OBJECTIVE: To evaluate the effectiveness of four NIHL prevention interventions at improving knowledge, attitudes, and intended behaviors regarding sound exposure and appropriate use of hearing protective strategies in children. DESIGN: A randomized trial of the four interventions with a non-intervention comparison group. Questionnaires were completed prior to, immediately after, and three months after each intervention. STUDY: Interventions included: (1) A classroom presentation by older-peer educators, (2) A classroom presentation by health professionals, (3). Exploration of a museum exhibition, and (4). Exploration of an internet-based virtual museum. A comparison group received no intervention. STUDY SAMPLE: Fifty-three fourth grade classrooms (1120 students) participated in the study. RESULTS: All interventions produced significant improvements but the number of improvements decreased over time. In terms of effectiveness, the classroom programs were more effective than the internet-based virtual exhibit, which was more effective than the visit to the museum exhibition. Self-reported exposures indicated that as many as 94.5% of participants were at risk for NIHL. CONCLUSIONS: Interpersonal, interactive educational interventions such as the classroom program are more effective and have longer impact than self-directed learning experiences for NIHL and tinnitus prevention, however each may have an important role in promoting hearing health in elementary school students.
RCT Entities:
OBJECTIVE: To evaluate the effectiveness of four NIHL prevention interventions at improving knowledge, attitudes, and intended behaviors regarding sound exposure and appropriate use of hearing protective strategies in children. DESIGN: A randomized trial of the four interventions with a non-intervention comparison group. Questionnaires were completed prior to, immediately after, and three months after each intervention. STUDY: Interventions included: (1) A classroom presentation by older-peer educators, (2) A classroom presentation by health professionals, (3). Exploration of a museum exhibition, and (4). Exploration of an internet-based virtual museum. A comparison group received no intervention. STUDY SAMPLE: Fifty-three fourth grade classrooms (1120 students) participated in the study. RESULTS: All interventions produced significant improvements but the number of improvements decreased over time. In terms of effectiveness, the classroom programs were more effective than the internet-based virtual exhibit, which was more effective than the visit to the museum exhibition. Self-reported exposures indicated that as many as 94.5% of participants were at risk for NIHL. CONCLUSIONS: Interpersonal, interactive educational interventions such as the classroom program are more effective and have longer impact than self-directed learning experiences for NIHL and tinnitus prevention, however each may have an important role in promoting hearing health in elementary school students.
Authors: Christine M Markham; Stephanie Craig Rushing; Cornelia Jessen; Gwenda Gorman; Jennifer Torres; William E Lambert; Alexander V Prokhorov; Leslie Miller; Kelly Allums-Featherston; Robert C Addy; Melissa F Peskin; Ross Shegog Journal: JMIR Res Protoc Date: 2016-11-21
Authors: Kapuaolaokalaniakea Gellert; William Hal Martin; Jodi A Lapidus; Leslie Wosnig; Thomas M Becker Journal: Am J Prev Med Date: 2017-03 Impact factor: 5.043