Dissertations, Theses, and Capstone Projects

Date of Degree

6-2024

Document Type

Capstone Project

Degree Name

Au.D.

Program

Audiology

Advisor

Barbara Weinstein

Advisor

Dorothy DiToro

Subject Categories

Communication Sciences and Disorders | Speech and Hearing Science | Speech Pathology and Audiology

Keywords

Teenagers, hearing loss, impact, New York City

Abstract

DEVELOPMENT OF THE HEARING EMOTION/ ACTIVITY RESTRICTIONS ON TEENAGERS (HEART)

By: Robin Axelrod

Advisor: Barbara Weinstein

Background:

The Hearing Handicap Inventory for the Elderly is a self-assessment tool used to assess and quantify the impact of hearing loss on emotional and social wellness in the geriatric population. However, there is not an existing version for the teenage population. Hearing loss has the potential to impact social, emotional, and academic domains in the daily lives of teenagers with hearing loss. In this study, a new self-assessment tool called the Hearing Emotion/ Activity Restrictions on Teenagers (HEART) was created and distributed via a pilot study.

Methods:

30 questions relating to the potential impact of hearing loss on social, emotional, and academic domains in teenagers’ lives were compiled to create the HEART self-assessment tool questionnaire. A prototype of the HEART was then distributed via Qualtrics computer software to 30 teenagers ages 11-19 with hearing loss of various degrees, types, and age onset. Using the JASP computer software the HEART questionnaire was assessed for internal consistency. Additionally, various relationships regarding hearing loss and academic, social, and emotional impacts were investigated to determine the impact of hearing loss on teenagers’ lives.

Results:

The Pearson product moment correlation coefficient, coefficient of determination, and p-value were calculated to determine if a relationship existed between emotional and social impact, emotional and academic impact, and social and academic impact. The Pearson product moment correlation coefficient between emotional and social subset scores was the strongest, with a value of .844 and a p-value of less than .001. The Pearson product moment correlation coefficient between emotional and academic subset scores was the least strong, although still significant with a value of .666 and a p-value of less than .001. Finally, the Pearson product moment correlation coefficient between social and academic subset scores was strong, with a value of .744 and a p-value of less than .001.

Utilizing ANOVAS, when comparing the total impact score of each participant to their max degree/ severity of hearing loss, it was found that no statistically significant relationship exists. When comparing the total impact score of each participant to the reported age of onset of hearing loss, it was found that no statistically significant relationship exists. When comparing unilateral vs bilateral hearing losses to the degree of impact, it was found that no statistically significant relationship exists Finally, when comparing age group of participants to the degree of impact, it was found that no statistically significant relationship exists.

Conclusions:

All the results discussed above show that hearing loss impact is unique to each individual. The degree of impact is not predicative from the maximum degree of hearing loss, pre vs post lingual at time of hearing loss, having a unilateral vs bilateral hearing loss, or age of teenager. This shows that all degrees of impact can occur with any degree, time of onset, age, or type of hearing loss. These results have important implications for the field of audiology. Audiologists must be aware that any type, degree, or severity of hearing loss, onset time of hearing loss, or age of teenager may have impacts on emotional, social, and academic domains. Audiologists should be cognizant and aware when counseling teenagers and their families of this finding.

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