1. Valerie L. Trollinger, D.M.E. Kutztown University of Pennsylvania Kutztown, PA Robert T. Sataloff, M.D., D.M.A., F.A.C.S. Drexel University College of Medicine Philadelphia, PA HEARING LOSS AND THE RELATIONSHIP TO AURAL SKILLS AND ACADEMIC ACHIEVEMENT IN MUSIC MAJORS: PRELIMINARY FINDINGS FROM AN IN-PROGRESS LONGITUDINAL STUDY

2. BACKGROUND Noise-Induced Hearing Loss extensively studied: many musicians experience loss. Phillips, Henrich & Mace (2010): 45% of 329 student musicians aged 18-22 yrs experienced loss. No data on effect on academic achievement. Not known if loss was sustained prior to college.

3. BASIS FOR RESEARCH PI (VLT) collected data on hearing acuity as part of a course unit in hearing health in an introductory music education course. Hearing tests were done online ( not recommended, but was all there was available). PI also tracked students for 3 years on academic achievement, particularly in aural skills and overall academic achievement.

4. BASIS FOR RESEARCH, CONT. Data analysis of the students ( N = 62) showed statistically significant relationships between hearing loss and academic achievement in. Needed to pursue further research with hearing professionals to be more rigorous. Required collaborations with hearing professionals: otolaryngologist (RTS) and audiologist.

5. METHODOLOGY Freshmen Music Majors (N =23) participated in the current study. Informed consent and HIPAA Testing followed medical protocols: Professional Audiologist: otoscopic evaluation, screening tests Professionally calibrated audiometry Hearing health medical history Physician: medical interpretation

6. METHODOLOGY Otoscopic Exam: health of tympanic membrane, occlusion due to wax, other issues. Audiometry: F0’s of 500 Hz, 1000 Hz, 2000 Hz, 3000K, 4000 Hz, 6000 Hz, 8000 Hz.: Standard hearing screening Frequencies. Air conduction testing, non-pulsed tones.

7. METHODOLOGY Students required to not listen to sounds louder than 40dB 14 hours prior to testing. Students tested within first 2 weeks of academic year. Conducted in room with 25 dB or less ambient noise. Medical History: taken by trained PI, CI approved questions. Medical diagnosis completed by physician.

8. RESULTS Concerning hearing loss: 10 students evaluated had normal hearing. 13 students required follow-up testing. Out of those, 4 were normal, 8 referred for further evaluation. Out of the 8, 4 have enough hearing loss: offered to confer with RTS.

9. RESULTS What was the severe loss (unexplained)? 1 student indicated moderate loss (40-71dB) in high ranges (6K, 8K) in the right ear. 1 student had an overall 25-30 dB loss in both ears across all tested frequencies. 1 student knew of a hearing problem, other did not.

10. RESULTS Severe loss, (with medical history) continued… 1 student loss due to: Undiagnosed ( and still unknown why) deafness in one ear: had been offered a BAHA implant. No record of physician diagnosis, only audiologist. Will be evaluated. 1 student loss due to: Likely failed tympanoplasty completed when the student was 13 years old. Will not know until evaluated.

11. RESULTS Since the group was small, statistics may be artificial, but still alerts us for phenomena to watch for as the study grows. RE loss, mostly in higher frequencies, was the strongest predictor of overall hearing loss ( MR: p =.000, R2 =.93). RE loss more prevalent in males, but NS LE loss more prevalent in females, but NS

12. RESULTS Most hearing loss was in higher frequencies (4K, 6K, 8K) Age significantly correlated with RE8K loss ( r =.41, p =.05) 6K loss (r =.43, p =.04). No significant relationships for Gender ( 13 Females, 10 Males), Instrument played, voice class achievement, GPA, Aural Skills 1, Aural skills 3, Basic Concepts. Significant finding for Aural Skills 2 for RE 6K and 8K loss (r =.-99, p =.002; r = -.98, p =.02). However, only 4 students took that class.

13. DISCUSSION AND CONTINUING THE STUDY Necessary to increase subjects in the study. 2015: Temple University and West Chester University will join the study, thus increasing the N. These students will not be academically tracked. Obvious concern is that students are entering music programs with damage already in place. Question is, how prevalent is this? Most studies have attributed loss to college participation, have not differentiated between CHL and SNHL.

14. CONTINUING THE STUDY Study will continue for several more years, will reveal more directions of assessment. Study will continue to be conducted using appropriate medical protocols. Future studies may include non-music major students as well.

15. A UNIQUE PERSPECTIVE Perhaps hearing loss affects the listening skills needed for academic learning– listening with direct purpose, and for different aspects, rather than affecting overall musical listening skills for performance and enjoyment that tends to take place in louder environments.

16. QUESTIONS?

17. Valerie L. Trollinger, D.M.E. (valerie.trollinger@kutztown.edu)valerie.trollinger@kutztown.edu Kutztown University of Pennsylvania Kutztown, PA Robert T. Sataloff, M.D., D.M.A., F.A.C.S. Drexel University College of Medicine Philadelphia, PA HEARING LOSS AND THE RELATIONSHIP TO AURAL SKILLS AND ACADEMIC ACHIEVEMENT IN MUSIC MAJORS: PRELIMINARY FINDINGS FROM AN IN-PROGRESS LONGITUDINAL STUDY Illustrations by Jeffrey Curnow