My name is Beki, and I hold a Bachelor’s degree in Human Performance Science and Psychology from the University of Waikato. My research focuses on teaching functional water safety skills to neurodiverse individuals, with particular emphasis on caregiver-led strategies to prevent unintended water entry.

Alongside my studies, I have spent the past four years working in the sports sector as a coach and educator. My work centres on making sport and aquatic activities accessible to all participants by adapting traditional teaching approaches to meet diverse learning needs. I am passionate about creating inclusive, supportive environments where every individual can build confidence, competence, and enjoyment in movement and using these strategies to facilitate positive changes in the lives of the families I work alongside. 

My name is Madelaine. I graduated with a BA in Psychology from the University of Canterbury in 2021 and I am completing my Master’s thesis at the University of Waikato. I have several years of experience working alongside individuals with autism and other neurodivergent populations with complex communication needs. Through this have developed a strong interest in behavioural functions. My Master’s research explores augmentative and alternative communication (AAC) and the behaviour-analytic evaluation of its social validity. Specifically, I examine whether current research assesses the extent to which communication systems produce socially significant, functional behaviour that is effective for individuals’ within their environments. I am interested in exploring how restricted behavioural repertoires, environmental contingencies, and partner interactions shape communicative behaviour, and whether response expansion and generalisation across settings and communication partners are considered in AAC research and practice.

Shadiya is a Master’s student in Applied Psychology (Behaviour Analysis) at the University of Waikato, New Zealand. She holds a Master’s degree in Psychology and has completed specialised training in counselling and behavioural interventions, including Solution-Focused Brief Therapy, Dialectical Behaviour Therapy, and applied counselling skills. Her earlier Master’s research examined the relationship between mindfulness practice and post-traumatic growth during the COVID-19 pandemic. This work was later presented at the International Conference on Solution Focused Practices in Dubai, reflecting both the quality of her research and her confidence in presenting on an international platform.

Her current Master’s research focuses on Functional Communication Training (FCT) for adults with Intellectual and Developmental Disabilities (IDD), with particular emphasis on evaluating preferences for functional communication response modalities. She examines how preferences for different communication modalities influence engagement, maintenance of intervention effects, and self-determination in adults with limited communication repertoires.

Alongside her academic work, Shadiya is highly committed to professional development and community engagement. She has coordinated multiple psychology-related initiatives in Qatar, demonstrating leadership, organisational strength and a collaborative spirit.

My name is Krysten, and I hold a BSc in Psychology from the University of Waikato. I am currently completing my Master’s thesis at the University of Waikato, based in Tauranga. My research investigates the effects of parent-mediated interventions on parent–child outcomes, with a particular focus on improvements in reciprocal interactions and social validity. Specifically, I am examining how the Sunny Starts (DANCE) intervention supports these outcomes. My goal is to contribute to the evidence base for early intervention practices in Aotearoa New Zealand by evaluating both measurable interactional outcomes and the acceptability and relevance of interventions for families.

My name is Tobias, and I am currently pursuing a master's in science. My research is looking at how studies report risk assessment in functional analyses. While I’ve been studying, I’ve been teaching both English and psychology at a tertiary and secondary level. Previously, I have worked on a scoping review on rodent vocalisations, taught volunteers systemic therapy techniques with the International Psychoanalytic University Berlin, and co-led a DBT group therapy group with PSYCH-E. Through my work and study, I hope to get involved further in academia and the mental health sector as a whole, ideally contributing to it along the way.

Riya Gigi Thomas is a Master’s student in Behaviour Analysis at the UOW. She also works as a Teaching Aide in Hamilton, New Zealand, where she supports learners with diverse developmental needs while advancing her clinical and research training in ABA

Riya previously completed an MS in Psychology in India and worked as a Child Psychologist for three years. Her early research examined the relationship between Fear of Missing Out (FOMO) and executive functioning, with a particular focus on how heightened social monitoring and digital engagement may affect cognitive processes and sleep patterns. The study explored whether increased FOMO was associated with difficulties in attention regulation, inhibitory control, decision-making, and sleep disruption, highlighting the interaction between emotional vulnerability, technology use, and cognitive functioning.

She also conducted research on couple satisfaction and conflict management, examining how communication patterns, emotional regulation, and conflict resolution strategies influence relationship quality and stability. This work reflected a broader interest in how cognitive and behavioural processes shape both individual well-being and interpersonal functioning. Her current research focuses on Functional Communication Training (FCT) and Augmentative and Alternative Communication (AAC) interventions for individuals with developmental disabilities. Riya’s long-term goal is to become a BCBA and help expand access to evidence-based services.

Mitch is a Masters student at the University of Waikato. He has completed his PgDip in Science and a Bachelor of Health Science, both majoring in psychology from the University of Canterbury. Mitch has seven years of experience working with children and adults with developmental disabilities in both community support and behaviour support roles. Mitch’s interests include complex behaviour, restraint reduction, and empowering individuals.

Dr. Carnett is a Senior Lecturer in Psychology at the University of Waikato, New Zealand, Director of the Behaviour Analysis Programme, and a Research Affiliate at the University of Texas at San Antonio. She is a doctoral-level Board Certified Behaviour Analyst (BCBA-D). Dr. Carnett initially obtained her bachelors degree in Human Rights and Political Science at the University of North Texas. She later went on to work in educational settings to support learners with developmental disabilities, which led her to pursue her masters degree in behaviour analysis at Texas State University. She completed her doctorate degree in Educational Psychology, specializing in behaviour analysis and communication interventions at Victoria University of Wellington. She has over 15 years of experience working in the field of behaviour analysis and developmental disabilities. Her research is focused on developing interventions to help individuals develop autonomy within their environments and increase their overall quality of life. She believes this best achieved by interventions that target issues associated to generalization of skills, as well as ensuring social significance through stakeholder participation. Her research interest can be classified into two overlapping categories: communication interventions and  adaptive functioning.