PURPOSE Self-reported listening-related fatigue in adolescents with hearing loss (HL) was investigated. Specifically, the extent to which listening-related fatigue is associated with school accommodations, audiologic characteristics, and listening breaks was examined. METHOD Participants were 144 adolescents with HL ages 12-19 years. Data were collected online via Qualtrics. The Vanderbilt Fatigue Scale-Child was used to measure listening-related fatigue. Participants also reported on their use of listening breaks and school accommodations, including an Individualized Education Program (IEP) or 504 plan, remote microphone systems, closed captioning, preferential seating, sign language interpreters, live transcriptions, and notetakers. RESULTS After controlling for age, HL laterality, and self-perceived listening difficulty, adolescents with an IEP or a 504 plan reported lower listening-related fatigue compared to adolescents without an IEP or a 504 plan. Adolescents who more frequently used remote microphone systems or notetakers reported higher listening-related fatigue compared to adolescents who used these accommodations less frequently, whereas increased use of a sign language interpreter was associated with decreased listening-related fatigue. Among adolescents with unilateral HL, higher age was associated with lower listening-related fatigue; no effect of age was found among adolescents with bilateral HL. Listening-related fatigue did not differ based on hearing device configuration. CONCLUSIONS Adolescents with HL should be considered at risk for listening-related fatigue regardless of the type of hearing devices used or the degree of HL. The individualized support provided by an IEP or 504 plan may help alleviate listening-related fatigue, especially by empowering adolescents with HL to be self-advocates in terms of their listening needs and accommodations in school. Additional research is needed to better understand the role of specific school accommodations and listening breaks in addressing listening-related fatigue.

中文翻译：

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听力损失青少年听力相关疲劳的预测因素。


目的 对听力损失青少年 (HL) 自我报告的听力相关疲劳进行调查。具体来说，我们检查了与听力相关的疲劳与学校住宿、听力特征和听力休息之间的关联程度。方法 参与者为 144 名 HL 青少年，年龄为 12-19 岁。数据通过 Qualtrics 在线收集。范德比尔特儿童疲劳量表用于测量与听力相关的疲劳。参与者还报告了他们对听力休息和学校住宿的使用情况，包括个性化教育计划 (IEP) 或 504 计划、远程麦克风系统、隐藏式字幕、优先座位、手语翻译、实时转录和记事本。结果 在控制年龄、HL 偏侧性和自我感知的听力困难后，与没有 IEP 或 504 计划的青少年相比，有 IEP 或 504 计划的青少年报告的与听力相关的疲劳较低。与较少使用这些设施的青少年相比，更频繁使用远程麦克风系统或记事本的青少年报告了更高的听力相关疲劳，而手语翻译器的使用增加与听力相关疲劳的减少有关。在患有单侧 HL 的青少年中，年龄越大，与听力相关的疲劳程度越低。在患有双侧 HL 的青少年中没有发现年龄的影响。与听力相关的疲劳并没有因听力设备配置的不同而有所不同。结论 无论使用何种助听器或 HL 程度如何，患有 HL 的青少年都应被视为存在听力相关疲劳的风险。 IEP 或 504 计划提供的个性化支持可能有助于缓解与听力相关的疲劳，特别是通过让 HL 青少年能够在听力需求和学校住宿方面自我倡导。需要进行更多研究，以更好地了解特定学校住宿和听力休息在解决听力相关疲劳方面的作用。