Risk Factors and Effects of Voice Problems for Teachers

Chen, Sheng Hwa; Chiang, Shu Chiung; Chung, Yuh-Mei; Hsiao, Li-Chun; Hsiao, Tzu-Chien

doi:10.1016/j.jvoice.2008.07.008

Cited by 148 publications

(112 citation statements)

References 33 publications

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“…An association between mildly or moderately altered voice and exposure to noise levels that are considered inadequate was observed, as is shown in the literature, which indicates that the changes in the activities of the muscles related to vocal production, in an attempt to overcome the noise, will possibly lead to vocal quality deterioration. 3,4,9,10,15,16,23,24 Another study has found an association between high noise levels and vocal alteration in teachers of one out of three analyzed schools. 13 The adhesion of all the invited educators shows interest and need of research in the voice area in this professional category.…”

Section: Discussionmentioning

confidence: 94%

“…2,6,24 It is necessary to implement actions that lead to the effective reduction in dysphonia within the teaching category, preferably during professional education. 2,4,16,24 These actions should consider behavioral and health aspects, work environment and organization, in addition to questions of relationship with students, families and the institutions' management. It is necessary to move from the preventive and individual focus towards health promotion targeted at the collective dimension.…”

Section: Introductionmentioning

confidence: 99%

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Efeito do ruído na voz de educadoras de instituições de educação infantil

2012

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OBJECTIVE:To analyze the association between noise levels present in preschool institutions and vocal disorders among educators. METHODS:Cross-sectional study conducted in 2009 with 28 teachers from three preschool institutions located in the city of São Paulo (Southeastern Brazil). Sound pressure levels were measured according to Brazilian Technical Standards Association, with the use of a sound level meter. The averages were classifi ed according to the levels of comfort, discomfort, and auditory damage proposed by the Pan American Health Organization. The educators underwent voice evaluation: self-assessment with visual analogue scale, auditory perceptual evaluation using the GRBAS scale, and acoustic analysis utilizing the Praat program. To analyze the association between noise and voice evaluation, descriptive statistics and the chi-square test were employed, with signifi cance of 10% due to sample size. RESULTS:The teachers' age ranged between 21 and 56 years. The noise average was 72.7 dB, considered as damage 2. The professionals' vocal self-assessment ranked an average of 5.1 on the scale, being considered as moderate alteration. In the auditory-perceptual assessment, 74% presented vocal alteration, especially hoarseness; of these, 52% were considered mild alterations. In the acoustic assessment the majority presented fundamental frequency below the expected level. Averages for jitter, shimmer and harmonic-noise ratio showed alterations. An association between the presence of noise between the harmonics and vocal disorders was observed. CONCLUSIONS:There is an association between presence of noise between the harmonics and vocal alteration, with high noise levels. Although most teachers presented mild voice alteration, the self-evaluation showed moderate alteration, probably due to the diffi culty in projection.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Efeito do ruído na voz de educadoras de instituições de educação infantil

2012

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“…Cortisol is released during stress and previous studies suggest that stress is a risk factor in developing vocal symptoms or dysphonia (Baker, 2008;Dietrich, Verdolini Abbott, GartnerSchmitdt & Rosen, 2008;Dietrich & Verdolini Abbott, 2012;Chen, Chiang, Chung, Hsiao & Hsiao, 2010;Gassull, Casanova, Botey, Amador, 2010;Lyberg Åhlander, 2011;Lyberg Åhlander, Pelegrín García, Whitling, Rydell & Löfqvist, 2014;Rantala, Hakala, Holmqvist & Sala, 2012). About 23-25% of individuals seeking care for voice disorders or with common vocal pathologies show stress scores deviating upwards from normal scores Misono et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Role of Salivary Cortisol on Vocal Symptoms

Holmqvist-Jämsén

Johansson

Santtila

et al. 2017

J Speech Lang Hear Res

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Purpose: We investigated whether participants who reported more often occurring vocal symptoms showed higher salivary cortisol levels and if such possible associations were different for men and women. Method:The participants (N = 170; men n = 49, women n = 121) consisted of a populationbased sample of Finnish twins born between 1961 and 1989. The participants submitted saliva samples for hormone analysis and completed a web-questionnaire including questions regarding the occurrence of six vocal symptoms during the past 12 months. The data were analyzed using the Generalized Estimated Equations (GEE) method.Results: A composite variable of the vocal symptoms showed a significant positive association with salivary cortisol levels (p < .001). Three of the six vocal symptoms were significantly associated with the level of cortisol when analyzed separately (p-values below .05). The results showed no gender difference regarding the effect of salivary cortisol on vocal symptoms. Conclusions:There was a positive association between the occurrence of vocal symptoms and salivary cortisol levels. Participants with higher cortisol levels reported more often occurring vocal symptoms. This could have a connection to the influence of stress on vocal symptoms since stress is a known risk factor of vocal symptoms and salivary cortisol can be seen as a biomarker for stress.

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“…In simple terms, a teacher who taught more standards or subjects not necessarily had longer teaching hours per week. Nerriere et al (2009) and Chen et al (2010) reported significant association with grade level and subjects taught.…”

Section: Discussionmentioning

confidence: 95%

Primary school teachers are at risk to suffer from dysphonia

Sundram

2017

PROSOC

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Occupational voice users such as teachers may have symptoms of voice soreness, hoarseness, weakness, sorethroat and aphonia resulting in a reduction in job functioning and performance. The aim of our study was to determine the prevalence of dysphonia and its associated factors among primary school teachers in a district in Northeastern Malaysia. This cross sectional study evaluated 331 teachers from eight primary schools that were randomly sampled. A questionnaire which included the translated and validated malay-Voice Handicap Index 10 (m-VHI-10) as well as sociodemographic and occupational characteristics was distributed and self-administered. Participants who had m-VHI-10 score of 12 or more were classified as having dysphonia. It was found that the prevalence of dysphonia among primary school teachers was 7.9 percent. Hours of teaching per week [OR: 1.04 (95% CI 1.01, 1.08): p=0.028] and having more than four children [OR: 2.38 (95% CI 1.03, 5.51) p=0.042] were significantly associated with dysphonia among primary school teachers. In conclusion, the prevalence of dysphonia among primary school teachers in our population was relatively low as compared to other countries. However, this established occupational health problem should not be undermined but need more awareness and interventional efforts in order to prevent an escalation in the magnitude of this disorder.

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Risk Factors and Effects of Voice Problems for Teachers

Cited by 148 publications

References 33 publications

Efeito do ruído na voz de educadoras de instituições de educação infantil

Efeito do ruído na voz de educadoras de instituições de educação infantil

Investigating the Role of Salivary Cortisol on Vocal Symptoms

Primary school teachers are at risk to suffer from dysphonia

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