Vocal Self-Perception of Home Office Workers During the COVID-19 Pandemic

Abstract

Objective: To investigate the self-perception of vocal fatigue symptoms and musculoskeletal pain in home office workers before and during the COVID-19 pandemic. Materials and methods: A total of 424 individuals participated in this cross-sectional, observational, and descriptive study; they were stratified into the experimental group (EG), consisting of 235 individuals working from home office during the COVID-19 pandemic; and the control group (CG), with 189 individuals who continued to work in person during this period. All participants answered the Vocal Fatigue Index (VFI) and the Musculoskeletal Pain Investigation Questionnaires. The data were analyzed in a descriptive and inferential manner. Results: Participants in the EG reported more vocal fatigue symptoms and musculoskeletal pain than those in the CG before the pandemic. However, during the pandemic, the EG presented a higher frequency of pain in the posterior of the neck, shoulder, upper back, and temporal and masseter muscles, while the CG presented a higher frequency of pain in the larynx. With regard to vocal fatigue, during the pandemic, EG had an increase in scores to factors such as tiredness and voice impairment, avoidance of voice use, and total scores. No such differences were noted in the CG. Conclusion: Workers who migrated to home offices during the COVID-19 pandemic are at risk of developing vocal disorders.

Acoustic voice characteristics with and without wearing a facemask

“…Although HNR and CPPS actually reflect different phenomena in voice quality 49 , the non-significant changes in CPPS and vocal intensity across conditions did not appear to support the compensation assumption. In addition, phonation compensation in mask wearing may include increased vocal effort, as reported in a previous study 13 . Increased vocal effort seems associated with a different trend of spectral change.…”

“…A mask also physically creates a visual barrier precluding lip reading 11 , precluding communication cues in people with hearing loss and communication disabilities such as aphasia 12 . From a user’s perspective, wearing masks increased perception of vocal effort, reduced auditory feedback, and difficult coordination of speech and breathing 13 . Understanding the aspects of the voice changes whilst wearing a mask is important so clinical decision, making and choice of mask is appropriate to meet infection control and optimal verbal communication.…”

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

“…In this new reality, hybrid contexts, in which some activities can be implemented in person and others at a distance, have become common. This context has not been different in the area of speech therapy, and recent research on voice has been dedicated to understanding the following: professional vocal use during this pandemic period, especially in singers (6); the impact of wearing facemasks (7); the risks of vocal changes in different professionals who are working remotely (8,9); and the challenge of virtual voice therapy (10,11). The teacher's voice has been one of the themes most researched by specialists for decades, especially regarding symptoms and risk factors.…”

COVID-19 and Remote Learning: Predictive Factors of Perceived Improvement or Worsening of the Voice in Brazilian Teachers

“…The COVID-19 pandemic imposed several transformations on life and work routines, habits and social and leisure activities 8 , 9 due to the social distancing adopted to stop the progression of the disease. 10 The resulting social isolation led to drastic occupational changes throughout the world, particularly for teachers, who suddenly had to adapt all of their teaching activities to deliver them from their homes.…”

“… 10 The resulting social isolation led to drastic occupational changes throughout the world, particularly for teachers, who suddenly had to adapt all of their teaching activities to deliver them from their homes. 8 , 11 There was virtually no time for this adaptation, and teachers had to develop virtual teaching activities to the best of their ability at that time. 9 Their homes and computers became classrooms, 12 and it was necessary to adapt pedagogical practices at a time when everyone was very fearful about the future.…”