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2022, Número 1

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Salud Mental 2022; 45 (1)


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

Charry-Sánchez JD, Ramírez-Guerrero S, Vargas-Cuellar MP, Romero-Gordillo MA, Talero-Gutiérrez C

Idioma: Ingles.
Referencias bibliográficas: 72
Paginas: 35-49
Archivo PDF: 240.49 Kb.


RESUMEN

Introducción. Se ha reportado que los niños con pérdida auditiva tienen un desempeño más bajo en pruebas de función ejecutiva y lenguaje en comparación con sus pares oyentes. 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.


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