Lauriello Maria, Mazzotta Giulia, Mattei Antonella, Mulieri Ilaria, Fioretti Alessandra, Iacomino Enzo, Eibenstein Alberto
Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, 67100 L'Aquila, Italy.
Centro di Audiofonologopedia, 00199 Roma, Italy.
Brain Sci. 2024 May 13;14(5):491. doi: 10.3390/brainsci14050491.
Executive functions (EFs) are related abilities, associated with the frontal lobes functions, that allow individuals to modify behavioral patterns when they become unsatisfactory. The aim of this study was to assess EFs in children with sensorineural hearing loss (SNHL) and in children with "specific language impairment" (SLI), compared with a control group of children with normal development, to identify specific skill deficits. Three groups of preschool children aged between 2 and 6 years were assessed: 19 children with normal hearing, cognitive, and language development, 10 children with SNHL, and 20 children with SLI. The FE-PS 2-6 Battery was used for the assessment of preschool EFs, supplemented with the Modified Bell Test for the analysis of selective attention. Statistically significant differences were found between the two experimental groups and the control one, regarding the investigated skills. Children with SNHL showed a clear deficit in flexibility, whereas children with SLI had greater problems in self-regulation and management of waiting for gratification. Selective attention was found to be deficient in all three groups, with no statistically significant differences. This study shows that the skills investigated were found to be deficient in both SNHL and SLI patients. It is essential to start targeted exercises based on specific deficient skills as part of the rehabilitation program. It is of great importance to understand the consequences of EF deficit in preschool children to achieve an accurate diagnosis and carry out customized rehabilitation programs.
执行功能（EFs）是与额叶功能相关的能力，当行为模式变得不尽如人意时，这些能力能使个体改变行为模式。本研究的目的是评估感音神经性听力损失（SNHL）儿童和“特定语言障碍”（SLI）儿童的执行功能，并与正常发育儿童的对照组进行比较，以确定特定的技能缺陷。对三组年龄在2至6岁的学龄前儿童进行了评估：19名听力、认知和语言发育正常的儿童，10名感音神经性听力损失儿童，以及20名特定语言障碍儿童。使用FE - PS 2 - 6测试组合评估学龄前儿童的执行功能，并辅以改良的贝尔测试分析选择性注意力。在研究的技能方面，两个实验组与对照组之间存在统计学上的显著差异。感音神经性听力损失儿童在灵活性方面存在明显缺陷，而特定语言障碍儿童在自我调节和等待满足感的管理方面存在更大问题。在所有三组中均发现选择性注意力存在缺陷，但无统计学上的显著差异。本研究表明，感音神经性听力损失患者和特定语言障碍患者在研究的技能方面均存在缺陷。作为康复计划的一部分，基于特定的缺陷技能开始有针对性的训练至关重要。了解学龄前儿童执行功能缺陷的后果对于实现准确诊断和开展定制化康复计划非常重要。
