Department of Communication Sciences and Disorders, The University of Utah, Salt Lake City.
Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, TN.
Am J Audiol. 2021 Dec 9;30(4):956-967. doi: 10.1044/2021_AJA-21-00065. Epub 2021 Aug 31.
The purpose of this study was to examine if classroom noise levels and perceived listening difficulty were related to fatigue reported by children with and without hearing loss.
Measures of classroom noise and reports of classroom listening difficulty were obtained from 79 children (ages 6-12 years) at two time points on two different school days. Forty-four children had mild to moderately severe hearing loss in at least one ear. Multiple regression analyses were conducted to evaluate if measured noise levels, perceived listening difficulty, hearing status, language abilities, or grade level would predict self-reported fatigue ratings measured using the Pediatric Quality of Life Inventory Multidimensional Fatigue Scale.
Higher perceived listening difficulty was the only predictor variable that was associated with greater self-reported fatigue.
Measured classroom noise levels showed no systematic relationship with fatigue ratings, suggesting that actual classroom noise levels do not contribute to increased reports of subjective fatigue. Instead, perceived challenges with listening appears to be an important factor for consideration in future work examining listening-related fatigue in children with and without hearing loss.
本研究旨在探讨教室噪声水平和感知听力困难是否与有听力损失和无听力损失儿童报告的疲劳有关。
在两个不同的上学日，从 79 名儿童（6-12 岁）处获得了教室噪声测量值和教室听力困难报告。44 名儿童至少一只耳朵存在轻度至中度严重的听力损失。进行了多元回归分析，以评估测量的噪声水平、感知听力困难、听力状况、语言能力或年级是否会预测使用儿科生活质量量表多维疲劳量表测量的自我报告疲劳评分。
较高的感知听力困难是唯一与自我报告疲劳相关的预测变量。
测量的教室噪声水平与疲劳评分没有系统关系，这表明实际的教室噪声水平不会导致主观疲劳报告的增加。相反，感知听力困难似乎是未来研究有听力损失和无听力损失儿童听力相关疲劳时需要考虑的一个重要因素。
