University of Southern California
University of Southern California
Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy
Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy
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Ashley Halle OTD, OTR/L

Ashley Halle OTD, OTR/L

Coordinator of Primary Care Residency and Services and Assistant Professor of Clinical Occupational Therapy

Room: CHP 138A
(323) 442-2268
.(JavaScript must be enabled to view this email address)


Ashley Halle graduated from USC with a bachelor’s degree in Health Promotion and Disease Prevention Studies and a minor in Occupational Science. She continued at USC to pursue her master’s degree in Occupational Therapy and then her Doctorate of Occupational Therapy degree. Her doctoral work focused on interprofessional primary health care, which continues to be an area of passion and expertise.

Dr. Halle currently balances various teaching, administrative and clinical responsibilities at the USC Chan Division. These roles include providing patient care in primary health care settings, teaching and training students, generating and supporting innovative work in primary care and collaborating on various interprofessional projects. She is passionate about student learning, interprofessional education and collaborative practice, transforming primary health care environments to best meet the needs of patients and populations and expanding occupational therapy’s role in primary health care to help people live happier, healthier and more meaningful lives.


Doctorate of Occupational Therapy (OTD)
2012 | University of Southern California

Master of Arts (MA) in Occupational Therapy
2011 | University of Southern California

Bachelor of Science (BS) in Health Promotion and Disease Prevention Studies
2008 | University of Southern California



Journal Articles

Leland, N. E., Fogelberg, D. J., Halle, A. D., & Mroz, T. M. (2016). Occupational therapy and management of multiple chronic conditions in the context of health care reform. American Journal of Occupational Therapy, 71(1), 7101090010p1-7101090010p6. Show abstractHide abstract

One in four individuals living in the United States has multiple chronic conditions (MCCs), and the already high prevalence of MCCs continues to grow. This population has high rates of health care utilization yet poor outcomes, leading to elevated concerns about fragmented, low-quality care provided within the current health care system. Several national initiatives endeavor to improve care for the population with MCCs, and occupational therapy is uniquely positioned to contribute to these efforts for more efficient, effective, client-centered management of care. By integrating findings from the literature with current policy and practice, we aim to highlight the potential role for occupational therapy in managing MCCs within the evolving health care system.


Other Articles

Halle, A. D. (2015, Spring/Summer). Integration of behavioral and mental health providers in primary care: Challenges and opportunities. Outlook: Newsletter of the Society of Behavioral Medicine. Full text


Journal Articles

Reilly, J. M., Aranda, M. P., Segal-Gidan, F., Halle, A., Han, P. P., Harris, P., Jordan, K., Mulligan, R., Resnik, C., Tsai, K. Y., Williams, B., & Cousineau, M. R. (2014). Assessment of student interprofessional education (IPE) training for team-based geriatric home care: Does IPE training change students' knowledge and attitudes? Home Health Care Services Quarterly, 33(4), 177-193. Show abstractHide abstract

Our study assesses changes in students' knowledge and attitudes after participation in an interprofessional, team-based, geriatric home training program. Second-year medical, physician assistant, occupational therapy, social work, and physical therapy students; third-year pharmacy students; and fourth-year dental students were led by interprofessional faculty teams. Student participants were assessed before and after the curriculum using an interprofessional attitudes learning scale. Significant differences and positive data trends were noted at year-end. Our study suggests that early implementation, assessment, and standardization of years of student training is needed for optimal interprofessional geriatric learning. Additionally, alternative student assessment tools should be considered for future studies.