Alexandra Reilly

Assistant Professor

Education

  • Postdoctoral Fellowship, Emory School of Medicine, Marcus Autism Center

  • PhD, Special Education, University of North Carolina at Charlotte

  • M.A.T., Special Education, University of North Carolina at Charlotte

  • BA, Business Administration, Queens University of Charlotte

Background 

Dr. Alexandra Reilly is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and an Assistant Professor of Special Education at the College of Charleston. She received her Ph.D. in Special Education from the University of North Carolina at Charlotte and completed a postdoctoral fellowship through Emory University School of Medicine at the Marcus Autism Center, part of Children’s Healthcare of Atlanta. At the Marcus Autism Center, Dr. Reilly worked in the Skill Acquisition Department, an intensive outpatient program supporting individuals with complex support needs in developing communication, social, and play skills using principles of applied behavior analysis.

Dr. Reilly’s work focuses on translating research into practical, sustainable approaches that can be implemented across settings. Her work aims to strengthen connections between intensive clinical services and educational environments and increase access to effective communication instruction for individuals with complex support needs. Her research interests include examining barriers to communication acquisition, developing and evaluating communication interventions, and building educator and practitioner capacity to teach communication skills effectively. She is particularly interested in how principles of verbal behavior can inform these practices and support generalization of skills.

Dr. Reilly also actively supports school districts, ABA clinics, and community organizations in strengthening instructional practices and increasing meaningful learning opportunities for individuals with complex support needs. She works closely with families and educators to promote the use of evidence-based communication and behavioral interventions that are responsive to individual needs. Through this work, she aims to facilitate the implementation of effective practices in everyday environments and develop sustainable practices that promote meaningful long-term outcomes.

Courses Taught

EDSF 403: Characteristics and Instruction of Individuals with Intellectual Disabilities

EDSF 550: Classroom and Behavior Management

SPED 6225: Behavior Analytic Interventions in Communication

SPED 5201: Science and Philosophy in Behavior Analysis

SPED 4280: Instruction and Support for Learners with Extensive Support Needs

Select Publications

Andzik, N. R., Pinczynski, M., Masud, A., Reilly, A. M., Pennington, R. C., Walker, V. L., & Tapp, M. C. (2026). Board certified behavior analysts' perceptions regarding roles in serving students with extensive support and complex communication needs in schools. Education and Treatment of Children, 49, 121–138. https://doi.org/10.1007/s43494-026-00184-5

Pennington, R., Williams, T., & Reilly, A. (2025). Teaching students with extensive support needs: Best practices for student success. In J. Bakken (Ed.) Teaching Students with Disabilities: Best Practices for Student Success. Emerald Group Publishing.

Walker, V. L., Carpenter, M. E., & Reilly, A. (2024). Assessment for educational supports planning. K. A. Shogren, L. A. Scott, E. E. Dean, & B. Linnenkamp (Eds.), Research-based practices for educating students with intellectual disability, 2nd edition (pp. 98–120). Routledge.

Walker, V. L., Douglas, S. N., Reilly, A., Tapp, M. C., & Sobeck, E. E. (2025). Paraeducator training to support students’ behavioral needs: Administrator, teacher, and paraeducator perspectives. Journal of Positive Behavior Interventions. Advance online publication. https://doi.org/10.1177/109830072513359