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James Lee, PhD, BCBA-D

Acting Assistant Professor, Psychiatry & Behavioral Sciences
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James Lee, PhD, BCBA-D, is an Acting Assistant Professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington and the Seattle Children’s Autism Center. His research focuses on developing, adapting, and implementing evidence-based practices among underserved families of young autistic children who live in low-resourced communities both domestically and internationally. James has conducted several studies examining feasibility, effectiveness, and social validity of interventions for caregivers of young autistic children, and he is the lead developer of the Cultural Adaptation Checklist. James’s research is funded by several sources, including ITHS Clinical Research Career Development (KL2) grant (NIH-funded; 2023-2026), Organization for Autism Research, Office of Global Affairs of the University of Washington, and the AIR-P Network. James has received many honors and participated in several fellowships, including the 2022 Cultural Diversity Research Award from the International Society for Autism Research.


Google Scholar Dept of Psychiatry Profile

The purpose of this multi-site study is to develop and evaluate a multi-phase implementation and sustainment strategy to support evidence-based practice use across different interventions for individuals with autism, settings, and ages. Click here for more information.
The Coaching Fidelity Scale (CFS): Development and Evaluation of an Observational Measure of Coaching Fidelity(2023)Infants & Young Children36 (1):37-52.
Challenging behaviors online modules for parents of young children with disabilities: A pilot feasibility study(2022)Education and Treatment of Children1-15.
Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia(2022)Autism
Cross cultural caregiver perceptions of challenging behaviors and responses(2022)Early Childhood Education Journal50 (8):1343-1354.
Building professionals’ capacity: The cascading coaching model(2022)Journal of Positive Behavior Interventions24 (4):313-324.
Impact of challenging behavior online modules on Korean parents of children with developmental disabilities: An RCT(2022)Journal of Positive Behavior Interventions
Online training for parents of children with developmental disabilities in a low?resource community: A pilot feasibility study(2022)Journal of Policy and Practice in Intellectual Disabilities
Strategies for capacity building in a low-resource setting: Stakeholders’ voices(2022)Autism
Parent-mediated interventions for children with ASD in low-resource settings: A scoping review(2021)Review Journal of Autism and Developmental Disorders8 (3):285-298.
Comparing special education experiences among Spanish-and English-speaking parents of children with disabilities(2021)Journal of Developmental and Physical Disabilities33 (1):117-135.
Parent perceptions of the advocacy expectation in special education(2021)Exceptional Children87 (4):438-457.
Are we on the Same Page: a DyadicAnalysis of Parental Stress, Support, and Family Quality of Life on Raising Children with Autism Spectrum Disorders(2021)Journal of Developmental and Physical Disabilities33 (4):599-618.
Children with autism spectrum disorders in low-resource settings: Reported experiences and needs of parents in Mongolia(2021)Journal of Autism and Developmental Disorders51 (10):3586-3599.
From individual to systemic advocacy: Parents as change agents(2021)Exceptionality29 (3):232-247.
Parent leadership and civic engagement: Suggestions for the next individuals with disabilities education act reauthorization(2020)Journal of Disability Policy Studies31 (2):99-111.
Legislative Advocacy Among Parents of Children With Disabilities(2020) The Journal of Special Education54 (3):169-179.
Culturally tailored ABA treatments for Asian American clients and families(2020)Multiculturalism and Diversity in Applied Behavior Analysis69-82.