Katherine Pickard, PhD

Katherine Pickard

Assistant Professor, Emory University School of Medicine, Department of Pediatrics, Division of Autism and Related Disabilities

Katherine Pickard, PhD, received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at JFK Partners at the University of Colorado School of Medicine. Her primary research interest is in the translation of evidence-based practices into community systems that are naturally positioned to serve children with autism spectrum disorder (ASD) and developmental delays. This interest is rooted in a longstanding commitment to better understanding and addressing treatment disparities.

Dr. Pickard’s research is grounded in community-engaged research models and guided by dissemination and implementation science. At Marcus Autism Center, Dr. Pickard leads and collaborates on research examining mechanisms that foster the adoption, implementation and sustainment of evidence-based practices within a variety of community systems, including early intervention and public school systems. She is particularly interested in the role of families and community stakeholders in shaping interventions as they are implemented within the community, and in other factors that impact the reach and sustainability of translation efforts.

Clinically, Dr. Pickard has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated interventions rooted in naturalistic, developmental and behavioral principles (known as NDBIs) as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occurring anxiety. Dr. Pickard has provided services within interdisciplinary teams of clinicians across diverse systems of care.

 

Publications

 

  • Pickard, K., Mellman, H., Frost, K., Reaven, J., & Ingersoll, B. (in press). Balancing fidelity and flexibility: Usual care for young children with an increased likelihood of having Autism Spectrum Disorder within an Early Intervention system. Journal of Autism and Developmental Disorders.
  • Pickard, K. Blakeley-Smith, A., Boles, R., Duncan, A., Keefer, A., O’Kelly, S., & Reaven, J. (2020). Examining the sustained use of a cognitive behavioral therapy program for youth with ASD and anxiety five years following an implementation trial. Research in Autism Spectrum Disorders, 73, 101532.
  • Cole, B., Stredler-Brown, A., & Pickard, K. (2019). Report on the use of telehealth in Early Intervention in Colorado: Strengths and challenges with telehealth as a service delivery model. International Journal of Telerehabilitation, 11, 33-40.
  • Reaven, J., Reyes, N., Pickard, K., Tanda, T., & Morris, M. (2019). Addressing the Needs of Diverse Youth with ASD and Anxiety in Public Schools: Stakeholder Input on Adaptations of Clinic-Based Facing Your Fears, School Mental Health, 1-15.
  • Pickard, K., Reyes, N., & Reaven, J. (2018). Short report: Examining the inclusion of diverse participants in CBT research for youth with ASD and anxiety. Autism, 23, 1057-1064.
  • Pickard, K. Kilgore, A., & Ingersoll, B. (2016). Using community partnerships to better understand the barriers to using an evidence-based, parent mediated intervention for ASD in a Medicaid system. American Journal of Community Psychology, 57, 391-403.
  • Pickard, K., Wainer, A., Bailey, K., & Ingersoll, B. (2016). A mixed method evaluation of a telehealth-based parent mediated intervention for children with ASD. Autism, 20, 845-855.
  • Pickard, K. & Ingersoll, B. (2015). Quality versus quantity: The role of SES on parent-reported service use, unmet service needs and barriers to service use. Autism, 20, 106-115.

 

Speaking Engagements

Dr. Pickard regularly teaches and trains in parent-mediated interventions for young children and in CBT for school-aged children and adolescents with ASD and co-occurring anxiety. She is a certified trainer in Project ImPACT, an evidence-based, parent-mediated intervention for young children with ASD and social communication delays.