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Alexander K Ledbetter, PhD, CCC-SLP

Alexander K Ledbetter, PhD, CCC-SLP's picture

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Post-Doctoral Scholar
PhD, University of Oregon, 2017 (Communication Disorders and Sciences)
MS, University of New Mexico, 1997 (Communication Disorders)
BA, University of New Mexico, 1995 (Communication Disorders)

My primary purpose as a clinically oriented researcher who integrates research with practice is to help the people our profession serves. My eighteen years of professional experience includes six years of clinical supervision and several years in diverse urban schools focused on intervention for adolescents with learning challenges. Development of computer-based interventions for writing after acquired brain injury comprises my current research program. Additional professional activities include speciality clinic development, cultivating inter-professional collaborations, and exploring problem-based learning.


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

Sohlberg, M. M. & Ledbetter, A. K. (2016). Management of persistent cognitive symptoms after sport-related concussion. American Journal of Speech-Language Pathology, 25, 138-149. DOI: 10.1044/2015_AJSLP-14-0128


My research interests include investigation of the cognitive processes involved in expository writing, describing how those processes are disrupted following acquired brain injury (ABI), and developing interventions to help people with ABI manage the writing process. I am also interested in evidence-based practices for management of complicated concussion. My current research program is focused on the design and testing of computer-based prompting interventions to help writers self-regulate the writing process to the end of improving the quality of their writing. An ultimate aim of this program of research is to make the writing process more accessible, easeful and enjoyable for teens and adults with acquired cognitive impairments, as well as for others who find writing challenging.