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
Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools: a cross-sectional observational study. (2019 Mar 13) Implement Sci 14(1): 29 Locke J, Lawson GM, Beidas RS, Aarons GA, Xie M, Lyon AR, Stahmer A, Seidman M, Frederick L, Oh C, Spaulding C, Dorsey S, Mandell DS

Organizational culture and climate profiles: relationships with fidelity to three evidence-based practices for autism in elementary schools. (2019 Feb 12) Implement Sci 14(1): 15 Williams NJ, Frank HE, Frederick L, Beidas RS, Mandell DS, Aarons GA, Green P, Locke J

The effect of implementation climate on program fidelity and student outcomes in autism support classrooms. (2019 Mar) J Consult Clin Psychol 87(3): 270-281 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