Full PreFrontal: Exposing the Mysteries of Executive Function

Send us a textThe creator of The Simpsons, Matt Groening, once described Homer Simpson as “a loving father but he’s ruled by his impulses”.  Homer often comes across more of a juvenile adult than a parent; never quite equipped to handle Bart’s bratty behaviors or Lisa’s intellectual curiosity. In spite of being endowed, the virtuous, talented, and sensitive middle child Lisa is often ignored in the Simpsons household. As it is, parenting is hard but it’s even harder to tailor it to an individual child’s needs. Today, my guest, Dr. Stephanie Carlson, in her second interview will expatiate on how certain type of parenting can be instrumental in raising autonomous children who learn to temper their behaviors and emotions into resiliency.About Stephanie Carlson, Ph.D.Stephanie is currently a Distinguished McKnight University Professor and Director of Research at the Institute of Child Development, University of Minnesota, and Co-founder and CEO of Reflection Sciences, Inc. Dr. Carlson is a developmental psychologist and internationally recognized leader in the measurement of executive function in preschool children. She conducts research on ways to promote the healthy development of EF in children and their caregivers. Her work has received continuous funding since 2002 from federal agencies and non-profit foundations, including the National Institutes of Health, Institute of Education Sciences, John Templeton Foundation, and the Character Lab. Dr. Carlson’s research is highly cited and has been featured in several media outlets, including Time, New York Times Magazine, and National Public Radio.EducationB.A. (summa cum laude) with Honors in Psychology, Bucknell University (1991)Ph.D. in Experimental Psychology, University of Oregon (1997)Organizations & MembershipsDr. Carlson is a Fellow of the American Psychological Association and the Association for Psychological Science. She has served on several editorial boards, as Vice President of the Jean Piaget Society, and as an advisor to Transforming Education, the Minnesota Children’s Museum, Sesame Workshop, Playworks.org, and Understood.org. She has been nominated as a “Favorite Professor” by undergraduates and is frequently invited to speak at national and international meetings.WebsitesReflection SciencesInstitute of Child DevelopmentBooksSera, M., Maratsos, M., & Carlson, S. M. (Eds.) (2016). Culture and developmental systems. New York: Wiley.ArticlesCarlson, S. M., Claxton, L. J., & Moses, L. J. (2015). The relation between executive function and theory of mind is more than skin deep. Journal of Cognition and Development. 16, 186-197. doi: 10.1080/15248372.2013.824883Lee, W. S. C., & Carlson, S. M. (2015). Knowing when to be “rational:” Economic decision-making and executive function in preschool children. Child Development, 86, 1434-1448. doi: 10.1111/cdev.12401Meuwissen, A. S., & Carlson, S. M. (2015). Fathers matter: The role of father parenting in preschool children’s executive function. Journal of Experimental Child Psychology, 140, 1-15.White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The “Batman Effect:” Improving perseveranceSupport the show

Send us a textWhen, “What to Expect When You’re Expecting” hit the bookstores in 1984, authors Heidi Murkoff and Sharon Mazel had no idea that their book would become a bible for expectant parents and it would top the Best Seller’s list for years to come. Even though the parents’ search to figure out the mysteries of parenting does not dwindle once the baby is born; it surely gets complicated and there is no single book that guides parent to raise self-disciplined children. Today, my guest Dr. Stephanie Carlson, will demystify Executive Function and children’s capacities to successfully self-regulate their thoughts, feelings, and actions to function autonomously and independently by pausing for reflection.About Stephanie Carlson, Ph.D.Stephanie is currently a Distinguished McKnight University Professor and Director of Research at the Institute of Child Development, University of Minnesota, and Co-founder and CEO of Reflection Sciences, Inc. Dr. Carlson is a developmental psychologist and internationally recognized leader in the measurement of executive function in preschool children. She conducts research on ways to promote the healthy development of EF in children and their caregivers. Her work has received continuous funding since 2002 from federal agencies and non-profit foundations, including the National Institutes of Health, Institute of Education Sciences, John Templeton Foundation, and the Character Lab. Dr. Carlson’s research is highly cited and has been featured in several media outlets, including Time, New York Times Magazine, and National Public Radio.EducationB.A. (summa cum laude) with Honors in Psychology, Bucknell University (1991)Ph.D. in Experimental Psychology, University of Oregon (1997)Organizations & MembershipsDr. Carlson is a Fellow of the American Psychological Association and the Association for Psychological Science. She has served on several editorial boards, as Vice President of the Jean Piaget Society, and as an advisor to Transforming Education, the Minnesota Children’s Museum, Sesame Workshop, Playworks.org, and Understood.org. She has been nominated as a “Favorite Professor” by undergraduates and is frequently invited to speak at national and international meetings.WebsitesReflection SciencesInstitute of Child DevelopmentBooksSera, M., Maratsos, M., & Carlson, S. M. (Eds.) (2016). Culture and developmental systems. New York: Wiley.ArticlesCarlson, S. M., Claxton, L. J., & Moses, L. J. (2015). The relation between executive function and theory of mind is more than skin deep. Journal of Cognition and Development. 16, 186-197. doi: 10.1080/15248372.2013.824883Lee, W. S. C., & Carlson, S. M. (2015). Knowing when to be “rational:” Economic decision-making and executive function in preschool children. Child Development, 86, 1434-1448. doi: 10.1111/cdev.12401Meuwissen, A. S., & Carlson, S. M. (2015). Fathers matter: The role of father parenting in preschool children’s executive function. Journal of Experimental Child Psychology, 140, 1-15.White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The “Batman Effect:” Improving perseverance in young children. Child DevSupport the show

Send us a textThe end of the year inventory often reveals a track record of failed diets, disorganization, and an ever-so thinning bank balance which is why a recent poll suggested that "lose weight," "get organized," and "spend less money" are the top 3 New Year’s resolutions. To change your ways upon self-reflection you need strong Executive Function skills. It’s the self-aware people who create attainable and reasonable New Year’s resolutions, but better yet, it is the self-regulated people who see them through. Striving to better oneself means developing a better relationship with yourself and cultivating strong habits. Today, my guest, Phil Zelazo, Ph.D. discusses how parents and teachers can promote the development of strong Executive Function and how better regulated members of the classroom, household, or community foster better, more modulated responses – which is the true foundation of a harmonious society.About Philip Zelazo, Ph.D.Philip David Zelazo (PhD, Yale, 1993) is currently the Nancy M. and John E. Lindahl Professor at the Institute of Child Development, University of Minnesota.  He was previously on the faculty in the Department of Psychology at the University of Toronto, where he held the Canada Research Chair in Developmental Neuroscience.  Professor Zelazo’s research has helped shape current scientific understanding of executive function and its development, including the key roles of reflection, rule use, hierarchical complexity, mindfulness, and emotion (hot versus cool EF). This work has led to the design of widely used standardized measures of EF skills (e.g., the NIH Toolbox measures of EF) and to the creation of effective interventions for promoting the healthy development of EF in early childhood.  Professor Zelazo’s research has been honored by numerous awards, including a Boyd McCandless Young Scientist Award from the American Psychological Association (APA), and a Canada’s Top 40 Under 40 Award. He is a Fellow of APA, the Association for Psychological Science (APS); Senior Fellow of the Mind and Life Institute; and Scientific Advisor for Vroom and Understood.org. He serves on numerous editorial boards (e.g., Development and Psychopathology), was lead editor of the Cambridge Handbook of Consciousness (2007) and was editor of the two-volume Oxford Handbook of Developmental Psychology (2013).Websiteshttp://www.cehd.umn.edu/icd/people/faculty/Zelazo.htmlBooksBudwig, N., Turiel, E., & Zelazo, P. D. (2017). New perspectives on human development. New York: Cambridge University Press.Zelazo, P. D., & Sera, M. (2013). Developing cognitive control processes: Mechanisms, implications, interventions. New York: Wiley.Zelazo, P. D. (2013). The Oxford handbookAbout Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show

Send us a text“In order to avoid buying those unnecessary items, don't go shopping at those stores.” Says a financial adviser Michael Markey. But anyone who is not a stranger to temptations knows that it takes a lot to resist the holiday shopping season, starting with Black Friday to Cyber Monday and until the day-before Christmas eve, the online as well as brick and mortar retailers craft seductive deals to trap every eager consumer and last-minute shopper. For every ad, e-blast, and coupon that goes out into the cyber space, the self-help realm bulges with tips and suggestions for us to curtail powerful craving, desires, and temptations. Today, my guest Phil Zelazo, Ph.D. discusses two distinct systems – a top down a reflexive versus a bottom up more of a deliberate that blocks the onslaught of internal chatter and external distractions.* This is Dr. Zelazo’s first Podcast where he discusses brain’s Executive system that is activated by engaging conscious awareness and deliberate intentionality.About Philip Zelazo, Ph.D.Philip David Zelazo (PhD, Yale, 1993) is currently the Nancy M. and John E. Lindahl Professor at the Institute of Child Development, University of Minnesota.  He was previously on the faculty in the Department of Psychology at the University of Toronto, where he held the Canada Research Chair in Developmental Neuroscience.  Professor Zelazo’s research has helped shape current scientific understanding of executive function and its development, including the key roles of reflection, rule use, hierarchical complexity, mindfulness, and emotion (hot versus cool EF). This work has led to the design of widely used standardized measures of EF skills (e.g., the NIH Toolbox measures of EF) and to the creation of effective interventions for promoting the healthy development of EF in early childhood.  Professor Zelazo’s research has been honored by numerous awards, including a Boyd McCandless Young Scientist Award from the American Psychological Association (APA), and a Canada’s Top 40 Under 40 Award. He is a Fellow of APA, the Association for Psychological Science (APS); Senior Fellow of the Mind and Life Institute; and Scientific Advisor for Vroom and Understood.org. He serves on numerous editorial boards (e.g., Development and Psychopathology), was lead editor of the Cambridge Handbook of Consciousness (2007) and was editor of the two-volume Oxford Handbook of Developmental Psychology (2013).Websiteshttp://www.cehd.umn.edu/icd/people/faculty/Zelazo.htmlBooksBudwig, N., Turiel, E., & Zelazo, P. D. (2017). New perspectives on human development. New York: Cambridge University Press.Zelazo, P. D., & Sera, M. (2013). Developing cognitive control processes: Mechanisms, implications, interventions. New York: Wiley.Zelazo, P. D. (2013). The Oxford handbookAbout Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show

Send us a textWhat does a fatal plane crash by a veteran pilot and a patient death from a wrongful dosage by an expert nurse have in common? They both might have been interrupted in the middle of critical procedures and may not have remembered to come back to where they left off. While processing information in working memory, your attention acts like a 360° searchlight and whatever it happens to illuminate is what gets attended. Even though we cannot multitask or ‘multi-attend,’ our mind foolishly persuades us that we can. Today, my guest, world-renowned working memory expert, Dr. Randy Engle, discusses how the secret of training our working memory lies in managing our attention and intention.About Randall Engle, Ph.D.Randall W. Engle, went to W. Va. State College because it was the only school he could afford to attend but it was one of the transforming experiences of his life. State was a public all-black college prior to 1954. As a consequence, most of his faculty were outstanding scholars who could not get jobs at top universities. He graduated with nearly as many hours in zoology and math as he had in psychology so it was probably inevitable that he gravitate to experimental psychology. The job market was tough in 1972 and Engle was lucky to land a job at King College in Tennessee. His two years there, with 10 classes per year, made him a teacher. Fortunately, two of his classes each year were senior research seminars, which he used to conduct experiments. At the end of two years, he had two publications, enough to land him a job at the University of South Carolina where he spent the next 21 years.He moved to the School of Psychology at Georgia Institute of Technology as Chair, a position he held for 13 years. He stepped down as chair to found the GSU/GT Center for Advanced Brain Imaging (CABI) on the Georgia Tech campus. He is editor of Current Directions in Psychological Science and has been on the editorial board of numerous other journals over his career. His research for the past 30 years has explored the nature of working memory, the nature and causes of limitations in working memory capacity, the role of those differences in real-world cognitive tasks, and the association of working memory capacity and cognitive control to fluid intelligence. His work has been funded by various agencies including the National Institute of Child Health and Human Development, Air Force Office of Scientific Research, and Office of Naval Research. His work has been highly influential across a wide array of areas including social psychology, emotion, psychopathology, developmental psychology, psychological testing, and has contributed to modern theory of cognitive and emotional control. Harzing’s Publish or Perish shows that Engle’s work has been cited over 17,000 times. He is a fellow of the American Psychological Association, Association of Psychological Science, American Association for the Advancement of Science, Society of Experimental Psychology, and the Memory Disorders Research Society. He has served as Chair of the Governing Board of the Psychonomic Society, Chair of the Board of the Council of Graduate Departments of Psychology (COGDOP), and President of Division 3 of APA. He received the first APA Division 3 Lifetime Achievement Award.About Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle Support the show

Send us a textIf life was a play, some activities would be the star of show and others would be just ‘extras’. The mind is often full of thoughts about the upcoming main act while plowing through the mundane, such as unloading the dishwasher, taking out the garbage or rescheduling a doctor’s appointment. But no matter what the task is we are always deploying Working Memory. Working Memory is the fine-china of cognition on which you either serve an ordinary burger and fries or a rib-eye steak. On today’s podcast, Dr. Randy Engle will talk about the fascinating ‘system’ that let’s you hold on to, for example, a riddle, “Throw away the outside and cook the inside, then eat the outside and throw away the inside” and solve it without getting distracted by cars honking, people talking, or computers humming.About Randall Engle, Ph.D.Randall W. Engle, went to W. Va. State College because it was the only school he could afford to attend but it was one of the transforming experiences of his life. State was a public all-black college prior to 1954. As a consequence, most of his faculty were outstanding scholars who could not get jobs at top universities. He graduated with nearly as many hours in zoology and math as he had in psychology so it was probably inevitable that he gravitate to experimental psychology. The job market was tough in 1972 and Engle was lucky to land a job at King College in Tennessee. His two years there, with 10 classes per year, made him a teacher. Fortunately, two of his classes each year were senior research seminars, which he used to conduct experiments. At the end of two years, he had two publications, enough to land him a job at the University of South Carolina where he spent the next 21 years.He moved to the School of Psychology at Georgia Institute of Technology as Chair, a position he held for 13 years. He stepped down as chair to found the GSU/GT Center for Advanced Brain Imaging (CABI) on the Georgia Tech campus. He is editor of Current Directions in Psychological Science and has been on the editorial board of numerous other journals over his career. His research for the past 30 years has explored the nature of working memory, the nature and causes of limitations in working memory capacity, the role of those differences in real-world cognitive tasks, and the association of working memory capacity and cognitive control to fluid intelligence. His work has been funded by various agencies including the National Institute of Child Health and Human Development, Air Force Office of Scientific Research, and Office of Naval Research. His work has been highly influential across a wide array of areas including social psychology, emotion, psychopathology, developmental psychology, psychological testing, and has contributed to modern theory of cognitive and emotional control. Harzing’s Publish or Perish shows that Engle’s work has been cited over 17,000 times. He is a fellow of the American Psychological Association, Association of Psychological Science, American Association for the Advancement of Science, Society of Experimental Psychology, and the Memory Disorders Research Society. He has served as Chair of the Governing Board of the Psychonomic Society, Chair of the Board of the Council of Graduate Departments of Psychology (COGDOP), and President of Division 3 of APA. He received the first APA Division 3 Lifetime Achievement Award.About Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed Support the show

Send us a textFame and success is not necessarily an antidote to self-doubt. Oscar-winning singer-songwriter, Sam Smith, once said, “I still doubt myself as a singer every day. Every time I step off the stage, I have ask someone what it was like. ...I really think I need to work on it.” The young performer’s life has seen some ups and downs, such as losing anonymity and putting his foot in his own mouth in front of 9 million people by inaccurately stating a fact during his Oscar acceptance speech, for which he was heavily criticized. Reading about Sam Smith you can learn that if you channel that self-acceptance through artistic courage into creating personal and confessional songs, people will respond to it and you yourself grow from it.My client, Trevor Belmont, opens up to his vulnerabilities that have made his educational journey arduous as a young student with ADHD, depression, and Executive Dysfunction. This episode will give you an insight into Trevor’s process of reconciling with the fact that his talents and smarts were clogged in the funnel self-demonstration by his inabilities and weaknesses. And yet he has prevailed!Support the show

Send us a textJung-ah Choi writes that during a parent-teacher conference she discovered that her son was misbehaving in his kindergartner class. Upon further inquiry it turned out that her son was having a hard time complying with the class rule about not invading other people’s personal space. The teacher called it the “do-not-pop-the-bubble” policy. Choi’s son did not know how best to achieve the balance of engaging his classmates playfully without grabbing onto their hands or pulling them closer. A teacher expects her students to cooperate in the class, meet the policy expectations, and those who can’t or don't know how to ‘not-pop-the-bubble’ often get in trouble. When such trouble escalates, it leads to suspension or even expulsion. This episode, my guest, Clancy Blair, Ph.D. will talk about ways to promote fundamental abilities, which helps children meet the classroom expectation of HOW to regulate yourself.About Clancy Blair, Ph.D.Clancy Blair, PhD is a Professor of Cognitive Psychology in the Department of Applied Psychology in Steinhardt School of Culture, Education, and Human Development at New York University. He earned a BA at McGill University and an MPH in maternal and child health, and MA and PhD in developmental psychology at the University of Alabama at Birmingham. He has been conducting research on the development of self-regulation in early childhood for over two decades. The specific focus of this research has been on the development of executive function abilities. This research has demonstrated that executive functions are central to school readiness and school achievement in the elementary grades, are substantially influenced by experience and by the characteristics of the family and the home environment, and highly interrelated with the regulation of stress response physiology. An important focus of this research is on the ways in which experience ‘gets under the skin’ to influence the development of executive functions through the stress response. This mechanism is one that appears to be particularly relevant to the effect of poverty on children’s development and may be one primary route through which childhood poverty exerts long-term influence on cognitive and social-emotional development into adulthood. Blair is currently completing a trial of a parenting program designed to foster self-regulation including executive functions in parents and children participating in Early Head Start programs (funded by the US Administration for Children and Families), is collecting normative data on a computer-based assessment of executive functions that he developed with his colleague Michael Willoughby (funded by IES), and is in the beginning stages of a study designed to examine prenatal and early postnatal influences on the development of executive functions in children (funded by the National Science Foundation). He serves as a consultant on numerous research projects and in addition to serving as a scientific advisor to the Urban Child Institute, serves on the advisory boards of several initiatives focused on early childhood education and child wellbeing including First Things First in Arizona; the Early Childhood Comprehensive Assessment System, in Maryland and Ohio; the Exploring Implications of Emerging Insights from Psychology for Self-Sufficiency Programs project, Mathematica, Washington DC; and the BUILD K-3 Formative Assessment Consortium, North Carolina.About Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entreSupport the show

Send us a textAt age 6, his mother said to him, “Why don't you just kill yourself? You’re such a burden to me.” At age 9, his mother drove him away from home to the unfamiliar part of Baja, California and walked him into an orphanage saying that she found this orphan kid and left him there for 90 days before his grandmother got a hold of him and brought him back. Throughout his elementary school she beat him senselessly. This is a story of a gangster, Sergio, from the roughest neighborhood of LA as told by father Greg Boyle in his book, Barking to the Choir. This gut wrenching and sad story traces the roots of a young man turning to the streets to escape his misery. Children who grow up in poverty, unstable homes, and highly unpredictable circumstances experience chronic and unabating stress, which takes a toll on the very shock-absorbing system in the brain, the Executive Function. Today, my guest, Clancy Blair, Ph.D., will discuss the distinction between acute and short lasting stress that buffs the adaptive and resiliency skills and chronic stress which dismantles it.About Clancy Blair, Ph.D.Clancy Blair, PhD is a Professor of Cognitive Psychology in the Department of Applied Psychology in Steinhardt School of Culture, Education, and Human Development at New York University. He earned a BA at McGill University and an MPH in maternal and child health, and MA and PhD in developmental psychology at the University of Alabama at Birmingham. He has been conducting research on the development of self-regulation in early childhood for over two decades. The specific focus of this research has been on the development of executive function abilities. This research has demonstrated that executive functions are central to school readiness and school achievement in the elementary grades, are substantially influenced by experience and by the characteristics of the family and the home environment, and highly interrelated with the regulation of stress response physiology. An important focus of this research is on the ways in which experience ‘gets under the skin’ to influence the development of executive functions through the stress response. This mechanism is one that appears to be particularly relevant to the effect of poverty on children’s development and may be one primary route through which childhood poverty exerts long-term influence on cognitive and social-emotional development into adulthood. Blair is currently completing a trial of a parenting program designed to foster self-regulation including executive functions in parents and children participating in Early Head Start programs (funded by the US Administration for Children and Families), is collecting normative data on a computer-based assessment of executive functions that he developed with his colleague Michael Willoughby (funded by IES), and is in the beginning stages of a study designed to examine prenatal and early postnatal influences on the development of executive functions in children (funded by the National Science Foundation). He serves as a consultant on numerous research projects and in addition to serving as a scientific advisor to the Urban Child Institute, serves on the advisory boards of several initiatives focused on early childhood education and child wellbeing including First Things First in Arizona; the Early Childhood Comprehensive Assessment System, in Maryland and Ohio; the Exploring Implications of Emerging Insights from Psychology for Self-Sufficiency Programs project, Mathematica, Washington DC; and the BUILD K-3 Formative Assessment Consortium, North Carolina.About Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a Support the show

Send us a textIn 1885, William Bentley placed a snowflake under his camera lens and took a first-of-its-kind photo only to then spend the next 50 years of his life capturing snowflakes with these incredible, vibrant designs. Apparently, the crystal of a snowflake starts as a tiny spec of dust or even pollen that attracts water vapor to form a preliminary hexagon called "diamond dust." After that, it’s sheer randomness how all the rest of the shape expands to form a beautiful and yet unique structure. The scientists know that factors such as temperature and humidity have some influence, but they are not completely certain as to why each snowflake is unique.We can apply the scientific truth behind the statement, "no two snowflakes are alike," to the human brain as no two brains are alike. At this point, we are not certain what makes each child’s brain unique and how it influences the development of self-regulation. Today, our guest, Dr. Fred Morrison, will shed light on the fact that we do know that when our students become self-regulated learners we will have more engaged learners in the classroom, greater ease in navigating the classroom instructions, and direct ways of impacting students’ abilities to persist.About Fred Morrison, Ph.D.Dr. Morrison is currently Professor of Psychology, Professor in the Combined Program in Education and Psychology and Research Professor in the Institute for Social Research at the University of Michigan. In recent years, his research has focused on understanding the nature and sources of children’s cognitive, literacy and social development over the school transition period. The work ranges from conducting basic research studies utilizing natural experiments and large-scale longitudinal descriptive studies of children’s developmental trajectories to developing, implementing and evaluating  two major school-based interventions aimed at improving children’s learning during the preschool and early school years. Recently, he has been exploring schooling effects on brain and behavioral measures of children’s self-regulation. He has been recognized for his contributions to development and education, being awarded the Dina Feitelson award for the second time, for the best research article published in 2005 and 2015. He has been continuously funded by federal grating agencies for 25 years. Over that period, he has served on national review panels at NICHD, NSF and IES.  He has mentored approximately 50 graduate student and 8 post-doctoral fellows.BookImproving Literacy in America: Guidelines from ResearchAbout Host, Sucheta KamathSucheta Kamath, is an award-winning speech-language pathologist, a TEDx speaker, a celebrated community leader, and the founder and CEO of ExQ®. As an EdTech entrepreneur, Sucheta has designed ExQ's personalized digital learning curriculum/tool that empowers middle and high school students to develop self-awareness and strategic thinking skills through the mastery of Executive Function and social-emotional competence.Support the show