Executive functions in children and adolescents with hearing loss: A systematic review of case-control, case series, and cross-sectional studies
##plugins.themes.bootstrap3.article.main##
Resumen
Objetivo. Describir el perfil de desempeño en funciones ejecutivas en niños y adolescentes con pérdida auditiva.
Método. Utilizando diferentes bases de datos incluidas PubMed, Scopus y ScienceDirect, se llevó a cabo una revisión sistemática de estudios de corte transversal, casos y controles y series de casos que evaluaron el desempeño en funciones ejecutivas de niños y adolescentes con pérdida auditiva con y sin audífonos, implante coclear y/o uso de lenguaje de señas desde 2000 hasta abril de 2020. Se seleccionaron 15 estudios usando el instrumento de evaluación de calidad del Instituto Joanna Briggs.
Resultados. Los estudios utilizaron distintas herramientas de evaluación con resultados inconsistentes entre los diferentes autores. Sin embargo, los estudios reportaron que los niños y adolescentes con pérdida auditiva tienen un desempeño más bajo en memoria de trabajo, inhibición, flexibilidad cognitiva y atención que sus pares oyentes.
Discusión y conclusión. Las herramientas de evaluación de función ejecutiva fueron empleadas indistintamente para niños con y sin pérdida auditiva. Teniendo en cuenta que las pruebas están diseñadas para la población oyente, los resultados pueden variar significativamente en la población con pérdida auditiva. De ahí la importancia de establecer un protocolo estandarizado adaptado para esta población.
Referencias
Acosta Rodríguez, V., Ramírez Santana, G. M., & Hernández Expósito, S. (2017). Executive functions and language in children with different subtypes of specific language impairment. Neurología (English Edition), 32(6), 355-362. doi: 10.1016/j.nrleng.2015.12.007
Al-Salim, S., Moeller, M. P., & McGregor, K. K. (2020). Performance of children with hearing loss on an audiovisual version of a nonword repetition task. Language, Speech, and Hearing Services in Schools, 51(1), 42-54. doi: 10.1044/2019_LSHSS-OCHL-19-0016
Ambrose, S. E., Fey, M. E., & Eisenberg, L. S. (2012). Phonological awareness and print knowledge of preschool children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55(3), 811-823. doi: 10.1044/1092-4388(2011/11-0086)
American Speech Language Hearing Association, ASHA. (2016). Tipo, grado y configuración de la pérdida de audición. Retrieved from https://www.asha.org/uploadedFiles/Tipo-grado-y-configuracion-de-la-perdida-de-audicion.pdf
Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82. doi: 10.1076/chin.8.2.71.8724
Ardila, A., & Ostrosky-Solís, F. (2008). Desarrollo histórico de las funciones ejecutivas. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 8(1), 1-21.
Beer, J., Kronenberger, W. G., & Pisoni, D. B. (2011). Executive function in everyday life: Implications for young cochlear implant users. Cochlear Implants International, 12(Suppl 1), S89-S91. doi: 10.1179/146701011X13001035752570
Beer, J., Kronenberger, W. G., Castellanos, I., Colson, B. G., Henning, S. C., & Pisoni, D. B. (2014). Executive functioning skills in preschool-age children with cochlear implants. Journal of Speech, Language, and Hearing Research: JSLHR, 57(4), 1521-1534. doi: 10.1044/2014_JSLHR-H-13-0054
Blair, C. (2017). Educating executive function. Wiley Interdiscip Rev Cogn Sci, 8(1-2), e1403. doi: 10.1002/wcs.1403
Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J., & Morgan, G. (2017). Nonverbal executive function is mediated by language: A study of deaf and hearing children. Child Development, 88(5), 1689-1700. doi: 10.1111/cdev.12659
Castellanos, I., Kronenberger, W. G., Beer, J., Colson, B. G., Henning, S. C., Ditmars, A., & Pisoni, D. B. (2015). Concept formation skills in long-term cochlear implant users. Journal of Deaf Studies and Deaf Education, 20(1), 27-40. doi: 10.1093/deafed/enu039
Chan, R. C. K., Shum, D., Toulopoulou, T., & Chen, E. Y. H. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of Clinical Neuropsychology, 23(2), 201-216. doi: 10.1016/j.acn.2007.08.010
Clark, J. G. (1981). Uses and abuses of hearing loss classification. ASHA, 23(7), 493-500.
Colin, S., Leybaert, J., Ecalle, J., & Magnan, A. (2013). The development of word recognition, sentence comprehension, word spelling, and vocabulary in children with deafness: A longitudinal study. Research in Developmental Disabilities, 34(5), 1781-1793. doi: 10.1016/j.ridd.2013.02.001
Corbett, B. A., Constantine, L. J., Hendren, R., Rocke, D., & Ozonoff, S. (2009). Examining executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development. Psychiatry Research, 166(2-3), 210-222. doi: 10.1016/j.psychres.2008.02.005
Daza, M. T., Phillips-Silver, J., Ruiz-Cuadra, M. del M., & López-López, F. (2014). Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children. Research in Developmental Disabilities, 35(12), 3526-3533. doi: 10.1016/j.ridd.2014.08.030
Delgado-Mejía, I. D., & Etchepareborda, M. C. (2013). Trastornos de las funciones ejecutivas. Diagnóstico y tratamiento. Revista de Neurología, 57(Suppl 1), S95-S103.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. doi: 10.1146/annurev-psych-113011-143750
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964. doi: 10.1126/science.1204529
Doebel, S. (2020). Rethinking Executive Function and Its Development. Perspectives on Psychological Science, 15(4), 942-956. doi: 10.1177/1745691620904771
Ead, B., Hale, S., DeAlwis, D., & Lieu, J. (2013). Pilot study of cognition in children with unilateral hearing loss. International Journal of Pediatric Otorhinolaryngology, 77(11), 1856-1860. doi: 10.1016/j.ijporl.2013.08.028
Figueras, B., Edwards, L., & Langdon, D. (2008). Executive function and language in deaf children. Journal of Deaf Studies and Deaf Education, 13(3), 362-377. doi: 10.1093/deafed/enm067
Flores-Lázaro, J. C., Castillo-Preciado, R. E., & Jiménez-Miramonte, N. A. (2014). Desarrollo de funciones ejecutivas, de la niñez a la juventud. Anales de Psicología, 30(2), 463-473. doi: 10.6018/analesps.30.2.155471
Flores-Lázaro, J. C., Ostrosky-Solís, F., & Lozano-Gutiérrez, A. (2008). Batería de Funciones Frontales y Ejecutivas: Presentación. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 8(1), 141-158.
Gilbert, S. J., & Burgess, P. W. (2008). Executive function. Current Biology, 18(3), R110-R114. doi: 10.1016/j.cub.2007.12.014
Goldstein, S., & Naglieri, J. A. (2014). Handbook of Executive Functioning (pp. 1-567). Springer Science + Business Media. doi: 10.1007/978-1-4614-8106-5
Goldstein, S., Naglieri, J. A., Princiotta, D., & Otero, T. M. (2014). Introduction: A history of executive functioning as a theoretical and clinical construct. In S. Goldstein & J. A. Naglieri (Eds.), Handbook of executive functioning (pp. 3-12). doi: 10.1007/978-1-4614-8106-5_1
Hall, M. L., Eigsti, I.-M., Bortfeld, H., & Lillo-Martin, D. (2017). Auditory deprivation does not impair executive function, but language deprivation might: Evidence from a parent-report measure in deaf native signing children. Journal of Deaf Studies and Deaf Education, 22(1), 9-21. doi: 10.1093/deafed/enw054
Hall, M. L., Eigsti, I.-M., Bortfeld, H., & Lillo-Martin, D. (2018). Executive function in deaf children: Auditory access and language access. Journal of Speech, Language, and Hearing Research, 61(8), 1970-1988. doi: 10.1044/2018_JSLHR-L-17-0281
Holt, R. F., Beer, J., Kronenberger, W. G., & Pisoni, D. B. (2013). Developmental effects of family environment on outcomes in pediatric cochlear implant recipients. Otology & Neurotology, 34(3), 388-395. doi: 10.1097/MAO.0b013e318277a0af
James, D., Rajput, K., Brinton, J., & Goswami, U. (2008). Phonological awareness, vocabulary, and word reading in children who use cochlear implants: Does age of implantation explain individual variability in performance outcomes and growth? Journal of Deaf Studies and Deaf Education, 13(1), 117-137. doi: 10.1093/deafed/enm042
Joanna Briggs Institute. (2017). Critical Appraisal Tools. Retrieved from https://jbi.global/critical-appraisal-tools
JTC. (2021). John Tracy Center. Retrieved from https://www.jtc.org/
Jurado, M. B., & Rosselli, M. (2007). The elusive nature of executive functions: A review of our current understanding. Neuropsychology Review, 17(3), 213-233. doi: 10.1007/s11065-007-9040-z
Kirby, B. J., Spratford, M., Klein, K. E., & McCreery, R. W. (2019). Cognitive abilities contribute to spectro-temporal discrimination in children who are hard of hearing. Ear and Hearing, 40(3), 645-650. doi: 10.1097/AUD.0000000000000645
Korver, A. M. H., Smith, R. J. H., Van Camp, G., Schleiss, M. R., Bitner-Glindzicz, M. A. K., Lustig, L. R., … Boudewyns, A. N. (2017). Congenital hearing loss. Nature Reviews. Disease Primers, 3, 16094. doi: 10.1038/nrdp.2016.94
Kronenberger, W. G., Pisoni, D. B., Henning, S. C., & Colson, B. G. (2013). Executive functioning skills in long-term users of cochlear implants: A case control study. Journal of Pediatric Psychology, 38(8), 902-914. doi: 10.1093/jpepsy/jst034
Kronenberger, W. G., Xu, H., & Pisoni, D. B. (2020). Longitudinal development of executive functioning and spoken language skills in preschool-aged children with cochlear implants. Journal of Speech, Language, and Hearing Research, 63(4), 1128-1147. doi: 10.1044/2019_JSLHR-19-00247
Lace, J. W., Merz, Z. C., Kennedy, E. E., Seitz, D. J., Austin, T. A., Ferguson, B. J., & Mohrland, M. D. (2020). Examination of five- and four-subtest short form IQ estimations for the Wechsler Intelligence Scale for Children-Fifth edition (WISC-V) in a mixed clinical sample. Applied Neuropsychology: Child, 1-12. doi: 10.1080/21622965.2020.1747021
Lewis, D. E., Smith, N. A., Spalding, J. L., & Valente, D. L. (2018). Looking behavior and audiovisual speech understanding in children with normal hearing and children with mild bilateral or unilateral hearing loss. Ear and Hearing, 39(4), 783-794. doi: 10.1097/AUD.0000000000000534
Lieu, J. E. C. (2004). Speech-language and educational consequences of unilateral hearing loss in children. Archives of Otolaryngology--Head & Neck Surgery, 130(5), 524-530. doi: 10.1001/archotol.130.5.524
Luria, A. R. (1977). Las funciones corticales superiores del hombre. Editorial Orbe.
Moeller, M. P., & Tomblin, J. B. (2015). An introduction to the outcomes of children with hearing loss study. Ear and Hearing, 36(Suppl 1), 4S-13S. doi: 10.1097/AUD.0000000000000210
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. PLoS Medicine, 6(7), e1000097. doi: 10.1371/journal.pmed.1000097
Morton, C. C., & Nance, W. E. (2006). Newborn hearing screening—A silent revolution. New England Journal of Medicine, 354(20), 2151-2164. doi: 10.1056/NEJMra050700
Nicholas, J. G., & Geers, A. E. (2007). Will they catch up? The role of age at cochlear implantation in the spoken language development of children with severe-profound hearing loss. Journal of Speech, Language, and Hearing Research, 50(4), 1048-1062. doi: 10.1044/1092-4388(2007/073)
Niparko, J. K., Tobey, E. A., Thal, D. J., Eisenberg, L. S., Wang, N.-Y., Quittner, A. L., … CDaCI Investigative Team. (2010). Spoken language development in children following cochlear implantation. JAMA, 303(15), 1498-1506. doi: 10.1001/jama.2010.451
Nittrouer, S., Caldwell, A., Lowenstein, J. H., Tarr, E., & Holloman, C. (2012). Emergent literacy in kindergartners with cochlear implants. Ear and Hearing, 33(6), 683-697. doi: 10.1097/AUD.0b013e318258c98e
Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., & Hallett, D. (2009). Deaf children’s informal knowledge of multiplicative reasoning. Journal of Deaf Studies and Deaf Education, 14(2), 260-277. doi: 10.1093/deafed/enn040
Pagliaro, C. M., & Ansell, E. (2012). Deaf and hard of hearing students’ problem-solving strategies with signed arithmetic story problems. American Annals of the Deaf, 156(5), 438-458. doi: 10.1353/aad.2012.1600
Paluch, P., Kochański, B., Ganc, M., Cieśla, K., Milner, R., Pluta, A., & Lewandowska, M. (2019). Early general development and central auditory system maturation in children with cochlear implants – A case series. International Journal of Pediatric Otorhinolaryngology, 126, 109625. doi: 10.1016/j.ijporl.2019.109625
Pearson Assessment. (2018). WISC--V Efficacy Research Report - April (pp. 1-42).
Perszyk, D. R., & Waxman, S. R. (2018). Linking Language and Cognition in Infancy. Annual Review of Psychology, 69, 231-250. doi: 10.1146/annurev-psych-122216-011701
Petersen, I. T., Bates, J. E., & Staples, A. D. (2014). The role of language ability and self-regulation in the development of inattentive-hyperactive behavior problems. Development and Psychopathology, 27(1), 221-237. doi: 10.1017/S0954579414000698
Roldán, L. A. (2016). Inhibition and updating in text comprehension: A review. Universitas Psychologica, 15(2), 87-95. doi: 10.11144/Javeriana.upsy15-2.iact
Ropovik, I. (2014). Do executive functions predict the ability to learn problem-solving principles? Intelligence, 44, 64-74. doi: 10.1016/j.intell.2014.03.002
Royall, D. R., Lauterbach, E. C., Cummings, J. L., Reeve, A., Rummans, T. A., Kaufer, D. I., … Coffey, C. E. (2002). Executive control function: A review of its promise and challenges for clinical research. A report from the Committee on Research of the American Neuropsychiatric Association. Journal of Neuropsychiatry and Clinical Neurosciences, 14(4), 377-405. doi: 10.1176/jnp.14.4.377
Sabat, C., Arango, P., Tassé, M. J., & Tenorio, M. (2020). Different abilities needed at home and school: The relation between executive function and adaptive behaviour in adolescents with Down syndrome. Scientific Reports, 10(1), 1683. doi: 10.1038/s41598-020-58409-5
Schmithorst, V., Plante, E., & Holland, S. K. (2014). Unilateral deafness in children affects development of multi-modal modulation and default mode networks. Frontiers in Human Neuroscience, 8, 164. doi: 10.3389/fnhum.2014.00164
Seel, N. M. (2012). Concept formation: Characteristics and functions. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 723-728). Boston, MA: Springer. doi: 10.1007/978-1-4419-1428-6_1866
Soprano, A. (2003). Evaluación de las funciones ejecutivas en el niño. Revista de Neurologia, 37(1), 44-50. doi: 10.33588/rn.3701.2003237
Stevens, G., Flaxman, S., Brunskill, E., Mascarenhas, M., Mathers, C. D., Finucane, M., & The Global Burden of Disease Hearing Loss Expert Group. (2013). Global and regional hearing impairment prevalence: An analysis of 42 studies in 29 countries. European Journal of Public Health, 23(1), 146-152. doi: 10.1093/eurpub/ckr176
Surowiecki, V. N., Sarant, J., Maruff, P., Blamey, P. J., Busby, P. A., & Clark, G. M. (2002). Cognitive processing in children using cochlear implants: The relationship between visual memory, attention, and executive functions and developing language skills. Annals of Otology, Rhinology & Laryngology, 111(Suppl 5), 119-126. doi: 10.1177/00034894021110s524
Svirsky, M. A., Robbins, A. M., Kirk, K. I., Pisoni, D. B., & Miyamoto, R. T. (2000). Language development in profoundly deaf children with cochlear implants. Psychological Science, 11(2), 153-158. doi: 10.1111/1467-9280.00231
The Joint Committee of Infant Hearing. (2019). Year 2019 position statement: Principles and guidelines for early hearing detection and intervention programs. Journal of Early Hearing Detection and Intervention, 4(2), 1-44. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1104&context=jehdi. doi: 10.15142/fptk-b748
Ustárroz, J. T., Molina, A. G., Lario, P. L., García, A. V., & Lago, M. R. (2012). Corteza prefrontal, funciones ejecutivas y regulación de la conducta. In J. T. Ustárroz, A. G. Molina, M. R. Lago, & A. A. Ardila (Coord.), Neuropsicología de la corteza prefrontal y las funciones ejecutivas (pp. 87-120), ISBN 978-84-92931-13-2. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=5080142
Wang, J., & Napier, J. (2013). Signed language working memory capacity of signed language interpreters and deaf signers. Journal of Deaf Studies and Deaf Education, 18(2), 271-286. doi: 10.1093/deafed/ens068
Watkin, P., & Baldwin, M. (2012). The longitudinal follow up of a universal neonatal hearing screen: The implications for confirming deafness in childhood. International Journal of Audiology, 51(7), 519-528. doi: 10.3109/14992027.2012.673237
Werfel, K. L. (2017). Emergent literacy skills in preschool children with hearing loss who use spoken language: Initial findings from the Early Language and Literacy Acquisition (ELLA) study. Language, Speech, and Hearing Services in Schools, 48(4), 249-259. doi: 10.1044/2017_LSHSS-17-0023
World Health Organization. (2020). Grades of hearing impairment. WHO; World Health Organization. Retrieved from http://www.who.int/deafness/hearing_impairment_grades/en/Accessed 18 May 2020
Xuan, B., Li, P., Zhang, A., & Yang, L. (2018). Decision-making in adolescents with profound hearing loss. Journal of Deaf Studies and Deaf Education, 23(3), 219-227. doi: 10.1093/deafed/eny001
Yoshida, H., & Smith, L. B. (2003). Shifting ontological boundaries: How Japanese- and English-speaking children generalize names for animals and artifacts. Developmental Science, 6(1), 1-17. doi: 10.1111/1467-7687.00247_1
Yoshinaga-Itano, C., Sedey, A. L., Wiggin, M., & Mason, C. A. (2018). Language outcomes improved through early hearing detection and earlier cochlear implantation. Otology & Neurotology, 39(10), 1256-1263. doi: 10.1097/MAO.0000000000001976
