Auditory Training in Children Wearing Hearing Aids and/or Cochlear Implants: A Scoping Review Mapping the Diversity of Intervention Types and Outcome Measures
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Purpose: This study conducted a scoping review to examine trends and characteristics of auditory training for children with hearing loss using hearing aids and/or cochlear implants. Using the PCC (population, concept, context) framework, 12 relevant studies were selected to identify key concepts, intervention types, outcome measures, and current evidence characteristics. Methods: The review followed four stages: identification, screening, eligibility, and inclusion. From 3,279 initial records across Google Scholar, PubMed, ProQuest, and Web of Science, 2,934 remained after removing duplicates. After title and abstract screening, 275 studies were identified, and 16 full-text articles were reviewed based on inclusion criteria. Finally, 12 studies were selected by consensus of two reviewers. Results: The 12 studies included speech-in-noise, working memory, hierarchical auditory skills, prosody, spatial hearing, and audiovisual training. Outcome measures were grouped into three categories: behavioral, electrophysiological, and parent-reported. Despite methodological variation, most studies reported positive post-training outcomes in speech perception and broader cognitive and neurophysiological areas. Conclusion: Auditory training is a critical element in the rehabilitation of children with hearing loss, offering benefits that go beyond device use. It enhances not only auditory skills but also language, cognitive, and neurophysiological development, emphasizing its essential role in holistic and inclusive intervention.
Abstract
Purpose: This study conducted a scoping review to examine trends and characteristics of auditory training for children with hearing loss using hearing aids and/or cochlear implants. Using the PCC (population, concept, context) framework, 12 relevant studies were selected to identify key concepts, intervention types, outcome measures, and current evidence characteristics. Methods: The review followed four stages: identification, screening, eligibility, and inclusion. From 3,279 initial records across Google Scholar, PubMed, ProQuest, and Web of Science, 2,934 remained after removing duplicates. After title and abstract screening, 275 studies were identified, and 16 full-text articles were reviewed based on inclusion criteria. Finally, 12 studies were selected by consensus of two reviewers. Results: The 12 studies included speech-in-noise, working memory, hierarchical auditory skills, prosody, spatial hearing, and audiovisual training. Outcome measures were grouped into three categories: behavioral, electrophysiological, and parent-reported. Despite methodological variation, most studies reported positive post-training outcomes in speech perception and broader cognitive and neurophysiological areas. Conclusion: Auditory training is a critical element in the rehabilitation of children with hearing loss, offering benefits that go beyond device use. It enhances not only auditory skills but also language, cognitive, and neurophysiological development, emphasizing its essential role in holistic and inclusive intervention.