Analysis of teacher working environment: factors that influence the voice

Referente à réplica à carta ao editor sobre a forma de aplicação e cálculos do instrumento Escala de Sintomas Vocais (ESV)

“…Studies about spoken voice show that the prevalence of some degree of dysphonia, assessed or self-reported in individuals who use their voice at work can reach 35,5% 29 , 43,3% 31 , 48% 7 , 50% 22,32 , 70% 33,34 , 80,7% 35 , 85% 26 e até 97,2% 36 , among others, a percentage higher than the 20% mentioned by colleagues.…”

“…1.The wording of the inclusion criteria "female or male" 1 (p. 35) shows that both sexes were included in the study and not just one of them, which consists with other papers that used the same criteria [2][3][4][5][6][7] .…”

“…It is observed that many studies on spoken voice use these types of analyzes, which enables more effective discussion between the results of work 2,3,6,7,11,12,14,[19][20][21][22][23][24][25][26][27][28][29][30] . It should be noted also, the work published using the VOISS in dysphonic patients and presented, for example, its Table 1 19 (p.332) with the same kind of data structure and results of Tables 6, 7 and 8 1 (p.39-40), occurring even in Tables 1, 3 In addition to the balance sheet date and approval of the article 1 be earlier (mid-2013) to the validation of VoiSS 15 , on our analyzes about the means and frequency feature (described statistically) of our sample we didn't make inferences to the entire target population of future professional voice.…”

How classroom acoustics influence students and teachers: A systematic literature review

“…In any case, all of these concepts must be considered in classroom designs, considering concrete consequences like dysphonia or the Lombard effect. The most typical vocal dysfunction is dysphonia (Rincón & Reyes, 2014), also known as hoarse voice, meaning that the voice sounds breathy, raspy, or strained involuntarily. Dysphonic voices are hoarse but can also be painful leading to an adverse behavior.…”

The voice that educate rescue identities: playful interventions with a board game in the teacher's vocal health care

“…Brazilian Journal of Development, Curitiba, v.8, n.11, p. 74559-74574, nov., 2022 Some elements favor the development of work-related voice disorder (WRVD) (Cediel and Neira, 2014;Fillis et al, 2016;Limoeiro et al, 2019), namely: the long working hours of teachers and the continuous use of the voice, in addition to other organizational and work environment factors (e.g., excess number of students, sound competition, improper classroom acoustics, poor hygiene in the work environment, and chemical substances from the chalk). In addition, other factors that can make the development of this type of dysphonia in teachers even more serious (Cediel and Neira, 2014;Fillis et al, 2016;Medeiros et al, 2016) include: the habit of talking loudly, singing (in the case of preschool), as well as factors such as musculoskeletal tension, bad eating habits, alcoholism and smoking.…”