Natalie Douglas‚Äč

  • Position: Associate Professor and Director of the Division of Speech-Language Pathology
  • Department: Speech-Language Pathology
  • Campus Address:  Health Professions Building 1170
  • Phone: 989-774-2543
  • Email:
  • To make an appointment with Dr. Douglas, please sign up online.
  • CSD 230: Introduction to Speech, Language, and Hearing Disabilities/Differences in Society
  • CSD 417SL: Introduction to Adult Communication Disorders
  • SLP 705: Traumatic Brain Injury
  • SLP 717: Aphasia
  • SLP 722: Cognitive-Communicative Disorders of Dementia

Degrees and Universities:

B.S., Ohio University 2001
M.A.,  Ohio University 2003
Ph.D., University of South Florida 2013

Professional Organizations:

  • American Speech-Language Hearing Association, Special Interest Groups: 2 Neurophysiology and Neurogenic Speech and Language Disorders, 15 Gerontology, 10 Higher Education
  • National Aphasia Association
  • Academy of Neurologic Communication Disorders & Sciences
  • Michigan Speech-Language-Hearing Association 
  • AphasiaAccess
  • Global Implementation Initiative
  • ASHA's Committee on Clinical Research, Implementation Science and Evidence-Based Practice


Ellwood, E.R., Sessa, J.A., Abraham, J.K., Budden, A.E., Douglas, N.F., Guralnick, R. et al. (2019). Biodiversity science and the 21st century workforce. BioScience,

Page, C., Howell, D., Douglas, N.F. (2019). Positive culture change in long-term care: a procedure to enhance speech-language pathologist-certified nursing assistant collaboration. Perspectives of the ASHA Special Interest Groups, doi: 10.1044/2019_PERS-SIG2-2019-0009

Douglas, N.F., Squires, K., Hinckley, J., Nakano, E.V. (2019). Narratives of expert speech-language pathologists: defining clinical expertise and supporting knowledge transfer. Teaching and Learning in Communication Sciences and Disorders, 3(2),

Heuer, S., Douglas, N.F., Burney, T., Willer, R. (2019). Service-learning with older adults in care communities: Measures of attitude shifts in undergraduate students. Gerontology & Geriatrics Education,

Douglas, N.F. & Affoo, R. (2019). Certified nursing assistants want to use external memory aids for residents with dementia: survey results within an implementation science framework. American Journal of Speech-Language Pathology.

Douglas, N.F. & Burshnic, V.L. (2019). Implementation science: tackling the research to practice gap in communication sciences and disorders. Perspectives of the ASHA Special Interest Groups,

Douglas, N.F., Brush, J., Bourgeois, M. (2018). Person-centered, skilled services using a Montessori approach for persons with dementia. Seminars in Speech and Language.

Burshnic, V., Douglas, N.F., Barker, R. (2018). Employee attitudes toward aggression in persons with dementia: Readiness for wider adoption of person-centered frameworks. Journal of Psychiatric and Mental Health Nursing, doi: 10.1111/jpm.12452.

Hickey, E.M., Kinder, R., Khayum, B., Douglas, N.F., Bourgeois, M.S. (2018). Setting the stage for person-centered care: Intervention principles and practical considerations. In Hickey, E. & Bourgeois, M. (Eds.)., Dementia: person-centered assessment and intervention, 2nd edition. New York: Taylor & Francis.

Douglas, N.F., Hickey, E., Bourgeois, M. (2018). Professional and paraprofessional caregiver training and supervision. In Hickey, E. & Bourgeois, M. (Eds.)., Dementia: person-centered assessment and intervention, 2nd edition. New York: Taylor & Francis.

Douglas, N.F. & Brush, J.A. (2017). Getting started with Montessori, Volume 2: It takes a team: empowering care partners to implement Montessori for aging and dementia.

Douglas, N.F. & McDonald, K. (2016). Interprofessional care in the management of Alzheimer's dementia: Leaving our silos. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders.

Bourgeois, M., Brush, J., Douglas, N.F., Khayum, B., Rogalski, E. (2016). Will you still need me when I'm 64, or 84, or 104? The importance of SLPs in promoting the quality of life of aging adults in the U.S. into the future. Seminars in Speech and Language, 37(3), 185-200.

Douglas, N.F. (2016). Organizational context associated with time spent evaluating language and cognitive-communicative impairments in skilled nursing facilities: survey results within an implementation science framework. Journal of Communication Disorders, 60, 1-13. 

Douglas, N.F. & Campbell, W. (August, 2016). Leveraging maximum impact from clinical research: The art and science of implementation. Access Academics &

VanDeMark, H., Bissell, L., Douglas, N. (July, 2016). Brain disease and the new me. The ASHA Leader, 72.

Douglas, N.F., Campbell, W., Hinckley, J.J. (2015). Implementation science: buzzword or game changer. Journal of Speech, Language and Hearing Research58, S1827-S1836.

Hopper, T., Douglas, N.F., Khayum, B. (2015). Direct and indirect interventions for cognitive-communicative disorders of dementia. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 25, 142-157.

Hinckley, J.J., Douglas, N., Goff, R., Nakano, E. (2013). Training partners to effectively support communication: What the clinician should do. In Simmons-Mackie, N., King, J., Beukelman, D. (Eds.), Supporting Communication for Adults with Acute & Chronic Aphasia (pp. 245-273). Baltimore: Paul H. Brookes Publishing, Inc.

Douglas, N.F., Hinckley, J.J., Haley, W.E., Andel, R., Chisolm, T.H., Eddins, A.C. (2014). Perceptions of speech-language pathologists linked to evidence-based practice use in skilled nursing facilities. American Journal of Speech-Language Pathology23(4), 612-624.

Hinckley, J.J. & Douglas, N.F. (2013). Treatment fidelity: Its importance and reported frequency in aphasia treatment studies. American Journal of Speech-Language Pathology, 22, S279-S284.

Hallowell, B., Douglas, N., Wertz, R.T. & Kim, S. (2004). Control and description of visual function in research on aphasia and related disorders. Aphasiology, 18 (5/6/7), 611-623.

Research Areas:

Adult Cognitive-Communicative Disorders, Dementia, Aphasia, Implementation Science, Caregiver Training.