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Vestibular deficits in deaf children

P A Selz1, M Girardi, H R Konrad

  • 1Division of Otolaryngology, Department of Surgery, Southern Illinois University School of Medicine, Springfield, 62794-9230, USA.

Otolaryngology--Head and Neck Surgery : Official Journal of American Academy of Otolaryngology-Head and Neck Surgery
|July 1, 1996
PubMed
Summary

Children with acquired or congenital deafness may also experience balance system issues. This study used electronystagmography to assess balance in deaf children, finding significant differences compared to normal-hearing peers.

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Area of Science:

  • Pediatric Audiology
  • Neuroscience
  • Vestibular System Function

Background:

  • Limited data exists on the vestibular system's status in children with acquired and congenital deafness.
  • The auditory and vestibular systems are closely interconnected, suggesting potential balance impairments in deaf children.

Purpose of the Study:

  • To investigate the balance system function in children with acquired and congenital deafness.
  • To compare vestibular test results between deaf and normal-hearing children.

Main Methods:

  • Electronystagmography (ENG) was performed on 15 children (aged 8-17) categorized into normal hearing, hereditary deafness, and acquired deafness groups.
  • The test battery included eye-tracking, positional/positioning tests (Dix-Hallpike, supine), and rotational chair tests.

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  • Results were compared against age-matched controls.

    • Main Results:

    • Significant differences were observed in gaze nystagmus, saccade latencies, horizontal pursuit phase, and positional nystagmus between deaf and control groups.
    • Rotational chair gain and phase also showed significant differences between deaf and normal-hearing children.
    • Children with acquired deafness exhibited the most pronounced balance system abnormalities.

    Conclusions:

    • Etiologic factors causing childhood deafness can impact the balance system.
    • Findings suggest a high prevalence of balance disorders in deaf children, with implications for their evaluation, treatment, and rehabilitation.