Get to Know Me
Dr. Kathryn Rossbach is a licensed psychologist in the state of Georgia. She holds a PhD and Advanced Certificate in School Psychology along with a MSEd in Bilingual School Psychology from Fordham University and can provide services to both English and Spanish speaking clients. In addition to a rigorous doctoral program, Dr. Rossbach completed a two-year postdoctoral training at Emory University, within the Emory Autism Center.​
Kathryn considers herself a scientist-practitioner and is actively involved in both research and practice, and is a published practitioner. Her clinical skills have focused on children with autism and other developmental disabilities, children coming from bilingual homes, and children and young adults experiencing behavioral and emotional difficulties. Her research interests include multicultural personality, autism, and positive psychology.
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Kathryn deeply values collaboration and believes that involving the family is essential to the therapeutic process. She views the family as an integral part of the healing journey, understanding that a strong support system can significantly enhance the effectiveness of therapy. Kathryn takes pride in creating a warm, empathetic environment where clients feel genuinely supported, heard, and understood. By building a trusting and compassionate relationship, she ensures that clients feel safe to explore their emotions and challenges, fostering a deeper connection that promotes meaningful growth and positive change within the context of therapy.
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In her free time, Kathryn enjoys playing tennis with her husband, cherishing moments with her two children, and hiking with her two dogs.
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PUBLICATIONS
Li, G., Rossbach, K., Zhang, A., Liu, P., and Zhang, K. (2018). Resting-state functional changes in the Precuneus within first-episode drug-naive patients with MDD. Neuropsychiatric Disease and Treatment.
Li, G., Rossbach, K., Jiang W., Zhao, L., Zhang, K., and Du, Y. (2018). Reduction in gray matter volume and its correlation with clinical symptoms in Chinese boys with low functioning ASD. Journal of Intellectual Disability Research.
Li, G., Jiang, W., Du, Y., & Rossbach, K. (2017). Intelligence profiles of Chinese school-aged boys with high functioning ASD and ADHD. Neuropsychiatric Disease and Treatment, 13, 1-9.
Segall, M. J., Bohlke, K., & Rossbach, K. (2017). Transition assessments for adolescents and young adults with Autism Spectrum Disorder. Vocational Evaluation and Work Adjustment Association Journal, 41 (2), 14-22.
PRESENTATIONS
Segall, M. J., & Rossbach, K. (April 2017). Autism knowledge and attitudes: College Peer mentors. Poster presented at the Council for Exceptional Children 2017 Convention, Boston, MA.
Segall, M. J., Rossbach, K., & Bohlke, K. (December 2016). Ensuring success for college students with ASD on the college campus. Poster presented at the Association of University Centers on Disabilities (AUCD) Conference, Washington, D.C.
Rossbach, K. (July 2016). Turning evidence-based practices into reality: Practical classroom strategies that work. Presentation was given at the annual Emory Autism Center Summer Conference, Atlanta, GA.
Rossbach, K., & Bohlke, K. (July 2016). Teachers as counselors: Building rapport with your quirky students. Presentation was given at the annual Emory Autism Center Summer Conference, Atlanta, GA.
Segall, M. J., Rossbach, K., Bohlke, K., Colker, S., & Croft S. (April 2016). Peer mentoring for college students with autism spectrum disorder. Poster presented at the Council for Exceptional Children 2016 Convention, St. Louis, MO.
Harris, A. M., Rodriguez, J. V., Siri, C., & Rossbach, K. (2011). Research into practice: Targeting first-grade repetition through early-grade classroom assessment. Poster presented at the annual convention of the American Psychological Association (APA), Washington, D.C.
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