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Faculty and Staff

Hilary Kratz, Ph.D.

Hilary Kratz, Ph.D.

Assistant Professor


Dr. Kratz received her bachelor’s degree from Cornell University and her doctorate in clinical psychology from the University of Pennsylvania. She completed an APA-accredited clinical internship at Ann and Robert H. Lurie Children’s Hospital of Chicago and a post-doctoral fellowship at the Child and Adolescent OCD, Tic, Trich, and Anxiety Group (COTTAGe) at the University of Pennsylvania.

Dr. Kratz’s clinical interests focus on child/adolescent clinical psychology, with a specialty in the assessment and treatment of anxiety, OCD, trichotillomania, tic, and related disorders among children and adolescents. Dr. Kratz also has specialized training in treating anxiety and related conditions among autistic children and adolescents. She currently supervises the child/adolescent anxiety clinic team in the doctoral program, which focuses on assessing and treating children and adolescents with anxiety, OCD, trichotillomania, tic, and related disorders.

Dr. Kratz’s research aims to examine and improve the use of evidence-based practices for underserved 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 in autistic support classrooms, 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. Examples of her doctoral students’ research projects include examining how sociodemographic factors relate to caregivers’ satisfaction with early intervention services for emotional-behavioral difficulties, developing a toolkit to support clinicians’ use of exposure and response prevention for youth with OCD in non-specialty settings, and piloting an intensive family-based protocol for treating underserved youth with OCD and anxiety disorders.

As a Philly native, Dr. Kratz enjoys discovering new things to love about her city with her husband and two daughters.


  • Child/adolescent clinical psychology
  • Treatment of OCD, anxiety, trichotillomania, tic, and related disorders in children and adolescents
  • Dissemination and implementation of evidence-based treatments for underserved youth in community settings


  • Licensed psychologist (Pennsylvania)
  • Postdoctoral fellowship, University of Pennsylvania, Child/Adolescent OCD, Tic, Trich, & Anxiety Group (COTTAGe) and Penn Center for Mental Health
  • 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. (2019). The effect of implementation climate on program fidelity and student outcomes in autism support classrooms. Journal of Consulting and Clinical Psychology, 87(3), 270–281.

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 (Kratz), 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.


Kratz, H. E., Phan, M. L., Buck, J. E., Sanner, K., Tabachnick, A. R., Zentgraf, K. A., & Beidas, R. S. (2020). Dissemination and implementation of evidence-based trauma interventions for youth. In J. G. Beck & D. S. Sloan (Eds.), The Oxford Handbook of Traumatic Stress Disorders. New York: Oxford.

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 AIMSPanel presentation at the International Meeting for Autism Research, Philadelphia, PA.