Peter K. Isquith, PhD
Peter K. Isquith, PhD is a SODA and a native signer. He is also Senior Attending Neuropsychologist with the Deaf and Hard of Hearing Program at Boston Children’s Hospital where he is an Instructor in Psychiatry at Harvard Medical School. His research focuses on the development and disorders of self regulation across the lifespan. Peter is author of numerous works on assessment with Deaf and hard of hearing children and on executive function. He is co-author of the Behavior Rating Inventory of Executive Function (BRIEF) family of instruments and the PostConcussion Executive Inventory.
Presentation(s)
Enhancing Self-Regulation in Deaf & Hard of Hearing Children
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 everyday living, including communication, 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 enhancing these self-regulatory functions in all children. The wealth of the evidence shows that a collaborative problem-solving model with everyday routines and language “scripts” using everyday “coaches” are the most effective for helping children develop better self-regulation. This presentation will review the most common model of executive function that leads to parent and teacher supported development of self-regulation in the child’s everyday real-world environment.
Objectives:
After attending this workshop, participants will be able to:
- describe the most widely used model of self-regulation
- articulate special considerations in development of executive function for deaf and hard of hearing children
- describe a general model for enhancing self-regulation