Dr. Patrick C. Friman received his Ph.D. from the University of Kansas. He is the current Emeritus Director of Outpatient Behavioral Health at Boys Town and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He was formerly on the faculties of Johns Hopkins University, University of Pennsylvania, and Creighton University Schools of Medicine. He was also formerly a Professor and the Director of the Clinical Psychology Program at University of Nevada. He is a Fellow of the Association for Behavior Analysis International, in three divisions of the American Psychological Association, and of the American Board of Behavioral Psychology. He is the former Editor of the Journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He has published more than 200 scientific articles and chapters and three books. The majority of his scientific and clinical work is in Behavioral Pediatrics and Behavioral Medicine. Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for children on one side, and referral-based clinical child psychological and psychiatric care, on the other. A secondary focus is on adolescent behavior and development. He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, happiness and pathways to success.
Troy Fry received his B.A. in Science and Mathematics from North Dakota State University and M.S. degree in Behavior Analysis and Therapy from Southern Illinois University. Troy attended the University Of Kansas doctorate program in the Department of Human Development and Family life for four years. He has been a Board Certified Behavior Analyst for the past 25 years. Troy has worked with children and adults with significant developmental disabilities in schools, clinics, hospitals, and residential programs across North America and Europe. Over the years, he has held the positions of teacher, consultant, clinical director, and chief executive officer. He is the second author of Essential for Living, a functional skills curriculum, assessment, and professional practitioner’s handbook based on B. F. Skinner’s analysis of verbal behavior for children and adults with moderate-to-severe disabilities. He is the Associate Director of Training and Consultation Services for Patrick McGreevy, Ph.D., P.A. and Associates, and the second author of Essential for Living.
Adithyan (Dithu) Rajaraman is a Licensed, Doctoral-level Board Certified Behaviour Analyst with over 15 years’ experience in Applied Behaviour Analysis. His professional experience spans multiple related domains, including trauma-informed care, neurodiversity-affirming behavioural services, practical functional assessments, and choice- and skill-based interventions addressing severe behaviour. He has co-authored over 20 peer-reviewed journal articles and book chapters on these topics. Much of his research, practice, training, and consultation has been in service of helping individuals with intellectual, developmental, and emotional differences, primarily by teaching important life skills to preventatively address severe behaviour.
Dithu will be joining us remotely via live-stream.
Paige is a proudly Autistic and ADHD educator, researcher, and behaviour specialist passionate about creating systems that genuinely work for neurodivergent people.
With a background in teaching, clinical leadership, and now independent practice, she brings together lived experience and professional expertise to support inclusive, person-centred, and neuro-affirming behaviour support.
Currently completing a PhD at Monash University, Paige’s research explores how person-centred planning can improve quality of life outcomes for people with disabilities, especially those with higher support needs.
An award-winning advocate and national presenter, she is committed to making behaviour support more compassionate, collaborative, and human-focused.
Dr Erin Leif is Board Certified Behaviour Analyst and Associate Professor at Monash University. In this role, she coordinates the Master of Applied Behaviour Analysis course, and teaches graduate level coursework in behaviour assessment and positive behaviour support. Erin’s work places a strong emphasis on the critical importance of upholding and safeguarding the inherent dignity, equality, and freedoms of every individual. At the core of her research lies a deep commitment to promoting social justice and inclusivity, ensuring that the rights of all people, but particularly people with disabilities, are recognised and protected. Erin’s current research focuses on ways to help parents, teachers, and behaviour support practitioners use positive, preventative, evidence-based practices when supporting people with diverse learning needs in home, school, and community settings. Her research interests include positive behaviour support, multi-tiered systems of support, trauma-informed behaviour support, and universal design for learning.
Dr Alinka Fisher (BDisRehab, PhD) is a Senior Lecturer in Disability and Community Inclusion within the College of Nursing and Health Sciences. She began her career as a Developmental Educator specialising in Positive Behaviour Support (PBS) for people with disability, with 18 years of practice-based experience, including clinical supervision, training and consultation. Alinka completed her PhD in PBS for adults with brain injury, with a focus on family involvement. Her research focuses on examining and promoting evidence-based PBS practices for people living with disability, including brain injury and dementia, with emphasis on building community capacity, workforce development and PBS practices that uphold and protect a person’s human rights.
Alinka also coordinates the PBS teaching program at Flinders, including topics in the Graduate Certificate in PBS and Bachelor of Disability and Developmental Education, and is Chair and Director of Behaviour Support Practitioners Australia (BSPA).
Renee is the Clinical Director and Behaviour Consultant at Super Kids Behavioural Consulting. She is a Certified Behaviour Analyst (CBA) and Board Certified Behaviour Analyst (BCBA) who has been using the science of Applied Behaviour Analysis (ABA) to teach children and their families since 2010. In addition to this, she is a NDIS Specialist Positive Behaviour Support Practitioner and a Developmental Educator with DEAI, highlighting her commitment and passion supporting indivdiuals with disabilities. She received her Bachelor of Science from the University of Sydney, and went on to complete her Master of Autism Studies at Griffith University. She also studied ABA at the Florida Institute of Technology. She has a Level 5 credential from FTF Consulting, indicating she can design and implement treatment extensions as well as lead implementation of the Practical Functional Assessment (PFA) and Skills Based Treatment (SBT) process. She was also invited to be a part of the FTF’s International Leadership Group.
She specialises in the behavioural assessment and support for autistic children. She has over 15 years of experience providing early intervention to neurodivergent children specifically autism, down syndrome, cerebral palsy and intellectual disability in a school, home and clinic based setting. Renee is passionate about delivering evidence-based early intervention to children to help them achieve their full potential. Her interests include communication and building independent living skills, particularly toilet training. In her spare time she loves going for walks, weight lifting and hosting family dinners.
Hayley Lambert is the Clinical Team Leader and a Behaviour Consultant at Super Kids Behavioural Consulting. She is a Certified Behaviour Analyst (CBA) and Board Certified Behaviour Analyst (BCBA) who specialises in Early Intensive Behavioural Intervention for autistic children and those with related developmental disorders; providing in-home, preschool, school and in-centre services. She is also a NDIS Behaviour Support Practitioner (BSP). Her areas of interest include staff training & supervision, supporting parents & caregivers and treatment of severe problem behaviours. Hayley has completed Honours in Psychology at The University of Sydney and a Masters of Education in Applied Behaviour Analysis at Monash University. She also has a Level 5 credential from FTF Consulting, indicating she has advanced education & experience with the Practical Functional Assessment (PFA) and Skills Based Treatment (SBT) process. In her spare time, Hayley enjoys walking her dogs, going to the gym and volunteering at the zoo.
Associate Professor Amanda Webster is the Academic Program Director for the postgraduate programs in Autism and Inclusive Education at the University of Wollongong. Prior to her academic career, Dr. Webster worked for over 25 years with students and their families as a teacher, school leader, program director and certified behaviour analyst. She is a member of the Australian Autism CRC and has a research focus on leadership in school communities and developing practices that facilitate self-determination of neurodivergent students. She is particularly committed to incorporating the perspectives and input of neurodivergent students and their families in education programs and planning processes, drawing on her research with autistic adults about the factors that enable them to self-advocate and be successful as they move into adulthood. Dr. Webster has recently completed several large-scale projects examining the ways that school leaders and stakeholders undertake decision-making processes to implement adjustments and supports for students with a range of needs and the leadership actions that that promote inclusive school programs and practices for students on the autism spectrum.
Dr. Webster has worked closely with the departments of education in Queensland, NSW and Tasmania to lead research on the role of school leaders, staff and parents in establishing effective inclusive school cultures and practices that enable students with a range of needs to achieve high quality outcomes. Her research on leadership and inclusive practice for neurodivergent students has been published in a number of peer reviewed publications including three research-based books published by Springer and Routledge.
Eliza is a student, advocate, and researcher dedicated to improving the quality of life for young people with disability in Australia. Diagnosed with autism at 14, her lived experience across private, public, and specialised schools fuels her commitment to genuine education reform.
In her role as the Youth Deputy Deputy with the NSW Youth Parliament, Eliza co-authored the Needs Based Transition Program Bill, advocating for structural change to better support students with disability. She also testified at the Parliamentary Inquiry into foundational support for children and young people with disability, ensuring that the voices of students are represented in shaping future policy.
Her thesis, Reimagining Inclusion: Education reform for twice-exceptional students in post-Royal Commission Australia, critiques the current education system and calls for universal design, stronger anti-discrimination policy, and safe, inclusive environments for all learners. In 2025, she graduated from Big Picture Learning Australia, an alternative senior secondary program focused on personalised, real-world learning, and post high-school is studying a Bachelor of Government (Public Policy) at the University of Canberra.
Eliza is helping to shape the future of inclusive education and working to ensure that inclusion is not just an aspiration but a lived reality.