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Abstract
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.
Acknowledgements
Support in part by: National Institute of Deafness and Other Communication Disorders R25 – DC006431 Title: Health communication: NIHL and tinnitus prevention. Thanks to Tom Becker, John Brigande, Genna Martin, and JoAnn Percic for editorial comments.
Declaration of interest: The authors report no declarations of interest.