Phone: 
+1 206 616-6703
Curriculum Vitae: 

Speech & Hearing Sciences
University of Washington
Office: 
156
Box: 
354875

Research Areas: 
CURRENTLY ACCEPTING PHD STUDENTS

Jill
 
Locke
,
Ph.D.

Research Assistant Professor
Education: 
Postdoctoral Fellowship, Psychiatry, University of Pennsylvania (2013)
PhD Education, University of California, Los Angeles (2010)
MA Education, University of California, Los Angeles (2007)
BA, Psychology, Education (minor) University of California, Los Angeles (2005)
Academic Expertise: 
Presentation of social impairment for children with autism spectrum disorder (ASD) in real-world settings
Identification of best practices for children with ASD
Understanding the successful implementation and sustainment of evidence-based interventions for children with ASD in public school settings
Honors & Awards: 
2014 National Institute of Mental Health Early Career Development Award
2013 FARFund Foundation Early Career Award
2013 Autism Science Foundation Early Career Award

Jill Locke, PhD, joined the Speech and Hearing Sciences faculty as a Research Assistant Professor in 2015. She completed her doctoral training in Educational Psychology at UCLA in 2010 and her postdoctoral training in the Department of Psychiatry at the University of Pennsylvania in 2013. 

Dr. Locke’s research has focused on the implementation and sustainment of a social engagement intervention for children with ASD in school settings. Her research has highlighted the importance of the context in the successful implementation of evidence-based interventions and laid the foundation for her current work. She is now the principal investigator on a NIMH Career Development Award that uses quantitative and qualitative methods to examine individual- and organizational-level factors (i.e., culture, climate, and leadership) as predictors of implementation of an autism evidence-based intervention in public schools. The goal of this study is to develop a school-level implementation intervention to support schools in their use and sustainment of autism evidence-based interventions. Her experiences have emphasized the importance of collaborating with public schools and the reality of working within the constraints of publicly funded systems, their timeline (e.g. school calendar year), and with their personnel.

Recent Publications
Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? (2019 Dec 3) J Autism Dev Disord Lushin V, Mandell D, Beidas R, Marcus S, Nuske H, Kaploun V, Seidman M, Gaston D, Locke J

Importance and feasibility of an adapted set of implementation strategies in schools. (2019 Oct) J Sch Psychol 76(): 66-77 Lyon AR, Cook CR, Locke J, Davis C, Powell BJ, Waltz TJ

Understanding the Organizational Implementation Context of Schools: A Qualitative Study of School District Administrators, Principals, and Teachers. (2019 Sep) School Ment Health 11(3): 379-399 Locke J, Lee K, Cook CR, Frederick L, Vázquez-Colón C, Ehrhart MG, Aarons GA, Davis C, Lyon AR

Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice. (2019 Aug) Prev Sci 20(6): 914-935 Cook CR, Lyon AR, Locke J, Waltz T, Powell BJ

It's Messy but Real: A Pilot Study of the Implementation a Social Engagement Intervention for Children with Autism in Schools. (2019 Apr) J Res Spec Educ Needs 19(2): 135-144 Locke J, Kang-Yi C, Pellecchia M, Mandell DS