Erin
Jones
,
MHS
About
Erin F. Jones currently serves as the director of translational science informatics on the Digital Transformation team at Kennedy Krieger Institute and specializes in data integration, technology tools, survey development, data collection methodology and quality improvement research. Through her cross-institutional role, she provides consultative services and informatics support to Institute programs and research studies through the application of translational science principles.
Jones joined the Department of Neuropsychology in 2013 and served as the manager of research operations from 2015 to 2021. In 2021, she joined the Digital Transformation team in the Information Systems Department where she serves as a leader in data integration and translational science to accelerate research, improve clinical operations and support impactful healthcare innovations.
Jones also serves as the program manager of the Intellectual and Developmental Disabilities Research Center (IDDRC), where she provides informatics-based, logistical, administrative and research-related support to Center leadership and investigators throughout the Kennedy Krieger and Johns Hopkins communities.
Education
Jones received her Bachelor of Arts degree in Psychology from the University of Delaware in 2009, and her master’s in health science in mental health from the Johns Hopkins University Bloomberg School of Public Health in 2026.
Jones is currently a public health doctoral student at Johns Hopkins University.
Research
While she provides cross-disciplinary research support to studies across the Institute, Erin’s research interests are focused on child and adolescent mental health and related outcomes. She works closely with the Assistant Vice President of Clinical Research and Quality Improvement, Dr. T. Andrew Zabel, on quality improvement studies and initiatives for clinical programs throughout the Institute. Her recent research and publications have focused on pediatric self-report of clinical experience, equitable access to telemedicine care, longitudinal impact of clinical care on caregiver self-efficacy, and supporting the wellbeing of caregivers and educators of children with intellectual and developmental disabilities during the COVID-19 pandemic.