Profile picture of McKay Sohlberg

McKay Sohlberg

Communication Disorders and Sciences
Phone: 541-346-2586
Office: 247 HEDCO Education Bldg


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 manage cognitive impairments following acquired brain injury. She is interested in the development of treatments that mitigate cognitive effects for individuals with brain injury who are reintegrating into their communities. She has also focused on treatment for individuals with persistent cognitive effects following concussive injuries, and individuals who are attempting to pursue postsecondary education following brain trauma. Professor 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 focusing on the development and evaluation of assistive technology for cognition, and the facilitation of client-centered goal setting.

Professor Sohlberg has been teaching and conducting research at the University of Oregon since 1994. Professor Sohlberg teaches graduate courses related to cognitive rehabilitation and evidence-based practice and co-directs the Brain Injury and Concussion Clinic (BrICC) in the College of Education HEDCO clinic.

 Professor Sohlberg is a Fellow of the American Speech-Language-Hearing Association. She holds the HEDCO Endowed Professorship. She has been a leader in writing national practice guidelines on the TBI Committee of the Academy of Neurologic Communication Disorders and Sciences.


1990      Doctor of Philosophy (Ph.D.) Educational Psychology, University of Washington Seattle, WA                  

1984      Master of Science (M.S.) Speech Language Hearing Sciences, University of Washington Seattle, WA   

1982      Bachelor of Arts (B.A.) Human Biology, Stanford University Stanford, CA   

Honors and Awards

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.

Awards –

2020    Mitchell Rosenthal Award for Scientific and Clinical Achievement

2018    Veteran’s Administration Champion for 2018

2018    University of Washington Speech & Hearing Sciences Distinguished Alumni

2013    Visiting International Fellow, Exeter University, United Kingdom

2013    Oregon Pioneer Award for Outstanding Clinical Research on Behalf of Individuals with Brain Injury

2010    HEDCO Endowed Professor

2009    Fellow of the American Speech Language and Hearing Association

2008    Senior Distinguished Teaching Award College of Education University of Oregon

2008    Honors of the Association: Awarded by the Oregon Speech-Language & Hearing Association

2008-   University of Oregon Fund for Faculty Excellence



Sohlberg, M.M. & Turkstra, L. (2011). Optimizing Cognitive Rehabilitation: Effective Instructional Methods.  New York: Guilford Press.

Sohlberg, M.M., & Mateer, C. (2001). Cognitive Rehabilitation:  An Integrated Neuropsychological Approach.  New York: Guilford Publication.

Sohlberg, M.M., & Mateer, C. (1989). Introduction to Cognitive Rehabilitation:  Theory and Practice.  New York: Guilford Press.



Kucheria, P*. Sohlberg, M.M., Machalicek, W., Seeley, J., DeGarmo, D. (in press). A single case investigation of collaborative goal setting practices in hospital-based speech language pathologists when provided supports to use motivational interviewing and goal attainment scaling, Neuropsychological Rehabilitation.

Byom, L. O’Neil-Pirozzi, T., Lemoncello, R., MacDonald, S., Ness, B, Sohlberg, M.M. (2020) Social communication following traumatic brain injury: A scoping review of theoretical models. American Journal of Speech Language Pathology.

Spencer, K., Paul, J.*, Brown, K*., Taylor, E* & Sohlberg, M. (2020). Cognitive rehabilitation for individuals with Parkinson’s disease: Development and piloting an external aids treatment program. American Journal Speech Language Hearing.

Wright, J., Sohlberg, M.M., Watson-Stites, R., McCart, M., (2020). Identification of Key therapy ingredients for slps serving on multidisciplinary teams facilitating return to learn for students with prolonged cognitive effects after concussion. Topics in Language Disorders40(1), 6-35.

Sohlberg, M.M., MacDonald, S., Iwashita, H., Lemoncello, R., Meulenbroek, P., Ness, B., O’Neil-Pirozzi, T., (2019) Assessment of Social Communication: A State of the Art Review. International Journal of Speech Language Pathology, 21(2), 115-127

Kucheria, P.* & Sohlberg, M.M. Read, Understand, Learn, & Excel (RULE): Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students (2019) American Journal of Speech Language Pathology. DOI: 10.1044/2019_AJSLP-18-0181

Iwashita, H.* & Sohlberg, M.M. (2019). Measuring Conversations after Acquired Brain Injury in 30 minutes or less: A Comparison of Two Pragmatic Rating Scales. Brain Injury. DOI: 10.1080/02699052.2019.1631487

Kucheria, P.*, Sohlberg, M.M., Yoon, H.*, Fickas, S., Prideaux, J. (2018). Read, Understand, Learn & Excel (RULE): Development and feasibility of a reading comprehension Measure for postsecondary learners. American Journal of Speech Language Pathology DOI:

Lee, J.*,  Sohlberg, M.M., Harn, B., Horner, R., & Cherney, L. (2018) Attention Process Training-3 to improve reading comprehension in mild aphasia: a single case experimental design, Neuropsychological Rehabilitation,  DOI:

Ledbetter, A.*, Sohlberg, M.M., Fickas, S., Horney, M., McIntosh. (2017). Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury. Neuropsychological Rehabilitation. DOI: 

Krasny-Pacini, A., Evans, J., Sohlberg, M.M. & Chevignard, M. (2016). Proposed criteria for appraising goal attainment scales used as outcome measures in rehabilitation research. Archives of Physical Medicine and Rehabilitation. 97, 157-70.

Sohlberg, M.M., Harn, B., MacPherson, H.*, & Wade, S.L. (2014). A pilot study evaluating attention and strategy training following pediatric traumatic brain injury. Clinical Practice in Pediatric Psychology. 2(3), 263.

Sohlberg, M.M., Griffiths,* G.G., & Fickas, S. (2014). An evaluation of reading comprehension of expository text in adults with traumatic brain injury. American Journal of Speech-Language Pathology. 23(2), 160-175.

Sohlberg, M.M., Harn, B., MacPherson, H.*, & Wade, S.L. (2014). A pilot study evaluating attention and strategy training following pediatric traumatic brain injury. Clinical Practice in Pediatric Psychology. 2(3), 263.

Kennedy, M., Coelho, C., Turkstra, L., Ylvisaker, M., Sohlberg, M.M., Yorkston, K., Chou, H., & Kan P.F. (2008). Intervention for executive functions after traumatic brain injury: A systematic review, meta-analysis and clinical recommendations. Neuropsychological Rehabilitation.18(3), 257-299.

Sohlberg, M.M., McLaughlin, K.*, Pavese, A., Heidrich, A., & Posner, M. (2000). Evaluation of attention process training in persons with acquired brain injury. Journal of Clinical and Experimental Neuropsychology. 22(5), 656-676.

*indicates student author


Dr. Sohlberg’s research has focused on designing and evaluating assistive technology tools to support adolescents and adults with acquired brain injury function optimally in their communities. With her collaborators in computer science, special education, and rehabilitation sciences. she honed an iterative design process that is embedded in principles of participatory action research to develop and evaluate assistive technology tools such as adapted email interfaces for people with severe memory impairments, and electronic delivery of reading comprehension and writing strategies. Her most recent focus has been on facilitation and evaluation of patient-centered goal setting in neurorehabilitation. Perhaps her most significant contribution to the field of cognitive rehabilitation has been assisting with the generation of evidence-based practice guidelines. She has co-authored national practice guidelines in the use of direct attention training, external aids to manage memory impairments, standardized assessment in traumatic brain injury, behavioral interventions, executive function interventions, instructional methods, internal memory strategies and facilitation of social communication after brain injury.