Jill K. Fahy

Jill K. Fahy serves as Professor in the Department of Communication Disorders and Sciences at Eastern Illinois University, where she holds dual leadership roles as Interim Director of STEP (Students' Transitional Education Program) for students with autism and Co-Director of the Autism Center. Her clinical specialization focuses on executive dysfunction assessment for clients with complex comorbid conditions, providing diagnostic insights across academic, social, and vocational domains.

Her educational credentials include:

• Masters in Clinical/School Psychology (+30 hours) from Eastern Illinois University (2011)
• M.A. in Speech and Hearing Science from University of Illinois Urbana-Champaign (1992)
• B.A. in French from Eastern Illinois University (1988)

Dr. Fahy's research revolutionizes understanding of executive functions through the lens of speech-language pathology, examining self-talk mechanisms for self-regulation and developing assessment frameworks for school-aged populations. Her work bridges clinical neuroscience with practical intervention strategies, particularly for autism spectrum disorders where executive function deficits impact academic transition. International lectures disseminate her models for integrating language processes into cognitive rehabilitation.

Publication trends reveal sustained focus on executive function applications since 2010, evolving from foundational neuroscience (Broca's area research) to developmental frameworks (The Source® textbook) and specialized school-based solutions. Her work consistently emphasizes transdisciplinary collaboration, translating complex cognitive concepts into actionable clinical protocols for speech-language pathologists.

Teaching excellence defines her academic contributions:

• Hanner Teaching Excellence Award (2020)
• Three EIU Achievement and Contribution Teaching Awards (2011-2014, 2018-2019)

She mentors through graduate clinical practicums while directing STEP's evidence-based programming. As Licensed SLP with ASHA certification since 1992, she maintains active clinical practice alongside academic duties, ensuring research remains grounded in real-world challenges. Her pre-university career in medical settings (acute care to home health) informs comprehensive approaches to neurological communication disorders.

The Autism Center under her co-direction implements research into STEP's structured framework, developing executive function, social communication, and self-regulation capacities for university students with autism. This integrated model transforms campus support services through speech pathology expertise while generating valuable transition outcome data.