Background
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Design: strategies to enhance fidelity in delivery of treatment (e.g., prompts, similar contacts, sufficient persons to deliver treatment). Design addresses the question “What steps can be taken to make sure that the participant receives the intended intervention?”
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Training: training of providers who will deliver the intervention (standardization, strategies to minimize drift). Training addresses the question “Are the providers adequately trained to deliver the intervention?”
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Delivery: processes to monitor and improve delivery of the intervention (e.g., scripted intervention). Delivery addresses the question “Do the providers deliver the intervention as intended?”
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Receipt: processes to monitor and improve ability of participants to understand and implement the intervention (e.g., tests, interactive interviews). Receipt addresses the question “Do the participants understand the intervention and are they able to use it?”
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Enactment: processes to monitor and improve ability of participants to implement intervention in real-life settings (questionnaires, interviews). Enactment addresses the question “Are the participants implementing the intervention following the intervention?”
TRT counseling | Standard of care counseling |
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Based on Jastreboff’s neurophysiological model | Based on existing practice and American Speech-Language-Hearing Association (ASHA) guidelines |
Theory-driven | Patient-driven |
Directive | Facilitative |
Didactic/top-down | Interactive/horizontal |
Methods
TRTT trial design
Adherence
Goal | TRTT strategies |
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Design | |
Ensure same treatment dose within different settings | Development of a standard protocol for counseling to administer at military hospitals across the country by audiologists with differences in previous experience in treating patients with tinnitus. |
Ensure equivalent dose across conditions | Counseling conducted at treatment visits conducted within 2 months following randomization and a follow-up treatment visit 1 month later. |
Plan for implementation setbacks | Standard certification requirements for replacement of study audiologists during the trial. |
Training providers | |
Standardize training | Completion of training by reading relevant sections of the TRTT Manual of Procedures and (1) attendance at a two-day regional training session, (2) attendance at a webinar, or (3) viewing a videotape of a counseling session. |
Ensure provider skill acquisition | Competency assessed through submission of a “dummy” audiotape of each type of counseling session for review by the protocol monitors |
Minimize “drift” in provider skills | Submission of randomly selected audiotapes during the trial for review by protocol monitors. |
Accommodate provider differences | Scripts with suggested wording for both types of counseling, but with allowances for individual styles. |
Monitoring and improving delivery of treatment | |
Control for provider differences | Checklists used to ensure adherence to critical components. |
Reduce difference within treatment | Separate scripts and visual aids to be used during counseling sessions including an instructive flip chart and 3-D ear models. |
Ensure adherence to treatment protocol | Submission of audiotapes and checklists of first two of each type of counseling session for review by protocol monitors; submission of randomly selected audiotapes and checklists after sessions initially reviewed. |
Minimize contamination between conditions | Separate checklists and scripts for each type of counseling session. |
Improving receipt of treatment | |
Ensure participant comprehension | Interactive sessions with opportunity for questioning both by participant and family. |
Ensure participant ability to use cognitive skills | Handouts that summarized concepts covered during counseling that participants could take home. |
Ensure participant ability to perform behavioral skills | Practice during the counseling session and handouts that included symptom management strategies to be practiced following the session. |
Enactment of treatment skills | |
Ensure participant use of cognitive and behavioral skills | Assessment of impact of tinnitus through administration of tinnitus-specific health-related quality of life instruments |
Design of steps for adherence
Training
Delivery
Monitoring
Receipt and enactment
Enactment
Results
All checklists | Checklists comparison | ||
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Item | Audiologist (n = 101) | Audiologist (n = 37) | Protocol Monitor (n = 37) |
Data forms submitted | N (%) | N | N (%) |
A. Overview, goals | |||
Overview of directive counseling and its goals described | 101 (100) | 37 | 35 (95) |
Results of audiometric tests explained | 101 (100) | 37 | 37 (100) |
Results of Loudness Discomfort Levels (LDL/UCL) explained | 97 (96) | 35 | 33 (89) |
Results of tinnitus pitch match explained | 98 (97) | 36 | 36 (100) |
Results of tinnitus loudness match explained | 97 (96) | 36 | 36 (100) |
B. Auditory function | |||
Overview of auditory system described | 101 (100) | 37 | 37 (100) |
Associate any sensorineural component to anatomical structure described | 99 (98) | 36 | 32 (89) |
Physiology of hearing explained | 101 (100) | 37 | 37 (100) |
Ear structure acts as a transformer—“hearing is perception at brain” explained | 101 (100) | 37 | 35 (95) |
C. Sensory system | |||
Anatomy and function of outer and inner hair cells described | 101 (100) | 37 | 35 (95) |
“Gain” of the auditory system explained | 92 (91) | 34 | 28 (82) |
Cochlear structure explained (frequency-specific and constant nerve firing) | 101 (100) | 37 | 37 (100) |
Function of the auditory nerve explained | 101 (100) | 37 | 32 (89) |
Function of afferent and efferent nerve fibers explained | 95 (94) | 34 | 29 (85) |
D. Cortical and subcortical systems | |||
Cortical areas explained | 101 (100) | 37 | 37 (100) |
Subcortical areas (monitor, filter, and enhance) explained | 101 (100) | 37 | 37 (100) |
Cortical functions (i.e., cognition) and sub-cortical functions (subconscious) described | 99 (98) | 37 | 37 (100) |
Selective perception explained | 100 (99) | 37 | 36 (97) |
Sensory contrast explained | 100 (99) | 37 | 35 (95) |
Heller and Bergman study explained | 100 (99) | 37 | 37 (100) |
Prioritization explained | 100 (99) | 37 | 33 (89) |
Damage to OHCs and implications described | 99 (98) | 35 | 31 (89) |
Sub-cortical monitoring of auditory input and neural patterns described | 101 (100) | 37 | 31 (84) |
Classification of new or changed neural patterns explained | 92 (91) | 32 | 30 (94) |
E. Jastreboff neurophysiological model | |||
Block diagram of Jastreboff model described | 101 (100) | 37 | 37 (100) |
Cochlea as source of tinnitus described | 101 (100) | 37 | 36 (97) |
Function of sub-cortical structures to filter random, unimportant sounds and detect new or different ones described | 101 (100) | 37 | 37 (100) |
Relationship between emotional associations at the level of the limbic system and annoyance described | 101 (100) | 37 | 37 (100) |
Activation of the autonomic nervous system causes the brain to prioritize tinnitus described | 101 (100) | 37 | 36 (97) |
Activation of subconscious and conscious loops described | 101 (100) | 37 | 30 (81) |
D. Treatment goal and summary | |||
First treatment goal: habituation of the reaction (annoyance to the tinnitus) discussed | 101 (100) | 37 | 36 (97) |
Second treatment goal: habituation of the perception (awareness of the tinnitus) discussed | 101 (100) | 37 | 33 (89) |
Summary reviewed | 101 (100) | 37 | 26 (70) |
All checklists | Checklist comparison | ||
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Item checked by: | Audiologists (n = 45) | Audiologists (n = 30) | Protocol Monitor (n = 30) |
Data forms submitted | N (%) | N | N (%) |
A. Narrative topic | |||
Study Participant narrative (“Tell me about your tinnitus”) elicited | 45 (100) | 30 | 30 (100) |
Cognitive/affective key points in Participant’s narrative summarized | 45 (100) | 30 | 27 (90) |
“Is there anything else you would like me to know about your tinnitus?” asked of Participant | 45 (100) | 30 | 24 (80) |
“Do you worry about your tinnitus? What worries you?” asked of Participant | 44 (98) | 30 | 27 (90) |
Key point about tinnitus “What it is & What it is not” reviewed | 45 (100) | 30 | 28 (93) |
Key point about tinnitus “Noticing & Ignoring it” reviewed | 44 (98) | 30 | 27 (90) |
Communicated empathy and understanding of Participant’s thoughts and feelings | 45 (100) | 30 | 19 (63) |
B. Hearing mechanism topic | |||
Outer ear described | 44 (98) | 30 | 30 (100) |
Middle ear described | 44 (98) | 30 | 30 (100) |
Conductive hearing loss described | 44 (98) | 30 | 25 (83) |
Inner ear, hair cells, cochlea and auditory nerve described | 45 (100) | 30 | 30 (100) |
Vestibular system described | 44 (98) | 30 | 25 (83) |
Sensorineural hearing loss described | 44 (98) | 30 | 27 (90) |
C. Audiometric/tinnitus/hyperacusis evaluation | |||
Pure tone audiogram described | 44 (98) | 30 | 30 (100) |
Speech tests described | 38 (84) | 30 | 26 (87) |
Acoustic immittance described | 44 (98) | 30 | 25 (83) |
Tinnitus pitch match described | 44 (98) | 30 | 27 (90) |
Tinnitus loudness match described | 42 (93) | 30 | 26 (87) |
D. Coping with tinnitus and/or problem area topic | |||
Main problem areas of Participant identified | 45 (100) | 30 | 28 (93) |
Effective ways participant has coped with tinnitus in the past reinforced | 45 (100) | 30 | 24 (80) |
Use of environmental sound described | 45 (100) | 30 | 28 (93) |
Specific environmental sound devices described | 45 (100) | 30 | 28 (93) |
E. Stress topic | |||
Stress discussed as a problem area | 32 (71) | 23 | 22 (96) |
Stress reduction programs discussed | 34 (76) | 23 | 23 (100) |
Relaxation exercises demonstrated | 32 (71) | 23 | 19 (83) |
Emphasized rationale for/relevance of this particular recommendation in view of Participant’s specific complaint. | 40 (89) | 26 | 17 (65) |
F. Sleep issue topics | |||
Sleep discussed as problem area | 37 (82) | 26 | 25 (96) |
Healthy sleep patterns reviewed | 38 (84) | 26 | 26 (100) |
Variables that interfere with sleep discussed | 37 (82) | 26 | 23 (88) |
General recommendations for sleep environment described | 37 (82) | 26 | 26 (100) |
Recommendations for sound therapy to enhance sleep described | 38 (84) | 26 | 26 (100) |
Changes study participant thinks would be most helpful to minimize tinnitus interference with his/her sleep identified | 36 (80) | 26 | 11 (42) |
Emphasized rationale for/relevance of this particular recommendation in view of Participant’s specific complaint | 39 (87) | 27 | 17 (63) |
G. Concentration issue topics | |||
Concentration discussed as a problem area | 34 (76) | 26 | 23 (88) |
Importance of ability to concentrate: memory, productivity, and job performance discussed | 33 (73) | 26 | 15 (58) |
Use of environmental sounds to enhance concentration ability discussed | 38 (84) | 26 | 20 (77) |
Attention shifting described | 40 (89) | 28 | 23 (82) |
Shifting visual and auditory attention exercises conducted | 35 (78) | 28 | 16 (57) |
Changes in work habits and environment, including short breaks, recommended | 34 (76) | 28 | 15 (54) |
Tips for staying focused and engaged described | 32 (71) | 28 | 15 (54) |
Emphasized rationale for/relevance of this particular recommendation in view of study Participant’s specific complaint | 37 (82) | 28 | 16 (57) |
H. Recommendations, summary, and treatment | |||
Participant’s area(s) of concern summarized | 45 (100) | 30 | 24 (80) |
Participant’s choices of treatment options for target areas discussed | 45 (100) | 30 | 24 (80) |
Participant’s ability to cope with tinnitus (self-efficacy) reinforced | 45 (100) | 30 | 22 (73) |