Peter K. Isquith, Ph.D., is a developmental neuropsychologist and Senior Attending Psychologist with the Deaf and Hard of Hearing Program at Boston Children’s Hospital. He is an Instructor in Psychiatry at Harvard Medical School and Assistant Professor in Psychiatry at Geisel School of Medicine at Dartmouth. His primary area of research is the development and disorders of self regulation across the lifespan and he is author of several works on the topic and widely used.
Duo presentation with Matt Fasano-McCarron
We have learned much about the development and disorders of executive function, or self-regulation, in children over the past quarter century. More recently, researchers have focused on relationships between self-regulation and language in Deaf and hard of hearing children, who show greater variability in executive function that is often associated with language development. Given that these essential self-regulatory functions are related to most aspects of living, including communication and social, academic, attentional, behavioral, and adaptive functioning, it is important to support their development beginning in early childhood and continuing into adolescence. In just the past few years, we have turned our attention from understanding and measuring executive function to what we can do to enhance these self-regulatory functions in all children. The wealth of the evidence shows that a collaborative problem-solving model with everyday routines using everyday “coaches” are the most effective for helping children develop better self-regulation. This presentation will review evidence in support of a common skills-based model of executive function that leads to parent and teacher supported development of self-regulation in the child’s everyday real-world environment.