Properties (12)

Id 14ce192d-b9bb-48d5-81ff-cd2d9b714f7e

Checked For Zettle Notes true

Zotero Note Link Generated true

Aliases

(Porcaro et al., 2019)

Cssclasses

purpleRed

Dv Initial Source Misophonia

Dv Status #status/reviewed

Dv Limitations • Since this survey was sent to a large number of faculty who could self-select into participation, it is possible that the results are limited to those who showed at least a slight level of interest in the topic of misophonia and/or classroom accommodations. • The survey was completed only by instructors of undergraduate course(s) in state-funded schools in Florida, therefore the results cannot be generalized to instructors in other locations or types of teaching environments. • The survey used was created for this study and a such there is no validation data for the psychometric properties. • Self-report data may be influenced by response bias or inaccurate recall. • Sample may not be representative of all U.S. academic audiologists. • Did not assess actual curricula or course content—relied on instructor report.

Dv Future Directions • Future research aimed at a more wide-spread population of instructors could be useful (ex: graduate and undergraduate, K-12, public school and private school, etc.) • Looking into Impact of face to face classes vs online classes • Examining what accommodations have been given in the past (as opposed to this study focus on evaluating instructor’s willingness to provide hypothetical accommodations) • research into instructor perception of university support for these accommodations • Encourage incorporation of misophonia education into AuD curricula and CEU offerings. • Promote interdisciplinary collaboration with psychology and neuroscience to define scope of practice. • Increase research dissemination to academic audiologists through professional organizations and journals.

Dv Relevance • describes the role that knowledge of Misophonia and experience with Misophonic students has on Instructors willingness to provide accommodations. • It also discusses how a lack of accommodation can be a detriment to students. • Discusses how Misophonia should be considered a protected disability.

Notes Audited 2026-08-04T21:18:00

Audit Notes audited to correct table errors 08/04/20206

Misophonia: Awareness and Responsiveness Among Academics

Status:: #status/Bare-bones-review

Metadata

Item Type: #journalArticle
Authors: Connie K Porcaro, Emon Alavi, Thomas Gollery, Ali A Danesh
Date: 2019
Date Added: 2020-07-23
- Cite key: porcaroMisophoniaAwarenessResponsiveness2019
Topics: primary Resources
Tags: #Misophonia, #Article-review, #added-to-Misophonia-data-base, #marked, #Fully-reviewd, #noted, #reviewed, #to-be-annotated, #tags-need-to-be-checked, #zotero, #literature-notes, #reference
PDF Attachments
- Porcaro et al. - Misophonia Awareness and Responsiveness Among Aca.pdf

Abstract

The purpose of this study was to investigate university instructors’ knowledge of and experience with misophonia, including whether instructors would make classroom accommodations typically requested by students with misophonia. Misophonia is a sound tolerance disorder, that is characterized by an oversensitivity to certain sounds which can result in the distraction of the person that may limit one’s ability to concentrate, think, and learn. Qualitative data were collected using a survey sent by email to undergraduate instructors at six institutions in the state of Florida. A total of 686 participants completed the survey and were asked to define misophonia. Another set of ten questions was completed using a five-point Likert scale. Statistical analyses included inferential analysis of mean scores and principal components analysis. Only 18.4% of participants self-reported having knowledge of misophonia and only 2.3% reported that a student had requested accommodations in their course(s). Instructors who indicated knowledge of misophonia agreed that this is a condition to be taken seriously more often than those without knowledge of misophonia. Instructors who had experienced a student disclosure indicated that, with official accommodation, they would be willing to use proctored exams more often than those without experience of a student disclosure. The findings of this survey indicate that dissemination of information on the topic of misophonia is critical, both for educators and for students.

other Files

Zotero links

Article Review table


Background/Purpose	Background- • Described 2001 (Jastreboff & Jastreboff): autonomic/limbic reactions to sound content, not loudness (unlike hyperacusis). • Unclassified in DSM-V and ICD-11, which de-legitimizes the disorder and inhibits help-seeking. • Triggers (Schröder et al., 2013): eating (most common), breathing/nose, and keyboard/pen sounds; reactions include anger, fixation, avoidance, and aggression. • Prevalence unknown for lack of report measures; occurs with normal hearing but often alongside tinnitus and hyperacusis, possibly via auditory-limbic hyperconnectivity. • Undergraduate self-report studies (Wu et al., 2014; Zhou et al., 2017): substantial minorities report sound sensitivity and a smaller subset report impairing symptoms, worst for school/work functioning; authors note misophonia may be somewhat prevalent generally. • ADA (1990) defines disability as impairment substantially limiting major life activities, making classroom difficulty likely given reported misophonia limitations. • Instructor attitudes toward special-needs students improve with contact, experience, and training (Woodcock, 2013). • Sensory, behavioral, and psychological student profiles are rated most challenging to teach (Fields, 2006; Soodak et al., 1998); because misophonia overlaps with SPD/SOR, affected students would likely fall in that category, yet no prior study examines professors' perception of misophonia. Purpose- • examine the knowledge that undergraduate instructors have about misophonia and see what specific situations might lead to a student’s asking for classroom accommodations for Misophonia and if instructors would be willing to comply with these accommodations.
Participants/samples	• 686 undergraduate instructors
Measures	• survey created to probe instructors about their knowledge of Misophonia and their willingness to accommodate misophonia • Custom faculty survey (not previously validated): yes/no knowledge item; open-ended definition item; student-disclosure experience items; ten 5-point Likert items on accommodation willingness. • Internal consistency assessed by Cronbach's alpha; underlying structure by Principal Components Analysis.
Procedures	• 9,029 instructors where emailed for recruitment. 686 were qualified to take the survey and completed it. instructors were emailed a link to the survey. Results was analyzed in SPSS • Distributed via Qualtrics email with two reminders (one and three weeks); estimated ten minutes to complete. • Consent and teaching-criterion screening preceded items; a misophonia definition (Edelstein et al., 2013) was supplied after the knowledge item regardless of response.
Results	• Principle Components Analysis (PCA) found three distinct Factors or Dimensions that explained 60.4% of variance in survey item data: Making accommodations based upon student approval through university, (2) Attitudes toward misophonia, and (3) Behavior changes in light of a student with misophonia. • Low self-reported instructor knowledge of misophonia; very low rate of student disclosure (disclosing instructors reported one to three students each). • PCA yielded three dimensions: accommodations via university approval, attitudes toward misophonia, and behavior changes. • Every Likert item differed significantly from the neutral midpoint. • Knowledgeable instructors differed from non-knowledgeable instructors on three items, favoring the knowledgeable group; the attitude dimension was most affected by knowledge. • Instructors with disclosure experience differed from those without on three items, favoring the disclosure group; the attitude dimension was most affected by disclosure. • Belief that misophonia is "in one's head" inversely predicted willingness to accommodate and change behavior; belief that misophonia "should be taken seriously" directly predicted willingness.
Discussion/Limits	• The current study found that respondents who indicated that they knew about Misophonia, who had previously experienced a student disclosure of Misophonia, and who felt that Misophonia is a serious issue were all more likely to accept student requests for accommodate for Misophonia, and to modify their own behavior accordingly. These findings suggest that increasing knowledge instructors Misophonia knowledge and communication with students would be of great benefit to students. • Findings suggest that undergraduate students with Misophonia are likely facing issues that hinder academic performance. • Most instructors lack knowledge of misophonia and few have experienced disclosure, suggesting affected students are largely not disclosing. • Students may withhold disclosure or accommodation requests, fearing perceptions of special treatment or uncertain whether their condition qualifies; scarce misophonia information compounds this. • Instructor knowledge, prior disclosure experience, and perceived seriousness are each associated with greater willingness to accommodate, indicating increased knowledge and instructor-student communication would be beneficial. • Educating faculty about disabilities generally, and less-prevalent disorders such as misophonia specifically, is valuable. • Under the ICF model, misophonia can be viewed as a bio-psychological impairment producing activity and participation limitations, and individuals with it should be considered persons with a disability. • A three-prong dissemination approach (students, instructors, disability support personnel) is proposed; audiologists can facilitate diagnosis and management, with no single "fix" and accommodations varying per individual.
Limitations::	• Since this survey was sent to a large number of faculty who could self-select into participation, it is possible that the results are limited to those who showed at least a slight level of interest in the topic of misophonia and/or classroom accommodations. • The survey was completed only by instructors of undergraduate course(s) in state-funded schools in Florida, therefore the results cannot be generalized to instructors in other locations or types of teaching environments. • The survey used was created for this study and a such there is no validation data for the psychometric properties.
Future Directions::	• Future research aimed at a more wide-spread population of instructors could be useful (ex: graduate and undergraduate, K-12, public school and private school, etc.) • Looking into Impact of face to face classes vs online classes • Examining what accommodations have been given in the past (as opposed to this study focus on evaluating instructor’s willingness to provide hypothetical accommodations) • research into instructor perception of university support for these accommodations
Relevance::	• describes the role that knowledge of Misophonia and experience with Misophonic students has on Instructors willingness to provide accommodations. • It also discusses how a lack of accommodation can be a detriment to students. • Discusses how Misophonia should be considered a protected disability.

key terms

Misophonia – abnormally strong reactions of the autonomic and limbic systems resulting from enhanced connections between the auditory and limbic systems.
Hyperacusis – a major sound tolerance disorder where individuals show negative emotional reaction to the loudness, not the meaning or content, of a sound.
Selective Sound Sensitivity Syndrome – alternate name for misophonia.
Sensory Processing Disorder (SPD) – condition noted to overlap with misophonia, specifically in the area of sensory over-responsivity.
Sensory Over-Responsivity (SOR) – subtype of sensory processing disorder overlapping with misophonia.
International Classification of Functioning, Disability and Health (ICF) – World Health Organization bio-psychosocial framework used to conceptualize impairments, activity limitations, and participation restrictions.
Principal Components Analysis (PCA) – statistical technique used to identify underlying dimensions in the survey data.
Cronbach's alpha – measure of internal consistency of survey responses.

Misc notes

contextual statement

In a 2019 study, Porcaro et al. attempted to survey undergraduate instructors' knowledge of and willingness to accommodate misophonia by administering a researcher-developed survey to instructors across six Florida state universities.

Zettlekasten

benefits of instructor -student communication in regards to Misophonia accommodations