David James Royer, Ph.D., BCBA is an associate professor at University of Louisville with the College of Education and Human Development's department of Special Education, Early Childhood, and Prevention Science. He earned his master’s degree in special education at California State University, Long Beach and his doctorate in special education at University of Kansas. Dr. Royer taught high school for eight years in California, including general education English and reading (9th and 10th grades), Strategies for Success (resource specialist program, grades 9-12), and an intensive reading clinic using Lindamood-Bell curricula. His research interests center on systems change via the comprehensive, integrated, three-tiered (Ci3T) model of prevention for academic, behavioral, and social success of all students. Additional interests include validating use of low-intensity strategies as part of daily teacher practice for Tier 1 prevention and as Tier 2 and Tier 3 intervention, and validating Seeing Stars and Visualizing and Verbalizing reading curricula. Dr. Royer also advocates for student-directed individualized education programs (IEPs) and created My IEP®, a curriculum for teaching students to lead their full IEP meeting. He is the current Treasurer for Council for Exceptional Children (CEC), previously serving as Treasurer for eight years with CEC’s Division for Emotional and Behavioral Health (DEBH). Dr. Royer serves on the editorial board for four journals, has authored over 40 journal articles, and presented over 140 conference sessions.

RobinParks Ennis, PhD, BCBA-D, is a professor inthe department of Special Education at the University of Alabama. Dr. Ennis haspreviously served as a faculty member at the University of Alabama atBirmingham, Clemson University, and Georgia State University. Before that, shetaught special education in Hoover City Schools. Dr. Ennis earned her Ph.D. atGeorgia State University, her master’s degree and BCBA certification at PeabodyCollege of Vanderbilt University, and her undergraduate degree atBirmingham-Southern College. Her researchinterests include integrated academic, behavioral, and social/emotionalsupports for students with and at-risk for emotional and behavioral disorders. Onthese topics she has published over 100 peer-reviewed articles, conducted over 300conference presentations and workshops, and co-authored the book Supporting Behavior for School Success: AStep-by-step Guide to Key Strategies. Dr. Ennis currently serves as principal investigator of AlabamaMulti-Tiered Systems of Support (MTSS), a project supporting Alabama schools inMTSS development and implementation. Dr. Ennis serves as an associate editor ofBehavioral Disorders and the Journal of Positive Behavior Interventions and on the editorial boards of Beyond Behavior, Education and Treatment of Children, Interventionin School and Clinic, and Remedial and Special Education. Dr. Ennis previously served as president ofthe Division for Emotional and Behavioral Health (formerly the Council forChildren with Behavioral Disorders) of the Council for Exceptional Children.Dr. Ennis and her husband, John, have five children – Archer, Andrew, Alden(11), Miles, and Meadow (5).

Matt McNiff, PhD, is a behavior consultant with Educational Service Unit No. 5 in Beatrice, Nebraska. With over 30 years of experience, Dr. McNiff has worked with thousands of students facing behavioral challenges across all educational levels, from early childhood through high school and transitional programming. He earned his doctorate in special education from the University of Nebraska-Lincoln, specializing in behavior disorders and autism, and currently serves as an adjunct professor at Concordia University.

Dr. McNiff is a nationally recognized speaker in the field of behavior management and partners with school districts to develop programs that minimize problematic behaviors and maximize academic time.  His presentations are known for being positive, humorous, and engaging and offer easy to implement strategies for even the most challenging students.