Hilary Kratz, Ph.D.
Wister Hall M-16
Dr. Kratz received her bachelor’s degree from Cornell University, her doctorate in clinical psychology from the University of Pennsylvania, and completed an APA-accredited clinical internship at Ann and Robert H. Lurie Children's Hospital of Chicago.
Dr. Kratz’s clinical interests focus on the assessment and treatment of anxiety, OCD, trichotillomania, tic, and related disorders among children and adolescents. She completed predoctoral and postdoctoral clinical training at the Child and Adolescent OCD, Tic, Trich, and Anxiety Group (COTTAGe) at the University of Pennsylvania. Dr. Kratz also has specialized training in treating children and adolescents with autism and anxiety. She currently supervises the child clinic team in the doctoral program, which focuses on assessing and treating children and adolescents with a variety of emotional and behavioral difficulties.
Dr. Kratz’s research aims to identify the best strategies for supporting the implementation of evidence-based practices for youth in community settings. Her past research has included examining the impact of the classroom climate on the implementation and outcomes of evidence-based interventions for students with autism, as well as work on the Philadelphia Alliance for Child Trauma Services (PACTS), a SAMHSA-funded initiative to improve trauma services for youth across Philadelphia. She welcomes undergraduate and graduate involvement in her ongoing research projects.
A Philly native, Dr. Kratz enjoys discovering new things to love about her city with her husband and two daughters.
Areas of Expertise
- Treatment of OCD, anxiety, trichotillomania, tic, and related disorders in children and adolescents
- Treatment of anxiety among children and adolescents with autism spectrum disorders
- Dissemination and implementation of evidence-based treatments for youth in community settings
- Licensed psychologist (Pennsylvania)
- Postdoctoral fellowship, University of Pennsylvania, Child/Adolescent OCD, Tic, Trich, & Anxiety Group (COTTAGe) and Center for Mental Health Policy & Services Research (CMHPSR)
- Ph.D., Clinical Psychology, University of Pennsylvania
- M.A., Clinical Psychology, University of Pennsylvania
- B.A., Psychology, Cornell University
- PSY 707: Psychopathology II: Child and Adolescent Psychopathology
- PSY 765: Child and Adolescent Psychotherapy
- PSY 719: Psychological Assessment of Children and Adolescents
- PSY 762: Advanced Seminar in Clinical Child and Family Psychology
- PSY 788/789: Practicum Seminar II
Kratz, H.E., Stahmer, A.C., Xie, M., Marcus, S., Locke, J., Pellechia, M., Beidas, R.S., & Mandell, D.S. (in press). The effect of implementation climate on program fidelity and student outcomes in autism support classrooms. Journal of Consulting and Clinical Psychology.
Kratz, H.E., Locke, J., Piotrowski, Z., Ouellette, R., Xie, M., Stahmer, A.C., & Mandell, D.S. (2014). All together now: Measuring staff cohesion in special education classrooms. Journal of Psychoeducational Assessment, 33, 329-338.
Dingfelder, H.E., & Mandell, D.S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders, 41, 597-609.
Mercado, R.J., Kratz, H.E., Frank, H.E., Wolesnsky, M., & Kerns, C.M. (2017). Cognitive-behavioral therapy for cognitively-able youth with autism spectrum disorder. In Kendall, K. (ed.). Cognitive-Behavioral Therapy for Children and Adolescents: A Casebook for Clinical Practice, 3rdedition. Guilford.
Locke, J., Harker, C., Karp, L., & Kratz, H.E. (2017). Autism spectrum disorders in childhood. In Gulotta, T. & Blau, G. (eds). Handbook of Childhood Behavioral Issues: Evidence-Based Approaches to Prevention and Treatment. George Rutledge Publishing.
Locke, J., Kratz, H.E., Reisinger E., & Mandell, D.S. (2014). Implementation of evidence-based practices for children with autism spectrum disorders in public schools. In Beidas, R., & Kendall, P. (eds). Child and Adolescent Therapy: Dissemination and Implementation of Empirically Supported Treatments. Guilford.
Frank, H.E., Fishman, J., Lushin, V., Last, B.S., Jackson, K., Berkowitz, S., Zinny, A., Kratz, H.E., Gregor, C., Cliggitt, L., Phan, M., & Beidas, R. (2018, August). Perceived barriers and facilitators to use of trauma narratives: Theory-based belief elicitations. Paper presented at the biennial Mental Health Services Research Conference, Rockville, MD.
Dingfelder, H.E., & Mandell, D.S. (2011, March). Classroom climate, program fidelity, & outcomes for students with autism.Poster presented at the 4thAnnual NIH Conference on the Science of Dissemination & Implementation, Washington, D.C.
Dingfelder, H.E., Mandell, D.S., Stahmer, A., & Shin, S. (2010, May). Impact of classroom climate on fidelity of implementation in Philly AIMS. Panel presentation at the International Meeting for Autism Research, Philadelphia, PA.