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McKay Sohlberg

PhD, CCC-SLP, F-ASHA

McKay Moore Sohlberg, PhD, CCC-SLP has been teaching and conducting research at the University of Oregon since 1994. She is the proud director of the Communication Disorders and Sciences program. Professor Sohlberg is known internationally for her pioneering work in the field of cognitive rehabilitation. Her research focuses on the development and evaluation of interventions to address deficits in attention, memory and executive functions following acquired brain injury. She is particularly interested in the development of treatments that mitigate cognitive effects for individuals with brain injury in the post acute phase, including individuals with persistent cognitive effects following concussive injuries and individuals who are attempting to pursue postsecondary education following brain trauma. Dr. Sohlberg has published numerous articles and book chapters as well as coauthored three leading textbooks in the field of cognitive rehabilitation. She has been supported by a number of federal grants that focus on the development and evaluation of assistive technology for cognition and the evaluation of attention training. Professor Sohlberg teaches graduate courses related to cognitive rehabilitation and evidence-based practice and supervises in the CDS PhD program. She also co-directs the cognitive rehabilitation clinic in the College of Education HEDCO clinic.

Professor Sohlberg is a Fellow of the American Speech-Language-Hearing Association (ASHA). She holds the HEDCO Endowed Professorship and has received a number of honors for her teaching and research. Professor Sohlberg serves on several committees charged with the development of evidence-based practice guidelines for the treatment of traumatic brain injury within the Academy of Neurologic Communication Disorders & Sciences, the Veterans Administration and the Department of Defense.

When not focusing on her administrative, teaching and research commitments, she can be found spending time with her family or exploring the running, hiking and cycling trails in the great Northwest.

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Courses with McKay Sohlberg

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Systematic Instruction Part 1: Training Techniques that Generalize When Clients Have Acquired Memory Impairments

Presented by McKay Sohlberg, PhD, CCC-SLP, F-ASHA

Systematic Instruction Part 1: Training Techniques that Generalize When Clients Have Acquired Memory Impairments

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.

This course with Dr. McKay Sohlberg is the first in a two-part series exploring systematic instruction for patients experiencing acquired memory and learning impairments. It provides a detailed rationale for why SLPs need to be skilled educators, reviews relevant memory theory and evidence base, and provides detailed instruction on a systematic instruction framework. The principles detailed in this course can be applied to teaching clients to use assistive technology, metacognitive strategies or activities of daily living.

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Systematic Instruction Part 2: Case Examples

Presented by McKay Sohlberg, PhD, CCC-SLP, F-ASHA

Systematic Instruction Part 2: Case Examples

Subscribe now, and access clinical education and patient education—anytime, anywhere—with video instruction from recognized industry experts.

This course with Dr. McKay Sohlberg, is the second in a two part series exploring systematic instruction for clients experiencing acquired memory and learning impairments. It provides examples of systematic instruction in action in mock therapy sessions, as well as through interviews with real clients experiencing memory impairments following brain injury. The course begins with a brief review of a systematic instruction framework, and then provides two example therapy progressions: one detailing the implementation of assistive technology to improve function, and a second showing the implementation of a problem solving strategy. The course concludes with interviews and discussions around two clients, one who experienced a stroke, and a second who experienced a traumatic brain injury.

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