Risk factors for voice disorders in public school teachers in Cyprus

Kyriakou, Kyriaki; Theodorou, Eleni; Petinou, Kakia; Phinikettos, Ioannis

doi:10.15167/2421-4248/jpmh2020.61.2.1403

Cited by 5 publications

(9 citation statements)

References 25 publications

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“…Este término identifica la condición de abuso y/o mal uso del mecanismo vocal debido a una excesiva y/o desequilibrada tensión muscular laríngea y extra laríngea (Hillman et al 1989;McKenna et al, 2020). Desde un punto de vista etiológico, varios factores pueden inducir a la aparición de la hiperfunción vocal como los abusos, el mal uso de la voz (Kyriakou et al, 2020;Mahato et al, 2018), su utilización prolongada con excesiva intensidad vocal y en ambientes ruidosos (Hunter et al, 2020;Phadke et al, 2019). También se han mencionado factores en relación con la personalidad (Södersten et al, 2002), con el estrés (Bermúdez de Alvear et al, 2004;de Brito Mota et al, 2019;Vertanen-Greis et al, 2020) e, incluso, con aspectos educativos como el tipo de asignatura, el número de horas de docencia y el nivel de exigencia vocal (Domínguez-Alonso et al, 2019;Tao et al, 2020).…”

Section: Estudios Revista De Investigación En Logopediaunclassified

“…En nuestros días, debido a la frecuencia con que los docentes asumen los problemas de voz sin cuestionar sus posibles consecuencias, sería útil disponer de un instrumento sencillo, sin un número muy grande de ítems, que permita detectar las situaciones de riesgo vocal de forma fácil y rápida, lo cual ayudaría a prevenirlas y a adoptar las actitudes de higiene vocal en el contexto escolar. La prevención, como medida para solucionar los problemas vocales en este colectivo, se basa en el conocimiento, el cuidado de la voz y en reconocer el problema vocal desde sus fases iniciales (Martíns et al, 2014), cuando todavía no se han desarrollado lesiones más graves como los nódulos laríngeos (Kyriakou et al, 2020;Stepp et al, 2011).…”

Section: Estudios Revista De Investigación En Logopediaunclassified

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Diseño y validación de una escala vocal multidimensional para la detección del riesgo vocal en docentes

Real

Mendiri²,

Román³

2022

Rev. investig. logop.

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En el colectivo docente es frecuente el mal uso de la voz, para preservar su salud vocal es necesario un diagnóstico precoz. El objetivo del estudio fue diseñar, según criterios de especificidad y sencillez, una escala vocal multidimensional y fiable que contribuya a detectar situaciones de riesgo vocal del docente en el contexto escolar (EVM-D). Participaron 299 docentes, de 18 centros educativos de A Coruña seleccionados aleatoriamente, se dividieron en dos submuestras, una (n =143) para la realización del análisis factorial exploratorio, tanto con Análisis Paralelo como con factorización de ejes principales y rotación oblimin, y otra (n = 156) para el análisis factorial confirmatorio utilizando el método de mínimos cuadrados no ponderados. Una vez analizados los modelos, se optó por uno de tres factores de primer orden (Síntomas vocales, Hábitos de habla y Abusos vocales) y uno de segundo orden (Riesgo vocal). Los índices de bondad de ajuste fueron GFI = ,98, AGFI = ,97, SRMR = ,05; la fiabilidad compuesta (FC) en los tres factores de ,80; ,70 y ,73 y la varianza media extraída (AVE) de ,44; ,43 y ,47 respectivamente; la FC del factor de primer orden fue de ,83 y la AVE ,63. Se obtuvieron valores de corte según el sexo para los percentiles P90, P75 y P60 de riesgo vocal: alto, medio, bajo y muy bajo. La escala EVM-D fiable y consistente podría ser útil para detectar factores etiológicos o síntomas y aplicar la higiene vocal de forma precoz y autónoma por el docente.

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Section: Estudios Revista De Investigación En Logopediaunclassified

Diseño y validación de una escala vocal multidimensional para la detección del riesgo vocal en docentes

Real

Mendiri²,

Román³

2022

Rev. investig. logop.

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“…This is higher than the study from da Rocha et al, 13 which reported the incidence of a PVD among elementary and middle school teachers was 17.1%. However, a study conducted by Kyriakou et al 31 showed the prevalence of self‐perceived voice disorders was 69.9% among the public kindergarten and elementary school teachers in Cyprus. The difference seen in the prevalence of voice disorders may be due to differences in culture, region, and tests conducted to determine the vocal complications of teachers.…”

Section: Discussionmentioning

confidence: 96%

“…The online questionnaire was designed based on professional voice disorder literature, 17 , 31 , 32 , 33 , 34 which consisted of a demographic characteristics section including age and gender, living habits (smoking and drinking), a work‐related questionnaire, and the vocal handicap index (VHI). The work‐related questionnaire was composed of 11 questions.…”

Section: Methodsmentioning

confidence: 99%

The prevalence and risk factors for perceived voice disorders in public school teachers

Feng¹,

Weng²,

Cai³

et al. 2022

Laryngoscope Investig Oto

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Methods: This study was conducted from September 14 to 18, 2020 at public kindergarten and elementary schools in Xiamen, China. A total of 3140 teachers were separated into a perceived voice disorder group (PVD) and no perceived voice disorder group (NPVD) according to the Voice Handicap Index. The chi-square test was applied to explore the differences between the PVD and NPVD groups. The univariate logistic regression models were used to identify the risk factors in terms of unadjusted odds ratio and 95% confidence interval. Stepwise logistic regression was then used to ascertain independent determinants. Results:We found that the prevalence of PVD was 47.52%. The results showed that risk factors of PVD included being female (OR = 1.574), middle-rank technical title and higher (OR = 2.199), continuous lecturing for more than 3 classes (OR = 3.034), lectured more than 10 classes a week (OR = 1.436) and taught art or physical education (OR = 1.742).Conclusions: Teachers' work-related characteristics were associated with PVD. This proves that a preventive voice care program for teachers, administered by the school or education bureau, is urgent. This could include components such as the reasonable arrangement of timetables and recruitment of a sufficient number of kindergarten and elementary school teachers.

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“…Taking into account the scarce number of investigations that compare the risk factors in preschool-kindergarten versus elementary school teachers, the absence of a hierarchical ranking of voice disorder risk factors in the different populations of teachers, the effectiveness of vocal hygiene education in reducing voice problems, as well as the heterogeneity of preschool-kindergarten and 1st- to 6th-grade teachers (e.g., teaching in different voice demanding environments, groups of students, and curriculums), the aim of this study was to complete a further analysis of the existing data from a study by Kyriakou et al [19] to compare the risk factors of self-perceived voice problems in preschool-kindergarten and 1st- to 6th-grade school teachers and to create a hierarchical ranking of voice risk factors in the two populations in order to develop and prioritize the goals of a voice hygiene program for each group of teachers.…”

Section: Introductionmentioning

confidence: 99%

Predictive Risk Factors and Occupational Impact of Self-Perceived Voice Problems in Preschool-Kindergarten versus First- to Sixth-Grade Teachers

Kyriakou¹,

Theodorou²,

Petinou³

et al. 2021

Folia Phoniatr Logop

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Aim: The aim of this investigation was to complete a further analysis of existing data to compare risk factors of voice problems as well as create a hierarchical ranking of risk factors in preschool-kindergarten and 1st- to 6th-grade teachers in order to develop a voice hygiene program and prioritize its goals for each group of teachers. Methods: An online survey was completed by 148 preschool-kindergarten and 301 1st- to 6th-grade public school teachers. Participants were divided into four groups, preschool-kindergarten and 1st- to 6th-grade teachers with no self-perceived voice disorders and preschool-kindergarten and 1st- to 6th-grade teachers with self-perceived voice disorders. A χ2 test and a multivariate logistic regression model were used to examine the differences in answers between the preschool-kindergarten teachers with and without voice disorders and the 1st- to 6th-grade teachers with and without voice disorders and to identify the most important predictors. Results: The significant predictors for preschool-kindergarten teachers are frequently or sometimes continuing to talk after a breath cycle and being exposed to an excessive or a lot of noise generated in the classroom. The significant predictors for 1st- to 6th-grade teachers include having short breaks between classes and continuing to talk frequently after a breath cycle. Conclusions: Job-related risk factors in preschool-kindergarten and in 1st- to 6th-grade teachers may vary. Therefore, a preventative vocal hygiene education program specifically tailored for each population of teachers is suggested.

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Risk factors for voice disorders in public school teachers in Cyprus

Cited by 5 publications

References 25 publications

Diseño y validación de una escala vocal multidimensional para la detección del riesgo vocal en docentes

Diseño y validación de una escala vocal multidimensional para la detección del riesgo vocal en docentes

The prevalence and risk factors for perceived voice disorders in public school teachers

Predictive Risk Factors and Occupational Impact of Self-Perceived Voice Problems in Preschool-Kindergarten versus First- to Sixth-Grade Teachers

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