provide a tangible means of digesting and organizing information

• CPR Certification, 06/23
• New York State Teaching Assistant (Level 1), 05/23
• Parkinson's Voice Project: Speak Out! Student Training Course, 06/25
• CITI Program - HSR for Social & Behavioral Faculty, Graduate Students & Postdoctoral Scholars, 11/25

• Vice President, National Student Speech Language Hearing Association (NSSLHA), Queens, NY, 08/23 - 05/24, Developed monthly newsletters, conducted surveys, and led a merchandise design committee.
• Member, National Student Speech Language Hearing Association (NSSLHA), Queens, NY, 02/23 - Present, Actively participated in professional development workshops, advocacy initiatives, and community outreach events.
• Member, Black, Latinx, Asians, and Students of Color (BLASK), Queens, NY, 02/23 - Present, Advocated for academic and social success for students from diverse backgrounds and contributed to graduate program initiatives.
• Teaching Assistant, Sociology Department, Queens College, Flushing, NY, 01/23 - 05/23, Supported course management for SOC103, graded assignments, tutored students, and proctored exams.
• Intern, North Shore High School and Middle School, Glen Head, NY, 09/22 - 12/22, Accumulated 90 hours assisting social workers, promoting mental health awareness, and organizing school events.