PP1121 - Listening Fatigue and Audiologic Variables in Adolescents with Hearing Loss

POSTERS

Instructional Level: Fundamental

Lead Presenter(s)

Olivia Goodyear, BA

Doctor of Audiology Student
University of Iowa
University of Iowa
Iowa City, Iowa

Disclosure(s): No financial or nonfinancial relationships to disclose.

PDF Slides

Contributor(s)

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Elizabeth Walker, PhD

Associate Professor
University o fIowa
University of Iowa
Iowa City, Iowa

Disclosure(s): No financial or nonfinancial relationships to disclose.
Ryan W. McCreery, PhD

VP of Research
Boys Town National Research Hospital
Omaha, Nebraska

Disclosure(s): Financial - Boys Town National Research Hsoptial: Employment (Ongoing); NIH: Research Grant (includes principal investigator, collaborator or consultant and pending grants as well as grants already received) (Ongoing); Nonfinancial - Board of Directors for the American Auditory Society; Member of the Oberkotter Foundation Scientific Advisory Council.
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Kelsey Klein, AuD, PhD

Pediatric Research Scientist
House Institute Foundation
Long Beach, California

Disclosure(s): No financial or nonfinancial relationships to disclose.
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Jacob Oleson, PhD

Professor
University of Iowa
Iowa City, Iowa

Disclosure(s): No financial or nonfinancial relationships to disclose.
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Mariia Tertyshnaia, BS

University of Iowa
Coralville, Iowa

Disclosure(s): No financial or nonfinancial relationships to disclose.

Abstract: Listening fatigue is defined as fatigue that comes from extended periods of listening, most notably in an environment that is not well suited for listening. Children who are deaf or hard of hearing have been shown to experience increased listening fatigue compared to children with typical hearing due to the greater cognitive load required for auditory perception. Our current study aims to look at how severity of hearing loss and hearing aid use are related to subjective fatigue levels on the Vanderbilt Fatigue Scale.

Summary: Listening fatigue is described as fatigue coming from extended periods of listening in unsuitable environments. It has been shown to occur more often in children who are deaf or hard of hearing (DHH) than children with typical hearing. Adolescents with mild to moderate hearing loss who experience greater levels of listening fatigue often show poorer academic and reading outcomes, along with challenges in social situations, reduced wellbeing, and mental health. Because listening fatigue is prevalent in children who are DHH, it is important to examine what factors may drive individual differences in listening fatigue. Our current study aims to look at how listening fatigue, measured with the Vanderbilt Fatigue Scale, is related to hearing loss severity and hearing aid use. The Vanderbilt Fatigue Scale was developed as a sensitive, reliable, and valid way to measure listening-related fatigue. In the current study, 195 adolescents who are DHH, as well as 99 typical hearing adolescents, completed the Vanderbilt Fatigue Scale. Participants also completed an audiological test battery and hearing aid verification, which measured aided and unaided audibility levels at conversational inputs. Caregivers were given a parent version of the scale to complete as well. Based on previous research, we predict that listening fatigue levels will be moderated by hearing aid use and hearing loss severity, with greater hearing aid use resulting in lower levels of fatigue for children with milder degrees of hearing loss, and lower hearing aid use resulting in higher levels of fatigue for children with milder degrees of hearing loss. Data have been collected and analyses are currently underway.

Learning Objectives:

Upon completion, participants will be able to describe the variables that may impact listening fatigue in adolescents who are deaf or hard of hearing as they relate to their scores on the Vanderbilt Fatigue Scale.