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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
Psychiatric Diagnoses and Treatment Preceding Schizophrenia in Adolescents Aged 9-17 Years. (2020) Front Psychiatry 11(): 487 Kang-Yi CD, Chao B, Teng S, Locke J, Mandell DS, Wong YI, Epperson CN

Parent Perceptions About Communicating With Providers Regarding Early Autism Concerns. (2020 Apr) Pediatrics 145(Suppl 1): S72-S80 Locke J, Ibanez LV, Posner E, Frederick L, Carpentier P, Stone WL

Individual and organizational characteristics predicting intervention use for children with autism in schools. (2020 Jul) Autism 24(5): 1152-1163 Locke J, Kang-Yi C, Frederick L, Mandell DS

Early Intervention Providers' Perspectives About Working with Families of Toddlers with Suspected ASD: A Qualitative Study. (2019 Dec 16) J Autism Dev Disord Stone WL, Ibanez LV, Carpentier P, Posner E, Bravo A, Frederick L, Locke J

Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? (2020 Mar) J Autism Dev Disord 50(3): 881-892 Lushin V, Mandell D, Beidas R, Marcus S, Nuske H, Kaploun V, Seidman M, Gaston D, Locke J