Prevalence of voice disorders among future teachers

Screen11: validating a screening instrument for voice disorders in accordance with the COSMIN framework

PURPOSE

Although numerous patient-reported outcome measures have been developed and validated to quantify the impact of voice problems on different aspects of life, to our knowledge no screening instrument exists that specifically captures voice disorders in a retrospective fashion. The aim of the present study was to examine the psychometric properties and diagnostic validity of a retrospective voice screening method, Screen11, according to the COSMIN framework for health-related, patient-reported outcome measures. The items in Screen11 have been used to establish the prevalence of voice disorders in both general and occupation-specific populations in the Nordic countries. However, the instrument has not been validated.

METHODS

The voice patient group (n = 54) in this study comprised of patients from the Turku University Central Hospital phoniatric outpatient clinic seeking help for their voice problems. For these voice patients, we recruited voice-healthy controls (n = 61) who matched in terms of gender, age, and occupation. The participants responded to the Screen11 questionnaire along with the VHI and the VAPP.

RESULTS

The results of the initial exploratory factor analysis showed that all the Screen11 items loaded on a common underlying latent factor. Furthermore, Screen11 had high internal consistency (α = .93) and correlated sufficiently with other voice questionnaires.

CONCLUSIONS

The results indicate that Screen11, which screens for possible voice disorders at an early stage, was successfully validated. With respect to its diagnostic validity, the Screen11 sum score is preferable. A threshold of ≥ 15 should be used for differentiating patients with possible voice disorders from those with healthy voices.

Effectiveness of Systemic Hydration on Thermal and Multi-Dimensional Voice Outcome in Speech-Language Pathologists

PURPOSE

Professional voice users utilize systematic hydration to preserve the quality of their voice. However, the existing literature provides limited research on the systemic hydration of voice quality from a thermal and multi-dimensional perspective, particularly in speech-language pathologists (SLPs). Thus, using thermal and multidimensional measures, the current study inspected the effectiveness of systemic hydration in SLPs' voice quality.

METHOD

The study involved 20 vocally healthy female SLPs allocated to vocal loading (control group), who read passage loudly for 1 hour, and systemic hydration (experimental group), who consumed water during the vocal loading task. Pre evaluation and post evaluation of multidimensional voice measures: thermal (front view of throat), acoustic (fundamental frequency, perturbation [frequency and amplitude], and noise-related measures), aerodynamic (maximum phonation time: MPT and s/z ratio), and self-perceptual [perceived phonatory effort (PPE), perceived vocal tiredness (PVT)] measures were collected for two groups.

RESULTS

Pre-post comparison in the vocal loading group had a significant increase in thermal (FVT), acoustic [STD of F0, vF0, jitter, shimmer, amplitude perturbation quotient (APQ), and noise-to-harmonic ratio (NHR)], self-perceptual (PPE and PVT), and decreased aerodynamic measures MPT. However, no significant differences were noted in the systemic hydration group's thermal and multidimensional voice outcome measures. Between-group post test comparisons, the systemic hydration group showed a significant decrease in thermal front view of the throat (FVT), acoustic [jitter, NHR], and an increase in aerodynamic (MPT) compared with the vocal loading group.

CONCLUSION

The voice quality was decreased in the vocal loading group, while the systemic hydration group remained stable, as depicted on multidimensional voice measures. This study confirms the positive benefits of systemic hydration on voice quality and recommends its incorporation into clinical practice for SLPs.

Voice Problems Among School Teachers employing the Tele-teaching Modality

OBJECTIVES

To assess the prevalence of voice problems among teachers in Riyadh during tele-teaching and examine the relationship between the Voice Handicap Index 10 (VHI10) scores and a variety of risk factors believed to be related to voice problems. We also assessed awareness of voice hygiene and therapy among teachers.

STUDY DESIGN

An observational cross-sectional study conducted using a multistage random sampling method among Riyadh school teachers who taught by tele-teaching for a minimum of one year.

METHODS

A self-assessment questionnaire which included demographic information about teachers, factors related to their teaching backgrounds, tele-teaching settings, effects of tele-teaching on the voice, medical and social histories, reports of voice and reflux symptoms, VHI10, and general knowledge about voice hygiene. This was distributed to school teachers using an SMS link through the Ministry of Education's IT department.

RESULTS

A total 495 were included in the study after exclusions. The prevalence of teachers who had significant voice problems during tele-teaching (VHI10>11) was 21.6%. Multiple risk factors significantly increased the risk of voice problems during tele-teaching. These factors included being female, teacher age, the presence of background noise from both teachers and students, loud voices, using an open camera during the teaching, stress and anxiety, allergies, respiratory disease, reflux, hearing problems, and a family history of voice problems. Only 4.6% of respondents were familiar with voice hygiene and voice therapy, but 65% believe that it is important for teachers to be knowledgeable about them.

CONCLUSIONS

Due to the lower prevalence of voice disorders among tele-teaching compared to traditional teaching methods, tele-teaching may be a viable option for teachers who have voice problems. There are still several factors influencing voice problems among tele-teachers. To attenuate potential risks, it is crucial that teachers are aware of the concepts of voice hygiene and voice therapy.

Prospective Teacher's Voice Questionnaire (PTVQ): Development of a Questionnaire to Assess Training-Related Voice Symptoms Among Prospective Teachers

AIM

To develop and validate a self-administered population-specific survey, available in Spanish, Portuguese, and English, which investigates the prevalence of voice symptoms and perceptions of risk factors associated with training among prospective teachers.

METHODS

The present study had three stages: the first stage included a literature review and content validation by experts that supported the survey development. From this phase, we defined five aspects of the Prospective Teacher's Voice Questionnaire (PTVQ): (1) target population, (2) research objectives, (3) questions to be included, (4) scales for the answers, and (5) relevance, comprehensiveness, clarityclarity, and understandability of the questions. This process was performed in parallel for the three languages (Spanish, Portuguese, and English). The second stage included pilot testing. This involved administering the first draft of the survey to a group of 120 students to evaluate the feasibility and effectiveness of the survey instrument, identify any potential problems with the survey, and refine the instrument based on feedback from the pilot participants. The third stage includes the restructuring of the questionnaire's voice quality section to eliminate redundant questions. Through Principal Component Analysis, multicollinear variables were condensed, facilitating the removal of redundant items, and ensuring that the final questionnaire comprised only the most relevant and discriminative questions.

RESULTS AND DISCUSSION

The final version of the survey, available in Spanish, Portuguese, and English, consists of four sections with a total of 57 questions. The development of the PTVQ represents a significant step toward better understanding and addressing voice disorders among prospective teachers. Future research could further refine the questionnaire and explore its predictive validity in identifying individuals at risk of voice disorders early in their teaching careers. Additionally, interventions based on the findings from the PTVQ could be developed to support the voice health and well-being of prospective teachers, ultimately improving teaching quality and job satisfaction in educational settings.

Reliability and Validity of the Turkish Version of the Screening Index for Voice Disorder (SIVD-TR)

OBJECTIVES

We investigated the reliability and validity of the Turkish version of the Screening Index for Voice Disorder (SIVD-TR).

METHODS

The original SIVD1 translated into Turkish, followed by a translation back into English by a linguist. The text was finalized by an evaluation committee. This translated version was then administered to a cohort of 223 teachers in Ankara, Turkey, encompassing both those with and without voice disorders (WVD and WOVD). After a duration of 7-14days, a random selection of 53 teachers underwent the questionnaire once more. Statistical analyses were conducted to evaluate the reliability and validity of the index. Cronbach's alpha and test-retest methods were used to scale the reliability. A cutoff point was determined to decide the risk of a voice disorder, by using a Receiver Operating Characteristic curve. The validation process is concluded by computing sensitivity and specificity values, comparing mean scores between WVD and WOVD subjects, and finally examining correlations between SIVD-TR and the Turkish version of the Voice Handicap Index (VHI-10).

RESULTS

The internal consistency reliability exhibited high significance, with Cronbach's alpha measuring at 0.872. The test-retest correlation coefficient for the total scores was 0.80. The SIVD-TR consists of 12 symptoms, each accounting for 1 point on the scale. The identified cutoff for identifying the risk of a voice disorder is 4 (four) symptoms, with a sensitivity of 55.2%. A correlation of 69% was observed between SIVD-TR and VHI-TR. A significant association was noted between the risk of having a voice disorder and the actual presence of a voice disorder. Subjects with a voice disorder exhibited higher mean SIVD scores, providing further evidence of the questionnaire's discriminative validity.

CONCLUSION

The Turkish adaptation of SIVD demonstrated both reliability and validity, establishing itself as a robust tool for identifying voice disorders.

Auditory-perceptual Assessment of Healthy and Disordered Voices Using the Voice Deviation Scale

OBJECTIVE

This study aims to (1) determine the cut-off values of the Global Severity of vocal deviation on the Visual Analog Scale (VAS) from the numerical scale ratings, and (2) identify the cut-off values according to different degrees of vocal deviation used by Voice-Specialized Speech-Language Pathologists (SLP).

STUDY DESIGN

Prospective study.

METHODS

The auditory-perceptual assessment was performed by four SLPs using two protocols with different scales: the VAS and the 4-point numerical scale. Among the 211 voices analyzed, 147 corresponded to female participants, and 64 corresponded to males, plus 20% repeated voice samples. Participants were between 19 and 60 years. All of them were asked to count from 1 to 10 and were recorded in a sound-proof booth. For both protocols, the judges scored the overall severity. One SLP was excluded from the analysis due to inconsistency during the perceptual assessment.

RESULTS

For normal voice and mild deviations, overall severity cut-off score on the VAS was 21. For mild-moderate deviations, the cut-off was 55; and 81 points for moderate and severe deviations. The Area Under the Curve values correspond to 0.725, 0.905 and 0.851, respectively.

CONCLUSIONS

Our results suggest that the VAS is a good instrument to be used during voice assessment performed by Chilean SLPs. However, it evidences possible differences in voice analysis perception with other cut-off scores performed in other countries, which can be compared to future studies.

Prevalence and Risk Factors of Voice Disorders Among Teachers in Saudi Arabia

Introduction Voice is a crucial tool for communication, and voice problems are more likely to occur in professionals who frequently use their voice for work. Teachers, whose profession requires sustained vocal use, are particularly susceptible to occupation-related voice disorders. This study aimed to quantify the prevalence of voice disorders among teachers in Saudi Arabia, with the general population serving as a control group, and to identify associated risk factors. Methods A cross-sectional study was conducted utilizing an online self-administered questionnaire, which was completed by both teachers and the general population in Saudi Arabia. The latter group acted as a control. The questionnaire included sections on sociodemographic data, teaching patterns, symptoms of voice issues, and the Voice Handicap Index-10 (VHI-10) for assessing voice disorders among participants. Results The study included 640 participants, with 438 (68.4%) being teachers, the majority of whom were females (N = 406; 63.4%). The most common voice-related symptoms reported by teachers were hoarseness (N = 210; 37.9%) and dry throat (N = 147; 26.9%). Voice disorders, as determined by the VHI, affected 355 (55.5%) of the teachers. A high VHI score was associated with a diagnosis of voice disorders and GERD. There was no significant difference in the VHI scores between teachers and the general population (p > 0.05). Conclusion Teachers in Saudi Arabia exhibited a higher prevalence of voice disorders compared to the general population. Risk factors, such as smoking, longer teaching experience, and more teaching hours per week, were more common among teachers with voice disorders. Further investigative studies are warranted to elucidate the causal relationships between these variables and voice disorders.

Prevalence of Voice Problems, Self-Reported Vocal Symptoms and Associated Risk Factors in Call Center Operators (CCOs): A Systematic Review

OBJECTIVE

The purpose of this study was to systematically review the available literature on the prevalence, self-reported voice symptoms, and associated risk factors for the development of voice problems in call center operators (CCO).

STUDY DESIGN

a systematic review METHODS: An electronic search from five databases based on the guidance of preferred reporting of items for systematic reviews and meta-analysis (PRISMA) yielded 15 articles that reported the different aspects of voice problems in CCOs. The methodological quality of the studies was analyzed using the National Institute of Health (NIH) questionnaire.

RESULTS

The career prevalence of voice problems in CCOs varied from 33% to 68%, whereas point prevalence was at 27%. Hoarse/rough voice was the most prominent symptom reported by most of the studies. Vocal fatigue, effortful voice, and breaks/cracks in voice were the other reported vocal symptoms. Long working hours, short breaks between calls, noisy working environment, dry work environment, work stress, stressful calls, limited breaks, prolonged use of voice, insufficient vocal rest, throat clearing, and more caffeinated beverage intake were different risk factors having significant association with telemarketers reporting vocal symptoms.

CONCLUSION

The present study results suggest that CCOs are at higher risk of developing voice problems. Further, the different vocal symptoms reported by CCOs are suggestive of vocal fatigue. In addition, multiple risk factors may be associated with the development of voice problems. However, the available literature is limited, and further studies with a larger sample size are required to corroborate the current findings.

Surface electromyographic (sEMG) activity of the suprahyoid and sternocleidomastoid muscles in pitch and loudness control

Purpose: This study set out to determine the contributions of the suprahyoid and sternocleidomastoid (SCM) muscles in changing pitch and loudness during phonation among vocally healthy populations. Method: Thirty-nine participants were first recruited, and twenty-nine of them who passed the screening test (Voice Handicap Index [VHI]-10 score ≤11, auditory-perceptual voice rating score ≤2) were finally selected (mean age = 28.2 years). All participants were measured for their surface electromyographic (sEMG) activity collected from the bilateral suprahyoid and SCM muscles when producing the vowel /a/, /i/, and /u/ in natural (baseline) and at different pitch (+3, +6, -3, -6 semitones) and loudness (+5, +10, -5 dB) levels. Linear mixed-effects models were performed to determine the influencing factors on the root-mean-square percentage of maximal voluntary contraction (RMS %MVC) value of the sEMG signals. Results: Compared with the baseline, a significant decrease of RMS %MVC was found in the suprahyoid muscles during overall phonations of lower pitches (-3 and -6 semitones) and loudness (-5 dB). However, no significant change was detected when producing speech at higher pitch (+3 and +6 semitones) and loudness (+5 and +10 dB) levels. Among the three vowels, /i/ demonstrated significantly higher RMS %MVC than those of /a/ and /u/. The SCM muscles, however, did not show any significant change in the RMS %MVC values among different vowels in relation to the pitch and loudness changes. When the muscles were compared across the two sides, significantly higher RMS %MVC was found in the right side of the suprahyoid (in pitch and loudness control) and SCM (in pitch control) when compared to the left side. Conclusions: The suprahyoid muscle activities were significantly decreased when producing lower pitches and intensities compared to the natural baselines. The production of sustained /i/ required significantly more suprahyoid muscle activities than those of /a/ and /u/. The SCM muscles did not show much sEMG activity in any of the pitch and loudness levels, which could be used potentially as the calibration or normalization of peri-laryngeal sEMG measurement. The findings also showed a tendency for bilateral asymmetry in the use of suprahyoid and SCM muscles.

Vocal Fatigue Index in Teachers Using Mokken Analysis

PURPOSE

Vocal fatigue (VF) is a primary vocal symptom experienced by professional voice users, such as teachers, whose voice is an occupational tool. The study determines the utilization of the Vocal Fatigue Index (VFI), a 19-item scale in identifying symptoms of VF and its severity in teachers.

METHODS

Using responses of 695 teachers who completed the VFI, Mokken scaling was conducted on the items to identify the experiences of VF and its associated hierarchical nature of VF symptoms in teachers. Mokken scaling was completed on a total of four groups: (a) Total teachers group, (b) No VF group, (c) Low VF group, and (d) High VF group.

RESULTS

Results revealed differences in item hierarchies between total teachers and across the separate groups of VF severity. Item hierarchy for teachers highlighted items from physical discomfort at the mild end of the hierarchy to items from symptom improvement with rest at the severe end of the hierarchy. Items related to avoidance presented as a separate scale for teachers presenting with high VF.

DISCUSSION

Mokken scaling in teachers provides insight into the underlying complexity of the experience of VF symptoms and reliance on differential behavioral strategies in its management, suggesting the heterogenous nature of latent trait for VF in this specific population.

Prevalence of Voice Problems and Associated Risk Factors Among Tamil-Speaking Imams

PURPOSE

Voice of Professional Voice Users (PVUs) are of particular interest to practicing Speech-Language Pathologists. There is a dearth of studies concerning the prevalence of voice disorders and the associated risk factors among Tamil-speaking Imams. We address this research gap using non-experimental survey research.

METHODS

A questionnaire was framed by reviewing earlier literature. The derived questionnaire was administered to one hundred Tamil-speaking Imams actively involved in religious service in Tamil Nadu. We analyzed the obtained responses quantitatively and qualitatively. We also examined the effect of age on the prevalence of voice disorders and associated risk factors.

RESULTS

Based on survey responses, the career prevalence of voice problems among Tamil-speaking Imams was as high as 89%, and the point prevalence was 64%. The general health status of the Imams were good. However, vocal health was not satisfactory. This study identified several factors that contribute to voice problems, such as constant use of loud voice, acid reflux, unhealthy vocal habits, and insufficient hydration. A positive aspect observed during this study was the absence of smoking and consumption of alcohol among Imams. Even though the Imams presented good awareness of the voice production mechanism, they reported not seeking medical help when facing a voice problem. Current findings report a minimal impact of age-related differences on associated risk factors for voice disorders among the Imams.

CONCLUSIONS

Voice disorders are prevalent among Tamil-speaking Imams. Several risk factors leading to voice disorders among these individuals need to be addressed.

Videolaryngoscopy Findings of the Vocal Health Program in Dysphonic Teachers in the Federal District, Brazil

Introduction  The high phonatory demand required of teachers is a direct cause of the onset of vocal symptoms and of the development of laryngeal disorders.

Objective  To describe the findings of the laryngeal screening performed as part of the Vocal Health Program held in the Federal Distrcit of Brazil in 2014 and 2015.

Methods  The study was performed with 361 dysphonic teachers from public schools who attended the laryngeal screening (videolaryngoscopy) part of the program. Data on anamnesis, the degree of dysphonia, the findings of the laryngeal screening, the referrals made after the laryngeal screening, and the result of the assessment of vocal aptitude for work were analyzed from the forms of each participating teacher.

Results  The sample of the present study ( N  = 361) represents 18.23% of the 1,980 teachers that went through the vocal screening of the program in 2014 and 2015. In total, 98 (27.15%) teachers presented mild dysphonia, 221 (61.22%), moderate dysphonia, and 42, (11.63%) severe dysphonia. Regarding the laryngeal screening (videolaryngoscopy exam), 269 teachers (74.52%) presented laryngeal disorders, and the main ones found were vocal nodules (43.87%), signs of laryngopharyngeal reflux (37.17%), hourglass chink (18.22%), vascular dysgenesis (18.22%), midposterior triangular chink (9.67%), and double chink (8.55%).

Conclusion  Laryngeal screening through videolaryngoscopy and auditory-perceptual screening of the voice as part of vocal health programs are essential to define the diagnosis and therapeutic conduct for teachers with dysphonia. Together with intervention activities, continuing education and adequate and accessible treatment, the periodic evaluation of vocal health can contribute to reduce absenteeism and improve the quality of life and of the voice of teachers.

Myofascial Release Effects in Teachers' Posture, Muscle Tension and Voice Quality: A Randomized Controlled Trial

OBJECTIVE

Myofascial release (MFR) comprises a set of manual therapeutic techniques applied to many conditions, but specific evidence concerning its effects on body posture, muscle tension and voice has been lacking. Thus, the aim of this study was to verify the effects of MFR in teachers' posture, muscular tension and voice quality.

STUDY DESIGN

Randomized controlled trial - crossover.

METHODS

Twenty-four teachers, after completing a Sociodemographic and Clinical Questionnaire and providing written informed consent, were randomly distributed into two groups designated Group 1 (G1; n = 12; received MFR first) and Group 2 (G2; n = 12; belong to control group first). All participants received treatment and were into control group, since, after a 14 day period, procedures were switched between groups. Photogrammetry, muscle tension assessed through palpation, algometry, aerodynamic assessment of voice, acoustic and auditory-perceptual analysis of voice were performed before and after interventions.

RESULTS

Regarding voice, statistically significant differences were found when intervention was applied to both groups for maximum phonation time (MPT) (G1 P = 0.019; G2 P = 0.004). The acoustic variables did not differ. Concerning the auditory-perceptual analysis of voice statistically significant differences were found when intervention was applied in both groups for Grade in G2 (P = 0.046) and for Roughness in G1 (P = 0.025). Regarding the photogrammetry assessment statistically significant differences were found when intervention was applied to both groups in many parameters while as control group they did not. Concerning the algometry and muscle tension assessed through palpation statistically significant differences were found when intervention was applied in all muscles.

CONCLUSIONS

Findings indicated that MFR seems to be an effective therapy in improving MPT, two subscales (Grade and Roughness) of the GRABASH scale, muscle tension assessed through palpation and algometry. Regarding photogrammetry, MFR had an immediately effect in improvement of the posture, especially related with head.

Ambulatory Phonation Monitoring With Wireless Microphones Based on the Speech Energy Envelope: Algorithm Development and Validation

Background

Voice disorders mainly result from chronic overuse or abuse, particularly in occupational voice users such as teachers. Previous studies proposed a contact microphone attached to the anterior neck for ambulatory voice monitoring; however, the inconvenience associated with taping and wiring, along with the lack of real-time processing, has limited its clinical application.

Objective

This study aims to (1) propose an automatic speech detection system using wireless microphones for real-time ambulatory voice monitoring, (2) examine the detection accuracy under controlled environment and noisy conditions, and (3) report the results of the phonation ratio in practical scenarios.

Methods

We designed an adaptive threshold function to detect the presence of speech based on the energy envelope. We invited 10 teachers to participate in this study and tested the performance of the proposed automatic speech detection system regarding detection accuracy and phonation ratio. Moreover, we investigated whether the unsupervised noise reduction algorithm (ie, log minimum mean square error) can overcome the influence of environmental noise in the proposed system.

Results

The proposed system exhibited an average accuracy of speech detection of 89.9%, ranging from 81.0% (67,357/83,157 frames) to 95.0% (199,201/209,685 frames). Subsequent analyses revealed a phonation ratio between 44.0% (33,019/75,044 frames) and 78.0% (68,785/88,186 frames) during teaching sessions of 40-60 minutes; the durations of most of the phonation segments were less than 10 seconds. The presence of background noise reduced the accuracy of the automatic speech detection system, and an adjuvant noise reduction function could effectively improve the accuracy, especially under stable noise conditions.

Conclusions

This study demonstrated an average detection accuracy of 89.9% in the proposed automatic speech detection system with wireless microphones. The preliminary results for the phonation ratio were comparable to those of previous studies. Although the wireless microphones are susceptible to background noise, an additional noise reduction function can alleviate this limitation. These results indicate that the proposed system can be applied for ambulatory voice monitoring in occupational voice users.

Validation of the Brazilian Portuguese CAPE-V Instrument-Br CAPE-V for Auditory-Perceptual Analysis

INTRODUCTION

The Consensus Auditory Perceptual Evaluation of Voice (CAPE-V) scale is a modern, clinical-scientific approach to voice analysis. It has been translated and culturally adapted to Brazilian Portuguese, but it still lacks validation.

OBJECTIVE

To validate the Brazilian Portuguese version of the CAPE-V scale using the previously translated and culturally adapted version.

METHOD

Forty voice samples were selected (30 dysphonic, 10 nondysphonic), and the degree of vocal deviation was evaluated by a committee of three voice specialists. Nine voice specialists judged the 40 voice samples plus 20% repetition (total of 48 samples) using the CAPE-V. To ensure construct validity of the CAPE-V, its analysis was compared to the Grade-Roughness-Breathiness-Asthenia-Strain (GRBAS) scale that was performed 48-72 hours later. Finally, the intra- and inter-rater reliability values were verified and the correlation between the nine judges and the previously defined evaluation was analyzed.

RESULTS

The Brazilian CAPE-V presented significant intra (0.860-0.997) and inter-rater reliability values (0.707-0.964) for the overall degree and strong correlation with GRBAS (above 0.828). Deviant voice quality had greater consensus among raters than normal voices. A strong correlation was observed between the analysis of the nine raters and that of the committee.

CONCLUSION

CAPE-V is an important diagnostic instrument that contributes to the standardization of vocal quality evaluation in several languages, including Brazilian Portuguese. Thus, its usefulness is neither related to a single language nor to a single set of raters.

Voice Care from the Student Teachers' Perspective

OBJECTIVE

Voice is an essential working tool in the teaching profession and thus needs to be acknowledged and cared for by student teachers. This study aimed to investigate the presence of vocal symptoms among fourth-year students of teacher education programs and whether students had received voice care advice during their education.

METHODS

We conducted a descriptive cross-sectional study of 70 students in their final year of 9 teacher education programs at Regional Jataí of Universidade Federal de Goiás, Midwestern Brazil, from January to April 2017. Participants completed a questionnaire on sociodemographic, academic, and work-related characteristics, and were asked to answer an open-ended question on whether they had received any voice care advice during their education (and what type of advice if any). The Screening Index for Voice Disorder was then administered to all participants for self-reported vocal symptoms.

RESULTS

Of 70 students included in the study, 81.4% were women with a mean age of 30 years. Overall, 62.9% were employed: 47.7% in the field of education and 52.3% in other activities. As for vocal symptoms, 35.7% reported ≥ 5 symptoms, including strained speech (51.4%), dry throat (50.0%), dry cough (48.6%), hoarseness (37.1%), and phlegm (35.7%). Most students (87.14%) did not receive voice care advice during their education. Among those who received advice (12.86%), voice care was limited to lay advice, such as drinking plenty of water, speaking in a lower voice, avoiding straining the voice by shouting, avoiding cold beverages, and drinking ginger tea.

CONCLUSION

Our findings highlight the need for the introduction of voice training during teacher education in order to promote efficient voice production and prevent occupational voice disorders among future teachers by raising awareness of the importance of voice care and the risk factors that may affect the voice directly or indirectly.

Incidence of Common Mental Disorders in Teachers: Is There a Relationship with Voice Disorders?

OBJECTIVE

This study aims to evaluate the risk factors associated with the incidence of common mental disorders (CMD) in teachers, particularly the possible relationship with voice disorders.

MATERIAL AND METHODS

A longitudinal quantitative study of 469 teachers of the municipal schools of Pelotas in Brazil was conducted over three years after a baseline interview. The symptoms of CMD were assessed with the Self-Reporting Questionnaire 20 items (SRQ-20 scale) and the voice disorder was assessed with the Voice Handicap Index Protocol with cutoff of 19 points. A bivariate analysis was performed using Poisson regression to verify the difference in proportion of the incidence of CMD in the different categories of independent variables.

RESULTS

The incidence of CMD was 18% (N = 265). In the bivariate analysis, the risk for CMD was 77% higher for teachers who presented with a voice disorder (RR 1.77 95% CI 1.04 to 3.03).

CONCLUSIONS

Teachers who reported a voice disorder had an increased risk of developing a CMD.

The Usefulness of Auditory Perceptual Assessment and Acoustic Analysis as a Screening Test for Voice Problems

<b><i>Background/Aims:</i></b> The aims of study were (1) to determine the cut-off values of parameters related to auditory perceptual assessment (visual analog scale [VAS]) and acoustic analysis (cepstral peak prominence [CPP], low-frequency/high-frequency [L/H] ratio, CPP SD, L/H ratio SD, acoustic voice quality index [AVQI], and cepstral spectral index of dysphonia [CSID]) for predicting voice problems within a Korean population, and (2) to verify the discriminative power of these cut-off values. <b><i>Methods:</i></b> 1,113 voice samples were analyzed in this study. Perceptual assessments (VAS) were performed by 5 speech-language pathologists. For the acoustic analysis, cepstral parameters, CSID, and AVQI were calculated. The cut-off values of parameters predicting voice problems were obtained using receiver operating characteristic (ROC) analysis. Additionally, the sensitivity, specificity, and area under the ROC curve (AUC) were measured. <b><i>Results:</i></b> High reliabilities were observed for the perceptual assessments. The cut-off values of parameters had a high sensitivity, specificity, and AUC. Of these, CSID was the parameter with the highest AUC values. <b><i>Conclusion:</i></b> Each parameter demonstrated a high discriminative power for classifying the presence or absence of voice problems. The results of this study could be used as an objective criterion for screening voice problems.

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.

Study of Voice Disorders Among School Teachers in Goa

Teachers are heavy voice users, and they suffer from voice problems more frequently than other occupational voice users. Various studies have demonstrated that teachers speak longer than other professionals and that school teachers in particular, are at risk for voice problems such as vocal fatigue and vocal nodules. The present study is undertaken to study the prevalence of voice disorders in the teachers in different schools at any time and accesses the relationship of different working conditions like class room size, background noise, number of hours taught every day and role of chalk allergy in development of these voice disorders. The study was carried out on 133 school teachers with self reporting of voice problems through detailed questionnaire. A significant number of teachers, more so females had voice problems attributed to various factors. Voice amplification and reduction of background noise along with measures to control allergy are suggested.

GALP Qualifier Scale: Initial Considerations to Classify a Voice Problem

OBJECTIVE

To propose a single qualifier scale for voice problems based on the International Classification of Functioning, Disability, and Health (ICF) that classifies a voice problem considering its multidimensionality.

METHOD

A multicultural database was analyzed (280 subjects). The analyzed information was: the perceptual judgment of the overall voice quality (G); the acoustic analysis (A) with the Acoustic Voice Quality Index; the laryngeal diagnosis (L) and the patient self-assessment (P) using the Voice Handicap Index. The variables were categorized. A 2-step cluster analysis was performed to define groups with common characteristics.

RESULTS

A 7-point qualifier scale, the GALP, was defined to generally classify levels of voice problems considering 4 dimensions of the voice evaluation. Each level of voice problem, that is, no problem, mild, moderate, severe, or complete voice problem, has its own possible outcome for G, A, L, and P that will change, or not, the overall level of voice problem. The extremes of the scale represent "no problem" at all when all parameters are normal, and "complete problem" when all parameters are altered. The 3 levels in between were defined by the cluster analysis (mild, moderate, and severe problem) and change according to the outcome of each evaluation (G, A, L, and P). Thus, changes in one parameter alone may or not contribute to the change of the level of voice problem. Also, there are 2 categories for cases that do not fit the classification (not specified) and for which some of the variables are missing (not applicable).

CONCLUSION

The GALP scale was proposed to classify the level of voice problem. This approach considers important dimensions of voice evaluation according to the ICF. It is a potential tool to be used by different professionals, with different assessment procedures, and among different populations, clinicians, and study centers.

Potential Risk Factors and Prevalence of Voice Symptoms in Students Starting Their Teacher Education

The aim of the present study was to determine prevalence of voice problems and potential risk factors in teacher students at the start of their education. A total of 1494 students from seven teacher education schools participated in the study. The students answered a questionnaire about 11 risk factors, and one with six questions about voice symptoms, Screen6, and 30 statements in the Voice Handicap Index (VHI). Students reporting at least 2 weekly voice symptoms in Screen6 were assigned to the group with voice problems. Significance level was P < 0.05. Results: prevalence of risk factors was about the same in the seven groups of teacher students except the group with highest proportion of women that also showed the highest proportion of voice problems, 38%. Prevalence of voice problems in the total group was 17%. Comparison of students with or without voice problems showed that all factors except one were more prevalent among students with voice problems and women were overrepresented. Mean total VHI score was 22 in students with voice problems and eight in students without voice problems. Multiple regression analyses showed that frequent throat infections, hearing problems, previous speech therapy, or voice training were the potential risk factors that had the strongest association with voice symptoms as well as with total score in VHI. Conclusions: results from this study show that it is common that teacher students experience voice problems already at the start of their education and potential risk factors associated with voice problems are identified. Knowing that teaching is a high-risk profession for developing voice disorders, it is crucial that teacher students should receive compulsory preprofessional voice education including voice ergonomics and voice training.

The 2016 G. Paul Moore Lecture: Lessons in Voice Rehabilitation: Journal of Voice and Clinical Practice

This Paul Moore Lecture honors the contributions made by authors to the Journal of Voice during a period of 30 years, from 1987. Fifty articles were selected and included under the following five topics: (1) normalcy of the larynx and voice; (2) the clinical speech-language pathologist's evaluation; (3) the patient's perspective; (4) the core of vocal rehabilitation; and (5) behavioral versus organic dysphonias. The analysis reflects a vivid landscape of the specific area and significant advances in knowledge. It also shows the valuable interdependence between science and clinical practice. The topics highlight the following information: (1) The physical appearance of a healthy larynx varies across individuals with normal voices. (2) The voice is not a binary descriptor (normal versus abnormal) but a variable measure, with many cultural influences on the perceptual auditory analysis of a voice. (3) The clinical speech-language pathologist assessment is multidimensional and multiparametric, with both subjective and objective analyses. The patients' opinion about the impact of a voice problem on his or her quality of life is significant when proposing a treatment. Therefore, it is also included in the initial assessment. (4) Vocal rehabilitation is a nonlinear process that combines direct and indirect approaches. Evidence of the positive effect of voice therapy is now well established. (5) Behavioral dysphonias may be linked to self-regulation of the use of voice and this needs to be taken into consideration. Although organic dysphonias are not necessarily the result of harmful vocal behaviors, they too can benefit from vocal rehabilitation.

Voice Disorders and Voice Knowledge in Choir Singers

OBJECTIVES

Singers have reported higher prevalence of vocally harmful behaviors, vocal symptoms, and voice disorders than nonsingers have. The purpose of this study was to investigate the prevalence of voice disorders among choir singers and to discover the risk factors associated with voice disorders. Another purpose was to explore the choir singers' knowledge about the anatomy and physiology of the voice, and voice ergonomics.

METHODS

Three hundred and fifteen adult choir singers, 65% women, and 35% men, completed a web-questionnaire. The questionnaire included demographic questions and questions about vocal symptoms, risk factors for voice disorders, and voice knowledge.

RESULTS

Twenty one percent of the participants experienced two or more frequently occurring vocal symptoms, which was defined as having a functional voice disorder. Choir singers with a vocally demanding profession were almost twice as likely to report several frequently occurring vocal symptoms. Health-related risk factors, such as inhalant allergy and asthma, had a significant relation with the number of vocal symptoms. The overall voice knowledge among the choir singers seemed limited.

CONCLUSIONS

The prevalence of voice disorders among choir singers seems to be similar to the prevalence rate among professional voice users. Choir singers with a vocally demanding profession are at a higher risk of developing a functional voice disorder. The results of this study raise the importance of educating choir singers about the voice, in order to prevent development of voice disorders.

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.

The cut-off analysis using visual analogue scale and cepstral assessments on severity of voice disorder

Purpose: The aims of this study were to: (1) determine the visual analogue scale (VAS) and cepstrum peak prominence (CPP) cut-off points on the ratings of numerical scale (NS) related to the severity of voice disorder ratings and (2) verify the discriminative power of these cut-off points for distinguishing between different severities of voice disorder. Methods: Auditory-perceptual severity assessments (VAS and four-point NS) of 214 voice samples were performed by three speech-language pathologists and CPP parameters were used for the acoustic analysis. Both VAS and CPP cut-off points were obtained using receiver operating characteristic (ROC) curve analyses, based on their correspondence with NS ratings. Results: A high level of inter- and intra-rater reliability was found for the auditory-perceptual assessments of both VAS and NS. The VAS cut-off points for overall severity (OS), between normal variation and mild/moderate severity, mild/moderate and moderate severity, and moderate and severe severity were 32.7, 51.7, and 71.7 points, respectively, and CPP cut-off points were 7.050, 4.651, and 2.989 points, respectively. Areas under the ROC curves demonstrated excellent specificity and sensitivity of all cut-off points. Conclusions: The VAS and CPP cut-off points of OS of voice disorder demonstrated a high power to discriminate between different severities of voice disorder. The results of this study suggested cut-off points for clinical use.

Análise perceptivo-auditiva de vozes rugosas e soprosas: correspondência entre a escala visual analógica e a escala numérica

RESUMO Objetivo: Determinar os valores de corte dos diferentes graus de rugosidade e soprosidade vocal em uma escala visual analógica, a partir de uma escala numérica. Métodos: Foram selecionadas 150 vozes, de indivíduos de ambos os gêneros, com qualidade variando desde a ausência de rugosidade e de soprosidade até a presença desses parâmetros em grau intenso. A avaliação perceptivo-auditiva foi realizada por quatro fonoaudiólogas especialistas em voz, com a utilização da escala visual analógica de 100 mm e da escala numérica de quatro pontos. A concordância intra e interjuízes foi verificada por meio do Coeficiente de Correlação Interclasse. Os valores de corte foram obtidos com base nos valores de sensibilidade, especificidade e eficiência. Resultados: A concordância intra e interjuízes foi excelente em ambas as escalas. Os valores de corte definiram as faixas de distribuição, encontrando-se para a rugosidade: grau 0 até 8,5 mm; grau 1 de 8,5 a 28,5 mm; grau 2 de 28,5 a 59,5 mm; e grau 3 a partir de 59,5 mm. Para a soprosidade encontrou-se: grau 0 até 8,5 mm; grau 1 de 8,5 a 33,5 mm; grau 2 de 33,5 a 52,5 mm; e grau 3 a partir de 52,5 mm. Conclusão: A partir dos valores de corte encontrados para a escala visual analógica foi possível concluir que o grau 0 (zero) da escala numérica, que representa a ausência do parâmetro, corresponde a uma pequena faixa de pontuação de presença do parâmetro na escala visual analógica. Além disso, o grau 3 da escala numérica correspondeu a uma extensa faixa da escala visual analógica.

Auditory-perceptual Evaluation of Normal and Dysphonic Voices Using the Voice Deviation Scale

OBJECTIVE

This study aims to (1) determine the cutoff values of the overall severity (OS) of vocal deviation on the visual analog scale (VAS) based on the ratings of the numerical scale (NS); and (2) verify the power of discrimination of these cutoff values according to different degrees of vocal deviation.

STUDY DESIGN

This is a prospective study.

METHODS

The auditory-perceptual evaluation was performed by four speech-language pathologists who used two protocols with different scalar properties: the VAS and the 4-point NS. Vocal samples from142 women and 69 men, plus 10% of repetition, with and without vocal complaints, ranging from 19 to 60 years were included. The analyzed speaking task was the counting from 1 to 10. For both protocols, the judges rated the OS.

RESULTS

Based on the correspondence between the two scales, the cutoff values of the OS on the VAS obtained were 35.5, 50.5, and 90.5 points. The 35.5 value corresponds to the cutoff point between normal variability and mild/moderate vocal deviations; the 50.5 value corresponds to the cutoff point between mild/moderate and moderate vocal deviations; the 90.5 value corresponds to the cutoff point between moderate and severe deviations. Areas under the receiver operating characteristic curve for the three cutoff values were 0.918, 0.948, and 0.970, respectively.

CONCLUSIONS

The cutoff values of the OS on the VAS were obtained, and the areas under the ROC curve showed that all the three cutoff points had excellent accuracy that represents a higher power of discrimination of different degrees of vocal deviations.

Questionário Condição de Produção Vocal - Professor: comparação entre respostas em escala Likert e em escala visual analógica

RESUMO Objetivo: Comparar as respostas referentes aos sintomas vocais em duas versões do questionário Condição de Produção Vocal - Professor (CPV-P), com respostas em escala Likert e em escala visual analógica (EVA), para avaliar qual é a melhor forma de aferição. Métodos: Estudo observacional transversal realizado com professoras em atendimento por distúrbio de voz no período de julho de 2011 a julho de 2012. Todas responderam ao questionário CPV-P em duas versões: com respostas em escala Likert de quatro pontos e em escala analógico-visual em régua de 50 mm. Foram analisadas as questões referentes à dimensão de sintomas vocais. Resultados: A maioria dos sintomas apresentou concordância boa (rouquidão, voz fina, voz variando, voz fraca, esforço ao falar, pigarro, ardor na garganta, dor ao falar) ou regular (perda de voz, falha na voz, voz grossa, cansaço ao falar, garganta seca, bola na garganta, secreção na garganta, dor ao engolir, dificuldade engolir, tosse seca). Conclusão: O questionário CPV-P com respostas em escala Likert mostrou-se mais indicado em relação às respostas em EVA pela facilidade de compreensão e interpretação, bem como por facilitar o registro das respostas para o investigador. Pelo exposto, opta-se pela recomendação de manutenção das respostas em escala Likert para o questionário CPV-P, considerando-se validado quanto à maneira de aferição das respostas. A dimensão de aspectos vocais avaliada no presente estudo, que hoje constitui o Índice de Triagem de Distúrbio de Voz (ITDV), pode ser utilizada em estudos epidemiológicos para estimar a prevalência de sintomas vocais bem na clínica fonoaudiológica ou acompanhamento de professores ao longo da carreira.

The Prevalence of Teachers' Vocal Symptoms in Municipal Network of Education in Campo Grande, Mato Grosso do Sul, Brazil

OBJECTIVE

This study aims to provide an epidemiological overview of the teacher's voice and to examine the prevalence of voice problems at Municipal Board Education in Campo Grande, Mato Grosso do Sul, Brazil.

METHODS

This is a cross-sectional, descriptive, and quantitative study. Of the 4957 teachers registered with Municipal Board Education (Semed)/2013, 394 participated in this research. All seven urban areas of Campo Grande (Prosa, Bandeira, Anhanduizinho, Lagoa, Segredo, Centro, and Imbirussu) were sampled. The Ferreira et al. protocol was adapted and used for data collection. The Likert scale was used as the measurement method.

RESULTS

There was a high prevalence of vocal symptoms. Teachers had multiple symptoms related to the use of voice at work and acknowledged that the symptoms had adverse effects on their professional performance.

CONCLUSION

The severity of voice problems that the teachers experienced in daily speech therapy services and in the Municipal Network of Education was found in a significant number of participants in this research.

Prevalência de sintomas vocais em professores na rede municipal de ensino em Campo Grande - MS

Resumo: OBJETIVO: delinear o panorama epidemiológico sobre a voz do professor na Rede Municipal de Ensino de Campo Grande/MS, verificando a prevalência de sintomas vocais autorreferidos nessa população. MÉTODOS: trata-se de um estudo epidemiológico, transversal, descritivo, quantitativo. Dentre os 4.957 professores cadastrados na Semed/2013, 394 participaram da pesquisa. Todas as sete regiões urbanas do município (Prosa, Bandeira, Anhanduizinho, Lagoa, Segredo, Centro, Imbirussu) foram amostradas. Para a coleta de dados utilizou-se o protocolo de Ferreira e cols., adaptado, utilizando-se como método de mensuração a escala Likert. RESULTADOS: constatou-se alta prevalência de sintomas vocais autorreferidos. Os professores apresentaram múltiplos sintomas relacionados ao uso da voz no trabalho e perceberam os efeitos adversos em seu desempenho profissional. CONCLUSÃO: a seriedade dos problemas de voz do professor, vivenciados diariamente nos serviços de atendimento fonoaudiológico e na Rede Municipal de Ensino foi revelada em números expressivos nessa pesquisa.

Self-perception, complaints and vocal quality among undergraduate students enrolled in a Pedagogy course

PURPOSE

To compare the vocal self-perception and vocal complaints reported by two groups of students of the pedagogy course (freshmen and graduates); to relate the vocal self-perception to the vocal complaints for these groups; and to compare the voice quality of the students from these groups through perceptual auditory assessment and acoustic analysis.

METHODS

Initially, 89 students from the pedagogy course answered a questionnaire about self-perceived voice quality and vocal complaints. In a second phase, auditory-perceptual evaluation and acoustic analyses of 48 participants were made through voice recordings of sustained vowel emission and poem reading.

RESULTS

The most reported vocal complaints were fatigue while using the voice, sore throat, effort to speak, irritation or burning in the throat, hoarseness, tightness in the neck, and variations of voice throughout the day. There was a higher occurrence of complaints from graduates than from freshmen, with significant differences for four of the nine complaints. It was also possible to observe the relationship between vocal self-perception and complaints reported by these students. No significant differences were observed in the results of auditory-perceptual evaluation; however, some graduates had their voices evaluated with higher severity of deviation of normalcy. During acoustic analysis no difference was observed between groups.

CONCLUSION

The increase in vocal demand by the graduates may have caused the greatest number and diversity of vocal complaints, and several of them are related to the self-assessment of voice quality. The auditory-perceptual evaluation and acoustic analysis showed no deviations in their voice.

Auditory-perceptual evaluation of the degree of vocal deviation: correlation between the Visual Analogue Scale and Numerical Scale

PURPOSE: To analyze the intra- and inter-rater agreement for visual analog scale and numerical scale in task of sustained vowel and to determine numerical cutoff points to visual analog scale corresponding to the degrees of the numeric scale. METHODS: We selected 205 samples of the usual task of the sustained vowel /a/. Six voice specialists rated the overall degree of vocal deviation, first by visual analog scale and, after two days, by the numeric scale. The results obtained by both scales were compared and the intra- and inter-rater agreement, the correlation between the scales, and the estimated cutoff points using the intraclass correlation and concordance Kappa coefficients, the Spearman coefficient, and analysis of variance, and the values of sensitivity and specificity were analyzed. RESULTS: A strong correlation was observed between the scales. The following numerical cutoff values were found for visual analog scale corresponding to the numerical scale: neutral (degree zero) - 0 to 34 mm; mild (degree one) - 34.1 to 51 mm; moderate (degree two) - 51.1 to 63.5 mm; intense (degree three) - 63.6 to 77.5 mm; and extreme (degree four) - above 77.5 mm. CONCLUSION: The visual analog scale and numerical scale showed a strong correlation, being observed the greater intra- and inter-rater agreement in visual analog scale. Numerical cutoff values for visual analog scale were found. This correlation enables the comparison between the results found in the evaluation of the overall degree of vocal deviation by both scales, which are widely used in research and in the clinical speech therapy routine.