Análise de possíveis fatores de interferência no uso da voz durante atividade docente

Abstract

OBJECTIVETo measure the risk of dysphonia in teachers, as well as investigate whether the perceptual-auditory and acoustic aspects of the voice of teachers in situations of silence and noise, the signal-to-noise ratio, and the noise levels in the classroom are associated with the presence of dysphonia.METHODSThis is an observational cross-sectional research with 23 primary and secondary school teachers from a private school in the municipality of São Paulo, Brazil, divided into the groups without dysphonia and with dysphonia. We performed the following procedures: general Dysphonia Risk Screening Protocol (General-DRSP) and complementary to speaking voice - teacher (Specific-DRSP), voice recording during class and in an individual situation in a silent room, and measurement of the signal-to-noise ratio and noise levels of classrooms.RESULTSWe have found differences between groups regarding physical activity (General-DRSP) and particularities of the profession (Specific-DRSP), as well as in all aspects of the perceptual-auditory vocal analysis. We have found signs of voice wear in the group without dysphonia. Regarding the vocal resources in the situations of noise and silence, we have identified a difference for the production of abrupt vocal attack and the tendency of a more precise speech in the situation of noise. Both the signal-to-noise ratio and the room noise levels during class were high in both groups.CONCLUSIONSTeachers in both groups are at high risk for developing dysphonia and have negative vocal signals to a greater or lesser extent. Signal-to-noise ratio was inadequate in most classrooms, considering the standards for both children with normal hearing and with hearing loss, as well as equivalent noise levels.

COVID-19 and the teacher’s voice: self-perception and contributions of speech therapy to voice and communication during the pandemic

“…It was observed that social distancing and work changes during the pandemic had an impact on voice improvement according to teachers' self-perceptions. These data can possibly be explained by teachers’ distance from the physical work environment and reduced contact with the different risk factors inherent to the profession, such as dust, noise, and exposure to violent situations, among others ( 17 ). Additionally, these data could also be attributed to lack of exposure to other aspects that can impact their general health, such as daily displacements, which often expose people to hours of heavy traffic in large cities.…”

Protocolo de Rastreio do Risco de Disfonia para Atores de Teatro Musical: resultados preliminares

“…When considering the cutoff points for low and high risk of reference dysphonia (6) , there was a high risk of dysphonia in musical theater actors complaining of voice changes. Also, the G-DRSP score values observed are close to the average found in individuals with dysphonia (6) .…”

“…When considering the cutoff points for low and high risk of reference dysphonia (6) , there was a high risk of dysphonia in musical theater actors complaining of voice changes. Also, the G-DRSP score values observed are close to the average found in individuals with dysphonia (6) . Laryngological findings (7) , high vocal load (8) and the results of the present study reinforce the need for research with this population, identifying and describing their needs and risks, both in students and professionals; besides, explaining the need for specific training programs (13) .…”

“…The proposal is to analyze general factors related to the voice, being necessary to complement it with specific instruments according to the age group and profession. The Specific Teachers Dysphonia Risk Screening Protocol (Specific-DRSP), for example, demonstrated that its score, associated with the G-DRSP score, supports the differentiation between groups with and without vocal disorders, in addition to providing relevant qualitative data for the evaluation and planning of speech-language therapy assistance with this particular professional category (6) .…”

Relação entre estresse, ambiente de trabalho e voz em professores do Ensino Infantil e Ensino Fundamental I

“…A carga horária elevada é uma realidade na atividade docente, sendo apontada por muitos estudos como um fator de risco para o surgimento de problemas vocais. Nesta amostra, os pesquisados relataram possuir carga horária semanal de atividade docente perfazendo entre 21 e 30h/semanais, havendo 41,7% da amostra nesta situação 19,20 .…”