Dr. Kay Ayre
Lecturer in Education (Special Education), University of Southern Queensland (USQ)
Kay is a Lecturer in Education (Special Education) at the University of Southern Queensland (USQ) where she has been a staff member since 2014. Kay lectures in inclusion, challenging behaviour, positive behaviour support and autism spectrum disorder. Kay was awarded her Doctorate in Education in 2013, for her thesis titled “Disengaged and Disruptive: Behaviour Intervention for Boys from Year Four to Year Seven”. An early career researcher, Kay’s areas of interests include: trauma-informed positive behaviour support and building teacher capacity to address the challenging behaviour of children with trauma, helping teachers to think functionally about disruptive student behaviour and, young children with Autism in inclusive classrooms. Prior to commencing work as a lecturer at USQ, Kay worked for Education Queensland for thirty two years as a classroom teacher in the early years, deputy principal, an advisory visiting teacher in behaviour and a behaviour team leader.
Dr. Judith Howard
Senior Lecturer, School of Early Childhood and Inclusive Education, Faculty of Education, QUT
Judith is currently a senior lecturer with the Queensland University of Technology after an extensive career with state schooling in Queensland. She has worked as a teacher, guidance counsellor, and behaviour support specialist. She has held both regional and state positions with the Queensland Department of Education and Training overseeing policy development and implementation, staff development, school, student and family support programs (all in the area of student behaviour management and support). Judith oversees pre-service teacher education at QUT, regarding student behaviour support and classroom management and (more recently) trauma-informed schooling. Judith’s main research interests include the impact of complex trauma on the developing child, primary and secondary school behaviours, and the well-being and resiliency of educators. She is currently involved in a research project investigating the requirements for a state-wide framework for trauma-informed schooling. Through her research, training seminars and consultancy with educators, she continues to encourage schools to adopt a neuroscience informed approach to the behaviour management of trauma surviving students. She is the author of the popular teacher resource/book: “Distressed or Deliberately Defiant: Managing Challenging Student Behaviour due to Trauma and Disorganised Attachment”.
Manager, Metropolitan Region Behaviour Support Service, DET
With a background in psychology and over 20 years of experience in the field of education, I have worked with some of the most vulnerable and traumatised children and young people in the US, the UK and now Queensland. Previous professional roles include: Principal; Deputy Principal; Head of Department; SWPBS Regional Coordinator; and Behaviour Consultant. The ‘on the ground’ experience I have gained, has enabled me to work with evidence based approaches which provide positive and sustained outcomes for students from complex trauma backgrounds. My philosophical beliefs are underpinned by Positive Behaviour Support, Restorative Practice and Trauma Informed Practices and my current role focuses upon providing systemic and intensive support to school communities within the Metropolitan Region. The Metropolian Behaviour Support Service has developed the ASSIST Trauma Framework, which is used to support schools in implementing an integrated multi-tiered approach to working with students who benefit from Trauma Sensitive Approaches.