Volume 27, Issue 4 (In press 2026)
Arch Rehabil 2026, 27(4): 0-0 |
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Shojaee M, Hoseini S A, Ghasemi Fard F. Cognitive Outcomes Associated with Vestibular Dysfunction in Children with Hearing Loss: A Systematic Review. Arch Rehabil 2026; 27 (4)
URL: http://rehabilitationj.uswr.ac.ir/article-1-3787-en.html
URL: http://rehabilitationj.uswr.ac.ir/article-1-3787-en.html
1- Department of Occupational Therapy, School of Rehabilitation Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran , hooshang_mirzaie@yahoo.com
2- Department of Occupational Therapy, School of Rehabilitation Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, al.hoseini@uswr.ac.ir
3- Department of Occupational Therapy, School of Rehabilitation Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, ot.ghasemifard@uswr.ac.ir
2- Department of Occupational Therapy, School of Rehabilitation Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, al.hoseini@uswr.ac.ir
3- Department of Occupational Therapy, School of Rehabilitation Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, ot.ghasemifard@uswr.ac.ir
Abstract: (19 Views)
Objective: This systematic review aimed to examine and synthesize existing evidence on the association between vestibular dysfunction and cognitive outcomes—specifically attention, memory, executive function, and self-concept—in children and adolescents aged 0–18 years with hearing loss. An additional objective was to identify research gaps and provide direction for future studies in this field.
Methods: This review was conducted in accordance with PRISMA guidelines. A systematic search was performed in PubMed, ScienceDirect, Scopus, and Web of Science for articles published up to January 2026, using relevant MeSH terms and keywords. A total of 412 studies were initially identified. After removing duplicates and applying inclusion criteria, 6 studies were selected for critical appraisal. The included studies investigated cognitive outcomes in children and adolescents with hearing loss and coexisting vestibular dysfunction. Data extraction and methodological quality assessment were carried out using Joanna Briggs Institute (JBI) tools.
Results: Among the six included studies, two reported an association between vestibular dysfunction and reduced working memory performance, whereas one study found no such relationship in children with hearing loss. Executive function (one study), self-concept (one study), as well as spatial skills and spatial memory (one study), were not found to be significantly affected by vestibular deficits. None of the studies directly assessed different domains of attention, highlighting a clear gap for future research. However, one study reported reduced visual acuity, which may reflect impairments in aspects of visual attention.
Conclusion: Current evidence tentatively suggests that vestibular dysfunction in children with hearing loss may relate to select cognitive outcomes, particularly visual attention, spatial memory, working memory, and executive function. Nevertheless, the limited number of available studies precludes meta‑analysis and warrants cautious interpretation. To clarify these associations, future research should employ standardized designs, larger sample sizes, and account for variables such as degree of hearing loss, severity of vestibular impairment, and history of rehabilitation services. Early identification of cognitive difficulties in this population holds promise for improving developmental, cognitive, and academic trajectories.
Methods: This review was conducted in accordance with PRISMA guidelines. A systematic search was performed in PubMed, ScienceDirect, Scopus, and Web of Science for articles published up to January 2026, using relevant MeSH terms and keywords. A total of 412 studies were initially identified. After removing duplicates and applying inclusion criteria, 6 studies were selected for critical appraisal. The included studies investigated cognitive outcomes in children and adolescents with hearing loss and coexisting vestibular dysfunction. Data extraction and methodological quality assessment were carried out using Joanna Briggs Institute (JBI) tools.
Results: Among the six included studies, two reported an association between vestibular dysfunction and reduced working memory performance, whereas one study found no such relationship in children with hearing loss. Executive function (one study), self-concept (one study), as well as spatial skills and spatial memory (one study), were not found to be significantly affected by vestibular deficits. None of the studies directly assessed different domains of attention, highlighting a clear gap for future research. However, one study reported reduced visual acuity, which may reflect impairments in aspects of visual attention.
Conclusion: Current evidence tentatively suggests that vestibular dysfunction in children with hearing loss may relate to select cognitive outcomes, particularly visual attention, spatial memory, working memory, and executive function. Nevertheless, the limited number of available studies precludes meta‑analysis and warrants cautious interpretation. To clarify these associations, future research should employ standardized designs, larger sample sizes, and account for variables such as degree of hearing loss, severity of vestibular impairment, and history of rehabilitation services. Early identification of cognitive difficulties in this population holds promise for improving developmental, cognitive, and academic trajectories.
Type of Study: Systematic Review |
Subject:
Occupational Therapy
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This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 (CC-By-NC 4.0), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
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