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Browse PlansKatarina Haley
PhD, CCC-SLP
Katarina L. Haley, PhD, CCC-SLP, is a Speech-Language Pathologist and Associate Professor at the University of North Carolina at Chapel Hill. She has specialized in the area of acquired neurological communication disorders for more than 25 years. Her research program pursues the dual paths of data-driven clinical decision-making and client-centered practice. Dr. Haley runs an active research laboratory at the University of North Carolina at Chapel Hill. She teaches courses at undergraduate, masters, and doctoral levels.
Courses with Katarina Haley
Browse Course CatalogAssessment and Diagnosis of Acquired Apraxia of Speech
Presented by Katarina Haley, PhD, CCC-SLP
Assessment and Diagnosis of Acquired Apraxia of Speech
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and patient education—anytime, anywhere—with video instruction from
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Video Runtime: 85 Minutes; Learning Assessment Time: 51 Minutes
Acquired apraxia of speech (AOS) is a relatively common motor speech impairment caused by left-hemisphere pathology. Despite its presumed prevalence, the differential diagnosis of AOS remains one of the most challenging in speech-language pathology. Diagnosis of individual clients can be surprisingly unreliable from one diagnostician to another. A major reason for the low reliability is that clinicians must interpret and integrate many diverse speech features without the benefit of quantitative criteria. The purpose of this course is to define contemporary criteria for AOS in practical and observable terms. A variety of measurement options are illustrated and applied to clinical decision-making.
Acquired apraxia of speech (AOS) is a relatively common motor speech impairment caused by left-hemisphere pathology. Despite its presumed prevalence, the differential diagnosis of AOS remains one of the most challenging in speech-language pathology. Diagnosis of individual clients can be surprisingly unreliable from one diagnostician to another. A major reason for the low reliability is that clinicians must interpret and integrate many diverse speech features without the benefit of quantitative criteria. The purpose of this course is to define contemporary criteria for AOS in practical and observable terms. A variety of measurement options are illustrated and applied to clinical decision-making.
A Model for Collaborative Intervention Planning Applied to Aphasia
Presented by Katarina Haley, PhD, CCC-SLP
A Model for Collaborative Intervention Planning Applied to Aphasia
Subscribe now, and access clinical education
and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 82 Minutes; Learning Assessment Time: 41 Minutes
Speech-language pathologists often find it challenging to plan communicative intervention collaboratively with their clients who have aphasia. The collaborating partners arrive at the task with different perspectives and assumptions that can get in the way of shared responsibility. By clarifying planning objectives in terms that are both intuitive and comprehensive, speech-language pathologists can help their clients assume an active role in developing and implementing both long-term and short-term communication goals. In this course, Dr. Haley introduces a four-pronged intervention planning model for supporting the collaborative effort and ensuring comprehensive and communication-focused results. Application to aphasia management in an outpatient setting is illustrated through a case study.
Speech-language pathologists often find it challenging to plan communicative intervention collaboratively with their clients who have aphasia. The collaborating partners arrive at the task with different perspectives and assumptions that can get in the way of shared responsibility. By clarifying planning objectives in terms that are both intuitive and comprehensive, speech-language pathologists can help their clients assume an active role in developing and implementing both long-term and short-term communication goals. In this course, Dr. Haley introduces a four-pronged intervention planning model for supporting the collaborative effort and ensuring comprehensive and communication-focused results. Application to aphasia management in an outpatient setting is illustrated through a case study.
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