This study aims to investigate the relationship between parent-reported daily life auditory behaviors and teacher-evaluated executive functions in preschool children using cochlear implants (CIs). Material and
✦ The floor
Discussion
Signed responses from readers of the wire.
Audiologists fitting or following up pediatric cochlear implant users should be aware that daily auditory behavior may reflect broader executive-function development, supporting closer collaboration with early-childhood educators and neuropsychologists in the care team.
Establishing a link between daily auditory behavior and executive function in young cochlear implant users could reshape early intervention goals to include cognitive skill-building alongside hearing rehabilitation.
- 01Examined the relationship between daily auditory behaviors and executive functions in preschool cochlear implant users.
- 02Used parent-reported auditory behavior and teacher-evaluated executive function measures.
- 03Published in Applied Neuropsychology: Child (2026).
- 04Findings may have implications for multi-disciplinary early intervention planning for CI children.
- 05Preschool age group represents a critical window for both auditory and cognitive development.
Daily auditory behaviors in preschool cochlear implant users are related to executive function performance as rated by teachers.
studypartially supported- PMID
- 42627183
- DOI
- 10.1080/21622965.2026.2720752.
- Journal
- Applied Neuropsychology: Child
- Publication type
- research_article
- Evidence level
- 2b
- Population
- Preschool-aged cochlear implant users
- Intervention
- Assessment of daily auditory behaviors (parent-reported)
- Comparator
- Teacher-evaluated executive function ratings
Primary outcomes
Parent-reported daily auditory behavior scores; Teacher-evaluated executive function scores; Correlation between auditory behavior and executive function