Investigation of the relationship between auditory reaction time and listening attention in individuals with hearing loss

Objective: This study aims to investigate the relationship between auditory reaction time and listening attention in children with hearing loss and their normal-hearing peers. In line with this objective an eight-week online auditory rehabilitation program designed to improve auditory detection through simple reaction time tasks and auditory discrimination through complex reaction time tasks. The effects of the training on auditory reaction time and listening attention will be examined using behavioral and electrophysiological measurement methods Method: The study was conducted with a total of 30 participants, including 15 children with cochlear implants and 15 normal-hearing children aged between 7 and 12 years. Cognitive functions were evaluated using the Digit Span Forward and Backward subtests of the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Stroop Color and Word Test (SCWT), and the Cattell Intelligence Test, Form B. Language assessment was conducted using the TİFALDİ test. For reaction time and listening attention, the Test of Attention in Listening (TAiL) was applied, and P300 measurements were used for electrophysiological evaluation. Results of the CI group and normal-hearing group were compared. Subsequently, all participants received the İŞİTGEL program (Auditory Reaction Time Enhancement Program, ARTEP) once a week for eight weeks (1 hour per session). Following the intervention, both the pre-test and post-test results, as well as the differences in outcomes between the two groups, were analyzed to evaluate the effects of the training. Results: Children with cochlear implants showed significantly lower receptive and expressive language performance compared to their peers (p<0.05). Significant differences were also observed between groups in Stroop processing speed (p<0.05). In the P300 evaluation, amplitude values were found to be significantly lower in the CI group (p<0.05). A significant correlation was found between language skills and listening attention in both groups (p<0.05). Moreover, after the İŞİTGEL training, both groups demonstrated a statistically significant reduction in simple and complex auditory reaction times (p<0.05). Although P300 responses showed a trend toward increased amplitude and shorter latency following training, these changes were not statistically significant (p>0.05). Conclusion: The significant reduction in both simple and complex auditory reaction times in both groups after İŞİTGEL training highlights the effectiveness of training-based interventions in enhancing auditory processing speed. Our findings suggest that such training may contribute positively to central auditory processing mechanisms beyond improvements attributable solely to implantation or age-related development. Furthermore, similar to the positive outcomes observed in physical activity interventions, systematic cognitive-based training programs appear to shorten auditory reaction times and support neurocognitive adaptation.