Hyperacusis is highly prevalent in the autism spectrum disorder (ASD) population. This auditory hypersensitivity can trigger pragmatically atypical reactions that may impact social and academic domains. Objective: The aim of this report is to describe the relationship between decreased sound tolerance disorders and the ASD population. Topics covered: The main topics discussed include (1) assessment and prevalence of hyperacusis in ASD; (2) etiology of hyperacusis in ASD; (3) treatment of hyperacusis in ASD. Conclusions: Knowledge of the assessment and treatment of decreased sound tolerance disorders within the ASD population is growing and changing.

Purpose: An interdisciplinary service learning (SL) experience with audiology and speech-language pathology students was designed to examine changes in students’ attitudes toward adults with dementia following an SL experience in which they socialized with nursing home residents who had dementia. Method: Nineteen audiology and 24 speech-language pathology students completed an SL course, and 14 audiology and 18 speech-language pathology students did not participate in the SL course. The students interacted with 24 nursing home residents with dementia; specifically, the audiology students conducted 2 hearing evaluations with the residents, and the speech-language pathology students socialized with the residents during 15 visits. The students’ attitudes toward older adults with dementia were assessed using Kogan’s Attitudes Toward Old People Scale (Kogan, 1961) and qualitative analysis of their journal entries. The results were compared across groups over time. Results: The SL groups showed more positive attitudes than the non-SL students, and their later journal entries were more positive than earlier entries. Conclusions: This SL experience provided clinical opportunities for audiology and speech-language pathology students to work with adults with dementia. Direct contact with the residents resulted in more positive attitudes toward older adults in residential facilities.

Background Various extratympanic recording electrodes have been used to make electrocochleography (ECochG) and auditory brainstem response (ABR) measurements in clinics, translational research, and basic science laboratories. However, differences may exist in ECochG and ABR measurements depending on the different types of extratympanic electrodes that are used. Purpose The purpose of this research is to compare simultaneously recorded ECochG and ABR responses using three different extratympanic electrodes. This research helps clinicians and researchers to understand how electrode types and recording sites influence EcochG and ABR results. In addition, our findings could provide more normative data to the ECochG and ABR literature as well as give perspective on a preferred electrode approach when performing simultaneous ECochG and ABR testing. Research Design Ours was a repeated-measures study with measurements being made from individual participants on two separate sessions. Study Sample Twenty young adult females with normal hearing. Procedure A three-channel recording system was used to simultaneously record ECochG and ABR measurements in response to alternating polarity click stimuli. In each session, measurements were simultaneously recorded with a TipTrode electrode and one of the tympanic membrane (TM) electrodes. Data Collection and Analysis Suprathreshold summating potential (SP) and action potential (AP) of the ECochG and waves I, III, and V of the ABR, and threshold responses (AP and wave V) were identified. Results Compared with the ear canal TipTrode electrode, TM electrodes yielded suprathreshold amplitudes that were larger than those from the ear canal electrode, smaller SP‐AP ratios, lower AP thresholds, and less variability. These findings can help guide choices made by clinicians, translational investigators, and basic science researchers on which type of extra-tympanic electrode to use for their intended purpose.

Purpose This study investigated the effectiveness of service learning (SL) and its impact on students’ clinical competency, interest in pediatric audiology as a career, and levels of community engagement, as well as its impact on the community. Method Forty-eight students enrolled in an SL pediatric audiology course providing hearing and middle ear testing to 292 children, ages 6 months to 5 years. Another 10 non-SL students served as a control group. SL surveys were administered to students before and after the SL experience and post hoc to the non-SL group to assess their perceived readiness for evaluating children and their interest in pediatric audiology. Parents and community partner staff members completed another survey to provide feedback about their experience with the SL activity. Results The students’ ratings were higher post-SL than pre-SL, and their learning gain was positively ranked post-SL compared with the non-SL group. Also, 71% of the SL students expressed positive interest in pediatric audiology post-SL compared with 37% of the non-SL group. Responses from community partners were also positive. Conclusions Embedding SL into a pediatric audiology course increased student interest in pediatric audiology as a career and enhanced readiness to evaluate young children.