Reilly Munro, Occupational Therapist

About Reilly

Reilly Munro is a dedicated occupational therapist who is passionate about supporting infants and young children through their early developmental stages, particularly as they prepare for and adapt to school life. At Progress Pathways' North Lakes clinic, Reilly utilises her skills to create a structured and welcoming environment where children aged 0-12 can truly thrive. Her practice is deeply rooted in evidence-based strategies tailored to meet the unique needs of each family, ensuring that therapy is both meaningful and highly effective.

Bringing a wealth of clinical knowledge to her role, Reilly is experienced in addressing the diverse challenges presented by developmental and behavioural conditions. She has a strong clinical interest in early intervention and loves collaborating with parents to help children build the vital skills required for daily life. Reilly's absolute dedication to clinical quality and family care earned her the Progress Pathways’ "Outstanding Practitioner of the Year" award consecutively in 2024 and 2025.

As the North Lakes Team Leader and Graduate Coach, Reilly plays a pivotal role in mentoring new graduates and supervising fellow team members. Her exceptional impact on the next generation of therapists was formally celebrated in 2025 when she received the OT Futures Practice Education Commendation. Nominated by occupational therapy students, colleagues, and university staff, this commendation reflects Reilly’s excellence in facilitating placement learning, building collaborative educator-student relationships, and fostering culturally responsive, reflective practice. By bridging high-level clinical mentorship with compassionate care, Reilly ensures the highest standards of support for our Progress Pathways families.

Reilly's Strengths

At Progress Pathways, we believe in leveraging our team members' strengths. Each team member completes a CliftonStrengths analysis within their first week on our team.

Reilly's approach to therapy is highly organised and methodical, bringing a sense of predictability and structured routines that are incredibly beneficial for children navigating developmental challenges. She naturally thrives on efficiency and clear frameworks, which allows her to manage detailed therapy plans smoothly and ensure every child’s goals are targeted effectively. Families appreciate this precision, as it provides a clear, reliable pathway forward for their child's therapy journey.

Deeply invested in nurturing growth, Reilly has a genuine talent for spotting the absolute potential in every individual. She celebrates even the smallest signs of progress, using these positive milestones to boost a child's confidence and inspire ongoing development. Her focus on consensus and emotional balance makes her a calming, dependable presence in the clinic, allowing her to easily defuse stressful moments and bring families together to find practical, unified solutions.

Guided by a strong personal mission and core values, Reilly takes deep psychological ownership of her commitments to our clients. She excels at building genuine, close-knit relationships with parents and children, creating an open and safe space where everyone feels heard. This blend of strong accountability, empathy, and problem-solving focus ensures she looks at the bigger picture of a child’s life, helping families uncover meaningful answers to complex developmental hurdles.

Reilly’s Learning Pathway

We celebrate our team of lifelong learners. Reilly has taken advantage of Progress Pathways' commitment to professional development, regularly participating in training to enhance her knowledge and skills. Below are some of the key courses Reilly has undertaken since joining our team:

• Professional Supervision – Michelle Bihary: Advanced training focused on clinical supervision, reflective practice, and mentoring team members.

• The Occupational Role of Infants: A specialised developmental course concentrating on early intervention strategies for infants and toddlers.

• The SenseUp Approach – Kerry Evetts: A clinical workshop focused on sensory processing strategies to improve emotional regulation and daily function.

• Integration of Persistent Reflexes: Focusing on techniques for integrating neurological reflexes crucial to childhood motor development.

• Treating Movement Challenges in Children with ASD: Focused on addressing motor skills and co-ordination challenges in children on the autism spectrum.

• Trauma-Informed Practice (Kim Barthel): Clinical training on supporting children with trauma-related difficulties using a compassionate framework.

• DIR Floortime 101: A foundational framework utilising relationship-based, play-led strategies to support developmental growth.

• Secret Agent Society (SAS) Facilitator: Certification to deliver evidence-based social skills programs for children.

Reilly has experience supporting children with diagnoses including:

• Autism Spectrum Disorder (ASD)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Global Developmental Delays
• Trauma-related difficulties
• Behavioural and emotional regulation challenges
• Sensory Processing Disorder

Reilly also loves supporting children who may not have a diagnosis, but who benefit from having support in the following areas:

• Emotional regulation and sensory processing: Managing big feelings, meltdowns, or sensitivities to sounds, textures, and environments.
• School readiness and transitions: Developing the attention, independence, and fine motor coordination needed to start primary school smoothly.
• Gross and fine motor skills: Overcoming delays with coordination, balance, handwriting, using scissors, or tying shoelaces.
• Self-care and daily routines: Building independence with everyday activities such as dressing, personal hygiene, and toileting.
• Social skills and play: Navigating peer relationships, making friends, sharing, and engaging in imaginative or cooperative play.
• Classroom participation: Helping children stay focused, follow teacher instructions, and engage comfortably in school routines.