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Curriculum Vitae: 

Speech & Hearing Sciences
University of Washington

Research Areas: 


Research Assistant Professor
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
The effect of implementation climate on program fidelity and student outcomes in autism support classrooms. (2018 Dec 20) J Consult Clin Psychol Kratz HE, Stahmer A, Xie M, Marcus SC, Pellecchia M, Locke J, Beidas R, Mandell DS

The games they play: Observations of children with autism spectrum disorder on the school playground. (2018 Nov 9) Autism Gilmore S, Frederick LK, Santillan L, Locke J

Confirmatory factor analysis of the Evidence-Based Practice Attitudes Scale with school-based behavioral health consultants. (2018 Aug 22) Implement Sci 13(1): 116 Cook CR, Davis C, Brown EC, Locke J, Ehrhart MG, Aarons GA, Larson M, Lyon AR

The impact of implementation support on the use of a social engagement intervention for children with autism in public schools. (2018 Jul 1) Autism Locke J, Shih W, Kang-Yi CD, Caramanico J, Shingledecker T, Gibson J, Frederick L, Mandell DS

Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder. (2018 Dec) J Autism Dev Disord 48(12): 4010-4018 Locke J, Anderson A, Frederick L, Kasari C