91°”Íű

By Dave DeFusco

When Emily Minkow begins a session with one of her young clients, she often starts with a song. Her voice—warm, bright and full of intention—carries the melody of a familiar tune, like “Twinkle, twinkle, little star
” Then she’ll pause. In that moment of quiet, she’ll look at the child before her, waiting. Slowly, a tremulous voice fills in the blank: “...how I wonder what you are.”

For Minkow, a graduate of the Katz School’s M.S. in Speech-Language Pathology and board-certified music therapist, these moments—fleeting, tender and hard-won—are the reason she does what she does. “It’s such a sweet moment,” she said. “To hear them fill in that phrase, to use language purposefully, sometimes for the first time—that’s everything.”

It’s this blend of artistry, empathy and science that led the American Speech-Language-Hearing Association (ASHA) to honor Minkow with its 2025 Distinguished Early Career Professional Certificate. The award recognizes audiologists and speech-language pathologists who are making an impact in leadership, advocacy and community engagement.

“Beyond being a piece of paper,” said Minkow, “it’s validation that I’m on the right track, that I’m making a lasting impact on the kids, their families, my colleagues and the community. It pushes me to keep learning, growing and leading.”

Before she was a speech-language pathologist, Minkow studied voice performance before shifting to music therapy at the University of Miami, earning her bachelor’s degree with a minor in psychology. 

“Music was always a part of my life,” she said, “but when I learned about music therapy, it was like a light bulb went off. I realized how deeply music could be used to help and heal.”

Later, while earning her MedSLP master’s at the Katz School, she discovered how powerfully the two fields intertwine. “Music and speech are connected in so many ways—rhythm, melody, repetition and intonation all help shape how we communicate,” she said. “Music gives me another way to reach children who may not yet be able to access the words.”

That’s especially true for the children she works with who are gestalt language processors—kids who often communicate through memorized chunks of language, like movie quotes or song lyrics, rather than single words or sentences. 

“For example, a child might say, ‘To infinity and beyond!’ not because they mean that literally, but because it’s their way of saying, ‘Let’s go!’” she said. “Sometimes, I have to play detective in figuring out which song or phrase they’re referencing and then help them shape that phrase into more flexible language.”

Music, she said, is a bridge—one that can turn frustration into connection. “When I sing, I’m providing rhythm and predictability,” she said. “They can grab onto that expectedness, and it provides a gateway into communication.”

Today, Minkow serves as Lead Speech-Language Pathologist at Therapy Place 4 Kids in Los Angeles, supervising a multidisciplinary team of more than 20 speech, occupational and physical therapists. She also mentors graduate students and clinical fellows, helping them navigate the same transition she once made. 

“The most rewarding part,” she said, “is when a colleague tries something new that we brainstormed together and comes back with a story of a breakthrough. Those moments remind me that leadership is really about empowering others.”

Minkow credits the mentors who guided her, from Dr. Elisabeth Mlawski and Dr. Michaela Medved, both clinical associate professors in the Katz School’s MedSLP program, to her clinical fellowship supervisor, Kori Green, and her longtime friend and fellow therapist, Brittany Avera. 

“Each one helped me find my therapeutic sense of self,” she said. “They modeled what compassionate, creative leadership looks like.”

Now, she strives to pass that forward—one song, one session, one student at a time. “When a child sings a word for the first time or when a parent tells me their child said, ‘I love you,’ after months of silence, that’s the real reward,” said Minkow. “That’s why I do what I do.”