Ashley Halle OTD, OTR/L
Coordinator of Primary Care Residency and Services and Associate Professor of Clinical Occupational Therapy
Room: CHP 138A
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.
Extraordinary Engagement Award | 2014
USC Civic Engagement
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
Halle, A. D., Kaloostian, C., & Stevens, G. D. (2019). Occupational therapy student learning on interprofessional teams in geriatric primary care. American Journal of Occupational Therapy, 73(5), 7305185050p1-7305185050p10. https://doi.org/10.5014/ajot.2019.037143 Show abstract
Importance. Geriatric, interprofessional primary care training for occupational therapy students is needed.
Objective. To measure occupational therapy student–reported knowledge, attitudes, and skills after participation in interprofessional geriatric educational programs.
Design. Prospective, observational study with pre- and posttests for the three programs.
Participants. Fifty-nine entry-level and postprofessional occupational therapy master’s students.
Outcomes and Measures. Self-reported familiarity with other professionals’ roles, perceptions of interprofessional training, capabilities to conduct assessments, and attitudes of older adults.
Results. Students of the three programs (Interprofessional Geriatrics Curriculum [IPGC], Student Senior Partnership Program [SSPP], and Geriatric Assessment Program [GAP]) reported different improvements in familiarity of roles, capabilities of assessment, and Geriatric Attitudes Scale (GAS) scores. For example, IPGC and SSPP students had changes in total GAS score (3.91–4.08, p = .002, and 3.84–3.99, p = .003, respectively), but no change was found for GAP students (3.85–3.91, p = .523).
Conclusions and Relevance. More structured interprofessional education with older adults appeared to help prepare occupational therapy students to work on geriatric interprofessional teams in primary care.
What This Article Adds. This article expands on growing evidence to support occupational therapy’s role in primary care by addressing the need to train future generations to work on interprofessional geriatric primary care teams.
Halle, A. D., Mroz, T. M., Fogelberg, D. J., & Leland, N. E. (2018). Health policy perspectives—Occupational therapy and primary care: Updates and trends. American Journal of Occupational Therapy, 72(3), 7203090010p1-7203090010p6. https://doi.org/10.5014/ajot.2018.723001 Show abstract
As our health care system continues to change, so do the opportunities for occupational therapy. This article provides an update to a 2012 Health Policy Perspectives on this topic. We identify new initiatives and opportunities in primary care, explore common challenges to integrating occupational therapy in primary care environments, and highlight international works that can support our efforts. We conclude by discussing next steps for occupational therapy practitioners in order to continue to progress our efforts in primary care.
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. https://doi.org/10.5014/ajot.2017.711001 Show 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.
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
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. https://doi.org/10.1080/01621424.2014.968502 Show 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.