Working Memory and Language Relate to Report of Socio-Emotional Functioning in Children with Hearing Loss

TL;DR

Children with hearing loss who have better working memory and language skills tend to show more regulated socio-emotional behavior.

Contribution

The study links working memory and language abilities to socio-emotional functioning in children with hearing loss.

Findings

Stronger working memory is associated with better functional communication and reduced withdrawal in children with hearing loss.

Higher language scores correlate with improved social skills and reduced inattention.

The study highlights the need for early socio-emotional learning in children with hearing loss.

Abstract

Background: Children with hearing loss have been found to have significantly more behavioral and emotional challenges than their typically hearing peers, though these outcomes are variable at the individual level. Working memory deficits have been found to relate to executive functioning and overall emotion regulation, leading to behavior challenges. Language development is essential for development of social relationships and communicating one’s needs and this may lead to distress when children cannot communicate effectively. Based on prior findings in children with hearing loss and their typically hearing peers, working memory and language skills were hypothesized to be related to parent and teacher report of socio-emotional functioning. Methods: Participants were 35 children with hearing loss (66% female, M = 5.17 years old, SD = ±1.97) whose language, working memory, and socio-emotional functioning were evaluated during the course of treatment and educational planning. Results: Bivariate analyses indicated that working memory was related to a number of socio-emotional domains (e.g., functional communication, atypicality, withdrawal), as were language scores (e.g., social skills, inattention). The direction of these associations was such that stronger working memory and language skills were related to more regulated socio-emotional functioning. Conclusions: This study is limited in generalizability by size and the relative homogeneity of the sample. A call to action of the current study includes more education with regard to profiles and presentations of children with hearing loss, and an early focus on socio-emotional learning to foster the development of regulatory skills.