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AmySue Reilly, Ph.D.
Associate Professor, Early Childhood Special Education
email | homepage
1232C Haley Center
Phone (334) 844-2110
Ph.D. (1989) Special Education, Educational Administration,
University of New Mexico
M.A. (1986). Special Education, University of New Mexico
M.S. (1981). Adapted Physical Education, Indiana University
B.S. (1980). Physical Training (Therapeutic Recreation),
Eastern Kentucky University |
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- Assistant (1993) and Associate Professor (1999), Auburn University
- Co-Director (1993 - ), RSED's Program in Early Childhood Education, Auburn University
- President (1999 - 2000), Alabama's Federation Council for Exceptional Children
- Outstanding Professor (1997), Auburn University Pan-Hellenic Council, Auburn University
- Most Accommodating Professor (1996), Auburn University Program for Students with Disabilities
- Assistant Professor (1989-1993), Professional Education, Bemidji State University, Bemidji, MN
- Master Teacher (1988-1989), Albuquerque Public Schools, University of New Mexico at Albuquerque
- Child Development Specialist (1988-1989), Pueblo Infant-parent Education Project, Bernalillo, NM
- Teacher (1983-1986), Los Lumas Hospital and Training School, Los Lunas, NM
- Teacher (1981-1983), Early Childhood Special Education, Glenkirk School, Deerfield, IL
PUBLICATIONS (recent)
Campbell, D., Reilly, A., &
Henley, J. (in press). Comparison of assessment results of children
with low incidence disabilities. Journal of Early Intervention.
Buckhalt, J., Baird, S., & Reilly, A. (2005). Early Language
Intervention for Children with Developmental Disabilities.
Developmental Psychology, New York: Allyn and Bacon.
Reilly, A. (2003). Families and their children with disabilities (2nd ed). In G. Olsen, S. Hanan, & M. Fuller (Eds.) Home-school relations. New York: Allyn and Bacon.
Reilly, A., & Eaves, R.
(2000). Factor analysis of the Minnesota Infant Development Inventory
based on a Hispanic migrant population. Journal of Psychoeducational Assessment 60(2), 271-285.
Reilly, A.S., & Eaves, R.C.
(2000). Factor analysis of the Minnesota Infant Development Inventory
based on a Hispanic migrant Vance (Ed.), Psychological assessment of children (2nd ed., pp. 385-417). New York: Wiley.
Reilly, A., & Eaves, R. (2000).
Factor analysis of the Minnesota Infant Development Inventory based on
a Hispanic migrant population. Journal of Psychoeducational Assessment 60(2), 271-285.
Reilly, A., Williams, T., & Cox, C.
(1998). A split-half reliability study of the Minnesota Child
Development Inventory based on a Hispanic migrant population. Diagnostique 23(4), 219-226.
Reilly, A., & Lustig, D. (1997). Family facilitated practices. In P. L. Browning (Ed.), Transition in action for youth and young adults with disabilities.(pp. 107-128). Montgomery, AL: Wells Printing.
Reilly, A. (1997). Families and their children with disabilities. In G. Olsen, S. Hanan, & M. Fuller (Eds.) Home-school relations. New York: Allyn and Bacon.
Baird, S. M., Peterson, J., & Reilly, A. (1995). Patterns of Specific Infant Behavior Interpretation. Infant-Toddler Intervention: The Transdisciplinary Journal, 5, 255-276.
Haas, L., Baird, S., McCormick, K., & Reilly, A. (1994). Infant behaviors interpreted by their mothers. Infant-Toddler Intervention: The Transdisciplinary Journal, 4, 203-220.
Eaves, R., Campbell-Whatley, G., Dunn,
C., Reilly, A., & Tate-Braxton, C. (1994). Comparison of the
Slosson Full range Intelligence Test and teacher judgements as
predictors of students' academic achievement. Journal of Psychoeducational Assessment, 12, 381-392.
Baird, S., & Reilly, A. (1994).
Project AIM: Early intervention personal preparation, service delivery,
and research at Auburn University. The Alabama Council for Exceptional Children Journal, 11, p. 3-5.
Gartrell, D., & Reilly, A. (1992). Outcome-based education: The need for a democratic and developmental perspective. Journal of the National Center for Outcome Based Education, 2 (2), 9-15 |
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