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Colla CN, Andriollo DB, Cielo CA. Self-assessment of teachers with normal larynges and vocal and osteomuscular complaints. J Voice 2024; 38:1253.e1-1253.e10. [PMID: 35570174 DOI: 10.1016/j.jvoice.2022.04.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Accepted: 04/01/2022] [Indexed: 10/18/2022]
Abstract
INTRODUCTION Teachers face vocal problems related to long periods of speech and increased sound pressure, as well as environmental noise, inadequate posture and tension of the cervical muscles. OBJECTIVE To verify the results of self-assessment of teachers with normal larynges and vocal and musculoskeletal complaints, and compare them with the reference values. METHODS Fifty-seven teachers, aged between 21 and 60 years (average 40.14 years) participated in the study. Anamnesis, otorhinolaryngological examination, hearing screening and self-assessment protocols were performed. RESULTS In the Nordic musculoskeletal questionnaire, the majority of teachers had discomfort in most parts of the body and in the situations evaluated; on the voice-related quality of life, the total and physical subscores were lower than the normative values while the emotional subscore was higher; regarding voice symptoms scale and vocal tract discomfort scale, the scores were higher than the normative values; in the hospital anxiety and depression scale, there was alteration in the total score; in the Vocal Activity and Participation Profile, the effects on work and emotion were above the normative values; on the University of Rhode Island change assessment-voice and on the voice handicap index there were no significant differences. CONCLUSION Most of the teachers presented vocal, musculoskeletal, and emotional complaints on the self-assessment results, what suggests excessive voice use as well as overload on the body muscles, including the larynx and vocal tract, and that they presented emotional changes. These aspects had an impact on their quality of life, but they showed no action in coping with the condition.
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Affiliation(s)
- Carla Nolasco Colla
- Speech Therapy Department, Voice Laboratory, Federal University of Santa Maria, Building 26E, Av. Roraima, 1000, Camobi, Santa Maria, Rio Grande do Sul 97105-900, Brazil.
| | | | - Carla Aparecida Cielo
- Department of Speech Therapy and at the Postgraduate Program in Human Communication Disorders, Federal University of Santa Maria, Santa Maria, Rio Grande do Sul, Brazil
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Calvache C, Rincón-Pinilla MP, Cantor-Cutiva LC. Work-Related Vocal Challenges of Online Teaching: A Study of Female College Professors. J Voice 2023:S0892-1997(23)00133-9. [PMID: 37532614 DOI: 10.1016/j.jvoice.2023.04.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 04/12/2023] [Accepted: 04/13/2023] [Indexed: 08/04/2023]
Abstract
BACKGROUND College professors are at an elevated risk of developing voice disorders due to increased vocal demands associated with their working conditions, including high background noise levels, long reverberation times, prolonged voice use duration, and large class sizes. However, the impact of online classes on vocal health among college professors remains unclear. OBJECTIVE This longitudinal study aimed to characterize voice changes associated with online teaching among female Colombian college professors. METHODS Thirteen female college professors teaching online classes completed an online survey that included questions about voice functioning, working conditions, the Spanish translation of the Vocal Fatigue Index (VFI), and the Spanish translation of the Voice-Related Quality of Life. Instrumental measurements were also performed, including environmental background noise levels, hearing screening, and voice recordings before and after a synchronous online class. RESULTS This study found a decreased fundamental frequency in connected speech (reading) associated with the number of students per class, the number of classes per week, and background noise levels measured with a sound level meter. L1L0 was statistically smaller among experienced teachers with higher background noise levels compared with less-experienced colleagues in quieter classes. 1558kHz was statistically associated with the average number of students, whereas HNR was slightly higher for professors with more students and more classes per week. CONCLUSION The findings suggest that online teaching has important implications for voice production among participating teachers. This study highlights the importance of considering working conditions during online classes when designing workplace prevention programs for college professors.
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Affiliation(s)
- Carlos Calvache
- Department Communication Sciences and Disorders, Corporación Universitaria Iberoamericana, Bogotá Colombia; Vocology Research, Vocology Center, Bogotá, Colombia.
| | | | - Lady Catherine Cantor-Cutiva
- Vocology Research, Vocology Center, Bogotá, Colombia; Department of Communicative Sciences and Disorders, Michigan State University, Michigan, USA
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Chamun WWA, Ribeiro VV, Madazio G, Behlau M. Mapping of the characteristics in the CoDAS journal publications in the voice area: a scoping review. Codas 2023; 35:e20220088. [PMID: 37283366 PMCID: PMC10266801 DOI: 10.1590/2317-1782/20232022088pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Accepted: 07/28/2022] [Indexed: 06/08/2023] Open
Abstract
PURPOSE To map and describe the characteristics present in the publications of the CoDAS journal in the voice segment. RESEARCH STRATEGIES The research was carried on the Scielo database using the descriptor voice. SELECTION CRITERIA CoDAS publications in the field of voice. DATA ANALYSIS Specific data collected according to delineation, summarized by descriptive analysis and analyzed in narrative format. RESULTS Studies published in 2019 and with cross-sectional delineation were more frequent. The most frequent result in the cross-sectional studies was the vocal self-assessment. Most intervention studies were of immediate single-session-only effect. The most frequent procedures in the validation studies were translation and transcultural adaptation. CONCLUSION There was a gradual increase in the number of publications of voice studies, though these had heterogeneous characteristics.
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Affiliation(s)
| | - Vanessa Veis Ribeiro
- Centro de Estudos da Voz - CEV - São Paulo (SP), Brasil.
- Departamento de Fonoaudiologia, Universidade Federal da Paraíba - UFPB - João Pessoa (PB), Brasil.
| | | | - Mara Behlau
- Centro de Estudos da Voz - CEV - São Paulo (SP), Brasil.
- Departamento de Fonoaudiologia, Universidade Federal de São Paulo - Unifesp - São Paulo (SP), Brasil.
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Andriollo DB, Frigo LF, Cielo CA. Effect of Pompage on Teachers Self-Assessment-Clinical Trial. J Voice 2023; 37:293.e25-293.e36. [PMID: 33446440 DOI: 10.1016/j.jvoice.2020.12.023] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 12/10/2020] [Accepted: 12/16/2020] [Indexed: 10/22/2022]
Abstract
OBJECTIVE To verify the results of self-assessments of teachers with vocal and musculoskeletal complaints and with the normal larynx, after myofascial release using pompage. METHODS Double-blind, controlled, and randomized clinical trial including 28 teachers in the study group and 28 teachers in the control group, totaling 56 participants. Anamnesis, video laryngoscopy, hearing screening, clinical and photogrammetric postural assessment, pain threshold in cervical muscles, sound pressure and maximum phonation time measurements, and manovacuometry were performed. Protocols for vocal self-assessment, neck pain, anxiety and depression, and musculoskeletal pain were filled out. Pompage therapy consisted of a total of 24 sessions (8 weeks) of 40 minutes each, three times a week. Afterward, the groups were reassessed. RESULTS In the study group, there was a significant improvement in the results of the following instruments: Hospital Anxiety and Depression Scale, Vocal Tract Discomfort Scale, Voice Symptoms Scale, Vocal Activity and Participation Profile, Vocal Handicap Index, Voice-Related Quality of Life, and Nordic Musculoskeletal Questionnaire. CONCLUSIONS After myofascial release using pompage in teachers, there was an improvement in the self-assessed aspects regarding characteristics and quality of life related to the voice, social participation related to the voice, anxiety and depression, and musculoskeletal symptoms.
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Affiliation(s)
| | | | - Carla Aparecida Cielo
- Department of Speech Therapy and Graduate Program in Human Communication Disorders, Federal University of Santa Maria, Santa Maria, RS, Brazil
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5
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Andriollo DB, Frigo LF, Cielo CA. Effect of Pompage on Vocal and Respiratory Measurements from Female Teachers: A Randomized Clinical Trial. Folia Phoniatr Logop 2023; 75:295-305. [PMID: 36812904 DOI: 10.1159/000529832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 02/08/2023] [Indexed: 02/24/2023] Open
Abstract
INTRODUCTION Teachers stand out among occupational groups due to their contribution to modern societies, and their voice is the main form of interaction. OBJECTIVE The aim of the study was to verify the changes in vocal and respiratory measurements from teachers with vocal and musculoskeletal complaints and with normal larynx after applying a musculoskeletal manipulation protocol of myofascial release using pompage. METHODS Controlled and randomized clinical trial with 56 participants: 28 teachers in the study group and 28 teachers in the control group. Anamnesis, videolaryngoscopy, hearing screening, sound pressure and maximum phonation time measurements, and manovacuometry were performed. The musculoskeletal manipulation protocol of myofascial release using pompage consisted of a total of 24 sessions, 40 min for each session, three times a week, for 8 weeks. RESULTS There was a significant improvement in the maximum respiratory pressure in the study group after the intervention. The sound pressure level and the maximum phonation time did not change significantly. DISCUSSION AND CONCLUSION Musculoskeletal manipulation protocol of myofascial release using pompage had a direct effect on the respiratory measurements from female teachers, significantly increasing the maximum respiratory pressure but without affecting sound pressure level and the /a/ maximum phonation time.
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Affiliation(s)
- Débora Bonesso Andriollo
- Programa de Pós-graduação em Fonoaudiologia, Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Universidade Federal de Santa Maria, Santa Maria, Brazil
| | | | - Carla Aparecida Cielo
- Departamento de Fonoaudiologia, Programa de Pós-graduação em Fonoaudiologia, Laboratório de Voz, Universidade Federal de Santa Maria, Santa Maria, Brazil
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6
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Scanferla WH, Oliveira C, Lousada ML, Teixeira LC. The Usability and Acceptability of the mHealth "Health and Voice" for Promoting Teachers' Vocal Health. J Voice 2023:S0892-1997(22)00396-4. [PMID: 36690506 DOI: 10.1016/j.jvoice.2022.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 12/08/2022] [Accepted: 12/08/2022] [Indexed: 01/22/2023]
Abstract
OBJECTIVE To evaluate the usability and acceptability of "Health and Voice" for the promotion of vocal health, and to analyze the same with sociodemographic data, work data, self-knowledge data on vocal care, voice disadvantage, and vocal fatigue symptoms in elementary school teachers. MATERIAL AND METHODS A cross-sectional observational study, with a sample of 277 elementary school teachers from a Brazilian capital. Teachers were invited to access, interact and evaluate the mHealth: "Health and Voice". The evaluation instruments were the questionnaire with information on socio-demographic and work data, the System Usability Scale (SUS), the questionnaire with questions about acceptability, the Voice Handicap Index Protocol (VHI-10), and the Vocal Fatigue Index Protocol (VFI). Descriptive and association analyses were performed by the Chi-square, Fisher exact, Mann-Whitney, and Wilcoxon tests (P ≤ 0.05) RESULTS: the mean SUS score was 81.9 points; the mean of the acceptability questions was 17.24; the VHI-10 was 6.96 points; the VFI was 21.11 points. Most participants rated the acceptability of mHealth as high. There was an association between acceptability and working in two shifts (P = 0.019); between acceptability and usability (P < 0.001); and between usability and self-perception of knowledge about voice care after using mHealth (P = 0.000). The activity perceived as most important was guidance on voice care. CONCLUSION "Health and Voice" is a vocal guidance tool for teachers that promotes vocal health. It has high usability and acceptability by elementary school teachers. Self-reported knowledge about vocal care increases after its use and those who evaluate the technology with high acceptability are 3.6 times more likely to also classify it with high usability.
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Affiliation(s)
- Willian Hote Scanferla
- Speech-Language Therapy Science - School of Medicine, Federal University of Minas Gerais - UFMG, Belo Horizonte, Brazil
| | - Catarina Oliveira
- Linguistics - School of Health Sciences (ESSUA)/Institute of Electronics and Informatics Engineering of Aveiro (IEETA), University of Aveiro, Aveiro, Portugal
| | - Marisa Lobo Lousada
- Speech-language Therapy - Center for Health Technology and Services Research (CINTESIS.UA@RISE), School of Health Sciences (ESSUA), University of Aveiro, Aveiro, Portugal
| | - Letícia Caldas Teixeira
- Speech-Language Therapy Science, School of Medicine, Federal University of Minas Gerais - UFMG, Belo Horizonte, Brazil
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Tahamtan M, Kakavandi A, Scherer RC, Vahedi M. Vocal Tract Discomfort Symptoms in Elementary and High School Teachers. J Voice 2023; 37:68-78. [PMID: 33455854 DOI: 10.1016/j.jvoice.2020.11.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2020] [Revised: 11/13/2020] [Accepted: 11/16/2020] [Indexed: 01/11/2023]
Abstract
OBJECTIVES The vocal tract discomfort scale is a self-rating seven-point Likert scale that quantifies frequency and severity of eight qualitative descriptors including burning, tight, dry, aching, tickling, sore, irritable, and lump in the throat, and ranges from 0 (never/none) to 6 (always/extreme; Mathieson et al. 2009). The objectives of the current study were to compare the vocal tract discomfort scale results between elementary school teachers and high school teachers and between male and female teachers using the Persian vocal tract discomfort scale. Also, teachers in different age ranges and with different experiences were compared regarding vocal tract discomfort symptoms. METHODS The researchers chose 20 elementary and high schools by simple random sampling in Khorramabad, Iran. The survey was given to available teachers of the selected schools. Considering the inclusion criteria, required sample size, and after excluding questionnaires that were not correctly answered, 120 were selected such that 30 were chosen for each subgroup. Subjects consisted of 60 elementary school teachers (30 females and 30 males) with the mean age of 40.92 years (standard deviation = 6.07) and 60 high school teachers (30 females and 30 males) with the mean age of 40.67 years (standard deviation = 6.00). SPSS 25 was used for analyzing the data. RESULTS Results indicated that the frequency and severity of the vocal tract discomfort in elementary school teachers were significantly higher than for the high school teachers with a medium to large effect size. Although the frequency and severity of the symptoms were higher in female compared with male teachers, those differences were not significantly different. Younger teachers had lower frequency and severity ratings of vocal tract discomfort symptoms than older teachers. Teaching experience was not an important factor in predicting vocal tract discomfort symptoms in teachers. CONCLUSIONS The results of this study suggest that there is higher frequency, greater severity, and higher percentages of vocal tract discomfort symptoms in elementary compared with high school teachers. In addition, although the mean frequency and severity of vocal tract discomfort symptoms were not significantly different between females and males, females reported higher percentages of the symptoms. Because each of the eight vocal tract symptoms was experienced at the time of testing by between 42% (tightness) and 68% (dryness) of the participants, it is suggested that an educational program regarding vocal tract discomfort may be helpful for this profession.
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Affiliation(s)
- Mahdi Tahamtan
- Department of Communication Sciences and Disorders, College of Health and Human Services, Bowling Green State University, Bowling Green, Ohio
| | - Ali Kakavandi
- Student Research Committee, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
| | - Ronald C Scherer
- Department of Communication Sciences and Disorders, College of Health and Human Services, Bowling Green State University, Bowling Green, Ohio
| | - Mohsen Vahedi
- Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
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8
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Mota AFDB, Pellicani AD, Dornelas R, Ricz LNA. Vocal teacher production condition in differents functional situations. Codas 2021; 34:e20200208. [PMID: 34909918 PMCID: PMC9886111 DOI: 10.1590/2317-1782/20202020208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2020] [Accepted: 01/12/2021] [Indexed: 02/03/2023] Open
Abstract
PURPOSE to verify if teachers with less vocal use due to reduced workload have fewer complaints of vocal disorders and better environmental and organizational working conditions. METHODS 46 teachers of both genders, with a mean age of 39.5 years old, and 15 years of career length participated in this study. The individuals were divided into group A, public school teachers with exclusive dedication to a single school and regulated workload; group B, public school teachers with elevated workload working in many schools. All subjects were submitted to the following instruments: Condition of Vocal Production-Teacher and the Screening Index for Voice Disorder. RESULTS group B teachers presented voice disorder (5.21; p=0.02) and greater complaints regarding acoustic conditions (p=0.04), temperature (p=0,04), humidity (p=0.01), lighting (p=0.001), cleanliness (p=0.01), and didactic materials (p<0.0001). Habits of screaming (p=0.02), speaking in an open place (p=0,02), and vocal orientations (p=0.01) also had a statistically significant difference. CONCLUSION Teachers working in elementary and high school belonging to the group of exclusive dedication to a single school, with reduced weekly classroom hours and less vocal exposure had fewer complaints of voice disorders, better environmental and organizational conditions, and reported screaming less at work.
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Affiliation(s)
- Aline Ferreira de Brito Mota
- Departamento de Fonoaudiologia, Universidade Federal de Sergipe – UFS - Lagarto (SE), Brasil.,Programa de Pós-graduação do Departamento de Otorrinolaringologia, Oftalmoologia e Cabeça e Pescoço, Faculdade de Medicina de Ribeirão Preto – FMRP, Universidade de São Paulo – USP - Ribeirão Preto (SP), Brasil.
| | | | - Rodrigo Dornelas
- Departamento de Fonoaudiologia, Universidade Federal do Rio de Janeiro – UFRJ - Rio de Janeiro (RJ), Brasil.
| | - Lilian Neto Aguiar Ricz
- Programa de Pós-graduação do Departamento de Otorrinolaringologia, Oftalmoologia e Cabeça e Pescoço, Faculdade de Medicina de Ribeirão Preto – FMRP, Universidade de São Paulo – USP - Ribeirão Preto (SP), Brasil.,Departamento de Oftalmologia, Otorrinolaringologia e Cirurgia de Cabeça e Pescoço, Faculdade de Medicina de Ribeirão Preto – FMRP, Universidade de São Paulo – USP - Ribeirão Preto (SP), Brasil.
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9
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Siqueira LTD, Vitor JDS, Dos Santos AP, Silva RLF, Moreira PAM, Veis Ribeiro V. Influence of the characteristics of home office work on self-perceived vocal fatigue during the COVID-19 pandemic. LOGOP PHONIATR VOCO 2021; 47:279-283. [PMID: 34379044 DOI: 10.1080/14015439.2021.1961310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
PURPOSE To verify the influence of work characteristics and the occupational voice use on the self-perception of vocal fatigue symptoms in individuals working in the home office during the COVID-19 pandemic. METHODS This was a cross-sectional, observational, and descriptive study. The sample consisted of 206 individuals (123 women and 83 men), with an average age of 34 years, working exclusively in a home office mode due to the pandemic. Through an online form, all participants responded to the Vocal Fatigue Index (VFI) protocol and the questionnaire on the characterization of work and the occupational voice use during the pandemic, developed by the authors of this study. Multiple linear regression using the backward elimination technique was performed. RESULTS The variables the interlocutor does "not listen to me in home office work," "noise in the home office work environment," "the daily workload in home office," "vocal quality worsened in home office work," "increased vocal loudness in home office work" and "lack of training about voice use in home office work" are predictors of the dependent variable vocal fatigue symptoms. CONCLUSION The characteristics of work and occupational voice use influence the self-perception of vocal fatigue symptoms in individuals working in the home office mode during the COVID-19 pandemic.
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Affiliation(s)
- Larissa Thaís Donalonso Siqueira
- Speech Hearing and Language Disorders Department, Faculdade de Odontologia de Bauru, Universidade de São Paulo - FOB/USP, Bauru, Brazil
| | | | | | | | | | - Vanessa Veis Ribeiro
- Speech-Language Pathology Department, Universidade Federal de Sergipe - UFS, Lagarto, Brazil.,Centro de Estudos da Voz - CEV, São Paulo, Brazil.,Associate Postgraduate Program in Speech-Language Pathology, Universidade Federal da Paraíba - UFPB. João Pessoa, Brazil
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Porto VFDA, Bezerra TT, Zambon F, Behlau M. Fatigue, effort and vocal discomfort in teachers after teaching activity. Codas 2021; 33:e20200067. [PMID: 34231711 DOI: 10.1590/2317-1782/20202020067] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Accepted: 07/21/2020] [Indexed: 11/22/2022] Open
Abstract
PURPOSE Investigate vocal fatigue and its relationship with the sensation of phonatory effort and discomfort in the vocal tract of teachers after a week of activity. METHODS Cross-sectional, quantitative study, involving 40 teachers with complaints of vocal fatigue. Procedures performed at the beginning and end of the week, before the classes start were Vocal Fatigue Index, Borg Scale, Vocal Tract Discomfort Scale, and voice recording for perceptual analysis. RESULTS There were no changes in phonatory effort and in frequency and intensity of discomfort in vocal tract. In relation to the VFI, in the domains of fatigue and vocal limitation and physical discomfort associated with the voice, teachers started and ended the week with values compatible with dysphonia. In the vocal restriction domain, they started the week with values compatible with vocal healthy individuals and at the end of the week they had scores compatible with dysphonia. In recovery with vocal rest, the pre and post values were below the cut-off score, meaning less vocal recovery. The greater the sensation of vocal fatigue, the greater the perception of phonatory effort; more frequent is the sensation of tightness, dryness, sore, sensitive and irritated throat and more intense the sensations of discomfort in the vocal tract: tightness, dryness, itching, sensitive and irritated throat. CONCLUSION Teachers perceive an increase in vocal fatigue, without changes in phonatory effort and vocal tract discomfort after one week of class. The greater the perception of vocal fatigue, the greater the sensation of effort and phonatory discomfort.
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Affiliation(s)
| | | | - Fabiana Zambon
- Centro de Estudos da Voz - CEV - São Paulo (SP), Brasil.,Sindicato dos Professores de São Paulo - SinproSP - São Paulo (SP), Brasil
| | - Mara Behlau
- Centro de Estudos da Voz - CEV - São Paulo (SP), Brasil
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Penha PBDC, Lima Filho LMDA, Ferreira LP, Almeida AAFD, Lopes LW, Lima Silva MFBD. Effectiveness of a Blended-Learning Intervention in Teachers' Vocal Health. J Voice 2021:S0892-1997(21)00102-8. [PMID: 34127331 DOI: 10.1016/j.jvoice.2021.03.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2020] [Revised: 02/26/2021] [Accepted: 03/01/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To verify the effectiveness of a blended-learning voice assistance program for elementary school teachers. STUDY DESIGN Nonrandomized and comparative interventional clinical trial. METHODS A total of 59 teachers participated; 33 of the 59 teachers participated in face-to-face learning (control group-CG), and 26 of the 59 teachers participated in blended learning (experimental group-EG). The Voice Assistance Program included the following for both groups: preintervention assessment, four voice workshops and postintervention assessment. The instruments used were the Vocal Production Condition - Teacher (VPC-T) questionnaire, the Screening Index for Voice Disorder (SIVD), the Vocal Health and Hygiene Questionnaire (VHHQ) and the Voice-Related Quality of Life (V-RQOL) measure. Additionally, voice samples were collected for auditory-perceptual analysis of voice quality. The workshops included theoretical and practical content for both groups. All the workshops for the CG were conducted face-to-face, while the workshops for the EG consisted of two online workshops and two face-to-face workshops. A descriptive analysis of the data was performed, and paired Wilcoxon and Mann-Whitney tests were performed using R software, with a significance level of 0.05. RESULTS Both groups showed improved acquisition of knowledge regarding vocal health and improved voice quality, but the improvement was greater for the EG. There was a significant decrease in the risk of voice disorder in the EG. Only the CG showed significant improvement in voice-related quality of life. CONCLUSION The voice assistance program with blended learning is effective for increasing knowledge about vocal health, reducing the risk of voice disorder and improving the voice quality of teachers.
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12
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Levandoski G, Zannin PHT. Quality of Life and Acoustic Comfort in Educational Environments of Curitiba, Brazil. J Voice 2020; 36:436.e9-436.e16. [PMID: 32646784 DOI: 10.1016/j.jvoice.2020.05.030] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Revised: 05/14/2020] [Accepted: 05/19/2020] [Indexed: 11/27/2022]
Abstract
BACKGROUND It is believed that poor classroom acoustics leads to lower levels of student learning and exposes teachers vocal folds to greater physical wear and tear. OBJECTIVE This study sought to compare the quality of life by World Health Organization (whoqol-bref) questionnaire of 61 teachers working at schools with different acoustic conditions. METHODS This paper reports on a descriptive exploratory study aimed at ascertaining the following: (1) outdoor sound pressure levels in the immediate surroundings of two primary schools; (2) background noise levels inside classrooms; (3) reverberation times in classrooms; (4) the teacher's perception of noise in the work environment; (5) the teacher's vocal intensity in the classroom; and (6) the teacher's perceived quality of life. RESULTS It was found that the quality of life of teachers, as well as the major causes of acoustic discomfort, do not stem from a source outside the classroom, halls, and physical education classes. Instead, they originate inside the classroom and are caused by students during school hours; the teachers' vocal intensity exceeds the limits of tolerability both in schools that provide acoustic comfort and in those that do not. CONCLUSIONS The basic conditions required to ensure the health of the participants in this study during their workday were found to be unsatisfactory.
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Affiliation(s)
- Gustavo Levandoski
- Teacher at the Federal University of Grande Dourados, Dourados, MS, Brazil.
| | - Paulo Henrique Trombetta Zannin
- CNPq Research Productivity Scholarship - Level1B, Laboratory of Environmental and Industrial Acoustics and Acoustic Comfort - LAAICA, Polytechnic Center, Federal University of Paraná, Curitiba, PR, Brazil
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13
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Galletti B, Sireci F, Mollica R, Iacona E, Freni F, Martines F, Scherdel EP, Bruno R, Longo P, Galletti F. Vocal Tract Discomfort Scale (VTDS) and Voice Symptom Scale (VoiSS) in the Early Identification of Italian Teachers with Voice Disorders. Int Arch Otorhinolaryngol 2020; 24:e323-e329. [PMID: 32754244 PMCID: PMC7394657 DOI: 10.1055/s-0039-1700586] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2019] [Accepted: 09/17/2019] [Indexed: 11/10/2022] Open
Abstract
Introduction The current Italian law does not include any guidance regarding voice education, prevention of voice disorders and screening in subjects with high vocal loading such as teachers. Objectives We aimed to check the correlation between the Vocal Tract Discomfort Scale (VTDS) with the Voice Symptom Scale (VoiSS) for the evaluation of Italian teachers. In addition, we aimed to investigate whether there are differences in the frequency and intensity of discomfort symptoms in teachers with disabilities comparing vocal tract discomfort symptoms in teachers with high risk (HRVD) and low risk (LRVD) of vocal disorders according to the VoiSS cutoff (> 15.5). Methods We analyzed 160 Italian teachers (111 women and 49 men) that completed the VTDS and VoiSS at vocal evaluation. The Spearman correlation test was applied to all variables. The Mann-Whitney U test was used to compare the average number of discomfort symptoms among HRVD and LRVD teachers. Results A moderate positive correlation was observed between the average number, frequency, and intensity of discomfort symptom and the total score, physical domain score, and limitation domain score of the VoiSS. Only the emotional domain score of the VoiSS showed a weak positive correlation ( p < 0.001). Teachers considered in the HRVD group according to the VoiSS score had a higher number, frequency, and intensity of vocal tract discomfort symptoms. Conclusion There is correlation between the VTDS and VoiSS scales. Like the VoiSS, the VTDS is a questionnaire that detects HRVD teachers. Therefore, the results suggest that both questionnaires could be useful for a preventive voice program for Italian teachers.
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Affiliation(s)
- Bruno Galletti
- Department of Adult and Development Age Human Pathology “Gaetano Barresi,” unit of otorhinolaryngology, University of Messina, Messina, Italy
| | - Federico Sireci
- Department of Adult and Development Age Human Pathology “Gaetano Barresi,” unit of otorhinolaryngology, University of Messina, Messina, Italy
- Section of ENT, ARNAS Fatebenefratelli Hospital, Palermo Italy
| | - Roberta Mollica
- Department of Adult and Development Age Human Pathology “Gaetano Barresi,” unit of otorhinolaryngology, University of Messina, Messina, Italy
| | - Elisabetta Iacona
- Section of Audiology, Fondazione IRCCS Ca'Granda Ospedale Maggiore Policlinico, Milan, Italy
| | - Francesco Freni
- Department of Adult and Development Age Human Pathology “Gaetano Barresi,” unit of otorhinolaryngology, University of Messina, Messina, Italy
| | - Francesco Martines
- Department Bio.Ne.C., Section of ENT, University of Palermo, Palermo Italy
| | - Enrique Perellò Scherdel
- Servicio de Otorrinolaringologia, Hospital General Universitari vall D'Hebron Universitat Autonoma de Barcelona, Catalunya, Spain
| | - Rocco Bruno
- Department of Adult and Development Age Human Pathology “Gaetano Barresi,” unit of otorhinolaryngology, University of Messina, Messina, Italy
| | - Patrizia Longo
- Department of Adult and Development Age Human Pathology “Gaetano Barresi,” unit of otorhinolaryngology, University of Messina, Messina, Italy
| | - Francesco Galletti
- Department of Adult and Development Age Human Pathology “Gaetano Barresi,” unit of otorhinolaryngology, University of Messina, Messina, Italy
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Voice Handicap Index-Throat: Translation and Cross-Cultural Adaptation to Brazilian Portuguese. J Voice 2020; 36:143.e1-143.e7. [PMID: 32381274 DOI: 10.1016/j.jvoice.2020.04.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2020] [Revised: 03/27/2020] [Accepted: 04/13/2020] [Indexed: 11/21/2022]
Abstract
OBJECTIVE This study aims to translate and cross-culturally adapt the throat scale of the Voice Handicap Index to the Brazilian Portuguese language.uracy. MATERIAL AND METHODS This was performed in five phases translation, synthesis, back translation, review, and pretest. Fifty subjects participated in the pretest, of which 22 participants had chronic cough, 13 had laryngopharyngeal reflux, and 15 had behavioral dysphonia. Of the 50 participants, 40 were female and 10 male, with an average age of 44 years and six months. RESULTS In the translation process, only question four had to be translated by a fourth judge. After the back-translation and committee review steps, it was necessary to make adjustments to questions one, four, five, seven, eight, nine, and 10. With regard to question five, the "never" option was significantly associated with the clinical group with behavioral dysphonia (P = 0.016), and with regard to question eight, the option was occasionally significantly associated with the clinical group with laryngopharyngeal reflux (P = 0.015). For question six, all the response categories of the questionnaire, had a significantly higher proportion compared to "not applicable" (P < 0.001). For the other questions, no participants selected the "not applicable" option. CONCLUSION The translation and cross-cultural adaptation of the throat scale of the Voice Handicap Index to Brazilian Portuguese was performed successfully; the Voice Handicap Index in Brazilian Portuguese prepared herein was called the Índice de Desvantagem Vocal-Garganta.
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Gomes NR, Teixeira LC, de Medeiros AM. Vocal Symptoms in University Professors: Their Association With Vocal Resources and With Work Environment. J Voice 2020; 34:352-357. [DOI: 10.1016/j.jvoice.2018.10.010] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2018] [Revised: 10/23/2018] [Accepted: 10/24/2018] [Indexed: 11/29/2022]
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16
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Jesus MTAD, Ferrite S, Araújo TMD, Masson MLV. Distúrbio de voz relacionado ao trabalho: revisão integrativa. REVISTA BRASILEIRA DE SAÚDE OCUPACIONAL 2020. [DOI: 10.1590/2317-6369000040218] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo Objetivos: identificar e sumarizar evidências de estudos sobre a associação entre trabalho e distúrbio de voz. Métodos: revisão integrativa da literatura publicada nas bases de dados PubMed e SciELO entre 2003 e 2017. Foram elegíveis estudos observacionais, em português ou inglês, disponíveis na íntegra para consulta, que abordassem a frequência de disfonia (prevalência ou incidência). Resultados: foram analisados 47 artigos, a idade media sumarizada dos participantes era de 40,6 anos, 78,7% dos artigos estudaram ambos os sexos e 80,9% pesquisaram professores. A prevalência média de distúrbios da voz associados ao trabalho foi de 44,2% e a incidência de 17,0%. O ruído foi indicado como fator associado à disfonia em 25,5% dos estudos, seguido da carga horária de trabalho extensa (17,0%) e alergias (14,9%). Conclusão: os resultados indicam forte conexão entre distúrbio de voz e trabalho, confirmando a elevada prevalência de disfonia, especialmente em trabalhadores que utilizam a voz profissionalmente, bem como sua associação com fatores da organização e do ambiente de trabalho, contribuindo para: a) fortalecer o reconhecimento formal do distúrbio de voz relacionado ao trabalho; b) oferecer embasamento técnico à legislação; c) reforçar a premência de uma política pública para proteção vocal dos trabalhadores.
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Rezende BA, Medeiros AMD, Silva AMD, Assunção AÁ. Factors associated with perception of loud occupational noise by school teachers in basic education in Brazil. REVISTA BRASILEIRA DE EPIDEMIOLOGIA 2019; 22:e190063. [PMID: 31826118 DOI: 10.1590/1980-549720190063] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2017] [Accepted: 09/27/2018] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE To determine the prevalence of the perception of loud noise in basic education schools in Brazil and the associated factors. METHODS A cross-sectional study with a representative national sample of teachers. The data collection was conducted with 6,510 teachers from October 2015 to March 2016. All teachers answered a telephone questionnaire with questions related to health and working conditions. The measure of association was prevalence ratio, estimated using Poisson regression. RESULTS The prevalence of reported loud occupational noise was 33.0%. There was a positive association in the outcome of classroom disturbance reports (PR = 3.41; 95%CI 3.07 - 3.75), feeling of working under high-pressure levels (PR = 1.33; 95%CI 1.22-1.45), having suffered verbal abuse from students (PR = 1.21; 95%CI 1.11-1.31), teaching in different teaching modalities (PR = 1.21; 95%CI 1.02-1.42), more than 30 active teachers in the school (PR = 1.28; 95%CI 1.07-1.54). The teachers who reported a pleasant school environment (PR = 0.81; 95%CI 0.75-0.87), along with the teachers who worked in rural areas (PR = 0.84; 95%CI 0.75-0.95), experienced less noise at work. CONCLUSION The prevalence of loud noise perception in Brazilian schools reached high levels and showed statistical significance with the characteristics of schools and teacher's work environment. These results demonstrate the need for developing public policies that take into consideration the reduction of noise levels in schools.
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Affiliation(s)
- Bárbara Antunes Rezende
- Programa de Pós-Graduação em Saúde Pública, Universidade Federal de Minas Gerais - Belo Horizonte (MG), Brasil
| | - Adriane Mesquita de Medeiros
- Programa de Pós-Graduação em Ciências Fonoaudiológicas, Departamento de Fonoaudiologia e Programa de Pós-Graduação em Saúde Pública, Universidade Federal de Minas Gerais - Belo Horizonte (MG), Brasil
| | - Airton Marinho da Silva
- Núcleo de Estudos Saúde e Trabalho, Universidade Federal de Minas Gerais - Belo Horizonte (MG), Brasil
| | - Ada Ávila Assunção
- Programa de Pós-Graduação em Saúde Pública, Departamento de Medicina Preventiva e Social, Universidade Federal de Minas Gerais - Belo Horizonte (MG), Brasil
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Darawsheh WB, Shdaifat A, Natour YS. Validation of the Arabic version of vocal tract discomfort scale. LOGOP PHONIATR VOCO 2019; 45:82-90. [DOI: 10.1080/14015439.2019.1630481] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Wesam B. Darawsheh
- Department of Occupational Therapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan
| | - Abeer Shdaifat
- Huazhong University of Science and Technology, Wuhan, China
| | - Yaser S. Natour
- Department of Hearing and Speech Sciences, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan
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Limoeiro FMH, Ferreira AEM, Zambon F, Behlau M. Comparação da ocorrência de sinais e sintomas de alteração vocal e de desconforto no trato vocal em professores de diferentes níveis de ensino. Codas 2019; 31:e20180115. [DOI: 10.1590/2317-1782/20182018115] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2018] [Accepted: 09/03/2018] [Indexed: 11/22/2022] Open
Abstract
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.
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Rabelo ATV, Santos JN, Souza BO, Gama ACC, de Castro Magalhães M. The Influence of Noise on the Vocal Dose in Women. J Voice 2017; 33:214-219. [PMID: 29290547 DOI: 10.1016/j.jvoice.2017.10.025] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Revised: 10/29/2017] [Accepted: 10/31/2017] [Indexed: 10/18/2022]
Abstract
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.
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Affiliation(s)
| | - Juliana Nunes Santos
- Department of Physical Therapy, Federal University of Vales do Jequitinhonha and Mucuri, Diamantina, Minas Gerais, Brazil
| | - Bárbara Oliveira Souza
- Department of Speech-language Pathology, Federal University of Minas Gerais, Belo Horizonte, Minas Gerais, Brazil
| | - Ana Cristina Côrtes Gama
- Department of Speech-language Pathology, Federal University of Minas Gerais, Belo Horizonte, Minas Gerais, Brazil.
| | - Max de Castro Magalhães
- Department of Structural Engineering, Federal University of Minas Gerais, Belo Horizonte, Minas Gerais, Brazil
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