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Supporting Executive Function in Deaf and Hard of Hearing Students
Executive function (EF) encompasses cognitive processes such as working memory, inhibitory control, and cognitive flexibility, which are essential for goal-directed behavior and academic success. For deaf and hard of hearing (DHH) students, the development of these skills can be influenced by auditory access, language acquisition, and educational experiences. Recent research provides valuable insights into how educators can support EF development in DHH children.
The Impact of Auditory and Language Access on Executive Function
Relationship Between Executive Functions and School Readiness
Aydoner Bektas and Bumin (2025) investigated the link between EF and school readiness in kindergarten children with cochlear implants. Their findings indicate a significant relationship between working memory, inhibitory control, and overall school readiness. This underscores the importance of interventions targeting EF to enhance academic preparedness in DHH students.
Assessment Tools for Executive Function
Accurate assessment of EF is vital for developing effective educational strategies. The Learning, Executive, and Attention Functioning (LEAF) scale , as discussed by Castellanos, Kronenberger, and Pisoni (2016), offers a reliable and valid questionnaire-based assessment of executive functioning and learning in children. Utilizing such tools can help educators identify specific areas of need and tailor interventions accordingly. There is also the Childhood Executive Functioning Inventory (CHEXI) for Parents and Teachers. (Click for form).
Strategies for Enhancing Executive Function in DHH Students
1. Early and Consistent Language Exposure
– Provide access to a fully accessible language from an early age, whether through sign language, spoken language with assistive technologies, or a multilingual approach.
2. Visual Instructional Methods
– Incorporate visual aids such as graphic organizers, visual schedules, and hands-on learning activities to support working memory and planning skills.
3. Clear and Consistent Communication
– Utilize clear communication methods, including sign language, captioned media, and visual cues, to ensure instructions are accessible and reduce cognitive load.
4. Teaching Self-Regulation Skills
– Implement metacognitive strategies like self-monitoring checklists and mindfulness exercises to enhance inhibitory control and emotional regulation.
5. Leveraging Visual-Spatial Strengths
– Design activities that capitalize on visual-spatial skills, such as puzzles and spatial reasoning tasks, to promote cognitive flexibility.
6. Structured Social Interaction Opportunities
– Facilitate structured peer interactions through group projects and peer mentoring to develop social skills and collaborative problem-solving abilities.
7. Regular Monitoring and Assessment
– Employ tools like the LEAF scale to regularly assess EF and adjust educational strategies to meet the evolving needs of each student.
Educators play a pivotal role in fostering the development of executive function in DHH students. By implementing strategies informed by current research—such as ensuring early language access, utilizing visual instructional methods, and providing clear communication—teachers can create an environment conducive to the growth of essential cognitive skills. Regular assessment and tailored interventions further support the academic and social success of DHH children.
References:
– Aydoner Bektas, S., & Bumin, G. (2025). Relationship between executive functions and school readiness in kindergarten children with cochlear implant. *Applied Neuropsychology: Child*, 1– 6. https://doi.org/10.1080/21622965.2025.2464210
– Castellanos, I., Kronenberger, W. G., & Pisoni, D. B. (2016). Questionnaire-Based Assessment of Executive Functioning: Psychometrics. *Frontiers in Psychology*, 7, 1882. https://doi.org/10.3389/fpsyg.2016.01882
– Hall, M. L., Eigsti, I.-M., Bortfeld, H., & Lillo-Martin, D. (2018). Executive Function in Deaf Children: Auditory Access and Language Access. *Journal of Speech, Language, and Hearing Research*, 61(8), 1970–1988. https://doi.org/10.1044/2018_JSLHR-L-17-0200
By integrating these evidence-based strategies, educators can effectively support the development of executive functions in deaf and hard of hearing students, thereby enhancing their academic readiness and overall learning outcomes.