Executive functions in children and adolescents with hearing loss: A systematic review of case-control, case series, and cross-sectional studies

Abstract

Introduction. Children with hearing loss have been reported to perform lower in executive function and language tasks than their normal-hearing peers. Objective. To describe EF performance profile in children and adolescents with hearing loss. Method. Using different databases including PubMed, Scopus, and ScienceDirect, we conducted a systematic review of case-control, cross-sectional studies, and case series that evaluated executive function performance in children and adolescents with hearing loss with or without hearing aids, cochlear implants, and/or native sign language, since 2000 until April 2020. Fifteen studies were selected after quality assessment using Critical Appraisal Tools provided by Joanna Briggs Institute. Results. The studies differed in the assessment tools, and the results obtained by different authors were inconsistent. However, these studies revealed that children and adolescents with hearing impairment have lower performance in working memory, inhibition, cognitive flexibility, and attention than their normal-hearing peers. Discussion and conclusion. Executive function assessment tools are used indistinctively for both children with and without hearing loss. Consequently, as tools were designed for normal hearing population, results can significantly vary in the population with hearing impairment. Hence, it is important to establish a standardized protocol specifically adapted for this population.

Neurocognitive function in children with cochlear implants and hearing aids: a systematic review

“…Data from studies indicate that children using CI and HA perform significantly worse in various cognitive functions (Surowiecki et al, 2002;Harris et al, 2011). In line with those observations, studies have shown that children using HA and CI demonstrate deficits and/or indications of deficits in memory (Cleary et al, 2001;Burkholder and Pisoni, 2003;Lyxell et al, 2009), attention (Beer et al, 2014), phonological processing (Ambrose et al, 2012), and executive function (Charry-Sánchez et al, 2022). Additionally, findings by Kronenberger et al (2014) suggest that hearing-impaired children are at two to five times greater risk of experiencing deficits in executive functions.…”

Assessment of Executive Functions in Children with Sensorineural Hearing Loss and in Children with Specific Language Impairment: Preliminary Reports

“…In this study, we made a comparison between children aged 2 to 6 years, divided into three groups: the first group consists of subjects with SNHL, the second group of subjects with SLI, and the third group of children with normal hearing, cognitive, and linguistic development. The goal was to evaluate the EFs in these groups of children, as recent studies [6,17,[21][22][23][24][25][26][27] have revealed that subjects with SNHL and SLI are more deficient in executive abilities. Therefore, the EFs were evaluated using the FE-PS 2-6 battery, which allowed the study of individual cognitive functions using one or more trials.…”

An external focus promotes motor learning of an aiming task in individuals with hearing impairments

“…Studies on individuals with hearing impairments indicate that early disruption in auditory stimulus exposure can impact attentional resource allocation and motor skill performance (Ward & Grieco‐Calub, 2022 ). Essentially, children and adolescents with hearing impairments often exhibit lower cognitive function, including working memory, inhibition, and attention, compared to their normal‐hearing counterparts (Charry‐Sánchez et al., 2022 ; Dye & Hauser, 2014 ; Kronenberger et al., 2013 ). Importantly, age‐related hearing loss is associated with cognitive decline or impairment (Croll et al., 2021 ; Morita et al., 2019 ; Ray et al., 2018 ), suggesting that cognitive deficits in individuals with hearing impairments may persist and potentially worsen with age if left untreated.…”

“…The performance differences between individuals with hearing impairments and their peers often stem from deficits in attentional and cognitive development (Charry-Sánchez et al, 2022;Dye & Hauser, 2014;Kronenberger et al, 2013;Ward & Grieco-Calub, 2022). The intricate connection between cognition and attention highlights the critical role of attentional processes in cognitive function (Galotti, 2015).…”

“…Individuals with hearing impairments often experience deficits in cognitive function including working memory, inhibition, and attention (Charry-Sánchez et al, 2022;Dye & Hauser, 2014;Kronenberger et al, 2013) which can result in motor learning challenges, poor static and dynamic coordination, slower movement speeds, and reduced motor memory. IF instructions can strain working memory, which may result in less effective improvement in motor learning for those with compromised attention/working memory capacity (Kok et al, 2021).…”