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College of Education

Faculty and Staff

Mark Samudre, Ph.D., BCBA

Title: Assistant Professor
Department: Educational Studies
College of Education
Phone: 803-777-2922
Office: Wardlaw 235-B
Mark Samudre, Ph.D.


Mark Samudre earned his Ph.D. in Special Education from the University of Kentucky, his M.Ed. in Special Education from Regent University, and his B.S. in English from Radford University. Samudre is a Board-Certified Behavior Analyst.

Background and Areas of Research

Mark Samudre is an Assistant Professor of Special Education in the Department of Educational Studies. Samudre is also a Board-Certified Behavior Analyst. Prior to pursuing his Ph.D. at the University of Kentucky, Samudre was an elementary special education teacher of students with high-incidence disabilities in the Washington D.C. metropolitan area. His research involves enhancing teacher effectiveness in behavior management. Specifically, he is interested in identifying and evaluating time and resource-efficient coaching structures to support teacher implementation of behavioral interventions. 

Samudre is the Co-Director of the Behavior Alliance of South Carolina (BASC), which is a technical assistance center that partners with Clemson University and the SC Department of Education to build statewide capacity for multi-tiered systems of support focused on improving social, emotional, and behavioral outcomes for students with disabilities.

Areas of Expertise

Positive Behavioral Interventions and Supports, teaching training, applied behavior analysis.

Select Publications

Samudre, M. D., & LeJeune, L. M. (in press). The effect of a feasible coaching intervention on general educators’ treatment fidelity to a multi-component behavioral intervention. The Elementary School Journal.

Samudre, M. D., LeJeune, L. M., Ascetta, K. E., & Dollinger, H. (2022). A systematic review of general educator behavior management training. Journal of Positive Behavior Interventions, 24(1), 69-84.

Samudre, M. D., Allday, R. A., & Lane, J. D. (2022). Training pre-service general education teachers to collect accurate antecedent-behavior-consequence data. Education and Treatment of Children, 45(2), 173-191.

LeJeune, L. M., Samudre, M. D., Whitaker, S. C., & Bailey, C. (2022). The effect of CW-FIT on group engagement during virtual instruction. Journal of Special Education Technology. Advance online publication.

Samudre, M. D., Burt, J. L., & LeJeune, L. M. (2021). An adaptation of multi-tiered systems of professional development to support teacher implementation of tier 2 behavioral supports. Beyond Behavior. Advance online publication.

Ackerman, K. B., Whitney, T. J., & Samudre, M. D. (2022). Use of peer-coaching to increase use of high-leverage practices in inclusive classrooms. Preventing School Failure. Advance online publication.

Yell, M. L., & Samudre, M. D. (2021). Providing FAPE during COVID-19. Rethinking Behavior, 4(2), 33-40.

Samudre, M. D., Ackerman, K. B., & Allday, R. A. (2020). A systematic review of general educator training with functional behavior assessments. Journal of Disability Policy Studies, 31(1), 3-14.

Ackerman, K. B., Samudre, M. D., & Allday, R. A. (2020). Practical components for getting the most from a token economy. Teaching Exceptional Children, 52(4), 242-249.


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