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A multicomponent intervention for noise-induced hearing loss and tinnitus prevention applied in three models of American Indian communities
William E. Lambert, PhD,
Center for Healthy Communities, Dept of Public Health and Preventive Medicine, Oregon Health & Science University, Portland, OR
William H. Martin, PhD,
Oregon Hearing Research Center, Dept of Otolaryngology/Head and Neck Surgery, Oregon Health & Science University, Portland, OR
Susan Griest, MPH,
Oregon Hearing Research Center, Oregon Health & Science University, Portland, OR
Linda Howarth, MA,
Oregon Hearing Research Center, Oregon Health & Science University, Portland, OR
Ga-lo Vann,
Center for Healthy Communities, Dept of Public Health and Preventive Medicine, Oregon Health & Science University, Portland, OR
Carol Sahme, BS,
Community Wellness Center and Recreation Program, Confederated Tribes of Warm Springs, Warm Springs, OR
Sally Kosey,
Confederated Tribes of the Umatilla Indian Reservation, Pendleton, OR
Cori Matthew,
Youth Services, Native American Youth and Family Center, Portland, OR
Tosha Zaback, MPH,
Center for Healthy Communities, School of Public Health, Oregon Health & Science University, Portland, OR
The prevalence of moderate-to-severe hearing problems in American Indian/Alaska Native (AI/AN) populations is 2-4 times higher than other US subgroups. The purpose of this study is to determine the effectiveness of the Listen for Life (L4L) program, a multi-component, community-based educational intervention in three American Indian communities. L4L is based on the established and effective interventions of the Dangerous Decibels (DD) program (www.dangerousdecibels.org). Participants were 583 4th and 5th grade students in three settings: a reservation with an on-site elementary school, a reservation where children attend public schools in a nearby town, and an urban youth and family center delivering educational programs. L4L is a whole-community intervention that includes a media campaign (radio spots, newspaper ads and articles, YouTube videos), classroom presentations (a 45-min interactive presentation), a community learning event, and web-based learning activities (a set of 8 online games). Across all categories of knowledge, attitudes, and intentions to protect hearing, we observed an average increase of 18% at four months after the intervention. Evidence of sustainability is the transfer of this health promotion program from the university to trained community volunteers. Our findings suggest that the DD curriculum and online activities are as effective in tribal communities as previously observed in other settings. Hearing loss prevention education is valued by AI communities and DD is culturally accepted and adopted. Involving entire communities may help to support lasting shifts in children's knowledge, attitude and behaviors as compared to delivery of the program in schools alone.
Learning Areas:
Public health or related education
Public health or related research
Learning Objectives:
Explain school- and community-level components of a validated noise-induced hearing loss prevention education program, including classroom curriculum, online training, community events, and community media messaging.
Discuss aspects of adoption and implementation of the Listen-4-Life campaign in American Indian communities.
List the three main self-protection messages of the Listen-4-Life campaign.
Keyword(s): Prevention, Hearing Protection
Presenting author's disclosure statement:Qualified on the content I am responsible for because: I am the Director of The Center for Healthy Communities, the CDC-funded Prevention Research that conducted this research in partnership with the Northwest Portland Area Indian Health Board. In my leadership role, I participated in all areas of this prevention research.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines,
and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed
in my presentation.
