Voice Disorders in Teachers. A Review

Relevant Work Factors Associated with Voice Disorders in Early Childhood Teachers: A Comparison between Kindergarten and Elementary School Teachers in Yancheng, China

Background: Early childhood teachers consist of kindergarten and elementary school teachers in the lower grades. Young children at school may increase the vocal load of these teachers. Therefore, the objectives of this study were to determine the prevalence of voice disorders and the associated factors in early childhood teachers, and to determine if differences exist between kindergarten and elementary school teachers. Method: A cross-sectional survey was performed in July 2019 as a network questionnaire. Through cluster sampling, teachers (n = 414) from all five public kindergartens (n = 211) in the urban area of Yancheng, China, and four public elementary schools (n = 203) in the same school district participated in this study. Multivariate logistic regression models were used to analyze the associations among the prevalence of voice disorders in the teachers, school type, and relevant factors. Results: Our results indicated, based on the Voice Handicap Index scale (VHI-10, China), that the prevalence of voice disorders in early childhood teachers was 59.7%, while that in elementary school teachers (65.5%) was significantly higher than that in kindergarten teachers (54.0%) during the previous semester. Contributing factors included daily class hours, classroom air humidity, and speaking loudly during teaching. Additionally, certain types of voice usage in teaching such as falsetto speak, speaking more than other teachers, not using vocal techniques, and habitual voice clearing, were significantly associated with voice disorders. Conclusion: Most early childhood teachers have voice disorders. Compared with the kindergarten teachers, the elementary school teachers experienced a significantly higher prevalence of voice disorders. Several factors among work organization, work environment, and types of voice usage in teaching were associated with the voice disorders in early childhood teachers. The finding suggests that voice training should be provided for early childhood teachers, classroom teaching time should be decreased, and the number of teachers in basic subjects should be increased in the lower grades of elementary schools.

The Therapeutic Effects of Straw Phonation on Vocal Fatigue

OBJECTIVES

Straw phonation has been investigated for its vocal warm-up effects on healthy populations and therapeutic effects on voice patients. The purpose of this article was to determine whether it is beneficial for vocal fatigue.

STUDY DESIGN

Prospective cohort study METHODS: Twenty-five healthy participants were recruited into 1-hour vocal loading tasks followed by 10-minute vocal rest or straw phonation on 2 different days. Various parameters including phonation threshold pressure (PTP), mean airflow, closed quotient (CQ), current speaking effort level (EFFT), and laryngeal discomfort (DISC) were acquired at baseline, after vocal load, and after the intervention.

RESULTS

Increased PTP, EFFT, and DISC were observed after vocal load. Decreased PTP, EFFT, and DISC were then acquired after both vocal rest or straw phonation. More significant improvements were obtained in straw phonation when compared with vocal rest. Additionally, significantly increased mean flow and decreased CQ were obtained after straw phonation when compared to vocal rest.

CONCLUSIONS

Straw phonation has the potential to adjust aerodynamics within the vocal tract leading to improved vocal efficiency, optimized vibration mode, and attenuated vocal fatigue. This study provided a promising treatment for vocal fatigue that could have wide clinical relevance to voice users with high voice demands.

LEVEL OF EVIDENCE

4 Laryngoscope, 130:E674-E679, 2020.

Danos morais por distúrbio de voz relacionado ao trabalho: levantamento de julgados do Tribunal Superior do Trabalho

Resumo Introdução: trabalhadores expostos a condições ocupacionais inadequadas podem ser acometidos por distúrbio de voz relacionado ao trabalho (DVRT). Enquanto o DVRT não é legalmente reconhecido, há uma fragilização no estabelecimento do nexo causal entre trabalho e agravo vocal. Objetivo: analisar as decisões do Tribunal Superior do Trabalho (TST) nas ações movidas por trabalhadores que alegaram DVRT na Justiça. Método: estudo quantitativo, exploratório e descritivo. Para o levantamento dos acórdãos, utilizou-se o termo de busca “disfonia” no portal do TST. Resultados: identificaram-se 87 acórdãos proferidos entre os anos de 1999 a 2016, impetrados sobretudo por mulheres (88,5%), do setor de Teleatendimento (59,8%). Em 39,1% das ações, houve reconhecimento do nexo causal entre o trabalho e a doença, ganho de causa parcial (42,5%), indenização por danos morais (50,6%), indenização por danos materiais (8,0%), e multa (5,7%). Conclusão: os acórdãos mostraram a relação entre distúrbio de voz e trabalho. O reconhecimento legal do DVRT poderá contribuir para a redução do sofrimento e do tempo de espera do trabalhador pela compensação por seu adoecimento. Também poderá auxiliar na construção de políticas públicas que visem a promoção, proteção, recuperação e, sobretudo, vigilância em saúde, de modo a garantir condições de trabalho adequadas para o uso da voz no trabalho.

Vocal Dose of Preservice Music Therapists, Preservice Music Teachers, and Other Undergraduate Students

BACKGROUND

Researchers have studied various populations with high vocal doses and prevalence of related voice disorders. Teachers, singers, and university students are three such populations that have been examined extensively. No studies to date, however, have examined the voice use of music therapists and compared their voice use to these other populations.

OBJECTIVE

The purpose of this investigation was to examine voice dosimeter data including phonation duration and percentage, amplitude, frequencies, and distance dose acquired over contiguous 7 day (1 week) periods by preservice music therapists, preservice music teachers, and other university students in concert with daily voice use surveys.

STUDY DESIGN

This is a quantitative descriptive design.

METHODS

Eight female students of varied majors (music therapy, music education, vocal performance, elementary education, and "other") in their third year of university study wore a voice dosimeter during all waking hours for 7 days. The dosimeter recorded voicing time, percentage, frequency, and estimated amplitude. Participants also completed surveys related to several parameters of vocal health, the number of hours they slept, and their voice care.

RESULTS

Participants experienced relatively low vocal doses during the week. Music majors experienced more voice use than nonmusic majors. Some of the highest doses occurred during teaching demonstrations and leading of music therapy practicum sessions.

CONCLUSION

Preservice music therapists and preservice music teachers may experience extreme increases in vocal load when they enter the field. Absent training protocols, these increases could be detrimental to their vocal health and long-term viability as practitioners.

Impact of Classroom Determinants on Psychosocial Aspects of Voice Among School Teachers of Indore, India: A Preliminary Survey

Teaching voice is the professional voice; often different in quality from our day-to-day speaking voice, and is supposed to be subjected to vocal abuse, misuse and overuse. This paper aims towards highlighting  the various classroom determinants that may impact teacher's voice and how these impacts can affect the daily activities in terms of functional emotional and psychosocial aspects. To understand the same, a cross sectional prospective study was conducted across eight English medium institutions of Indore (a city in central India) region. The study was carried out in three phases: formulation of a questionnaire, data collection (through administration of the questionnaire and VHI among sixty school teachers) followed by data analysis, to determine whether any association exists between the various classroom determinants and voice impairment. Significant association was found between determinants like teaching experience; number of classes, duration of breaks, use of any alternate method of teaching and alternate use of any amplification device with physical, emotional and functional aspects of life. The findings holistically indicate that various factors within the classroom environment only has a significant bearing on the voice disturbances of a school teacher's life thus deteriorating their quality of life. Thus it is substantial to begin a training programme by speech language pathologists in order to heighten awareness among teachers. After all voice disturbances are a real and treatable condition and with the right amount of training can be avoided.

The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis

Background and Objectives: Identifying the risk factors of teachers’ voice disorders is very important for preventing voice disorders and the recurrence of them. This meta-study identified risk factors associated with teachers’ voice disorders through systematic review and meta-analysis and provided basic data for preventing them. Materials and Methods: This study collected literature on the risk factors of teachers’ voice disorders using six databases (i.e., CINAHL, EBSCO, PUBMED, SCOPUS, Web of Science, and Springer Link). Search was limited to studies published between 1 January 2000 and 15 October 2018, and a total of 16 publications were selected for the analysis of this study. The quality of selected literature was assessed using the “Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields”. The effect size was analyzed by odds ratio and 95% confidence interval. Results: The results of the quality assessment ranged from 20 to 24 points with six strong studies and ten good studies. The meta-analysis showed that gender, upper airway problems, caffeine consumption, speaking loudly, number of classes per week, and resignation experience due to voice problems were the major risk factors of teachers’ voice disorders. On the other hand, age, number of children, drinking, physical activity, smoking, water intake, singing habits, duration of teaching, perception of noise inside the school, number of classes per day, noise assessment inside the classroom, and perception of technology and instruments inside the workplace were not significantly related to voice disorders. Conclusions: Longitudinal studies should be conducted in the future to confirm causality between voice disorders and risk factors based on the results of this study.

Effects of a Voice Training Program on Acoustics, Vocal Use, and Perceptual Voice Parameters in Catalan Teachers

<b><i>Objectives:</i></b> To assess the effect of EVES (Education for a Healthy and Efficient Voice), a voice training program aimed at promoting the use of an efficient and healthy voice in teachers. <b><i>Sample and Method:</i></b> Twenty-two teachers in the city of Granollers (Catalonia, Spain) were included in this research. The effect of the EVES program was evaluated focusing on the analysis of physiologic parameters on the one side (stroboscopy analysis), and on perceptual parameters on the other (Q-EVES questionnaire, Voice Handicap Index-10 [VHI-10], and GRBAS [Grade, Roughness, Breathiness, Asthenia, Strain Scale]). <b><i>Results:</i></b> The teachers incorporated the vocal strategies in their professional life and reported that the perception of difficulty in using their voice decreased. We observed a significant improvement in VHI-10 markers, in voice management abilities in the classroom, in perceptive and subjective voice parameters, and in some functional lesions. <b><i>Conclusions:</i></b> The results suggest that the educational intervention model may have a positive effect on teachers’ vocal care.

Vocal warm-up and cool-down in teachers: a quasi-experimental controlled study

PURPOSE

To verify the effects of vocal warm-up (VWU) and vocal cool-down (VCD) strategies on teachers.

METHODS

A quasi-experimental exploratory blind-evaluator study with control group that included teachers from a public secondary school. Teachers assigned to the experimental group (EG) performed VW prior to classes and VCD after classes. Teachers in the control group (CG) did not perform VWU and simply got voice rest after classes. Intergroup (EG vs. CG) and intragroup (pre-test versus post-test) comparisons were drawn from an auditory-perceptual evaluation, acoustic analysis, and self-reported discomfort. The mean acoustic and discomfort indicators and the percentage of improvement or worsening of vocal quality were calculated with a statistically significance level of p<0.05.

RESULTS

EG and CG did not differ from each other in the intergroup analysis. The intragroup analysis showed that VWU improved voice quality and decreased the degree of body-related discomfort. VCD decreased both the fundamental frequency (f0) and the degree of discomfort, particularly in relation to the voice aspects. Vocal rest did not show any statistical difference.

CONCLUSION

VWU showed positive effects on the auditory-perceptual evaluation and self-reported discomfort (body). VCD impacted f0 and self-reported discomfort (voice). Due to the exploratory nature of the research, the statistical power was not enough to demonstrate a difference in the comparison between EG and CG. However, the results indicate a potential for protecting teachers' voice and may be incorporated into daily work settings. Further controlled studies with random samples and greater numbers of participants should be conducted to confirm these results.

Vocal fold nodules: A disorder of phonation organs or auditory feedback?

OBJECTIVE

Increasing evidence supports that auditory feedback of one's own voice closely relates to real-time adjustments of vocal control. Previous studies highlighted that the low-frequency modulations of below 3 Hz (LFM) embedded in vocal fundamental frequency (F0) showed a reflex-like response to altered auditory inputs. However, the auditory feedback control of different vocal disorders remains unclear.

DESIGN

A cross-sectional, case-controlled study.

SETTING

A tertiary medical centre.

PARTICIPANTS

Sustained vocalisations of vowel/a/ from adult healthy controls and patients with vocal fold nodules, vocal fold polyps and vocal fold cysts, respectively. The vocalisations were made at a comfortable pitch and at the intensity of 70 ~ 80 dBC under the following four auditory conditions: natural hearing, 90-dBC speech noise, 10-dBC enhanced feedback of self-produced voice and both the noise and voice feedback.

MAIN OUTCOME MEASURES

Power spectral analysis of F0 contour of sustained vowel.

RESULTS

Patients with vocal fold nodules presented with different audio-vocal feedback behaviour and audio-vocal response to speech noise from the other two vocal pathologies of vocal fold polyp and vocal fold cyst as well as the healthy controls (P < .001, one-way ANOVA).

CONCLUSION

The vocal fold nodules may be not only a vocal fold disease but also a disease caused by abnormal audio-vocal feedback. Moreover, the distinct audio-vocal feedback of vocal fold nodules could be revealed by power spectral analysis of vocal fundamental frequencies. Although further investigations are necessary, adjustments of audio-vocal feedback behaviour may provide a new insight and benefit to the treatment of vocal fold nodules in the future.

A Study of Vocal Facilitating Techniques Compared to Manual Circumlaryngeal Therapy in Teachers With Muscle Tension Dysphonia

OBJECTIVE

There are several voice therapy techniques been suggested in patients with muscle tension dysphonia (MTD), however a few studies are compared between them. The purpose of present study was to compare the effect of vocal facilitating techniques (VFTs) and manual circumlaryngeal therapy (MCT) in teachers with MTD.

STUDY DESIGN

This is a randomized clinical trial study.

METHODS

Sixteen teachers with MTD (female; mean age: 38.6 ± 4.6 years) participated in this study. The participants allocated to two treatment groups: the first group received VFTs (n: 8) and MCT was presented to the second one (n: 8). In each group, the voice therapy techniques were given for 10 individual sessions twice a week. The effect of both techniques was assessed using voice handicap index (VHI) and dysphonia severity index (DSI).

RESULTS

Within group comparison, the VHI, DSI, and theirs components showed significantly better results after both treatment groups (P ≤ 0.05). Although, effect size was strong for all target features (η2 > 0.36); the greatest magnitude was obtained on the physical subscale of VHI following MCT and for the DSI after VFTs (η2 = 0.92 and 0.90, respectively). Moreover, the interactive effect of time and treatment groups indicated that there was significant main effect on the physical and functional subscales of VHI (P = 0.00 and 0.02, respectively) as well as I-low and DSI (P = 0.01 and 0.02, respectively).

CONCLUSION

VFTs and MCT are two effective techniques in voice therapy of teachers with MTD. However, the greatest improvement obtained on the DSI following VFTs and for the physical aspect of VHI after MCT demonstrated voice therapist can use appropriate technique based on the voice complaints and results of voice assessments in MTD.

Prevalence and Risk Factors of Voice Disorders in French Tour Guides

OBJECTIVE/HYPOTHESIS

Voice disorders are frequently observed among professionals using their voice as their main working tool (ie, occupational voice users). The objective of this study is to establish the prevalence of voice disorders in tour guides and to evaluate the risk factors associated with these disorders.

STUDY DESIGN

An online survey, containing the VHI-10 test, was sent to the metropolitan France guides in November 2017. The results were analyzed using answers of tour guides dispatched in all metropolitan French departments.

RESULTS

We received 465 replies. Voice disorders were highly prevalent (up to 21.29%) according to the VHI-10 and were comparable to observed rates in other professional categories (teachers and telecommunicators). The proportion of guides complaining about voice disorders episodes (44.94%) is greater than in the overall general population. Specific work-related factors emerged in this study. First, the use of a high-intensity voice for more than 6 hours a week is a factor significantly associated with a higher risk of having a pathological score at VHI-10. Second, a significant proportion of the guides noted that noise pollution and changes in temperature affected their vocal quality.

CONCLUSIONS

In light of these results, we can conclude that the tour guide profession is subject to voice-related risks. The prevalence of voice disorders is particularly higher than in the general population and risk factors specific to tour guide population exist.

Teachers' work and health in Brazil: thoughts on the history of research, strides, and challenges

This Essay discusses the theme of teachers' work and health in Brazil. The objectives are to describe the initial history of research on teachers' health, discuss elements leading to a consensus on the characterization of the group's work and principal health problems, and systematize the main strides and challenges. The Essay draws on more than two decades of research and practice in this field. Based on this experience, the authors identify the movements, the accumulated evidence, and prospects for future development. The elements brought to the discussion point to substantial growth in the field: the number of studies, the diversity and scope of topics, the groups of men and women teachers studied, and the experiences with application of the knowledge (programs and interventions). Despite these strides, the studies and practices still emphasize the individual and the disease, with little or no attention to work factors (work process and management) in the health/disease process. Issues pertaining to gender differences (in work and in health status) also remain invisible. There is little linkage between researchers and teachers' movements (a relevant characteristic of the first initiatives in the field). There are no public policies to regulate the workplace and work management. The contributions to the discussion provide insight for thought to assist the identification of critical nodes and analytical scenarios with the potential for progress in this field of research and intervention.

Work absenteeism due to voice disorders in Brazilian schoolteachers

The study aimed to investigate the prevalence and duration of work absenteeism due to voice disorders in Brazilian schoolteachers and the association with work-related factors and health status. This was a cross-sectional study with a representative sample of 6,510 female and male schoolteachers in basic education, from October 2015 to March 2016. The dependent variable was the teacher's report of some work absence due to a voice problem in the previous 12 months. The independent variables related to work conditions and health status. A descriptive analysis was performed of the prevalence and duration of work absences due to voice problems. The association between the target event and the other variables was measured as the prevalence ratio with 95% confidence intervals, using Poisson regression. The main reason for teachers missing classroom work was voice disorders (17.7%), and most absences (78%) were short (seven days or less). In the final multivariate model adjusted by gender, higher prevalence of absence due to voice disorders was associated with schoolteachers in the North and Northeast of Brazil, longer time commuting to and from work, self-report of occupational disease, visit to health services, and report of psychological and respiratory problems during the same 12-month period. There was a high prevalence of short work absences due to voice problems, associated with comorbidities. Macrostructural factors suggest the social nature of the illness process and work absenteeism in Brazilian schoolteachers.

Em busca do reconhecimento do distúrbio de voz como doença relacionada ao trabalho: movimento histórico-político

Resumo A elevada prevalência de alteração vocal no exercício do trabalho sinaliza um adoecimento coletivo, determinado pelo desgaste da voz sob precárias condições ocupacionais. Este artigo descreve a construção, no Brasil, do movimento histórico-político em busca do reconhecimento do distúrbio de voz como doença relacionada ao trabalho (DVRT). Trata-se de uma revisão narrativa, com relato dos processos históricos, incluindo os sujeitos sociais, a produção de conhecimento, os fatos que marcaram a trajetória do movimento e as proposições de uma agenda estratégica, tendo em vista a urgência da inclusão do DVRT na lista de doenças relacionadas ao trabalho do Ministério da Saúde. Foram adotados três eixos de análise: a) técnico-científico, sobre os avanços na caracterização do distúrbio de voz e do nexo com o trabalho; b) jurídico-institucional, relativo às formas institucionais de reconhecimento jurídico deste nexo; e c) político-profissional, no qual se discute a articulação dos atores sociais na defesa do reconhecimento do DVRT. Durante quase duas décadas destacam-se o importante papel da Pontifícia Universidade Católica de São Paulo no fomento às discussões e as principais dificuldades para o reconhecimento formal do DVRT.

Voice Disorders in Islamic Religious Officials: Is It Any Different Than Those of the Teachers, Another Well-Known Professional Voice Users?

OBJECTIVES

This study explores Islamic religious officials' voice use, disorders, and treatment methods by comparing the officials with teachers, the largest group of voice professionals.

STUDY DESIGN

This is a nonrandomized retrospective study.

METHODS

This study included 85 patients with voice disorder complaints; 42 were religious officials and 43 were teachers. We compared the two groups of patients in terms of demographic information, job descriptions, years in their professions, smoking histories, alcohol consumption, allergies and other systemic disorders, average weekly vocal loads, voice training, vocal abuse-misuse, reflux symptom index and voice handicap index scores, and voice disorder diagnosis and treatment methods.

RESULTS

The study compared 39 male (92.85%) and three female (7.14%) religious officials with five male (11.62%) and 38 female (88.37%) teachers. The alcohol use, systemic diseases, and vocal loads were found to be statistically higher in the teachers than the religious officials (P < 0.05), while the vocal abuse-misuse, vocal hygiene knowledge, and voice handicap indices were determined to be statistically higher in the religious officials than the teachers (P < 0.05). A statistically significant difference in the distribution of the diagnoses exists between the two groups (P < 0.005). Voice therapy is the most common treatment method in both groups.

CONCLUSIONS

Like teachers, Islamic religious officials appear to be at high risk of developing voice disorders. Because of the lack of research on the frequency of voice disorders among Islamic religious officials, it is important to raise awareness of the prevalence of voice disorders.

Results of a Voice-Related Survey of Physical Education Student Teachers

The current study investigated physical education (PE) student teachers' understanding of the vocal demands of their future profession, interest in participating in a voice-training program, and the current impact of the voice on quality-of-life by the Voice Handicap Index (VHI, Jacobson et al., 1997). Seventy-four PE student teachers completed a voice-related survey and the VHI. Forty-three percent of participants indicated that teaching will negatively affect the voice and 29% of participants reported that they may develop a voice problem because of teaching; however, only 17% of participants indicated that a voice training program was needed to learn healthy and effective voice use for teaching. Based on the results, participants knew that teaching may negatively impact the voice, but they were not convinced that a voice training program was necessary. In addition, the student teachers' voices were not negatively impacting quality- of-life, as determined by the VHI.

Comparação da ocorrência de sinais e sintomas de alteração vocal e de desconforto no trato vocal em professores de diferentes níveis de ensino

RESUMO Objetivo Analisar e comparar a ocorrência de sinais e sintomas de voz e de desconforto no trato vocal em docentes de diferentes níveis de ensino. Método Participaram da pesquisa 112 docentes, de ambos os gêneros, de diferentes níveis de ensino, sendo: 38 do Ensino Infantil, 28 do Ensino Fundamental I, 18 do Ensino Fundamental II e 28 do Ensino Médio. Os participantes autoavaliaram suas vozes e responderam um questionário de caracterização pessoal e do trabalho, a Lista de Sinais e Sintomas Vocais, a Escala do Desconforto do Trato Vocal (somente frequência da sensação). Os dados obtidos foram analisados estatisticamente em função dos níveis de ensino utilizando-se o Teste Krukal-Wallis e o Teste Qui-quadrado de Pearson (p<0,05). Resultados No ensino médio, a mediana de idade e a frequência de docentes do gênero masculino foi significativamente maior que nos demais níveis de ensino. Não houve diferença na autoavaliação vocal, na ocorrência de sinais e sintomas vocais e na frequência de desconforto no trato vocal, em função do nível de ensino dos docentes. Conclusão Conclui-se que não houve diferença na ocorrência de sinais e sintomas de voz e de desconforto no trato vocal em docentes de diferentes níveis de ensino.

Association Between Voice Handicap Index and Reflux Symptom Index: A cross-sectional study of undiagnosed general and teacher cohorts in Saudi Arabia

Objectives

This study aimed to assess potential associations between self-reported symptoms of laryngopharyngeal reflux (LPR) and voice disorders among two undiagnosed cohorts in Saudi Arabia.

Methods

This cross-sectional study was conducted from February to April 2017 in Khobar, Saudi Arabia. Validated Arabic versions of the Reflux Symptom Index (RSI) and 10-item Voice Handicap Index (VHI-10) were distributed to 400 teachers at 13 schools and 300 members of the general population attending an ear, nose and throat clinic in Khobar. Scores of >13 and >11 on the RSI and VHI-10 indicated a potential subjective diagnosis of LPR and voice disorders, respectively.

Results

A total of 446 individuals took part in the study, including 260 members of the general population (response rate: 86.7%) and 186 teachers (response rate: 46.5%). The mean age was 32.5 years. In total, 62.2% complained of voice and/or reflux problems, with the remaining 37.8% not reporting/unaware of any problems in this regard. Among the teachers, 30.6% and 18.3% had positive RSI and VHI-10 scores, respectively, while 43.1% and 14.6% of the individuals from the general population had positive RSI and VHI-10 scores, respectively. Overall, VHI-10 scores were significantly associated with RSI scores (P <0.001).

Conclusion

A significant association between RSI and VHI-10 scores suggests that there may be an association between LPR and voice disorders. These tools would therefore be a valuable method of monitoring patients; however, they cannot be used to confirm a diagnosis. Thus, more detailed studies are needed to confirm this association using a larger sample size.

Voice Disorders are Associated With Stress Among Teachers: A Cross-Sectional Study in Finland

OBJECTIVES

Voice disorders are considered to be more common among teachers than other occupations. However, epidemiological data are scarce and only a few researchers have studied stress as a risk factor in voice disorders in teachers. This paper presents data from a study on Finnish school teachers which investigated the prevalence of voice disorders and evaluated the risk factors for voice disorders, especially stress.

STUDY DESIGN

A cross-sectional study was conducted among primary and secondary education teachers across Finland.

METHODS

Voice disorders were assessed with a seven-item voice questionnaire and stress at work was measured with a validated single-item question.

RESULTS

The prevalence of voice disorders over the 12-month period was 54% in the sample of 1198 primary and secondary education teachers in Finland. Of the teachers, 81% were female, and they suffered more voice disorders than the males. Stress was the most significant explanatory variable with a 3.6-fold risk as regards voice disorders. The association between voice disorders and stress was even stronger than that of asthma, asthma medication, and allergic rhinitis, which are known to cause serious risks for voice disorders in general.

CONCLUSIONS

Our results hypothesize that stress may be a multi-dimensional problem associated with various risk factors and result in an even more urgent risk of voice disorders in teachers than estimated. Longitudinal research is needed to investigate the causality between voice disorders and stress among teachers. In addition, it is recommended that in the occupational health care of teachers' consideration should be given to the fact that voice disorders and stress may have a multi-dimensional association.

An Acoustic-Signal-Based Preventive Program for University Lecturers' Vocal Health

INTRODUCTION

Professional activities of university lecturers involve continued and sustained use of the voice, leading in many cases to increased risk of developing voice disorders. Risk identification followed by the fast application of preventive or corrective measures is a key issue in this context.

OBJECTIVE

Define and implement a preventive program for the vocal health of university lecturers by using acoustic features automatically extracted from voice recordings to identify risk groups and manage preventive or corrective actions MATERIAL AND METHODS: A total of 170 subjects, aged between 18 and 65, were recruited at the San Pedro de Alcántara Hospital and at the University of Extremadura in Cáceres (Spain). They formed three groups-one of 25 people suffering from vocal fold nodules, another of 25 healthy people, and the third of 120 university lecturers. Medical history and voice status assessment was performed, and voice recordings were made following a research protocol. A feature extraction, selection, and classification procedure was applied to the voice recordings to provide the best predictors for discriminating between pathological and healthy voices. The model parameters were then used to determine the lecturers' probability of suffering vocal fold nodules or other pathologies with similar dysphonic speech. These probabilities were used to classify the lecturers into three risk groups-low, medium, and high. These groups were taken as the basis to assign the lecturers to a primary, secondary, or tertiary prevention level. Different preventive or corrective actions were applied for each prevention level.

RESULTS

The best set of predictors comprised sample entropy, correlation dimension, pitch period entropy, glottal noise excitation, and sex, achieving an overall accuracy of 92% with a random forest classifier. They all showed statistically significant differences between vocal fold nodules and healthy groups (P < 0.05). Three out of the four best acoustic features were nonlinear, showing the importance of nonlinear dynamics for clinical practice. The model parameters were applied to the predictors of the lecturers so as to assign them to the different risk groups, leading to 60.8% (73 out of 120) of the lecturers in the low-risk group, 29.2% (35 out of 120) in the medium-risk group, and 10% (12 out of 120) in the high-risk group. The prevention levels were assigned on the basis of this classification and the medical history and laryngological evaluation of some specific subjects. A statistically significant association was found between the voice status and the assigned prevention level (P < 0.001), with there being a clear dependence relationship (Cramér's V = 0.630).

CONCLUSION

It is feasible to develop and apply a preventive voice program for university lecturers that is aided by features automatically extracted from voice recordings. As the program progresses, it is expected that the information automatically provided for the assignment to prevention levels will become ever more precise. The method proposed can be extended to other voice professionals and other voice disorders.

Effect of teacher's working conditions on voice disorder in Korea: a nationwide survey

Background

Korean teacher’s working conditions are deteriorating. There is concern about the deterioration of teachers’ health and voice disorder is one of the most common problems. Teacher’s vocal health is important for them and their students. The aim of the present study was to investigate working conditions that may affect voice disorders.

Methods

In all, 79 primary and secondary schools were randomly selected for a nationwide school system survey (N = 3345). In 64 schools, 1617 (48.3%) teachers participated via a postal self-report questionnaire from June 2016 to August 2016. After applying inclusion and exclusion criteria, data from 1301 teachers’ were used for analysis. Multiple logistic regression was used to investigate the associations between general, work-related factors, and frequent voice disorders (fVDs) to estimate the adjusted odds ratio(aOR).

Results

Teachers who reported voice symptoms more than once a week (fVD) made up 11.6%. In a multiple logistic regression, fVD was significantly associated with female, difficulty in applying for sick leave as needed, music teachers (primary school), and less than 6 h of sleep per day (primary school). The aOR for fVD was 2.72 (0.83–8.10) in the longest working hours group (> 52 h/wk) among the primary school teachers, and 1.90 (0.80–4.73) in the longest class hour group (≥ 20 h/wk), 1.52 (0.90–2.62) in homeroom teachers among the secondary school teachers, but not statistically significant.

Conclusions

Korean teachers’ working conditions are associated with fVDs. The school health system must take steps to prevent and treat voice disorders of teachers.

Amplificación vocal en el ámbito ocupacional educativo: una revisión de la literatura

Introducción. La amplificación vocal se ha utilizado como una herramienta para prevenir desórdenes de voz en profesores.Objetivos. Conocer los cambios reportados sobre el comportamiento vocal cuando los profesores utilizan sistemas de amplificación vocal y hacer una comparación entre el antes y el después de su uso.Materiales y métodos. Se realizó una revisión de artículos en cuatro bases de datos y se seleccionaron 11 bajo criterios de inclusión y exclusión: 3 presentaron un nivel de evidencia IIb, mientras que 8, IV. Se analizó la información de los artículos para recolectar datos sobre los efectos en el comportamiento vocal a nivel perceptivo y acústico frente al uso de amplificación vocal.Resultados. Los participantes tuvieron una reducción en la intensidad y en la frecuencia fundamental con mayores efectos en la población sin desorden de voz. Hubo una disminución significativa de la dosis de distancia a diferencia de la dosis de ciclo. En los cuestionarios se infirió un descenso en síntomas, reducción de la carga vocal y mejora en la comunicación.Conclusión. Los amplificadores de voz sirven para prevenir trastornos de la voz. Investigaciones futuras deberán manejar un rigor investigativo en los niveles de evidencia y un diseño de estudio que permita obtener resultados consistentes en diferentes usuarios de la voz.

Clinical Practice Guideline: Hoarseness (Dysphonia) (Update)

Objective

This guideline provides evidence-based recommendations on treating patients who present with dysphonia, which is characterized by altered vocal quality, pitch, loudness, or vocal effort that impairs communication and/or quality of life. Dysphonia affects nearly one-third of the population at some point in its life. This guideline applies to all age groups evaluated in a setting where dysphonia would be identified or managed. It is intended for all clinicians who are likely to diagnose and treat patients with dysphonia.

Purpose

The primary purpose of this guideline is to improve the quality of care for patients with dysphonia, based on current best evidence. Expert consensus to fill evidence gaps, when used, is explicitly stated and supported with a detailed evidence profile for transparency. Specific objectives of the guideline are to reduce inappropriate variations in care, produce optimal health outcomes, and minimize harm. For this guideline update, the American Academy of Otolaryngology—Head and Neck Surgery Foundation selected a panel representing the fields of advanced practice nursing, bronchoesophagology, consumer advocacy, family medicine, geriatric medicine, internal medicine, laryngology, neurology, otolaryngology–head and neck surgery, pediatrics, professional voice, pulmonology, and speech-language pathology.

Action Statements

The guideline update group made strong recommendations for the following key action statements (KASs): (1) Clinicians should assess the patient with dysphonia by history and physical examination to identify factors where expedited laryngeal evaluation is indicated. These include, but are not limited to, recent surgical procedures involving the head, neck, or chest; recent endotracheal intubation; presence of concomitant neck mass; respiratory distress or stridor; history of tobacco abuse; and whether the patient is a professional voice user. (2) Clinicians should advocate voice therapy for patients with dysphonia from a cause amenable to voice therapy. The guideline update group made recommendations for the following KASs: (1) Clinicians should identify dysphonia in a patient with altered voice quality, pitch, loudness, or vocal effort that impairs communication or reduces quality of life (QOL). (2) Clinicians should assess the patient with dysphonia by history and physical examination for underlying causes of dysphonia and factors that modify management. (3) Clinicians should perform laryngoscopy, or refer to a clinician who can perform laryngoscopy, when dysphonia fails to resolve or improve within 4 weeks or irrespective of duration if a serious underlying cause is suspected. (4) Clinicians should perform diagnostic laryngoscopy, or refer to a clinician who can perform diagnostic laryngoscopy, before prescribing voice therapy and document/communicate the results to the speech-language pathologist (SLP). (5) Clinicians should advocate for surgery as a therapeutic option for patients with dysphonia with conditions amenable to surgical intervention, such as suspected malignancy, symptomatic benign vocal fold lesions that do not respond to conservative management, or glottic insufficiency. (6) Clinicians should offer, or refer to a clinician who can offer, botulinum toxin injections for the treatment of dysphonia caused by spasmodic dysphonia and other types of laryngeal dystonia. (7) Clinicians should inform patients with dysphonia about control/preventive measures. (8) Clinicians should document resolution, improvement or worsened symptoms of dysphonia, or change in QOL of patients with dysphonia after treatment or observation. The guideline update group made a strong recommendation against 1 action: (1) Clinicians should not routinely prescribe antibiotics to treat dysphonia. The guideline update group made recommendations against other actions: (1) Clinicians should not obtain computed tomography (CT) or magnetic resonance imaging (MRI) for patients with a primary voice complaint prior to visualization of the larynx. (2) Clinicians should not prescribe antireflux medications to treat isolated dysphonia, based on symptoms alone attributed to suspected gastroesophageal reflux disease (GERD) or laryngopharyngeal reflux (LPR), without visualization of the larynx. (3) Clinicians should not routinely prescribe corticosteroids for patients with dysphonia prior to visualization of the larynx. The policy level for the following recommendation about laryngoscopy at any time was an option: (1) Clinicians may perform diagnostic laryngoscopy at any time in a patient with dysphonia.

Disclaimer

This clinical practice guideline is not intended as an exhaustive source of guidance for managing dysphonia (hoarseness). Rather, it is designed to assist clinicians by providing an evidence-based framework for decision-making strategies. The guideline is not intended to replace clinical judgment or establish a protocol for all individuals with this condition, and it may not provide the only appropriate approach to diagnosing and managing this problem. Differences from Prior Guideline (1) Incorporation of new evidence profiles to include the role of patient preferences, confidence in the evidence, differences of opinion, quality improvement opportunities, and any exclusion to which the action statement does not apply (2) Inclusion of 3 new guidelines, 16 new systematic reviews, and 4 new randomized controlled trials (3) Inclusion of a consumer advocate on the guideline update group (4) Changes to 9 KASs from the original guideline (5) New KAS 3 (escalation of care) and KAS 13 (outcomes) (6) Addition of an algorithm outlining KASs for patients with dysphonia

Background Factors and Subjective Voice Symptoms in Patients with Acquired Vocal Fold Scarring and Sulcus Vocalis

OBJECTIVE

Vocal fold scarring (VFS) and sulcus vocalis (SV) often result in severe and chronic voice disorders. This study compares subjective voice complaints as rated with the Voice Handicap Index and etiological factors for patients with VFS and SV.

PATIENTS AND METHODS

Data were collected from the medical records at the Department of Otorhinolaryngology, Karolinska University Hospital, for 27 VFS patients and 27 SV patients. Descriptive background factors were compared between the groups and data were compared from the Swedish Voice Handicap Index (Sw-VHI) questionnaires.

RESULTS

Previous laryngeal surgery/trauma was significantly more common for the patients with VFS. The SV group had significantly more persistent dysphonia since childhood. It was significantly more common to have a non-Germanic language origin among the SV patients. VFS and SV rated high for the total median Sw-VHI scores. The VFS group's total Sw-VHI and the three domain scores were significantly higher compared to the SV group. The physical domain showed a significantly higher score when compared to the functional and emotional domains in the SV cohort and when compared to the emotional domain in the VFS cohort.

CONCLUSION

There are significant differences between the VFS group and SV group regarding etiological factors as well as the Sw-VHI. The degree and profile of VHI should be considered when selecting patients and evaluating the result of new treatments for this group of patients.

The Influence of Noise on the Vocal Dose in Women

OBJECTIVE

The objective of this study was to evaluate if noise interferes with the vocal dose in women without vocal complaints.

STUDY DESIGN

This is an experimental and comparative study.

METHODS

Data were collected on 27 women between 22 and 50 years of age without vocal complaints in a university classroom. Speech-language pathology evaluation was performed employing auditory-perceptual analysis and a vocal symptom questionnaire. The acoustics of the classroom were evaluated via both observation of the characteristics of the room and the quantification of background noise and reverberation time. Two distinctive acoustic conditions were created for evaluations: condition 1, a room without acoustic treatment and without noise reproduction, and condition 2, a room without acoustic treatment with noise reproduction. Each participant was evaluated individually in both acoustic conditions. To obtain vocal dose data, a vocal dosimeter was used. Subjects were asked to perform two 10-minute readings, one in each acoustic condition. The order of conditions was randomized between subjects. Subjects were instructed to complete the reading tasks at the vocal intensity deemed appropriate to be heard by a listener in the back of the room. t Tests and the Wilcoxon test were employed to compare parameters across subjects and conditions.

RESULTS

Fundamental frequency, vocal intensity, percentage of phonation, and cycle dose significantly increased in the background noise condition.

CONCLUSION

A positive relation between vocal dose and the presence of excessive noise in the environment was observed.

Estimating Vocal Effort from the Aerodynamics of Labial Fricatives: A Feasibility Study

OBJECTIVE AND HYPOTHESIS

Vocal effort in loud voice is produced with increased subglottal pressure during vowels and increased supraglottal pressure during consonants. In the paper, our main objective is to check whether it was supported by a parallel increase in the airflow resistance of the laryngeal articulator and of the supralaryngeal articulator, here the lips.

STUDY DESIGN AND METHOD

For this comparison, our choice fell on the fricative consonants, as their production allows perfectly synchronous air pressure and airflow measurements. Also, the calculation of the real instantaneous aerodynamic resistance is possible with fricatives-as it is with vowels-whereas it is not possible with plosives. The present feasibility study on a healthy subject is based on direct subglottal and intraoral pressures and airflow measured for /f/ or /v/ and from the contiguous vowel produced in VCVCV nonsense words at different levels of intensity.

RESULTS AND CONCLUSION

The results support that the airflow resistances at the lips and that at the larynx are quite parallel. The airflow resistance at the lips during labial fricative production could provide a good picture of the laryngeal resistance during the production of continuous speech. This suggests clinical applications using both noninvasive inferred measurements of subglottal pressure variation and direct noninferred airflow measurements from more natural speech production tasks.

Dose Vocal: uma revisão integrativa da literatura

RESUMO O objetivo da pesquisa foi realizar uma revisão da literatura referente aos tipos de dose vocal e aos resultados destas medidas em diferentes situações comunicativas. Houve levantamento da literatura nacional e internacional, publicada nos idiomas Inglês, Espanhol ou Português, utilizando-se as bases de dados MEDLINE, LILACS, IBECS e ISI (Web of Science), dos últimos 21 anos, cujos artigos estavam disponíveis na íntegra. Quinze estudos contemplaram os critérios propostos. A maioria dos artigos estudou professores, visto que são mais vulneráveis para a ocorrência de disfonia. Os tipos de dose encontrados foram porcentagem de fonação, dose temporal, dose cíclica, dose de distância, dose de energia radiada e dose de energia dissipada. O aumento da dose vocal está associado ao uso excessivo e prolongado da voz na atividade docente, principalmente entre os professores da educação infantil e os de canto. As altas doses vocais correlacionam-se também à presença de disfonia, ao maior nível de ruído ambiental, à grande variação prosódica na fala e à autopercepção de fadiga vocal. Pacientes com disfonia comportamental (nódulos e pólipos) apresentam maiores doses vocais que pacientes com outros quadros disfônicos. Fatores como repouso de voz e uso do amplificador vocal indicam a diminuição da dose da voz.

Communication resources of managers and business professionals

Purpose

To analyze the communication resources reported by managers in the business environment and compare the resources used to those reported by business professionals.

Methods

82 professionals volunteered to participate in the research, divided into 50 managers (MP) and 32 business professionals (BP) from industry section in Caxias do Sul and the surrounding region (Brazil). A questionnaire with 4 topics was used: personal data, self-assessment of communicative behavior, self-assessment of communicative resources, and selection of positive and negative resources influencing communication.

Results

Regarding communicative behavior, both groups reported normal voice but with significant differences regarding the use of softness in communication, 25% of MP and only 4% of BP. Both groups selected the following main positive resources: knowledge of subject, use of proper vocabulary, and objectivity. The negative resources were, similarly, the lack of subject domain, criticism or prejudgment, and improper vocabulary. Finally, analyzing the degree of influence of each communicative resource, the MP highlighted tone of voice as an important positive resource, while the BP pointed the subject domain. Still, the monotonous voice for MP and nervousness for BP were indicated as the main negative influences.

Conclusion

Managers value more communicative resources connected to communicative attitude, such as tone of voice and expression, while business professionals worry about demonstrating security and technical understanding of the subject.

Vocal dose in teachers: correlation with dysphonia

Teachers are professionals with high prevalence of dysphonia, whose main risk factors are the large work hours in classrooms with the presence of background noise. The purpose of the study was to calculate the phonation time and the cycle dose of teachers with dysphonia and teachers without voice disorders during the class. There were two groups analyzed: five teachers with functional dysphonia were the first group and five teachers without voice disorders were the second group. For the data was used the VoxLog® dosimeter and the parameters were: intensity; fundamental frequency; phonation time and cycle dose. The statistical analysis used ANOVA, Student's T-test, and Kruskal-Wallis test. Dysphonic teachers showed major values of phonation time and cycle dose compared with teachers without voice disorders. The dysphonia is related to extended period of speech time and greater exposure of the tissue of the vocal fold to phonotrauma.

Relationship between Voice Complaints and Subjective and Objective Measures of Vocal Function in Iranian Female Teachers

OBJECTIVES

Teachers are at high risk of developing voice problems because of the excessive vocal demands necessitated by their profession. Teachers' self-assessment of vocal complaints, combined with subjective and objective measures of voice, may enable better therapeutic decision-making. This investigation compared audio-perceptual assessment and acoustic variables in teachers with and without voice complaints.

METHODS

Ninety-nine teachers completed this cross-sectional study and were assigned to one of two groups: those "with voice complaint (VC)" and those "without voice complaint (W-VC)." Voice samples were collected during reading, counting, and vowel prolongation tasks. Teachers were also asked to document any voice symptoms they experienced. Voice samples were analyzed using Dr. Speech program (4th version; Tiger Ltd., USA), and labeled "normal" or "abnormal" according to the "grade" dimension "G" from GRBAS scale.

RESULTS

Twenty-one teachers were assigned to the VC group based on self-assessment data. There were statistically significant differences between the two groups with regard to self-reported voice symptoms of hoarseness, breathiness, pitch breaks, and vocal fatigue (P < 0.05). Fourteen participants in the VC group and 40 from the W-VC group were determined to demonstrate "abnormal" vocal quality on perceptual assessment. Only harmonic-to-noise ratio was significantly higher for the W-VC group (ES = 0.55).

CONCLUSION

Teachers with and without voice complaints differed in the incidence, but not type of voice symptoms. Teachers' voice complaints did not correspond to perceptual and acoustic measures. This suggests a potential unmet need for teachers to receive further education on voice disorders.

Personal and Professional Characteristics of Music Educators: One Size Does Not Fit All

OBJECTIVES/HYPOTHESIS

The prevalence of voice disorders among various educator groups is well known, and voice disorders among music educators are higher than the general classroom educators. Music educators vary with respect to behavioral and personality factors, personal characteristics, type of music taught, job-specific environment, and governmental professional expectations. This study aims to identify risk factors for voice disorders in a heterogeneous population of music educators.

STUDY DESIGN

An online survey was conducted with 213 respondents.

METHODS

Survey questions addressed demographics, level of education, years of music teaching experience, specialty training, primary teaching assignments and instrument, vocal health behaviors, and diagnoses of voice disorders. Summary statistics and group comparisons are reported.

RESULTS

Those whose primary instrument was voice reported a greater frequency of voice disorders. Female and older music educators also had a higher prevalence of voice disorders.

CONCLUSIONS

Music educators are a heterogeneous group of individuals who require more careful consideration in the prevention and treatment of occupational voice problems.

Effects of Adventitious Acute Vocal Trauma: Relative Fundamental Frequency and Listener Perception

OBJECTIVE

High voice users (individuals who demonstrate excessive or loud vocal use) are at risk for developing voice disorders. The objective of this study was to examine, both acoustically and perceptually, vocal changes in healthy speakers after an acute period of high voice use.

METHODS

Members of a university women's volleyball team (n = 12) were recorded a week before (pre) and week after (post) the 10-week spring season; n = 6 control speakers were recorded over the same time period for comparison. Speakers read four sentences, which were analyzed for relative fundamental frequency (RFF). Eight naïve listeners participated in an auditory-perceptual visual sort and rate (VSR) task, in which they rated each voice sample's overall severity and strain.

RESULTS

No significant differences were found as a function of time point in the VSR ratings for the volleyball group. Onset cycle 1 RFF values were significantly lower (P = 0.04) in the postrecordings of the volleyball participants compared with prerecordings, but there was no significant difference (P = 0.20) in offset cycle 10 RFF values. Receiver operating characteristic analyses indicated moderate sensitivity and specificity of onset cycle 1 RFF for discrimination between the volleyball and control participants. Changes were not apparent in the control group as a function of time for either, onset cycle 1 RFF, offset cycle 10 RFF, or either vocal attribute.

CONCLUSIONS

Onset cycle 1 RFF may be an effective marker for detecting vocal changes over an acute high voice use period of time before perceptual changes are noted.