| FRIDAY | ||||||
| TIME | DURATION | TITLE | PRESENTER | ABSTRACT | LEARNER OUTCOMES | PRESENTATIONS |
| 8:00 AM | 10 | WELCOME | ||||
| 8:10 AM | 15 | Working youth, noise exposure and hearing loss. | Lee Hager | Excessive workplace noise exposure is a risk factor for hearing loss in workers of all ages, including adolescents and youth. Determination of the number of workers exposed to noise has been problematic, with estimates ranging from 9 million to 30 million US workers. Comparison is made between sector-based estimates of noise-exposed adult workers and the adolescent and youth counterparts to estimate the number of young workers at risk of hearing loss due to workplace noise. Data from the NIOSH National Occupational Exposure Survey (NOES) is compared to recent young worker employment statistics to estimate the number of young workers potentially exposed to hazardous noise on the job. Cases of OSHA recordable hearing loss (reflecting both hearing change and hearing impairment attributed to workplace noise exposure under 29CFR1904.10) from 2004 are compared by industry to young worker exposure estimates to project the effect of workplace noise on young workers.gy | 1. Learner will gain knowledge of the scope of hazardous noise exposure in working youth. 2. Learner will better understand the potential for hearing loss among employed workers in specific industries. |
View Flash |
| 8:25 AM | 30 | Historical trends in hearing of young people | Recent interest in the types and amounts of excessive noise exposures experienced by children and youth has led to the suggestion that young people of the current generation have worse hearing, and more noise-induced hearing loss than their predecessors. To address these related questions, we reviewed the data from National Health Surveys conducted in 1935-1936, 1963-1965, and 1988-1994. We also conducted a retrospective analysis of audiograms collected as part of a NIOSH study of changes in hearing of industrial workers. From an original sample of more than 140,000 audiograms obtained from the hearing conservation programs of 24 industrial companies and provided to NIOSH, we selected the audiograms collected between 1970 and 1985 of workers who were age 20, and who had been employed in their present job for less than six months. This procedure yielded 14,716 audiograms, most obtained prior to employment. The data were sorted by year, and the results were plotted by audiometric test frequency (0.5 kHz, 1 kHz, 2 kHz, 3 kHz, and 6 kHz ) for the right, left, average, and better ears. Linear regression of the data by year indicated the slopes of the functions did not differ significantly from zero. That is, there was no trend toward worse hearing in the 20-year-olds over the 15-year period of the study. Combined with the findings of the National Health Surveys, it can be concluded that today’s youth do not have worse hearing than their predecessors. | 1, The learner will be able to state the changes in hearing 20-year-olds observed in the last decades of the 20th century. 2. The learner will be able to identify three major sources of national data on hearing of children |
View Flash | |
| 12/30/99 8:55 | 15 | Declining trends in noise-induced hearing loss (NIHL) in children based on U.S. Health Examination Survey | We have analyzed trends in NIHL using data collected in two nationally-representative surveys: the National Health Examination Survey (NHES) Cycles 2 & 3, 1963–1970, and the National Health and Nutrition Examination Survey (NHANES III), 1988–1994. Questions about potential risk factors were asked in household interviews independently of pure-tone audiometry conducted in mobile exam centers (thresholds determined 0.5–8 kilohertz [kHz], each ear). We used high-frequency “notches” in both ears as the proxy indicator for NIHL. A notch was considered present if any threshold at 3, 4, or 6 kHz exceeded the average threshold at 0.5 and 1 kHz by 15 decibels (dB) or more and the threshold for 8 kHz was at least 5 dB better than the maximum threshold at 3, 4, or 6 kHz. In NHES, age-specific prevalences, 6.3%, 7.8%, 15.4%, 18.2%, and 24.9%, were much higher than 20 years later in NHANES III when these prevalences were 0.8%, 1.7%, 4.8%, 2.3%, and 8.0% for children 6–8, 9–11, 12–14, 15–17, and 18–19 years. NIHL was more common in male adolescents (NHES: odds ratio = 1.70, 95% confidence interval: 1.51–1.91; NHANES III: 1.77, 0.94–3.34). In NHES, logistic regression models adjusted for sex and age showed an increased NIHL risk with teen smoking (1.19, 1.01–1.41) and residence in rural areas or the South or West. NHANES, 2005–2008, will be used to update knowledge of risk factors, allowing educational programs to target specific high risk groups to improve prevention efforts. | 1. Attendees will learn the trend in prevalence of noise-induced hearing loss (NIHL) in U.S. children from 1963–1970 through 1988–1994, including how NIHL varies by age, sex, race/ethnicity, and other risk factors, such as, cigarette smoking, rural versus urban residence, and region of the country. 2. Attendees will learn how national health examination surveys, such as the NHANES, are conducted and can be used to measure hearing health in the U.S. population, as well as the distinction between “speech” frequency hearing loss compared to NIHL. |
||
| 9:10 AM | 15 | Hearing health research in a public setting | Informal educational settings, such as museums, stimulate public interest in science and technology. Changes in museum formats and priorities have led visitors from just looking to “experiencing” exhibits through hands-on, interactive educational activities. The Dangerous Decibels museum exhibition at the Oregon Museum of Science and Industry (OMSI) includes one exhibit that acquires demographic, reported behavioral and physiological data from visitors that can be used to study hearing health. A stylized sound insulated booth hosts a computer game based data acquisition system. Visitors are invited to allow their answers and responses to be included in a research project of the Oregon Hearing Research Center. Information regarding age, gender, race/ethnicity, military service, reported noise exposures during the past year are obtained. In addition, monaural hearing levels at 4,000 Hz are tested between 20 and 65 dB HL using a game format. Results are tagged if there are high levels of ambient noise in the booth or more than 5 false positive responses during the hearing screening. Over 36,000 subjects between the ages of 6 and 85 years of age have participated. Results can be analyzed by age, gender, hearing threshold and by reported noise exposures. A validation study determined the accuracy of the test results to be very high. Results are continuously updated and available online to scientists and the public for their own evaluations at www.dangerousdecibels.org in the Information Center, under Exhibit Research. This work represents the first application of public health research on hearing issues in an informal educational setting. | 1. Attendees will understand how museum settings can work as research sites. 2. Attendees will learn how to access the data from this study and use it for their own purposes. |
View Flash | |
| 9:25 AM | 15 | Comparison of audiometric screening criteria for early identification of noise-induced hearing loss in adolescents. | In order to gain insight into the utility of school-based hearing screening programs to provide early identification of noise-induced hearing loss (NIHL) in children; the school-based hearing screening protocols for each state in the U.S., and protocols advocated for by various organizations were obtained and evaluated. Hearing screening protocols were compared on the basis of the potential to detect early noise-induced hearing threshold shift (NITS) in adolescents using the Niskar et al. (2001) noise-notch criteria. Audiometric pure-tone thresholds were obtained on 9th and 12th grade students using an industrial model of audiometric testing. The results indicate that the majority of existing school-based hearing screening protocols are not adequate for the early identification of NITS. There is a need for the creation, implementation and standardization of a school hearing screening/testing protocol with appropriate criteria for the early identification of NIHL in adolescents.eality. | At the conclusion of this presentation, listeners will be able to: 1. discuss the limitations of school hearing screening protocols in terms of the ability to provide early detection of noise-induced threshold shifts (NITS) in adolescents. 2. identify the disparities between hearing screening protocols utilized across the U.S. and advocate for the development and implementation of effective school screening programs designed for the early detection of noise-induced hearing loss in children. |
View Flash | |
| 9:40 AM | 20 | Noise-induced hearing loss: Legal implications for schools | Cheryl DeConde Johnson, Ed.D. | Noise-induced hearing loss in children has not received the level of attention that it deserves. Whether due to inadequate hearing screening programs, lack of awareness of the implications of minimal and mild hearing losses, or state regulations that do not recognize high frequency hearing loss as having an impact on learning, these children often go unidentified in our schools. Many of these children are actually eligible for and receive special education services as a result of their inability to have full communication access in their school programs. This presentation will address ADA, 504 and IDEA 2005 requirements for schools relative to hearing loss and hearing loss prevention. In addition, the implications of OSHA noise standards for public and private school settings including exposure by employees and students will be discussed. Case law will be reviewed to illustrate compliance issues and requirements for monitoring of high noise areas, use of ear protection, testing for hearing sensitivity of those exposed, and hearing loss education. | 1. Describe how OSHA noise standards are interpreted in the school setting. 2. Describe the school’s liability for noise exposure for staff and students in the school setting. |
View Lay Paper View Flash |
| 10:00 AM | 30 | BREAK | ||||
| 10:30 AM | 20 | Are we doing enough to prevent noise/music induced hearing loss in children in New Zealand? | NIHL in children is on the increase because of listening to personal music system, playing musical instruments, television that is too loud, Car stereo that is loud, using loud toys, firearms and being a bystander in a noisy environment. There are number of studies to support that the incidence of noise induced hearing loss in children is on the increase. The purpose of this study was finding out the number of preventable noise induced hearing loss in children. There were 72 children identified with high frequency hearing loss in the age group of 4 to 19 yrs in the past 2 years. Out of this 25 children have been referred after they have failed school hearing screening at 4 kHz. An attempt to group them based on the causative factors associated with hearing loss revealed that at least 32% of hearing loss can be attributed to the direct result of music exposure, 18% related to noise exposure, 10% personal stereo, 1% to loud car stereo 14% ototoxicity and 25% cause could not be identified. Some of the proposed measures to prevent hearing losses are 1) Educational programs aimed at prevention of hearing loss starting from elementary grades 2) Implementation of Hearing conservation programs in all the schools especially children who all are part of the music band, industrial/art classes and various recreational activities 3) Improvement in School hearing screening program to include higher grade children not stopping at school entry screening. Screening should include Otoacoustic Emission testing and basic audiometry should include 6 and 8 KHz as well and 4) Prevention of preventable hearing loss in children should become a national priority. | 1) This presentation will help everyone to understand the current situation and future steps to be taken towards prevention of Music/noise induced hearing loss in children New Zealand. 2) As NZ government provides unique support to people with hearing loss in general and in particular to NIHL, much different from rest of the world. ( 40 million dollars/year is spent on providing hearing aids to people with NIHL, but too little is spent towards prevention of hearing loss- less than 1 million). This presentation will help the audience to understand the importance of prevention of hearing loss. |
View Flash | |
| 10:50 AM | 45 | Hearing Impairment Among Adolescents | Multidisciplinary project whose aim is to find the causes of hearing impairment among young people and to contribute to its prevention. First stage: an study with adolescents of middle socio-economic level over a period of four years, in which exposure to high sound levels during their leisure activities was cause of hearing disorders among adolescents with tender ears, at the age of only 17/18. Nevertheless, the same sound levels did not damage the ears of other adolescents of the same study. Second stage: a programme addressed to adolescents —14/15 years of age— of low socio-economic level who are prospective applicants for jobs in factories. These adolescents attend the schools from which they are annually selected for work, and are re-tested at the age of 17/18. The aspects considered are: - Hearing diagnosis by applying conventional and extended high frequency audiometry and otoacoustic emisions. A vehicle has been acoustically prepared and equipped as a movable audiometric booth. - Determination of psychosocial variables and recreational habits. - Measurements of sound immission during recreational activities. - Application of standardized metrological procedures.When hearing disorders are detected: a) counselling, assistance and adequate medical treatment are provided; b) prevailing genetic mutations are studied and the genotype-fenotype correlations are established. Our purpose is: a) to define the etiology of the problem; b) to give personal advice and assistance; c) to plan and launch educational campaigns; d) to contribute with scientific guidelines in the setting up of standards and bylaws in relation with the hearing health. | 1. The exposure to high sound leels during leisure activities was cause of hearing disorders among adolescents with tender ears at the age of only 17/18 years. 2. The implementation of a Hearing Conservation Program addressed to adolescents of technical schools who are prospective applicants for jobs in factories. |
View Lay Paper View Flash |
|
| 11:35 AM | 115 | LUNCH POSTERS & INTERACTIVE TABLES | ||||
| 1:30 PM | 20 | Hearing Conservation in College Music Programs | Kris Chesky, Ph.D. | Approximately 1000,000 music students are enrolled in college music programs in the U.S. The Health Promotion in Schools of Music Project (www.unt.edu/hpsm) recommends that all schools of music acredited by the National Associatio of Schools of Music inform college music students about noise induced hearing loss. Eduating music students has the potential to impact generations of future musicians and music teachers. As a working model for this recommendation, the College of Music at the University of North Texas (UNT) recently established an educational approach that uses the music ensemble class as the setting for informing stuents about NIHL. This program was recently profiled in the March 2006 issue of Heairng Review (www.HearingReview.com). The NHCA Music Induced Hearing Loss task force participated in the development of an educational resource designed to assist UNT music faculty to deliver hearing loss prevention infomration in the context of ensemble class. This first-of-a-kind initiative offers insights into the social/cultural challenges associated iwht labeling music school ensemble classes as "at risk" instructional settings. | At the conclusion of this session, you will be able to 1. characterize an educational program designed for music school students.You will compare and 2. contrast the psycho/social/cultural responses to this initiative. |
View Flash |
| 1:50 PM | 20 | Sound Sense: Save your hearing for the music! | Research shows that the better children hear, the better they learn. Even mild hearing loss can affect academic, social and future career achievements. Studies also confirm the success of hearing conservation programs aimed at young people, yet hearing injury prevention is not taught in school. In 2005, The Hearing Foundation of Canada introduced Sound Sense: Save Your Hearing for the Music!, an exciting program that teaches students why and how they can protect their sense of hearing from noise damage. The music-themed, interactive program complements the Grades 4 to 7 core health curriculums and is easy to deliver in a 30-60 minute class period. Students explore the role of sound and hearing in their lives; they learn how hearing works, the effects of noise, what it might be like to have a hearing loss and finally, strategies to help protect their hearing. The attractively packaged presentation kit includes a curriculum booklet, an entertaining, partially-animated 10-minute video, and take-home materials for students and parents. Sound Sense, currently rolling out in several provinces, is delivered in the schools by both in-school teachers, and by hearing health professionals and other volunteer facilitators who understand the importance of hearing loss conservation. This presentation will cover the need for, goals, delivery methods, feedback on the first year of rollout, and future plans for Sound Sense in Canada. | View Lay Paper View Flash |
||
| 2:10 PM | 20 | Hearing conservation program in schools: A collaborative approach | Student panel discussion | 1. the participant will understand the basic elements involved in developing a hearing conservation program in school 2. the participant will understand the mutual benefits of an academic service-learning model |
||
| 2:30 PM | 20 | Effectiveness of school-based hearing loss prevention programs in a rural area | This presentation will describe the results of an evaluation of four hearing loss prevention programs, two for grade 4 and two for grade 7. Within each grade level, one basic and one comprehensive program were developed. The basic program included hearing evaluations, a brief individual consultation, and easy access to a supply of hearing protectors (grade 7 only). The comprehensive program added classroom presentations, take-home activities/materials, and booster interventions. Participants in basic and comprehensive programs (N = 309) were compared with responses with a reference group of approximately 600 students from other school districts in which no program was administered. Outcomes, measured 9 to 12 months after the start of the intervention, included changes in hearing status, self-reported exposure frequency, knowledge, health beliefs, and intentions regarding hearing loss prevention. No significant differences in hearing sensitivity were observed across the basic and comprehensive treatment groups. At both grade levels, both treatment groups showed better outcomes (re: health beliefs and intentions) than the reference group. The comprehensive treatment showed better belief and intention outcomes than the basic treatment group in grade 7 only. We concluded that basic hearing loss prevention programs provide superior outcomes to no systematic hearing loss prevention education, and that benefits from comprehensive hearing loss prevention education were observable within the 7th grade group 9 to 12 months following the start of the intervention. Research supported by NIOSH (R21 OH07707). | Following this presentation, audience members will be able to: 1. Describe the rationale for implementing school-based hearing loss prevention programs in rural areas. 2. Summarize the evidence supporting basic hearing loss prevention programs for rural youths. 3. Critically evaluate evidence regarding the implementation of hearing loss prevention programs for rural youths in grades 4 and 7. |
View Flash | |
| 2:50 PM | 15 | NIDCD's Public Education Efforts to Prevent NIHL in Children | Patricia Blessing | The effects of loud noise on hearing have been a primary area of focus for the National Institute on Deafness and Other Communication Disorders (NIDCD) since its beginning in 1988. In 1990, the NIDCD took part in an NIH consensus conference on noise and hearing loss which, in part, recommended the need for education programs beginning with school-age children to prevent hearing loss caused by noise. Shortly thereafter, NIDCD developed an educational guide and video for teachers in grades 3 through 6 to teach children about the importance of protecting their hearing. In 1998, a NIHL conference was held, sponsored by the NIDCD, the National Institute of Environmental Health Sciences (NIEHS), NIOSH, and the private sector. As a result of the conference, the WISE EARS! program was born and for almost seven years, a coalition of nearly 90 partner organizations disseminated information materials to the public and health professionals. An evaluation of the WISE EARS! efforts and recommendations for the best communication strategies for the future will be presented. | 1. Increase awareness of educational programs for children and youth about NIHL. 2. Develop collaborations with partners to implement future recommendations |
View Flash |
| 3:05 PM | 25 | BREAK | ||||
| 3:30 PM | 20 | Program evaluation: results for noise induced hearing loss and tinnitus prevention interventions. | Four intervention strategies applying current health communication and behavior theory, to increase knowledge, change attitude and behavioral intention consistent with hearing loss prevention were compared to a non-intervention, control group in fifty-four, Oregon, 4th grade classrooms. Students received pre- and post-intervention and follow-up questionnaires. Intervention 1: Classroom Presentation by Older-Peer Educators (High school students). Intervention 2: Classroom Presentation by Health Professional Educators (School nurses). Intervention 3: On-site Museum Experience (12-component exhibition of NIHL and tinnitus prevention at the Oregon Museum of Science and Industry). Intervention 4: Web-based Museum Experience (Web-based version of the above museum exhibit). Non-Intervention: 4th grade control groups matched for age, gender, socio-economic and geographic factors. A 2-factor ANOVA with post-hoc comparisons using classroom as the unit of comparison was performed. All four-intervention groups showed significant improvements from pre to post intervention. No significant differences were identified between older peers and school nurses in regard to increases in knowledge, changes in attitudes and behavioral intentions. Classroom presentations did better than the web-based museum interventions in regard to changes in behavioral intention. The control group showed no improvement from the time of pre to follow-up questionnaire strongly suggesting that the increases obtained by the intervention groups were due to the educational intervention. A significant drop in gains made by the intervention groups at post-intervention was revealed at follow-up evaluation although significant improvements compared to the pre-intervention still remained. Implementation of a booster intervention separated in time from the initial program, is recommended for improving long-term retention. | 1. Multiple intervention strategies are effective in changing knowledge, attitudes and behavioral intentions consistent with hearing loss prevention. 2. Interpersonal communication interventions are more effectve than self-directed interventions in changing intended behavior. 3. Booster interventions separated in time from the initial intervention are recommended for improving long-term retention. |
View Flash | |
| 3:50 PM | 20 | Using the Media as an Education Tool | This presentation will illustrate how working with print and broadcast media can provide another method of educating the public about the issue of noise and hearing loss. Gaining visibility in the media for your hearing conservation programs and services or science and research projects can be an easy and cost-effective way to bring these important issues into the awareness of a greater number of people as well as communicate messages about prevention. This session will examine the nuts and bolts of working with the media, whether you have dollars to spend or you have no budget at all, using a variety of public relations strategies and tools. | 1. Participants will learn the basics of what reporters look for in stories; what are the different elements and requirements for print, television, and radio coverage. 2. Participants will learn specific public relations tools, with an emphasis on those that can be done for free. Other tools that require payment will also be highlighted for those who have some financial resources. 3. Participants will learn how to develop and tailor messages about their work in a way that can best garner reporters’ attention and result in media placements. 4. Participants will learn techniques for preparing for interviews with the media, including how to handle hot-button or controversial questions. |
View Flash | |
| 4:10 PM | 20 | Effectiveness of web-based edu-tainment for hearing loss prevention in children. | The interet is the fastest growing and most widely accessed source of informationi n the world. Under the 1996 Telecommunications Act, $60 million/year will be allocated to assist schools and libraries in promoting Internet education for children and youth (Murase, Emily et al., 1999). The Dangeroud Decibels® education and hearing scientists have worked with museum exhibit developers to create an entertaining, educational web-based Virtual Exhibit, onsisting of 8 modules encompassing three educational goals: 1. What are sources of dangerous sounds?, 2. What are the consequences of exposure to dangerous sounds?, 3. How do I protect myself from dangerous sounds? The effectiveness of the Virtual Exhibit was improving knowledge, attitudes and intended behaviros regarding noise-induced hearing loss and tinnitus prevention was evaluated in 301 4th grade students. Students completed questionaires immediately before and after visiting the Virtual Exhibit for 20 minutes. They took a follow-up questionnaire 3 months later to evaluate retention of infomration. Students who explored the Virtual Exhibit showed significant improvements in knowledge, attitudes and intended behavirors immediately after and at 3 months after the intervention compared to the control group. Other work indicates that the Virtual Exhibit enhanced the long-term impact of classroom programs when used as a booster intervention. Internet edutainment can be a cost-effective means of conveying hearing hearlth infomation to young people, especially when used as part of a comprehensive NIHL prevention program. | 1. What does an educational, entertaining, web-based museum exhibition look like? 2. Is it effective at changing knowledge, attitudes and intended behaviors regarding NIHL prevention? 3. What popultions would benefit from using the Virtual Exhibit? 4. How do I access and use the Virtual Exhibit for my own populations of interest? |
View Flash | |
| 4:30 PM | 20 | Resources to facilitate classroom instruction of hearing loss prevention. | In 1987, Elliott Berger and Julia Royster made the following statement about occupational hearing conservation programs: “In large part, what is needed is not the development of new solutions, but rather the broad dissemination of existing techniques.” This statement also applies to educating children about the consequences of excessive noise exposure. Numerous programs, curricula and materials exist that can be used to teach hearing loss prevention in classrooms. However, there is a lack of dissemination of this important information to our children. This presentation will review resources available now that can facilitate instruction of hearing loss prevention practices in schools. | After attending this presentation, participants will be able to: 1. access or create materials and curricula that can be used to teach hearing loss prevention to school-age children, 2. utilize these materials to teach hearing loss prevention in grade 2-12 classrooms |
||
| 4:50 PM | 10 | CONCLUSION |