Mark O'Reilly
Department Chair, Department of Special Education
Melissa Elizabeth Stuart Centennial Professorship in Education (Holder)
Email: markoreilly@austin.utexas.edu
Office: SZB 3.708G, SZB
Melissa Elizabeth Stuart Centennial Professorship in Education (Holder)
Email: markoreilly@austin.utexas.edu
Office: SZB 3.708G, SZB
Dr. OReilly is holder of the Melissa Elizabeth Stuart Centennial Professorship in Education, Chair of Special Education, and Professor of Special Education. Mark is a native of Ireland. He is a doctoral level Board Certified Behavior Analyst (BCBA-D). He coordinates the graduate training programs in Autism and Developmental Disabilities. Graduate coursework in autism is approved by the Behavior Analysis Certification Board. His teaching and research focuses on the application of evidence-based practices to support persons with developmental disabilities, their families, teachers, and friends within inclusive life contexts. He has a particular interest in functional assessment and supports for children with severe challenging behavior and interventions to promote acquisition, generalization, and maintenance of adaptive skills.
Ph.D., University of Illinois at Urbana-Champaign
Assesses and supports individuals with intellectual disabilities and develops social skill/communication interventions for children with ASD.
Editor, Journal of Developmental and Physical Disabilities,
Lim, N., O'Reilly, M., Londono, F. & Russle-George, A. (2021). Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder. J Autism Dev Disord, 51, 2876–2890. doi:https://link.springer.com/article/10.1007/s10803-020-04754-3.
Lancioni, G., Singh, N. & O'Reilly, M. (2021). Mainstream technology to support basic communication and leisure in people with neurological disorders, motor impairment and lack of speech. Brain Injury, 34, 921–927. doi:10.1080/02699052.2020.1763462.
Lim, N., O'Reilly, M., Sigafoos, J., Lancioni, G. & Sanchez, N. (2021). A Review of Barriers Experienced by Immigrant Parents of Children with Autism when Accessing Services. Rev J Autism Dev Disord, 8, 366–372. doi:https://doi.org/10.1007/s40489-020-00216-9.
Lancioni, G., Desideri, L., Singh, N., Sigafoos, J. & O'Reilly, M. (2021). A commentary on standards for single-case experimental studies. International Journal of Developmental Disabilities. doi:10.1080/20473869.2020.1870420.
Lim, N., O'Reilly, M., Sigafoos, J. & Lancioni, G. (2018). Understanding the linguistic needs of diverse individuals with autism spectrum disorder: Some comments on the research literature and suggestions for clinicians. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-018-3532-y. doi:https://doi.org/10.1007/s10803-018-3532-y.
Ledbetter-Cho, K., O'Reilly, M., Lang, R., Watkins, L. & Lim, N. (2018). Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-018-3573-2.
Watkins, L., O'Reilly, M., Ledbetter-Cho, K., Lang, R., Sigafoos, J., Kuhn, M., Lim, N., Gevanter, C. & Caldwell, N. (2017). A meta-analysis of school-based social interaction interventions for adolescents with autism spectrum disorders. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-017-0113-5. doi:https://doi.org/10.1007/s40489-017-0113-5.
Lancioni, G., Singh, N., O'Reilly, M., Sigafoos, J., Alberti, G., Perilli, V. & Campodonico, F. (2017). Promoting functional activity engagement in people with multiple disabilities through the use of microswitch-aided programs. Frontiers in Public Health. https://doi.org/10.3389/fpubh.2017.00205. doi:https://doi.org/10.3389/fpubh.2017.00205.
Watkins, L., Kuhn, M., Ledbetter-Cho, K., Gevarter, C. & O'Reilly, M. (2017). Evidence-based social communication interventions for children with autism spectrum disorder.. The Indian Journal of Pediatrics, 84(1), 68–75. doi:10.1007/s12098-015-1938-5.
Lancioni, G., Singh, N., O'Reilly, M., Sigafoos, J., D'Amico, F., Addante, L. & Pinto, K. (2017). Persons with advanced Alzheimer's disease engage in mild leg exercise supported by technology-aided stimulation and prompts. Behavior Modification, 41(1), 3–20. https://doi.org/10.1177/0145445516649581. doi:https://doi.org/10.1177/0145445516649581.
Lancioni, G., Singh, N., O'Reilly, M., Sigafoos, J., D'Amico, F., Pinto, K. & Chiapparino, C. (2017). Supporting simple activity engagement in persons with moderate to severe Alzheimer's disease through a technology-aided program. American Journal of Alzheimer's Disease & Other Dementias. https://doi.org/10.1177/1533317517698793. doi:https://doi.org/10.1177/1533317517698793.
Gevarter, C., O'Reilly, M., Kuhn, M., Mills, K., Ferguson, R., Watkins, L., Sigafoos, J., Lang, R., Rojeski, L. & Lancioni, G. (2016). Increasing the vocalizations of individuals with autism during intervention with a speech-generating device. Journal of Applied Behavior Analysis, 49(1), 17–33. doi:10.1002/jaba.270.
Lancioni, G., Singh, N., O'Reilly, M., Sigafoos, J., D'Amico, F., Renna, C. & Pinto, K. (2016). Technology-aided programs to support positive verbal and physical engagement persons with moderate or severe Alzheimer's disease. Frontiers in Aging Neuroscience, 8. http://journal.frontiersin.org/article/10.3389/fnagi.2016.00087/full. doi:https://doi.org/10.3389/fnagi.2016.00087.
Watkins, L., O'Reilly, M., Kuhm, M., Gevarter, C., Lancioni, G., Sigafoos, J. & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings.. Journal of Autism and Developmental Disorders, 45, 1070–1083. https://doi.org/10.1007/s10803-014-2264-x. doi:https://doi.org/10.1007/s10803-014-2264-x.
Roche, L., Sigafoos, J., Lancioni, G., O'Reilly, M. & Green, V. (2015). Microswitch technology for enabling self-determined responding in children with profound and multiple disabilities: a systematic review.. Augmentative and Alternative Communication, 31(3), 246–258. doi:10.3109/07434618.2015.1024888.
Ledbetter-Cho, K., Lang, R., Davenport, K., Moore, M., Lee, A., Howell, A., Drew, C., Dawson, D., Charlop, M., Falcomata, T. & O'Reilly, M. (2015). Effects of script training on the peer-to-peer communication of children with autism spectrum disorder.. Journal of Applied Behavior Analysis, 48(4), 785–799. https://doi.org/10.1002/jaba.240. doi:https://doi.org/10.1002/jaba.240.
Lanconi, G., Singh, N., O'Reilly, M., Sigafoos, J., D'Amico, F., Ferlisi, G., Denitto, F., De Vanna, F. & Olivetti Belardinelli, M. (2015). Patients with moderate Alzheimers disease engage in verbal reminiscence with the support of a computer-aided program: a pilot study.. Frontiers in Aging Neuroscience, 7, 109. http://journal.frontiersin.org/article/10.3389/fnagi.2015.00109/full. doi:10.3389/fnagi.2015.00109.
Pierce, N., O'Reilly, M., Sorrells, A., Fragale, C., White, P., Aguilar, J. & Cole, H. (2014). Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals. J Autism Dev Disord, 44, 1507–1519. https://doi.org/10.1007/s10803-014-2041-x. doi:https://doi.org/10.1007/s10803-014-2041-x.
President's Research Fellowship, University College, Dublin, Ireland
Outstanding Contributions to the Journal of Applied Behavioral Analysis, Society for the Experimental Analysis of Behavior
Distinguished Guest Faculty Member, Ohio State University, Special Education Program
Appreciation Award, The University of Texas at Austin, Division of Diversity and Community Engagement, Services for Students with Disabilities
AAC Editor's Award for Most Significant Research Article (2009 and 2014), Augmentative and Alternative Communication
Adrienne Russell-George, Ph.D., expected 2023 (Supervisor)
Adrienne is interested in (a) investigating disparities in access to treatment and services for Black/African American and low-resourced individuals with autism spectrum disorder, and (b) adapting interventions to address the barriers that negatively impact implementation of caregiver-mediated interventions for Black/African American and other underserved populations.
Adrienne is interested in (a) investigating disparities in access to treatment and services for Black/African American and low-resourced individuals with autism spectrum disorder, and (b) adapting interventions to address the barriers that negatively impact implementation of caregiver-mediated interventions for Black/African American and other underserved populations.
| Year | Semester | Course |
|---|---|---|
| 2024 | Spring | SED 388: 10-Advs In Undrstnd/Treat Aut |
| 2023 | Fall | SED 388: 7-Challenging Behav/Dev Disbl |
| 2023 | Spring | SED 388: 10-Advs In Undrstnd/Treat Aut |
| 2022 | Fall | SED 388: 7-Challenging Behav/Dev Disbl |
| 2022 | Spring | SED 388: 10-Advs In Undrstnd/Treat Aut |
| 2021 | Fall | SED 388: 7-Challenging Behav/Dev Disbl |
| 2021 | Spring | SED 388: 10-Advs In Undrstnd/Treat Aut |
| 2020 | Fall | SED 388: 7-Challenging Behav/Dev Disbl |
| 2020 | Spring | SED 388: 10-Advs In Undrstnd/Treat Aut |
| 2019 | Fall | SED 388: 7-Challenging Behav/Dev Disbl |
| 2019 | Spring | SED 388: 10-Advs In Undrstnd/Treat Aut |
| 2018 | Fall | SED 388: 7-Challenging Behav/Dev Disbl |
| 2018 | Spring | SED 388: 10-Advs In Undrstnd/Treat Aut |
| 2017 | Fall | SED 388: 7-Challenging Behav/Dev Disbl |
| 2017 | Spring | SED 388: 10-Advs In Undrstnd/Treat Aut |
| 2016 | Fall | SED 388: 7-Challenging Behav/Dev Disbl |
| 2016 | Spring | SED 384: 5-Adv Prac In Early Chldhd Sed |
| 2015 | Fall | SED 394: Pract In Sed: Early Childhood |
| 2015 | Spring | SED 384: 5-Adv Prac In Early Chldhd Sed |
| 2014 | Fall | SED 388: 7-Challeng Behav/Dev Disbl-Wb |
