Center for Children with Special Needs
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Kathleen Reilly, CCC-SLP
Speech-Language Pathologist; Clinical Professor, Tufts University School of Medicine
Department + Services
Pediatrics, Developmental-Behavioral Pediatrics
Disorders of communication, speech and language learning
Seeing Patients In
|Programs + Specialties
|Training + Education
Sargent College of Rehabilitation Sciences, Boston University; Graduate School of Arts & Sciences, University of California, Irvine
||American Speech Language Hearing Association (ASHA), Massachusetts State Licensure, Massachusetts Department of Education
Floating Hospital for Children
800 Washington St.
Boston, MA 02111
Fax #: 617-636-5261
Phone #: 617-636-8100
Kathleen Reilly, CCC-SLP, received her speech-language pathology degree from Boston University's Sargent College (College of Health and Rehabilitation Sciences) in 1986. She then completed clinical fellowship at Franciscan Children's Hospital for national licensure issued by American Speech-Language Hearing Association, i.e., Certificate of Clinical Competence (CCC). Professionally, Kathleen also maintains Massachusetts State license (Board Certification) and teaching credential in Communication Disorders (DOE).
Over the years, Kathleen has worked in Los Angeles and Miami in school-based and university settings, learning Spanish and growing interested in the bilingual and bicultural aspects of language disorders. Prior to joining the CCSN in 2006, Kathleen was working as a speech - language therapist for the Newton Public Schools, as well as teaching Language Acquisition and Language Disorders courses at Emerson College, Northeastern University and Boston University.
Kathleen is particularly interested in the linguistic variation and processes of communication disorders. In 2013 she completed a master’s degree in Applied Linguistics at Boston University. She has completed clinical training in autism (ADOS) in order to enrich assessment practice of pragmatic disorders. She is involved in research at Boston University looking at mechanisms of word learning in young children with autism spectrum disorders.