By Dave DeFusco
When Emily Minkow begins a session with one of her young clients, she often starts with a song. Her voice鈥攚arm, bright and full of intention鈥攃arries the melody of a familiar tune, like 鈥淭winkle, twinkle, little star鈥︹ Then she鈥檒l pause. In that moment of quiet, she鈥檒l look at the child before her, waiting. Slowly, a tremulous voice fills in the blank: 鈥...how I wonder what you are.鈥
For Minkow, a graduate of the Katz School鈥檚 M.S. in Speech-Language Pathology and board-certified music therapist, these moments鈥攆leeting, tender and hard-won鈥攁re the reason she does what she does. 鈥淚t鈥檚 such a sweet moment,鈥 she said. 鈥淭o hear them fill in that phrase, to use language purposefully, sometimes for the first time鈥攖hat鈥檚 everything.鈥
It鈥檚 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.
鈥淏eyond being a piece of paper,鈥 said Minkow, 鈥渋t鈥檚 validation that I鈥檓 on the right track, that I鈥檓 making a lasting impact on the kids, their families, my colleagues and the community. It pushes me to keep learning, growing and leading.鈥
Before she was a speech-language pathologist, Minkow studied voice performance before shifting to music therapy at the University of Miami, earning her bachelor鈥檚 degree with a minor in psychology.
鈥淢usic was always a part of my life,鈥 she said, 鈥渂ut 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.鈥
Later, while earning her MedSLP master鈥檚 at the Katz School, she discovered how powerfully the two fields intertwine. 鈥淢usic and speech are connected in so many ways鈥攔hythm, melody, repetition and intonation all help shape how we communicate,鈥 she said. 鈥淢usic gives me another way to reach children who may not yet be able to access the words.鈥
That鈥檚 especially true for the children she works with who are gestalt language processors鈥攌ids who often communicate through memorized chunks of language, like movie quotes or song lyrics, rather than single words or sentences.
鈥淔or example, a child might say, 鈥楾o infinity and beyond!鈥 not because they mean that literally, but because it鈥檚 their way of saying, 鈥楲et鈥檚 go!鈥欌 she said. 鈥淪ometimes, I have to play detective in figuring out which song or phrase they鈥檙e referencing and then help them shape that phrase into more flexible language.鈥
Music, she said, is a bridge鈥攐ne that can turn frustration into connection. 鈥淲hen I sing, I鈥檓 providing rhythm and predictability,鈥 she said. 鈥淭hey can grab onto that expectedness, and it provides a gateway into communication.鈥
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.
鈥淭he most rewarding part,鈥 she said, 鈥渋s 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.鈥
Minkow credits the mentors who guided her, from Dr. Elisabeth Mlawski and Dr. Michaela Medved, both clinical associate professors in the Katz School鈥檚 MedSLP program, to her clinical fellowship supervisor, Kori Green, and her longtime friend and fellow therapist, Brittany Avera.
鈥淓ach one helped me find my therapeutic sense of self,鈥 she said. 鈥淭hey modeled what compassionate, creative leadership looks like.鈥
Now, she strives to pass that forward鈥攐ne song, one session, one student at a time. 鈥淲hen a child sings a word for the first time or when a parent tells me their child said, 鈥業 love you,鈥 after months of silence, that鈥檚 the real reward,鈥 said Minkow. 鈥淭hat鈥檚 why I do what I do.鈥
