Proud Grandparents

By Darel Sorensen, Ed.D.

When our grandchild Mikaela, now 15, was born, newborn hearing screening was not yet an option at their hospital in California. She was diagnosed with a sensorineural hearing loss at age 23 months, after we noticed she had delayed speech.

At age 2 she began attending an “early start program” and preschool at age 3. Two years later Mikaela was joined in preschool by her younger brother Christian Joseph (CJ), now 13. He had passed the newborn screening test, but by age 2 1/2 he began to lose his hearing. After an alert teacher suggested testing, CJ was also diagnosed with sensorineural hearing loss.

To attend school, Mikaela and CJ traveled for one hour each day. The bus ride is a long one for kids who are toddlers, but our anxiety was tempered knowing that Mikaela and CJ would be getting specialized assistance with their hearing, speech, and language skills as well as learning how to sign. It would help prepare them for mainstream school classes.

Before she was 3 years old, Mikaela had cochlear implant (CI) procedures in both ears. A few years later, also at age 3, CJ also received a CI for his left ear and a hearing aid in his right.

Since the deaf and hard-of-hearing (DHOH) program in their school district spans kindergarten through high school, they have benefited from learning communication and coping skills from the same DHOH and speech-language therapists as they got older. They know to ask to sit on the side of the classroom, so they can more easily rotate to face whoever is speaking, and to be specific about what part of a conversation they missed when asking for something to be repeated.

Mikaela and CJ - 2 1/2 and 1 years old

Thanks to this consistent help, Mikaela and CJ were able to be mainstreamed into their local schools. Now in middle school, CJ has tried his hand at sports and now plays clarinet in the marching band; he was also selected to play in the concert band. Mikaela has played on the school basketball team for four years and received this commendation from her DHOH specialist:   

“Mikaela exudes confidence in class, never shying away from raising her hand, offering her insights, speaking up about her ideas and opinions. She advocates for herself by talking with her teachers about what works best for her. She is energetic, personable, and hardworking. In addition to her own success, she looks out for her fellow hard-of-hearing peers in order to help them succeed as well.”

Recently there was talk that the DHOH program may be moving from its current locations. Mikaela was quick to contact the administration to tell them how much the program meant to her and to her success: “Both DHOH and mainstream teachers… helped me understand everything, and now I’m a straight-A student because of them,” she wrote.

“The DHOH campuses are safer, friendlier, and better than most schools…. If you move the program you’ll be losing the teachers, staff, and students who treated us like family [and] the hearing students at those schools will be losing the ability of learning another language (sign language) and being friends with the deaf. PLEASE KEEP THE PROGRAMS WHERE THEY ARE!! Thanks for reading.”

These steps toward self-advocacy, as well as their self-confidence and concern for others, will serve them well. We could not be more proud. We wanted to share this story about our grandchildren because we believe in HHF and its mission of research, education, and prevention of hearing loss.

Darel Sorensen, Ed.D., is a retired educational psychologist and director of special education services. He lives with his wife, Betty, in California. 

Engineering Music to Sound Better With Cochlear Implants

By Columbia University Medical Center

When hearing loss becomes so severe that hearing aids no longer help, a cochlear implant not only amplifies sounds but also lets people hear speech clearly.

Music is a different story.

“I’ve pretty much given up listening to music and being able to enjoy it,” says Prudence Garcia-Renart, a musician who gave up playing the piano a few years ago.

“I’ve had the implant for 15 years now and it has done so much for me. Before I got the implant, I was working but I could not use a phone, I needed somebody to take notes for me at meetings, and I couldn’t have conversations with more than one person. I can now use a phone, I recognize people’s voices, I go to films, but music is awful.”

Cochlear implants are designed to process speech, which is a much simpler auditory signal compared with music. People with severe hearing loss also have lost auditory neurons that transmit signals to the brain.

It’s not possible to tweak the settings of the implant to compensate for the loss of auditory neurons, says Anil Lalwani, MD, director of the Columbia Cochlear Implant Program. “It’s unrealistic to expect people with that kind of nerve loss to process the complexity of a symphony, even with an implant.”

Instead, Dr. Lalwani and members of Columbia’s Cochlear Implant Music Engineering Group is trying to reengineer and simplify music to be more enjoyable for listeners with cochlear implants. “You don’t necessarily need the entire piece to enjoy the music,” Dr. Lalwani says. “Even though a song may have very complex layers, you can sometimes just enjoy the vocals, or you can just enjoy the instruments.”

Right now the group is testing different arrangements of musical compositions to learn which parts of the music are most important for listener enjoyment. “It’s not the same for somebody who has normal hearing,” Dr. Lalwani says, “and that’s what we have to learn.”

Down the road, Dr. Lalwani thinks software will be able to take an original piece of music and reconfigure it for listeners or give the listener the ability to engineer their own music.

“Our eventual goal, though, is to compose music for people with cochlear implants based on what we’ve learned,” Dr. Lalwani says. “Original pieces of music that will possibly have less rhythmic instruments, less reverb, possibly more vocals—something that is actually designed for them.”

The study is titled, “Music Engineering as a Novel Strategy for Enhancing Music Enjoyment in the Cochlear Implant Recipient.” The other contributors are: Gavriel D. Kohlberg, Dean M. Mancuso, and Divya A. Chari.

This blog was reposted with the permission of Columbia University Medical Center. 

Anil K. Lalwani, M.D. is the Head of Hearing Health Foundation's Council of Scientific Trustees.

Take It From Me: Auditory Processing Disorder in Class

By Eliza Uberuaga

My legs grow tense as a classmate’s whispers flood my ears. My breath becomes short as another taps his foot against the desk. My stomach lurches as I watch two students turn in their tests. Why can’t I block out the noise? Why can’t I answer the questions faster? Why am I the only one struggling? I must run while they walk, work while they sleep and prepare while they rest.

When I was diagnosed with a learning disability, my parents brought me to the most respected doctors in New York and enrolled me at one of the most prestigious schools in the country. However, that did not cure, fix or help me. Why? Because no doctor, teacher, parent or friend can change the world that tells me I have a problem. I am labeled with Auditory Processing Disorder (APD), characterized as slow and viewed with pity.

I am not asking for sorrowful looks, sympathy hugs or uplifting pep talks. I am asking you to understand that the student in your classroom who needs extra time wasn’t daydreaming during the test. The girl who needs directions to be repeated is listening. The boy who is last to raise his hand has the answer.

These kids likely have APD, a learning disability that slows the comprehension of information. (It is also known as central auditory processing disorder, CAPD.) It is not their hearing that is impaired, but their auditory pathways. Information that is spoken can be difficult to process if said too quickly, in a loud place or in large chunks of speech. Having APD is like listening to a voicemail on a busy street while everyone else is listening to it in a quiet space. While most people can block out that background noise, people with APD hear that noise as if it is the message itself. When given directions, most brains organize the information, as if putting it into filing cabinets. Those with APD take longer to find the filing cabinets, which slows the pace at which they comprehend.

APD affects students in a variety of ways, but students with APD (and most other students) could benefit if we looked at our classrooms the way we look at our world: valuing everyone's uniqueness—in this case, the unique ways in which they learn. Here are some techniques that helped me.

1. Stimulate the Senses
   In an art history class, we learned about the making of a blind arch. Rather than looking at a diagram, my teacher had four kids (including me) make an arch with our arms. Putting pressure on our formation and watching it collapse taught us how to make the most effective structure. I learned about arches by listening, watching and feeling, as opposed to simply listening and writing.
   

2. Teach With Variety
   In a science class, my teacher gave us an outline of the notes, wrote them on the board and lectured us on them—supporting auditory, visual and kinesthetic learners. He allowed each student to retain the information in whatever ways that worked. In this class, no kid was left behind because every kid was supported.
   

3. Create a Quiet Learning Place
   In order for all students to be able to focus, especially ones with APD, it is best to minimize all noise when students are working or trying to concentrate. Although it may seem helpful to speak in a quieter voice, for a student with APD, hearing whispers while working can actually be worse than hearing words spoken at normal levels. Although it may seem helpful to speak in a quieter voice, it is best to not talk at all.

I hope that, by writing to teachers and sharing my story, I can help the 10-year-old girl who cries when she gets home from school and tells herself she will never be smart. Although she may not feel intelligent when she goes to the library to finish a test, she must understand that she does not have a problem. She only feels like she has a problem because the world around her is unable to understand her intelligence. The day will come when she feels the way she learns is truly all right, but maybe that day will come sooner for her than it came for me.

Eliza is a high school senior in the Bronx, New York. Originally published on Teaching Tolerance, and is reprinted by permission of the author.

  We need your help in funding the exciting work of hearing and balance scientists. 

To donate today to Hearing Health Foundation and support groundbreaking research, visit hhf.org/name-a-grant.

Childhood Hearing Loss: Act Now, Here's How!

By Maggie Niu

Childhood hearing loss is a (rapidly) growing epidemic. A study performed by the World Health Organization (WHO) found that 60 percent of childhood hearing loss is preventable. If left untreated, the child can experience many health issues such as delayed language development and academic underachievement as well as social isolation, which can lead to depression, poor self-esteem, and a higher risk of injuries. These are unfortunately just a few of a much larger list of consequences.

The WHO estimates infections account for 31 percent of hearing loss cases. (Genetic and other causes account for 40 percent). Many infections that cause hearing loss can be prevented through vaccinations against such diseases as the mumps, measles, rubella, and meningitis. Although ear infections do not have a direct vaccine, the influenza shot can help in the prevention ear infections, another cause of hearing loss. Only 4 percent of childhood hearing loss is related to the use of ototoxic (toxic to the ear) medicines in expectant mothers and newborns.

To help prevent and care for childhood hearing loss, the WHO suggests these strategies: strengthen the child's immune system through vaccinations; implement better and more wide-spread early-intervention programs; train healthcare providers on how to better care for those with hearing loss; make hearing devices more readily accessible; push for legislation that regulates and restricts the sale of ototoxic medicines and environmental noise as well as implements standards for safe listening; and raise public awareness around the need for ear and hearing healthcare and programs worldwide.

Preventing hearing loss is a challenging task. However, there are already a few programs in action to help us out. In the U.S., thanks to Universal Newborn Hearing Screening legislation, which HHF was instrumental in establishing, 94 percent of newborns are tested for hearing loss before leaving the hospital, compared with just 5 percent in 1995! There are two tests that are currently available, both are reliable, and they can be used either separately or together. In the optoacoustic emissions test, a soft foam earphone and microphone are placed in the ear. The hearing specialist plays various sounds and measures the response. For the auditory brainstem response test, noninvasive electrodes are placed on the baby's head to detect auditory nerve responses to sounds the hearing specialist plays.

Hearing loss can be devastating for a child as well their family. Not being able to hear can affect all aspects of life, but learning how to prevent and to care for hearing loss can change a child’s life. In addition to the WHO’s “Childhood Hearing Loss: Act Now, Here’s How!”, here are HHF resources on children and hearing loss: 

• Ages and Stages: A speech-language pathologist discusses the process of verbal communication.

• Tips for Hearing Well In the Classroom: Tips on how to work with a child’s teacher to implement a hearing regimen.

• Visual Learning, Visual Teaching: Everything in life has a silver lining, even hearing loss.

• "Listen to Me, Right Now!": What to do if your child doesn’t respond to repeated entreaties—especially when you’re not facing him or her.

• New Beginnings: Advice from parents for parents for how to prepare for the 1st day of school when your child has hearing loss.

• The Dangers of iPod Use: Answers to common questions about hearing protection for children and teens.

Sports Life in Silence

Chase Ross and his wife, Amy

The crowd is roaring, cheerleaders cheering, coaches are yelling and teammates are making play calls. As hearing impaired athletes, my sister and I did not necessarily hear all of this. Growing up in a small town atmosphere and loving sports, teammates and coaches found ways to communicate with us to ensure we were part of the team, part of the family, by making sure he/she was standing next to us when talking or giving us hand signals during play.

My sister and I were very fortunate to have a close, caring, understanding and loving family to help guide us through life. But they made sure we had to work for everything we earned and did not take anything else in life for granted, much less our hearing. My sister, who has cochlear implants, provided me with a great example of how not to let our hearing loss keep us from doing anything we dreamed. Growing up she was very active with sports. Even as she went on to college, she was a football cheerleader while earning her degree.

Growing up I had a strong passion for playing sports – football, basketball, baseball and track. Sometimes the sweat would get into my hearing aids causing them to not work correctly and I would still have to play parts of games without hearing – relying solely on reading lips and using hand signals that our team had put together for such cases. It was a challenge that my teammates had recognized. That is when you learn to connect with friends, family and teammates on a new level.

To help bridge that gap, last year I founded Sports for Sound, a non-profit entity designed to raise funds and help hearing impaired patients who need financial assistance with obtaining new hearing aids, molds, FM systems for the classrooms or whatever his/her needs may be. After making appointments with my audiologist and needing new hearing aids for the first time since I have been on my own, it hit me how costly they can be, even with insurance. This is what motivated me to want to help those who may need assistance.

To help better educate the participants with hearing and show them why hearing is truly important, participants in the running events must wear ear plugs. This helps the participants better understand what hearing impaired people go through and how much we need to rely on our other senses.

Our first year (2014) was dubbed a success raising over $23,000 and providing assistance to 10 applicants. In 2015, 2015 we raised $18,000 & we were able to provide new hearing aids to 8 recipients. Sports for Sound is having its 3rd annual event on May 21st, 2016 at the Eastern Ohio Sports Complex in Sherrodsville, OH. The event is held in May to coincide with “Better Hearing & Speech Month.” This year our event will feature a 5K obstacle run, 10K road run and 5K cross country walk. The event will also have food, raffles, silent auction and a Chinese auction.

Chase Ross is the founder of Sports for Sound. His goal is to grow SFS to help assist hearing impaired patients beyond its established location, Tuscarawas County, OH., all while giving participants the experience of being hearing impaired while participating in SFS events.

Special Request for Meniere's Disease & Stria Vascularis Applications

By Laura Friedman

Thanks to generous donations, Hearing Health Foundation is requesting Emerging Research Grants (ERG) proposals in the areas of:

• Ménière's disease, for innovative research that will increase our understanding of the inner ear and balance disorder.
  

• Stria vascularis, for research that will increase our understanding of strial atrophy and/or development of the stria.

Letters of intents (LOIs) are required before a full application can be submitted. Full applications are due Thursday, March 31. 

Please review our Policy on Emerging Research Grants for eligibility requirements. If you are eligible, please make note of the deadlines below and review the instructions for submitting a LOI.

Deadlines:

• Full Application: March 31, 2016

• Award Notification: Spring 2016

• Grant Period: July 1, 2016 - June 30, 2017

If you have any questions about the ERG program and process, please contact us at grants@hhf.org

Thank you for your interest in the ERG program. Please forward and share this information with your colleagues. 

We need your help in funding the exciting work of hearing and balance scientists.
To donate today to support HHF's groundbreaking research,

please visit hhf.org/name-a-grant.

Hearing Loss vs. Dizziness: If I Could Choose!

By John V. Brigande, Ph.D.

I was about 9 when hearing loss in my left ear was first detected. The audiologist explained to me that as a result, I may not be able to hear birds singing as easily, and that I may need to concentrate more to understand words starting with “sh,” “k,” or “t.” Sensing my alarm, she tried to reassure me by saying it was unlikely that the hearing loss would affect both ears, and if it did, it would likely not be to the same extent.

Managing the loss of a primary sense is all about adaptation. In grade school, I simply tilted my right ear toward sound sources. Over time my hearing loss became bilateral and progressive, and its cause remains unknown. In graduate school I began using hearing aids and later received a cochlear implant in my left ear. I continue to use a hearing aid in my right ear, and thankfully for the past eight years, my hearing has remained stable, if stably poor.

I have always compensated. At Boston College (where I received my undergraduate, Master’s, and Ph.D., all in the biological sciences) I sat in the front seat of my classes, as close to the speaker as possible. I asked my professors and classmates to face me when they spoke so I could use visual cues to enhance oral comprehension. During postdoctoral training in auditory neuroscience at Purdue University, I was given complimentary assistive listening technology upon my arrival to the lab.

While I do not consider my hearing loss to be a profound limitation personally or professionally, it has certainly sculpted my career path. When picking my area of scientific focus, I settled on a career in auditory neuroscience to better understand hearing loss.

I also reasoned that the auditory research conferences and meetings I’d be attending would likely have assistive listening technology to allow me to participate more fully. I have benefited immeasurably from the scientific community that makes up the Association for Research in Otolaryngology, whose meetings have world-class assistive listening technologies and interpreter services plus overwhelming support of members who have hearing loss.

As I entered my 40s, I experienced vertigo for the first time. The clinical data do not fit with a diagnosis of Ménière’s disease, and the link between my vertigo and hearing loss is unclear.

When I have an acute attack of dizziness, my visual field scrolls from right to left very quickly so that I must close my eyes to avoid profound motion sickness and vomiting. I must lie down until the dizziness subsides, which is usually 12 to 16 hours. I honestly cannot do anything—I can only hope to fall asleep quickly.

Vertigo is a profound limitation for me. With no disrespect or insensitivity intended toward the hearing impaired community—of which I am a passionate member—I would take hearing loss over vertigo in a heartbeat. Dizziness incapacitates me, and I cannot be an effective researcher, educator, husband, or father. Some people perceive an aura before their dizziness occurs, but I do not get any advance warning. Unlike hearing loss, I cannot manage my dizziness—it takes hold and lets go when it wants to.

I recall one episode especially vividly. I was invited to give a seminar at the National Institute on Deafness and Other Disorders (NIDCD) and experienced a severe attack just hours before my flight. Vertigo forced me to reschedule my visit, which was tremendously frustrating. That night, I slept in the bathroom (my best solution when vertigo hits). Vestibular (balance) dysfunction is quite simply a game changer.   

A satisfying part of my research involves trying to define treatments for hearing loss and dizziness. Usher syndrome is a condition combining hearing, balance, and vision disorders. In Usher syndrome type 1, infants are born deaf and have severe vestibular problems; vision abnormalities appear by around age 10. In working with a group of dedicated colleagues at various institutions, we have evidence that fetal administration of a drug in mice with Usher syndrome type 1 can prevent balance abnormalities.

As part of HHF’s Hearing Restoration Project (HRP) consortium, I have been working on testing gene candidates in mice for their ability to trigger hair cell regeneration. This research is exciting as it is leading the HRP into phase 2 of its strategic plan, with phase 3 involving further testing for drug therapies. The probability is that manipulating a single gene will not provide lasting hearing restoration, and that we will need to figure out how to manipulate multiple genes in concert to achieve the best therapeutic outcomes.
It is an exciting time to be a neuroscientist interested in trying to find ways to help patients with hearing loss and balance issues. I am hopeful that we will make progress in defining new ways to treat and even prevent vertigo in the near future and ultimately to discover a cure for hearing loss and tinnitus.

Hearing Restoration Project consortium member John V. Brigande, Ph.D., is a developmental neurobiologist at the Oregon Hearing Research Center. He also teaches in the Neuroscience Graduate Program and in the Program in Molecular and Cellular Biology at the Oregon Health & Science University.

Your financial support will help ensure we can continue this vital research in order to find a cure for hearing loss and tinnitus in our lifetime. Please donate today to fund the top scientific minds working collaboratively toward a common goal.For more information or to make a donation, email us at development@hhf.org. 

Your help provides hope.

New Mexico State University (NMSU) professor receives prestigious grant for research on children's hearing

By New Mexico State University NewsCenter

Srikanta Mishra, an assistant professor in the New Mexico State University College of Education’s Department of Special Education and Communication Disorders, and 2014 Emerging Research Grantee, recently received a prestigious research grant to study hearing mechanisms in children.

The R03 grant from the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health is the college’s first NIH grant, which is known to be highly competitive and supports outstanding research. It provides a total amount of $438,000 for three years.

Mishra said the grant signifies the research capacity of the Department of Special Education and Communication Disorders, and showcases the cutting-edge hearing health research conducted at NMSU.

The project will investigate auditory mechanisms in children, particularly how the descending hearing pathway works in children.

“The descending efferent neural pathway runs from the brain to the inner ear. The results of this project will help us understand the role of the efferent system in auditory perception during childhood development,” Mishra said. “The knowledge gained from this project can be applied to develop tools to identify children at risk for auditory deficits and guide intervention efforts for children with listening problems.”

Mishra called the grant “one of the major the pinnacles of my academic career thus far. This will also expose NMSU students from minority and underprivileged backgrounds to high-quality health research.”

Robert Wood, interim academic head of the Department of Special Education and Communication Disorders, called Mishra’s research “critical” to both NMSU and audiology in general.

“First, and most importantly, his work has the potential to advance the field of audiology, which is why the National Institutes for Health is funding the work,” Wood said. “In addition to that, this funded project is really the first of its kind here at NMSU, and this will put the Department of Special Education and Communication Disorders as well as the College of Education on the map with federal funding agencies and in the field of audiology. This is a very big deal for us and for NMSU.”

Mishra earned his doctorate in audiology from the University of Southampton, England. He completed his postdoctoral fellowship at the House Ear Institute in Los Angeles. Mishra holds a clinical competence certificate in audiology from the American Speech Language & Hearing Association and is a Fellow of the American Academy of Audiology. He also maintains a license as an audiologist in New Mexico.

In the past, Mishra has also received funding from the Hearing Health Foundation to support his research in otoacoustic emissions and pediatric audiology. Mishra serves on review panel for several scientific journals in audiology and hearing sciences and also serves on a NIH study section. For his editorial contributions, he received the 2013 Journal of the American Academy of Audiology Editor’s Award.

Information from NMSU.

We need your help supporting innovative hearing and balance science through our Emerging Research Grants program. Please make a contribution today.

Tell Us Your Tips!

By Yishane Lee

Here, at HHF, we're working on Hearing Health’s Spring issue and our theme is…..drum roll please.….“Living Better With Hearing Loss.” We’d like to include expertise and advice from YOU, our readers, because who's better than you to give your insights and experiences with living with hearing loss?

We truly appreciate your time and help with any of the questions below! Please respond in the comments section, email us at editor@hearinghealthmag.com, or provide your answers via this survey, here.

• What are your best hearing aid tips? For example, do you have a trick to maximize battery life? Or a foolproof way to make sure you never misplace your devices?
  

• Have you ever accidentally gotten your hearing aid wet? What did you do? Did it work?
  

• What steps do you take to hear better in a noisy setting? Do you use your hearing aids combined with certain assistive devices?
  

• Do you have tinnitus? How do you cope with it? Does your hearing aid have a tinnitus setting, do you use white noise, or something else?
  

• What have you learned about yourself or your family after being diagnosed with hearing loss?
  

• Are you the parent of a child with hearing loss? What advice do you have for parents getting a diagnosis of hearing loss for their child?
  

• Are you an adult with hearing loss? What is advice you would tell your younger self, or the parents of your younger self?
  

• What is your go-to accessory or assistive listening device? A mini mic? A neck loop? Earplugs?
  

• Do you protect your hearing in noisy settings? What steps do you take?
  

• Have you ever had a scary situation where you could not hear?
  

• Do you tell people about your hearing loss as soon as you meet them, or do you wait till later? Or do you let them figure it out themselves? Tell us why.
  

• If you could design the perfect hearing aid, what would it include?

Thank you for sharing your experiences living with
hearing loss and tinnitus with us. 

Please subscribe here to receive a FREE copy Hearing Health magazine! 

Interested in sharing your story ? Email us today!

Examining the Relationship Between Race and Hearing Loss

By Emily Shepard

February is Black History Month, a time dedicated to celebrating achievements and spreading awareness about issues that affect the African-American community.  

With this in mind, we want to publicize the prevalence of hearing loss among black Americans: Nearly two million have a hearing impairment.1 However, research suggests that the odds of hearing loss are substantially lower for blacks than those who are white.2  Epidemiologic studies of large populations have found that the rate of hearing loss is 40 to 60 percent lower in black individuals compared with white individuals.3 While the basis for this connection remains largely unknown, research has identified a potential biological influence. 

In the study “Association of Skin Color, Race/Ethnicity, and Hearing Loss Among Adults in the USA” by Frank R. Lin, M.D., Ph.D., et al., the authors examine the degree to which skin tone is correlated to hearing loss. The authors argue that melanocytes, which produce the melanin pigment that determines skin color, are present in both the skin and cochlea. Increased melanin in the inner ear may help protect the cochlea against age-related cellular declines and hearing loss in darker-skinned individuals. Differences in noise exposure or in genetic determinants may also factor into the connection between race and hearing loss.4

These findings support the idea that race and hearing loss may be connected. For their study, Lin et al. relied on the Fitzpatrick scale to classify skin types. This scale uses the skin’s tendency to burn and tan to differentiate skin tone. For example, it says that if one always burns and never tans, they are likely to have pale white skin. If someone never burns, they are more likely to have deeply pigmented dark brown to black skin.5 The authors found that darker skin color as assessed by Fitzpatrick skin type was independently associated with better hearing thresholds in black and Hispanic individuals. On the other hand, race and ethnicity were not associated with hearing thresholds after stratification by skin color. The authors argue that these results “serve as preliminary evidence that skin color is independently associated with hearing loss,” and that skin color “may mediate the strong association between race and hearing loss observed in previous epidemiological studies.”6

Nonetheless, it is necessary to remember that although black individuals are at less of risk to experience some form of hearing loss, they are not exempt from it. The role of melanin as it relates to hearing loss is likely to be perceived similarly to its relationship to skin cancer. A Washington Post article titled “Many Blacks Are Unaware of a Skin Cancer That Primarily Affects Dark-Skinned People” explains that those with darker skin tones produce more melanin overall, and that since melanin helps block damaging ultraviolet rays, people of color have greater protection against skin cancer than whites.

But the Washington Post article works to dispel the belief that melanoma, the deadliest form of skin cancer, is a “white person’s disease.” Melanoma is indeed much more common in whites (1 in 50) than in African Americans (1 in 1,000). However, research from the American Academy of Dermatology reports that the five-year survival rate for African Americans with melanoma is 73 percent, compared with 91 percent for Caucasians. In addition, acral lentiginous melanoma (ALM) is a rare form of skin cancer that primarily strikes people of color. The disease affects areas of the body that have less pigment and receive less exposure to the sun, such as the soles of the feet, and are areas that are more likely to be ignored. ALM can be lethal; reggae musician Bob Marley died from ALM in 1981 at age 36.7

It is important to recognize that things that seem improbable are not impossible. Even if your race or ethnicity decreases the chance that you will contract a form of hearing loss, the best way to ensure healthy hearing is to take protective measures.

HHF strives to spread the word about how you can protect your hearing.

HHF is also committed to finding a cure for the millions of Americans who currently experience hearing loss or tinnitus. 

Donate today to help us make a difference.  

1. “How the African American Community Deals with Hearing Impaired Individuals: A Qualitative Analysis Using Social Learning Theory”- 2012- By Lakeisha O’ Neil

2. Lin, Frank R. et al. “Association of Skin Color, Race/Ethnicity, and Hearing Loss Among Adults in the USA.” JARO: Journal of the Association for Research in Otolaryngology 13.1 (2012): 109–117. PMC. Web. 21 Dec. 2015.

3. Lin FR, Thorpe R, Gordon-Salant S, Ferrucci L. Hearing loss prevalence and risk factors among older adults in the United States. J Gerontol A Biol Sci Med Sci. 2011; 66:582–590. doi: 10.1093/gerona/glr002.

4. Lin, Frank R. et al. “Association of Skin Color, Race/Ethnicity, and Hearing Loss Among Adults in the USA.” JARO

5. Fitzpatrick TB. The validity and practicality of sun-reactive skin types I through VI. Arch Dermatol. 1988;124:869–871. doi: 10.1001/archderm.1988.01670060015008.

6. Lin, Frank R. et al. “Association of Skin Color, Race/Ethnicity, and Hearing Loss Among Adults in the USA.” JARO

7. https://www.washingtonpost.com/national/health-science/many-blacks-are-unaware-of-a-skin-cancerthat-primarily-affects-dark-skinned-people/2014/08/04/14164ada-e68a-11e3-afc6-a1dd9407abcf_story.html