Language not auditory experience is related to parent-reported executive functioning in preschool-aged deaf and hard-of-hearing children

Much research has found disrupted executive functioning (EF) in deaf and hard-of-hearing (DHH) children; while some theories emphasize the role of auditory deprivation, others posit delayed language experience as the primary cause. This study investigated the role of language and auditory experience in parent-reported EF for 123 preschool-aged children (M-age = 60.1 months, 53.7% female, 84.6% White). Comparisons between DHH and typically hearing children exposed to language from birth (spoken or signed) showed no significant differences in EF despite drastic differences in auditory input. Linear models demonstrated that earlier language exposure predicted better EF (beta = .061-.341), while earlier auditory exposure did not. Few participants exhibited clinically significant executive dysfunction. Results support theories positing that language, not auditory experience, scaffolds EF development.

Automated summary

Research has shown that early exposure to language has a positive impact on the development of executive functioning in children, while early exposure to auditory input seems to have little significant effect. Few cases of executive dysfunction were observed, suggesting that overall, deaf and hard-of-hearing children do not show significant differences in executive functioning compared to typically hearing children.