About Jill Pineda, PhD

Dr. Jill Pineda is a licensed psychologist at the Lurie Center and clinical instructor at Harvard Medical School. Dr. Pineda completed her graduate training in School Psychology at the University of Florida and her pre-doctoral internship in pediatric neuropsychology and pediatric consultation at Kennedy Krieger Institute and Johns Hopkins School of Medicine in 2014. She completed postdoctoral fellowship in neuropsychological assessment at Massachusetts General Hospital in 2016. After several years of working in the Department of Neuropsychology at Kennedy Krieger Institute in Baltimore, MD, she returned to the Lurie Center for Autism in 2020. Dr. Pineda provides neuropsychological evaluations and therapeutic services for children, adolescents, and adults with autism spectrum disorder and other neurodevelopmental disorders.

Dr. Pineda has developed expertise in neuropsychological evaluations for children with complex medical and developmental presentations, working to ensure that every child’s abilities can be assessed regardless of their level of medical complexity. She has a particular interest in providing accessible assessments and treatment services for individuals with vision impairment or who are deaf/hard-of-hearing. Dr. Pineda also provides therapeutic supports to children, teens, and young adults with Autism Spectrum Disorders (ASD) and other neurodevelopmental disorders. She has acquired training and experience in providing desensitization for medical procedures for individuals with developmental disabilities.

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Locations

Lexington: Lurie Center for Autism

Lurie Center for Autism
1 Maguire Road
Lexington, MA 02421
Phone: 781-860-1700
Fax: 781-860-1766

Medical Education

  • PhD, University of Florida
  • Fellowship, Massachusetts General Hospital

Accepted Insurance Plans

Note: This provider may accept more insurance plans than shown; please call the practice to find out if your plan is accepted.


Publications

  • Pineda, J., & Mullet, J. (2018). Medical Procedures: Challenges and Strategies. In Hazen & McDougle, Massachusetts General Hospital Textbook of Medical Care in Autism Spectrum Disorder.

    Pineda, J. (2018). American Sign Language. In E. Braaten & B. Willoughby (Eds.), The SAGE Encyclopedia of Intellectual and Developmental Disorders. Los Angeles: Sage Publishing.

    Pineda, J. (2018). Deafness and Hearing Loss. In E. Braaten & B. Willoughby (Eds.), The SAGE Encyclopedia of Intellectual and Developmental Disorders. Los Angeles: Sage Publishing.

    Birtwell, K.B. & Pineda, J. (2018). The Arc of the United States. In E. Braaten & B. Willoughby (Eds.), The SAGE Encyclopedia of Intellectual and Developmental Disorders. Los Angeles: Sage Publishing.

    Reesman, J., Pineda, J., Carver, J., Brice, P., Zabel, T.A., Schatz, P. (2016). Utility of the Impact Test with Deaf Adolescents. The Clinical Neuropsychologist. http://dx.doi.org/10.1080/13854046.2016.1142613

    Carson, T., Wilkes, B., Patel, K., Pineda, J., Ko, J. Newell, K., Bodfish, J., Schubert, M., Radonovich, K., White, K., Lewis, M. (2016). Vestibulo-ocular reflex function in children with high-functioning autism spectrum disorders: Vestibulo-Ocular Function in Autism. Autism Research. DOI: 10.1002/aur.1642

    Welsh, J. & Joyce, D. (2014). Roles of Related Service Personnel in Effective Inclusive Schools. In Waldron, N., Handbook of Research and Practice on Effective, Inclusive Schools.

    McLaughlin, T., Snyder, P., Denney, M., Welsh, J. (2011). Behavior support interventions implemented by families: An examination of contextual fit. Journal of Positive Behavior Interventions, 47(2), 87-97.