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Allen L, Hu A. Voice Disorders in the Workplace: A Scoping Review. J Voice 2024; 38:1156-1164. [PMID: 35414425 DOI: 10.1016/j.jvoice.2022.03.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 03/10/2022] [Accepted: 03/10/2022] [Indexed: 10/18/2022]
Abstract
OBJECTIVE Occupational voice users (OVU) are at risk for developing voice disorders (VD). Otolaryngologists need to advocate for workplace accommodations for these patients. The objective of this study was to assess the literature on VDs in the workplace and to describe how results may guide the Otolaryngologist. DATA SOURCES EBSCO, PubMed, Google Scholar, UBC libraries, and SpringerLink databases. REVIEW METHODS The Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for Scoping Reviews protocol was used to conduct a scoping review from inception to December 30, 2019. Oxford Levels of Evidence were used to assess the quality of included studies. Common themes and types of accommodations and barriers were explored. This study was registered with the Open Science Framework Open Source for Collaboration in Scientific Research (10.17605/OSF.IO/RYDVN). RESULTS One hundred and ninety-three abstracts were screened; 32 studies met inclusion criteria. Oxford Levels of Evidence ranged from 3 to 5. Eight overarching themes were identified: prevalence of VDs among OVUs; identifying risk factors for VDs; raising awareness of VDs medico-legally, politically; the education and treatment of VDs, the importance of diagnosing VDs; measuring the impact of VDs on work productivity; identifying perceived barriers to integration into the workplace; and calculating the economic costs of VDs. VDs affect workplace productivity and have associated absenteeism, medical, and economic costs. Increased awareness and education on the risk factors for VD development can assist with prevention, early diagnosis, and treatment. Accommodations and barriers are discussed. CONCLUSION There is emerging literature on VDs in the workplace. A multitude of VDs exist with varying pathologies, associated barriers, and implications for functioning within the workplace. Otolaryngologists play a unique role in diagnosing voice disorders and defining and facilitating workplace accommodations.
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Affiliation(s)
- Laura Allen
- Division of Otolaryngology - Department of Surgery, University of British Columbia, Vancouver, British Columbia, Canada.
| | - Amanda Hu
- Division of Otolaryngology - Department of Surgery, University of British Columbia, Vancouver, British Columbia, Canada
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Gautam R, Nayak S, Devadas U. Perception of Primary School Teachers Towards Voice Problems and Vocal Health-Seeking Behaviors: A qualitative study. J Voice 2024; 38:1252.e11-1252.e19. [PMID: 35473911 DOI: 10.1016/j.jvoice.2022.03.022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 03/23/2022] [Accepted: 03/23/2022] [Indexed: 11/27/2022]
Abstract
OBJECTIVE Teachers are the most common occupational group reporting to the voice clinics with dysphonia across the globe. However, less is known about teachers' perceptions about their voice and voice problems. Hence the present study aimed to explore teachers' perception about their teaching voice, voice problems and vocal health-seeking behaviors. METHOD A qualitative phenomenological research design using semi-structured interviews were conducted with fifteen female primary school teachers. Participants were asked to express their perception of teaching voice, vocal health care knowledge, and vocal hygiene practices. Using inductive analysis, the researchers converted the raw data into concepts or themes and discussed. RESULT The present study results showed that teachers perceive voice as the primary tool for their profession. However, teachers consider voice problems as part of their professional commitments. Despite knowing the harmful effects of voice problems, teachers' pay less attention to their voice problems and perceive them as usual, unavoidable and part of their profession. Due to their demanding work schedule and not getting enough support from the management, they hesitate to consult medical professionals unless it severely affects them. CONCLUSIONS The data obtained from this study can be used to improve the teachers' knowledge regarding vocal health and convince the school management to extend their support for the successful implementation of the vocal health training programs for teachers.
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Affiliation(s)
- Ritika Gautam
- Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, India
| | - Srikanth Nayak
- Department of Audiology and Speech-Language Pathology, Yenepoya Medical College, Yenepoya University (Deemed to be University), Mangalore, 575018,Karnataka, India
| | - Usha Devadas
- Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, India
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Sharp E, Cook R. Voice Symptoms and Wellbeing in School Teachers in England. J Voice 2024; 38:1252.e1-1252.e10. [PMID: 35307220 DOI: 10.1016/j.jvoice.2022.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 01/28/2022] [Accepted: 02/04/2022] [Indexed: 11/19/2022]
Abstract
INTRODUCTION Negative psychological factors such as depression and other common mental disorders have been found to be associated with voice problems in teachers. However, there is little research with teachers that investigates the relationship between positive psychological factors such as wellbeing and voice problems. Although negative and positive mental states are on a continuum of psychological health, research suggests negative and positive effects are not necessarily inversely correlated and therefore need to be investigated separately. OBJECTIVE/HYPOTHESIS To explore the relationship between voice symptoms and wellbeing in teachers working in primary and secondary schools in England. We hypothesise that as wellbeing increases voice symptoms will decrease. DESIGN Cross sectional study using a self-administered web-based questionnaire conducted with primary and secondary school teachers in England. METHODS The study included 1205 teachers from 608 primary and secondary schools, including state and fee paying, and mainstream and special schools. Voice symptoms were measured using The Voice Symptom Scale and wellbeing was measured using the Warwick Edinburgh Mental Wellbeing Scale. Information was also obtained on health, lifestyle, sociodemographic and environmental factors. Analysis was conducted using a linear multi-level regression model. RESULTS A statistically significant relationship between voice symptoms and wellbeing was identified (-0.31 95% CI -0.41, -0.20 P =< 0.001). Other factors found to be statistically significantly associated with voice symptoms were age, sex, gastroesophageal reflux, class size, background noise, speaking louder than normal and respiratory infection. Hours teaching per week, deprivation of school, voice training, teaching subject, smoking status and asthma were not associated with voice symptoms. CONCLUSIONS This study suggests that there is an association between vocal symptoms and wellbeing. Teachers with higher wellbeing had fewer voice symptoms.
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Affiliation(s)
- Emily Sharp
- Faculty of Health, Education and Life Sciences, Birmingham City University, Birmingham, UK.
| | - Robert Cook
- Faculty of Health, Education and Life Sciences, Birmingham City University, Birmingham, UK
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Markelj N, Kovač M, Leskošek B, Jurak G. Occupational health disorders among physical education teachers compared to classroom and subject specialist teachers. Front Public Health 2024; 12:1390424. [PMID: 38962760 PMCID: PMC11219568 DOI: 10.3389/fpubh.2024.1390424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2024] [Accepted: 06/06/2024] [Indexed: 07/05/2024] Open
Abstract
During the course of their work, teachers may be subjected to conditions that cause different health problems. This study examines occupational health disorders in a representative sample of 858 teachers (528 female; age 44.0 ± 9.67 years) divided into three groups of teachers with specific occupational requirements: specialist physical education teachers (specialist PETs), classroom teachers, and specialist teachers. The number of health disorders in the last 12 months was recorded using the Chronic Health Disorders Questionnaire. The differences between the different types of teachers, controlled for sex and age, were analyzed using binary logistic regression. The results showed that 89% of teachers experienced colds as the most frequently reported health problem, followed by 58% for lower back problems, 57% for headaches, 51% for hoarseness, and 43% for neck problems. A binary logistic regression showed that specialist PETs were the group with the highest health risk. They were about twice as likely to have musculoskeletal or hearing disorders than the other two groups of teachers. They were also significantly more likely to suffer from hoarseness. Understanding these different health challenges is critical to developing targeted interventions and robust support systems. These interventions should include initiatives aimed at raising awareness of health risk factors, implementing injury interventions and vocal cord hygiene programs, making ergonomic adjustments, and promoting awareness of self-care (both mental and physical). Given that the teaching profession is currently struggling with an aging workforce and a shortage of teachers, addressing these challenges is critical to the continued well-being of the teaching professionals.
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Affiliation(s)
- Neja Markelj
- Faculty of Sport, University of Ljubljana, Ljubljana, Slovenia
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Boominathan P, Nallamuthu A, Murali S, Sathyanarayan M. Home Remedies ("Paati Vaidyam") for Voice Disorders: Some Common Practices Among School Teachers. J Voice 2023:S0892-1997(23)00345-4. [PMID: 38030481 DOI: 10.1016/j.jvoice.2023.10.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 10/17/2023] [Accepted: 10/17/2023] [Indexed: 12/01/2023]
Abstract
AIM The study aimed to document the practices followed as home remedies to treat voice-related symptoms among school teachers. STUDY DESIGN Cross-sectional study. METHOD A total of 385 school teachers from Chennai, India, participated in the study. Data were collected through six open-ended questions to elicit information about conventional remedial practices for voice-related issues. Responses from the participants were recorded and analyzed. RESULTS Around 88% of the teachers in the study preferred to adhere to home remedies as their first treatment of choice when encountering a voice problem. A few of the reported home remedies were simple preparations using turmeric (Curcuma longa), ginger (Zingiber officinale), honey, sugar palm (Arenga pinnata), rock candy, mint (Mentha piperita), and cumin seeds (Cuminum cyminum), taken in singly or in combinations. The study also noted specific remedies for a range of vocal symptoms such as throat pain, irritation, or voice tiredness as per the belief systems of people speaking Tamil. DISCUSSION/CONCLUSION Home remedies, also known, as "Paati Vaidyam," are commonly used by Indian households to address health problems, including voice-related issues. The study indicated the prevalence and popularity of using home remedies for voice-related issues among teachers. The scientific logic or utility of these practices was explored in this study based on available information in voice literature. The information obtained is valuable for counseling (explaining local practice methods and available evidence) and education, keeping in mind the belief system, and practice methods of Tamils while imparting vocal hygiene education to the teachers.
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Affiliation(s)
- Prakash Boominathan
- Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education & Research (DU), Chennai, Tamil Nadu, India.
| | - Aishwarya Nallamuthu
- Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education & Research (DU), Chennai, Tamil Nadu, India
| | - Sushmitha Murali
- Sri Ramachandra Faculty of Audiology and Speech Language Pathology, Sri Ramachandra Institute of Higher Education & Research (DU), Chennai, Tamil Nadu, India
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Raheja S, Kelkar P. Modes of Educating Teachers About Vocal Hygiene: A Comparative Study. J Voice 2023:S0892-1997(23)00309-0. [PMID: 37925329 DOI: 10.1016/j.jvoice.2023.09.031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Revised: 09/28/2023] [Accepted: 09/29/2023] [Indexed: 11/06/2023]
Abstract
OBJECTIVES Educating teachers about vocal hygiene can be a means of alleviation or prevention of voice problems in this population. The present study aimed to compare four modes of educating teachers in India (n = 80) about vocal hygiene. METHOD Four groups of 20 teachers were exposed to educative material on the vocal hygiene program created for the present study. Each group received it either in audio mode delivered by the researcher posing as a voice therapist (VA); in audio mode delivered by a researcher posing as a teacher (TA); in written mode delivered by the researcher posing as a voice therapist (VW); or in written mode delivered by a researcher posing as a teacher (TW). The improvement in the knowledge of teachers before and after vocal hygiene education was gauged by administering a written questionnaire before and after the content that the teachers received. RESULTS Results revealed that all four modes were effective in vocal hygiene education. However, no significant difference (P > 0.05) in the improvement of knowledge in teachers across the four modes was seen although the relative mean difference was observed higher for TW mode than other modes. Individual item analyses revealed that some concepts were conveyed more effectively than others. This gave insights into improving the quality and efficacy of vocal hygiene programs in the future. CONCLUSION Findings have implications in reaching out to remote areas and employing peer-to-peer teaching as an effective way of vocal hygiene education among teachers.
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Affiliation(s)
- Surbhi Raheja
- School of Audiology and Speech Language Pathology, Bharati Vidyapeeth (Deemed to be University), Pune, Maharashtra, India
| | - Pallavi Kelkar
- School of Audiology and Speech Language Pathology, Bharati Vidyapeeth (Deemed to be University), Pune, Maharashtra, India.
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Alasqah MI, Mesallam TA, Farahat M, Malki KH. Translation and Validation of an Arabic Version of the Voice Disability Coping Questionnaire. J Voice 2023:S0892-1997(23)00326-0. [PMID: 37925331 DOI: 10.1016/j.jvoice.2023.10.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Revised: 10/07/2023] [Accepted: 10/09/2023] [Indexed: 11/06/2023]
Abstract
OBJECTIVES/HYPOTHESES Voice disorders can significantly affect the quality of life. This study aimed to translate, culturally adapt, and validate an Arabic version of the voice disability coping questionnaire (A-VDCQ) for use in Arabic-speaking populations with dysphonia. STUDY DESIGN This was a cross-sectional study involving the translation and cultural adaptation of the VDCQ into Arabic. The validation process included reliability and validity assessments. Participants were categorized into cases (individuals with dysphonia) and controls (individuals without dysphonia) to compare coping strategies between the two groups. METHODS ccccccccThe 15-item VDCQ was translated from English into Arabic using the forward and backward translation methods. The questionnaire's reliability was assessed using Cronbach's alpha and test-retest reliability (intraclass correlation coefficient, ICC). Validity was evaluated by comparing cases and controls using the Mann-Whitney test. Differences in coping strategies across different diagnoses were examined using the Kruskal-Wallis test. RESULTS The A-VDCQ demonstrated satisfactory internal consistency (Cronbach's alpha = 0.769) and excellent test-retest reliability (ICC = 0.993). Significant differences in coping strategies between the cases and controls were also observed (P < 0.001), supporting the instrument's validity. Notably, item 4, which is related to information seeking, had the highest impact score among the cases. However, no statistically significant differences were found in coping strategies across different diagnoses (P = 0.249). CONCLUSIONS The A-VDCQ demonstrated robust psychometric properties for assessing coping strategies in individuals with voice disorders and such strategies' potential implications for clinical practice and research.
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Affiliation(s)
- Mohammad I Alasqah
- Department of Otolaryngology, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Tamer A Mesallam
- Research Chair of Voice, Swallowing, and Communication Disorders, Department of Otolaryngology, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Mohamed Farahat
- Research Chair of Voice, Swallowing, and Communication Disorders, Department of Otolaryngology, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Khalid H Malki
- Research Chair of Voice, Swallowing, and Communication Disorders, Department of Otolaryngology, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
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Schaeffler F, Parry AM, Beck J, Rees M, Schaeffler S, Whittaker T. Comparing Vocal Health and Attitudes to Voice care in Primary Teachers and Voiceover Artists - A Survey Study Using the Health Belief Model. J Voice 2023:S0892-1997(23)00039-5. [PMID: 36941165 DOI: 10.1016/j.jvoice.2023.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 02/03/2023] [Accepted: 02/03/2023] [Indexed: 03/23/2023]
Abstract
OBJECTIVES A range of professions experience high demands on their voices and are potentially at risk of developing voice disorders. Teachers have been studied extensively in this respect, while voiceover artists are a growing professional group with unknown levels of voice training, voice problems and voice care attitudes. To better understand profession-specific voice care requirements, we compared voice training, voice care habits and self-reported voice problems of these two professional groups and measured attitudes to voice care, informed by the Health Belief Model (HBM). STUDY DESIGN The study was a cross-sectional survey study with two cohorts. METHODS We surveyed 264 Scottish primary school teachers and 96 UK voiceover artists . Responses were obtained with multiple-choice and free-text questions. Attitudes to voice care were assessed with Likert-type questions that addressed five dimensions of the HBM. RESULTS Most voiceover artists had some level of voice training, compared to a minority of teachers. Low numbers of teachers reported regular voice care, compared to over half of voiceover artists. Higher numbers of teachers reported work-related voice problems. Voiceover artists reported greater awareness for vocal health and perceived potential effects of voice problems on their work as more severe. Voiceover artists also saw voice care as more beneficial. Teachers perceived barriers to voice care as substantially higher and felt less confident about voice care. Teachers with existing voice problems showed increased perceptions of voice problem susceptibility and severity and saw more benefit in voice care. Cronbach's alpha was below 0.7 for about half of the HBM-informed survey subsets, suggesting that reliability could be improved. CONCLUSIONS Both groups reported substantial levels of voice problems, and different attitudes to voice care suggest that the two groups require different approaches to preventative intervention. Future studies will benefit from the inclusion of further attitude dimensions beyond the HBM.
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Affiliation(s)
- Felix Schaeffler
- Clinical Audiology Speech and Language (CASL) Research Centre, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom; Business Innovation Zone (BIZ), Fitvoice CIC, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom; Business Innovation Zone (BIZ), The Voice Distillery Ltd, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom.
| | - Anna M Parry
- Department of Speech, Voice and Swallowing, Wythenshawe Hospital, Manchester University NHS Foundation Trust, Manchester, United Kingdom
| | - Janet Beck
- Clinical Audiology Speech and Language (CASL) Research Centre, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom; Business Innovation Zone (BIZ), Fitvoice CIC, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom
| | - Meagan Rees
- Clinical Audiology Speech and Language (CASL) Research Centre, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom
| | - Sonja Schaeffler
- Clinical Audiology Speech and Language (CASL) Research Centre, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom
| | - Tess Whittaker
- Business Innovation Zone (BIZ), Fitvoice CIC, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom; Business Innovation Zone (BIZ), The Voice Distillery Ltd, Queen Margaret University Edinburgh, Musselburgh, Scotland, United Kingdom
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Nanjundeswaran C, van Mersbergen M, Banks R, Hunter E. Vocal Fatigue Index in Teachers Using Mokken Analysis. J Voice 2023; 37:298.e1-298.e9. [PMID: 33526304 PMCID: PMC8319213 DOI: 10.1016/j.jvoice.2020.12.053] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Revised: 12/15/2020] [Accepted: 12/21/2020] [Indexed: 11/16/2022]
Abstract
PURPOSE Vocal fatigue (VF) is a primary vocal symptom experienced by professional voice users, such as teachers, whose voice is an occupational tool. The study determines the utilization of the Vocal Fatigue Index (VFI), a 19-item scale in identifying symptoms of VF and its severity in teachers. METHODS Using responses of 695 teachers who completed the VFI, Mokken scaling was conducted on the items to identify the experiences of VF and its associated hierarchical nature of VF symptoms in teachers. Mokken scaling was completed on a total of four groups: (a) Total teachers group, (b) No VF group, (c) Low VF group, and (d) High VF group. RESULTS Results revealed differences in item hierarchies between total teachers and across the separate groups of VF severity. Item hierarchy for teachers highlighted items from physical discomfort at the mild end of the hierarchy to items from symptom improvement with rest at the severe end of the hierarchy. Items related to avoidance presented as a separate scale for teachers presenting with high VF. DISCUSSION Mokken scaling in teachers provides insight into the underlying complexity of the experience of VF symptoms and reliance on differential behavioral strategies in its management, suggesting the heterogenous nature of latent trait for VF in this specific population.
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Affiliation(s)
- Chaya Nanjundeswaran
- Department of Audiology & Speech Language Pathology, East Tennessee State University, Johnson City, Tennessee.
| | - Miriam van Mersbergen
- School of Communication Sciences and Disorders; Institute for Intelligent Systems; University of Memphis, Memphis Tennessee
| | - Russell Banks
- Massachusetts General Hospital Institute of Health Professions, Boston, MA
| | - Eric Hunter
- Department of Communicative Sciences and Disorders, Michigan State University, Michigan
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Kopf LM, Huh-Yoo J. A User-Centered Design Approach to Developing a Voice Monitoring System for Disorder Prevention. J Voice 2023; 37:48-59. [PMID: 33189486 DOI: 10.1016/j.jvoice.2020.10.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 10/22/2020] [Accepted: 10/23/2020] [Indexed: 01/11/2023]
Abstract
BACKGROUND Many individuals will experience a voice disorder in their lifetime, especially occupational voice users. While a number of voice monitoring systems have been developed, most were designed with the clinician/researcher as the end user. For a patient to use these systems, they need field experts to help them interpret data from the system to understand its meaning. Most of these systems would have challenges in being used in a preventative context with the occupational voice user as the sole system user. OBJECTIVE The current study introduces a novel design approach: user-centered design (UCD) with paper prototypes in the creation of a voice monitoring system for voice disorder prevention (VDP). The goal of this design approach is to design systems that are engaging and intuitive for users so they will be interested in interacting with the system and be able to benefit from the system without the need of external support. METHODS The current study was conducted in two phases: an iterative design phase and a test phase. In the iterative design phase, 15 participants gave their opinions on the measures and feedback designs they felt would be the most beneficial to users. In the test phase, the researchers collected real voice data over multiple sessions for 18 additional participants and provided this data using the final feedback displays from the design phase. RESULTS By engaging in UCD, the researchers identified key design challenges for VDP: (1) educating the user, (2) balancing contextualization and granularity, and (3) addressing disconnection between user and system goals. CONCLUSION UCD holds promise for designing VDP systems that are both engaging and intuitive for occupational voice users.
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Affiliation(s)
- Lisa M Kopf
- Department of Communication Sciences and Disorders, University of Northern Iowa, Cedar Falls, Iowa; Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, Michigan.
| | - Jina Huh-Yoo
- College of Computing and Informatics, Drexel University, Philadelphia, Pennsylvania
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Vincent I, Emm MJ. The Effects of Collegiate Sports Coaching on the Male Voice: Pilot Data. J Voice 2023; 37:145.e7-145.e18. [PMID: 33376021 DOI: 10.1016/j.jvoice.2020.11.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2020] [Revised: 11/24/2020] [Accepted: 11/25/2020] [Indexed: 01/11/2023]
Abstract
PURPOSE This research gathered pilot data on the effects of a typical collegiate athletic season on the male coach's voice. MATERIALS AND METHODS Ten male coaches and ten age- and sex-matched controls participated. Qualitative and quantitative analyses were performed to assess group differences in: 1) written self-reports obtained during one session, 2) acoustic and aerodynamic variables obtained during regular season and during off-season for the coaches and only once for the controls, and 3) auditory-perceptual data provided by three speech-language pathologists using the Consensus Auditory-Perceptual Evaluation of Voice during one listening session. Data pertaining to the coaches' regular season, to the coaches' off-season, and to the control participants were designated as in-season, off-season, and control, respectively. RESULTS Significant self-reported findings included more phonotraumatic behaviors in the coaches than in the controls and higher in-season than off-season and control vocal demand. The coaches' history of voice problems was unrelated and the controls' was related to respiratory illness and addressing a large audience. A significant acoustic finding was lower off-season than control low fundamental frequency. Finally, trained listeners perceived control loudness as more aberrant than off-season loudness and they noted vocal fry twice as many times in in-season and off-season than in control voices. CONCLUSIONS This study exposed traces of adverse voice reactions to coaching and confirmed that coaches harbor a job-based proclivity to voice overuse. Self-reported measures appeared to be the least and aerodynamic the most immune to phonatory exertion that pervades daily coaching tasks. Future studies are warranted to further delineate how athletic coaching interferes with voice production.
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Affiliation(s)
- Irena Vincent
- State University of New York College at Cortland, Communication Disorders and Sciences Department, Cortland, NY.
| | - Mary J Emm
- State University of New York College at Cortland, Communication Disorders and Sciences Department, Cortland, NY.
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Alshuhayb BS, Alkhars AZ, AlMaghlouth MK, Alkhars FS, Alamer ZA, Alarfaj AA, AlYahya KA. Voice Disorders Among Teachers in Al-Ahsa, Eastern Region, KSA: Vocal Complaints, Treatment-Seeking Behaviors, and Knowledge of Vocal Care. J Voice 2022:S0892-1997(22)00204-1. [PMID: 35970654 DOI: 10.1016/j.jvoice.2022.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Revised: 07/03/2022] [Accepted: 07/05/2022] [Indexed: 10/15/2022]
Abstract
BACKGROUND Voice disorders are a serious and common complaint among teachers, yet there are no published studies on these conditions in the context of Al-Ahsa city in the eastern region of the Kingdom of Saudi Arabia. This study analyzed the vocal complaints of Saudi teachers, investigated their treatment-seeking behaviors, and assessed their knowledge of vocal care. METHODS A cross-sectional online survey was randomly distributed to 604 Saudi teachers from December 2021 to March 2022. The data included sociodemographic characteristics, academic statuses, vocal symptoms and their effects, and attitudes toward voice problems. Statistical analysis was done using the Statistical Package for the Social Sciences (v. 23). Categorical variables were expressed as frequencies and percentages. A chi-square test was conducted to verify the association between the categorical variables. RESULTS Of the participants, 62.1% were female. 65.4% reported having voice-related problems, with the most frequently reported symptoms being hoarseness (68.35%), throat dryness (60.76%), and sore throat (56.46%). Out of the participants who reported voice problems, 32.15% stated being affected by absenteeism from school. Only a minority of teachers sought medical help (5.1%) or received information about the vocal care (29.5%). The factors that were found to be significantly associated with voice complaints include female gender, positive family history of vocal disorders, speaking in a loud voice, being non-smoker, and having the high number of classes per week (P < 0.05). CONCLUSION Voice-related complaints were highly prevalent among Saudi teachers for multiple factors, most of which were manageable. This study strongly recommends the vocal educational programs to be implemented during student teacher training.
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Affiliation(s)
| | | | | | | | - Zainab A Alamer
- King Faisal University, College of Medicine, Al Ahsa, Saudi Arabia
| | | | - Khalid A AlYahya
- King Faisal university, department of surgery otolaryngology unit.
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13
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Karatayli Ozgursoy S, Buyukatalay ZÇ, Dursun G. The Effect of Vocal Hygiene Training Via Videoconference in Teachers' Voices. J Voice 2022:S0892-1997(22)00110-2. [PMID: 35581044 DOI: 10.1016/j.jvoice.2022.04.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Revised: 04/08/2022] [Accepted: 04/08/2022] [Indexed: 11/27/2022]
Abstract
PURPOSE Voice disorders are frequently seen among teachers. Intense and inappropriate use of the voice is the most frequent reason. In the literature, studies supporting the positive effect of voice hygiene behaviors to the voice in teachers exist. In the v pandemic era that we pass through, it's being observed that teaching via videoconference is becoming widespread all around the world. The primary aim of this study is to evaluate the risk factors for self-assessed "not normal" voice in teachers, in the light of their demographic and vocational information and voice hygiene behaviors. Our second aim in this study is to evaluate the effect of voice hygiene training via videoconference on teachers' voice. We believe this will contribute in shaping today's therapy modalities in vocal training. MATERIALS AND METHODS One hundred nine teachers, working as primary, secondary or high school teacher actively in different cities in Turkey, between 25 and 55 years of age participated and self-assessed their voice by filling the survey including demographic, occupational, medical history and voice symptoms and vocal behaviors data as well as Voice Handicap Index (VHI)-10 ve voice self rating scale (VSRS). The teachers with VHI-10 score below 5 and VSRS score "normal" were assumed to have "Normal Voice." The teachers with VHI-10 score 5 or above and VSRS "Not Normal" (mild, moderate or severe) (N = 52) were assigned to "Voice Hygiene Group" and were invited to videoconference for a voice hygiene session. Four weeks after this session, the survey, VHI-10 and VSRS were repeated and the results were compared. RESULTS In the first phase of the study, risk factors for not being in "Normal Voice" group for the teachers have been assessed. "Having chronic disease" and "having experienced voice problem before" have been found to be risk factors. In the second phase of the study, 52 teachers have been invited to online "Voice Hygiene" videoconference session; only 18 teachers have attended in total of three attempts of sessions. When vocal behaviors before and after the videoconference were compared, positive changes have been observed in five vocal behaviors including "avoiding smoking," "drinking enough water daily," "eating healthy food," "avoiding excessive meals," "avoiding frequent throat clearing," however VHI-10 and VSRS scores have not showed a meaningful change. Only one teacher has progressed to "normal voice" from "Voice Hygiene Group." CONCLUSION We believe further controlled studies with more participants adherent to videoconference sessions will be needed in order to shape today's therapy modalities.
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Affiliation(s)
| | | | - Gursel Dursun
- Department of Otorhinolaryngology, Ankara University, Hacettepe Mh, Altındağ, Ankara, Turkey
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Żurek M, Jasak K, Rzepakowska A. Comparison of teachers’ voice disorders before and during COVID -19 pandemic. Otolaryngol Pol 2021; 76:34-41. [DOI: 10.5604/01.3001.0015.6495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Purpose: The aim of the study was to analyze the impact of the COVID-19 pandemic and the associated change in teaching mode from stationary to distance learning on the severity of voice-related complaints among teachers.
Materials and methods: A questionnaire survey of teachers was conducted to assess voice disorders during stationary and remote work using the Vocal Tract Dyscomfort (VTDs) scale and Numeric Rating Scale (NRS), and respondents' subjective feelings were assessed. The demographic and environmental factors related to voice work were examined. Data on sickness absenteeism obtained from the Healthcare Needs Maps 2020 of the Ministry of Health were also analyzed. The statistical analysis of responses was conducted. A p-value below 0.05 was considered statistically significant.
Results: 128 teachers participated in the survey. The overall assessment of voice disorders using VTDs and NRS scales did not show statistically significant differences for complaints between stationary and remote work. Detailed analysis revealed more severe voice disorders in teachers working more than 6 months remotely (p = 0.049) and having more than 20 lessons per week (p = 0.012). The subjective assessment confirmed a significantly lower percentage of teachers reporting voice disorders during remote work compared to stationary work (p = 0.043). This resulted in a reduction of sickness absences and a 40% decrease in sick leave related to voice disorders in 2020 compared to 2019.
Conclusions: During the remote learning period in the COVID-19 pandemic, teachers reported lower severity of voice disorders and this contributed to a reduction in sickness absences. There were no statistically significant differences in voice-related complaints assessed by the VTDs and NRS scales for either mode of teaching. Several factors affecting the severity of vocal tract disorders were identified - the number of teaching hours per week (> 20) for stationary work and a long period of remote teaching (> 6 months).
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Affiliation(s)
- Michał Żurek
- Katedra i Klinika Otorynolaryngologii, Chirurgii Głowy i Szyi Warszawskiego Uniwersytetu Medycznego
Szkoła Doktorska Warszawskiego Uniwersytetu Medycznego
| | - Kamil Jasak
- Studenckie Koło Naukowe przy Katedrze i Klinice Otorynolaryngologii, Chirurgii Głowy i Szyi Warszawskiego Uniwersytetu Medycznego
| | - Anna Rzepakowska
- Katedra i Klinika Otolaryngologii Warszawskiego Uniwersytetu Medycznego
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Khoramshahi H, Dehqan A, Scherer RC, Sharifi Z, Ahmadi S. Comparison of vocal fatigue and vocal tract discomfort between teachers of normal pupils and teachers of mentally disabled pupils. Eur Arch Otorhinolaryngol 2021; 278:2429-2436. [PMID: 33978817 DOI: 10.1007/s00405-021-06863-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Accepted: 04/30/2021] [Indexed: 11/26/2022]
Abstract
PURPOSE This study aims to study the comparison of vocal fatigue and vocal tract discomfort between teachers of normal pupils and teachers of mentally disabled pupils. STUDY DESIGN Cross-sectional study METHODS: Participants were 179 teachers (50 male, 129 female) and 30 non-teachers (14 male, 16 female) who participated in the current study. The teachers work in elementary schools. Furthermore, 87 of the teachers work for mentally disabled pupils at special elementary schools. Non-teachers were Ahvaz Jundishapur University of Medical Sciences employees who consider as the control group. They completed the Persian VFI and VTDp questionnaires three times, at the beginning, middle, and end of their office hours for 1 workday. RESULTS The current study's findings indicate that the Persian VFI and VTD scores of non-teachers were significantly lower than teachers' scores. Furthermore, teachers of mentally disabled pupils demonstrated higher values from teachers of normal pupils based on the Persian VFI and VTDp scores CONCLUSION: The study results showed that teachers experienced more vocal fatigue and vocal tract discomfort than non-teachers. Furthermore, teachers of mentally disabled pupils indicated more vocal fatigue, the larynx's physical discomfort, and vocal tract discomfort, but this difference was practically small.
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Affiliation(s)
- Hassan Khoramshahi
- Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
| | - Ali Dehqan
- Health Promotion Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
| | - Ronald Callaway Scherer
- Department of Communication Sciences and Disorders, Bowling Green State University, Bowling Green, Ohio, USA
| | - Zahra Sharifi
- MSc Student of Speech Therapy, Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Shayan Ahmadi
- Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Porcaro CK, Howery S, Suhandron A, Gollery T. Impact of Vocal Hygiene Training on Teachers’ Willingness to Change Vocal Behaviors. J Voice 2021; 35:499.e1-499.e11. [DOI: 10.1016/j.jvoice.2019.11.011] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Revised: 11/14/2019] [Accepted: 11/15/2019] [Indexed: 11/29/2022]
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Grillo EU. A Nonrandomized Trial for Student Teachers of an In-Person and Telepractice Global Voice Prevention and Therapy Model With Estill Voice Training Assessed by the VoiceEvalU8 App. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 30:566-583. [PMID: 33524262 PMCID: PMC8740681 DOI: 10.1044/2020_ajslp-20-00200] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 09/03/2020] [Accepted: 11/03/2020] [Indexed: 05/30/2023]
Abstract
Purpose This study investigated the effects of the in-person and telepractice Global Voice Prevention and Therapy Model (GVPTM) treatment conditions and a control condition with vocally healthy student teachers. Method In this single-blinded, nonrandomized trial, 82 participants completed all aspects of the study. Estill Voice Training was used as the stimulability component of the GVPTM to train multiple new voices meeting all the vocal needs of the student teachers. Outcomes were assessed using acoustic, perceptual, and aerodynamic measures captured by the VoiceEvalU8 app at pre and post in fall and during student teaching in spring. Results Significant improvements were achieved for several acoustic and perceptual measures in the treatment conditions, but not in the control condition. The in-person and telepractice conditions produced similar results. The all-voiced phrase and connected speech were more successful in demonstrating voice change for some of the perturbation measures as compared to sustained /a/. Conclusions The treatment conditions were successful in improving the participants' voices for fundamental frequency and some acoustic perturbation measures while maintaining the improvements during student teaching. In addition, the treatment conditions were successful in decreasing the negative impact of voice-related quality of life and vocal fatigue during student teaching. Future research should address the effectiveness of the various components of the GVPTM, the application of the GVPTM with patients with voice disorders, the relevance of defining auditory-perceptual terms by the anatomy and physiology of the voice production system (i.e., Estill Voice Training), and the continued use of the VoiceEvalU8 app for clinical voice investigations. Supplemental Material https://doi.org/10.23641/asha.13626824.
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Affiliation(s)
- Elizabeth U. Grillo
- Department of Communication Sciences and Disorders, West Chester University, PA
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18
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Wang CT, Han JY, Fang SH, Lai YH. Ambulatory Phonation Monitoring With Wireless Microphones Based on the Speech Energy Envelope: Algorithm Development and Validation. JMIR Mhealth Uhealth 2020; 8:e16746. [PMID: 33270033 PMCID: PMC7746501 DOI: 10.2196/16746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Revised: 06/03/2020] [Accepted: 10/03/2020] [Indexed: 11/13/2022] Open
Abstract
Background Voice disorders mainly result from chronic overuse or abuse, particularly in occupational voice users such as teachers. Previous studies proposed a contact microphone attached to the anterior neck for ambulatory voice monitoring; however, the inconvenience associated with taping and wiring, along with the lack of real-time processing, has limited its clinical application. Objective This study aims to (1) propose an automatic speech detection system using wireless microphones for real-time ambulatory voice monitoring, (2) examine the detection accuracy under controlled environment and noisy conditions, and (3) report the results of the phonation ratio in practical scenarios. Methods We designed an adaptive threshold function to detect the presence of speech based on the energy envelope. We invited 10 teachers to participate in this study and tested the performance of the proposed automatic speech detection system regarding detection accuracy and phonation ratio. Moreover, we investigated whether the unsupervised noise reduction algorithm (ie, log minimum mean square error) can overcome the influence of environmental noise in the proposed system. Results The proposed system exhibited an average accuracy of speech detection of 89.9%, ranging from 81.0% (67,357/83,157 frames) to 95.0% (199,201/209,685 frames). Subsequent analyses revealed a phonation ratio between 44.0% (33,019/75,044 frames) and 78.0% (68,785/88,186 frames) during teaching sessions of 40-60 minutes; the durations of most of the phonation segments were less than 10 seconds. The presence of background noise reduced the accuracy of the automatic speech detection system, and an adjuvant noise reduction function could effectively improve the accuracy, especially under stable noise conditions. Conclusions This study demonstrated an average detection accuracy of 89.9% in the proposed automatic speech detection system with wireless microphones. The preliminary results for the phonation ratio were comparable to those of previous studies. Although the wireless microphones are susceptible to background noise, an additional noise reduction function can alleviate this limitation. These results indicate that the proposed system can be applied for ambulatory voice monitoring in occupational voice users.
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Affiliation(s)
- Chi-Te Wang
- Department of Otolaryngology Head and Neck Surgery, Far Eastern Memorial Hospital, New Taipei City, Taiwan.,Department of Electrical Engineering, Yuan Ze University, Taoyuan, Taiwan.,Department of Special Education, University of Taipei, Taipei, Taiwan
| | - Ji-Yan Han
- Department of Biomedical Engineering, National Yang-Ming University, Taipei, Taiwan
| | - Shih-Hau Fang
- Department of Electrical Engineering, Yuan Ze University, Taoyuan, Taiwan.,Ministry of Science and Technology Joint Research Center for Artificial Intelligence Technology and All Vista Healthcare, Taoyuan, Taiwan
| | - Ying-Hui Lai
- Department of Biomedical Engineering, National Yang-Ming University, Taipei, Taiwan
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Redman Y, Vercelli C, Cantor-Cutiva LC, Bottalico P. Work-Related Communicative Profile of Voice Teachers: Effects of Classroom Noise on Voice and Hearing Abilities. J Voice 2020; 36:291.e17-291.e31. [PMID: 32631734 DOI: 10.1016/j.jvoice.2020.05.021] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Revised: 05/25/2020] [Accepted: 05/26/2020] [Indexed: 12/01/2022]
Abstract
PURPOSE Vocal instructors during their normal workday are exposed to high noise levels that can affect their voice and hearing health. The goal of this study was to evaluate the voice and hearing status of voice instructors before and after lessons and relate these evaluations with voice and noise dosimetry taken during lessons. METHODS Eight voice instructors volunteered to participate in the study. The protocol included (1) questionnaires, (2) pre/post assessment of voice quality and hearing status, and (3) voice and noise dosimetry during lessons. Acoustic measurements were taken of the unoccupied classrooms. RESULTS In six of eight classrooms, the measured noise level was higher than the safety recommendations set by National Institute for Occupational Safety and Health. The background noise level and the reverberation time in the classrooms were in compliance with the national standard recommendations. We did not find a clear pattern comparing pre- and post-measurements of voice quality consistent among genders. In all subjects, the Sound Pressure Levels mean increased, and the standard deviation of fundamental frequency decreased indicating association to vocal fatigue. Previous studies link these changes to increasing vocal fatigue. The audiometric results revealed seven out of eight instructors have sensorineural hearing loss. CONCLUSIONS The interaction of the acoustic space and noise levels can contribute to the development of hearing and voice disorders for voice instructors. If supported by larger sample size, the results of this pilot study could justify the need for a hearing and voice conservation program for music faculty.
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Affiliation(s)
- Yvonne Redman
- School of Music, University of Illinois Urbana-Champaign, Champaign, Illinois
| | - Chiara Vercelli
- Department of Speech and Hearing Science, University of Illinois Urbana-Champaign, Champaign, Illinois
| | - Lady Catherine Cantor-Cutiva
- Dept. of Collective Health, Universidad Nacional de Colombia, Bogotá, Colombia; Program of Speech and Language Pathology, Universidad Manuela Beltrán, Bogotá, Colombia
| | - Pasquale Bottalico
- Department of Speech and Hearing Science, University of Illinois Urbana-Champaign, Champaign, Illinois.
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Alarouj H, Althekerallah JM, AlAli H, Ebrahim MA, Ebrahim MAK. A Comparative Study Utilizing the Voice Handicap Index-10 (VHI-10) in Teachers and the General Population of Kuwait. J Voice 2020; 36:289.e1-289.e10. [PMID: 32576523 DOI: 10.1016/j.jvoice.2020.05.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Revised: 05/10/2020] [Accepted: 05/18/2020] [Indexed: 10/24/2022]
Abstract
OBJECTIVES The objective of this study was to determine the prevalence of voice handicap perception of teachers in Kuwait and compare them within the general population by using the validated Arabic version of the voice handicap index-10 (VHI-10). Moreover, we explored variations within the teaching profession itself with regards to specific characteristics. METHODS The study was a cross-sectional survey design, in which participants from all governates of Kuwait (1820 teachers and 755 controls) completed the validated Arabic VHI-10, health-related, and demographic questions. The questionnaires were distributed among a random sample of elementary, middle, and high school teachers of both genders, and a random sample of the control population. RESULTS The mean VHI-10 of teachers was significantly higher than nonteachers (mean VHI-10 of teachers = 5.7, mean VHI-10 of nonteachers = 3.7, P < 0.001). Furthermore, there was a significant difference between teachers and controls in those who scored >11 in the VHI-10 (>11 = 17.6%, 10.2% respectively, P = <0.001). Female teachers scored a higher mean VHI-10 than male teachers (B = 0.66, P < 0.001). There was no difference in the mean VHI-10 among the different teaching class levels. However, elementary school teachers were the most group to exceed the cut-off point (VHI-10 >11) (Odds Ratio = 1.38, P = 0.04). With regards to smoking, we found no difference in the mean VHI-10 and scoring >11 in the questionnaire. Art and science teachers had the highest mean VHI-10 (P = 0.005 and 0.03, respectively). CONCLUSION The results of the study revealed a higher perception of voice handicap in teachers than nonteachers. Therefore, emphasis should be on teachers in order to prevent voice damage.
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Affiliation(s)
- Hamoud Alarouj
- ENT department, Farwaniya Hospital, Ministry of Health, Kuwait City, Kuwait
| | - Jasem M Althekerallah
- Internal Medicine Department, Mubarak Al-Kabeer Hospital, Ministry of Health, Kuwait City, Kuwait
| | - Hussain AlAli
- General Surgery Department, Mubarak Al-Kabeer Hospital, Ministry of Health, Kuwait City, Kuwait
| | - Mohammad A Ebrahim
- General Surgery Department, Mubarak Al-Kabeer Hospital, Ministry of Health, Kuwait City, Kuwait
| | - Mahmoud A K Ebrahim
- ENT department, Farwaniya Hospital, Ministry of Health, Kuwait City, Kuwait.
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Comparison of Habitual and High Pitch Phonation in Teachers With and Without Vocal Fatigue. J Voice 2020; 36:141.e1-141.e9. [DOI: 10.1016/j.jvoice.2020.04.016] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2019] [Revised: 03/28/2020] [Accepted: 04/01/2020] [Indexed: 11/23/2022]
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22
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Aghadoost S, Jalaie S, Dabirmoghaddam P, Khoddami SM. Effect of Muscle Tension Dysphonia on Self-perceived Voice Handicap and Multiparametric Measurement and Their Relation in Female Teachers. J Voice 2020; 36:68-75. [DOI: 10.1016/j.jvoice.2020.04.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 04/03/2020] [Accepted: 04/06/2020] [Indexed: 11/30/2022]
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Nusseck M, Spahn C, Echternach M, Immerz A, Richter B. Vocal Health, Voice Self-concept and Quality of Life in German School Teachers. J Voice 2020; 34:488.e29-488.e39. [DOI: 10.1016/j.jvoice.2018.11.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2018] [Revised: 11/14/2018] [Accepted: 11/14/2018] [Indexed: 01/26/2023]
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Karjalainen S, Brännström JK, Christensson J, Sahlén B, Lyberg-Åhlander V. A Pilot Study on the Relationship between Primary-School Teachers' Well-Being and the Acoustics of their Classrooms. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17062083. [PMID: 32245168 PMCID: PMC7142460 DOI: 10.3390/ijerph17062083] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Revised: 03/18/2020] [Accepted: 03/19/2020] [Indexed: 12/30/2022]
Abstract
Although teachers’ well-being and vocal health are affected by noise, research on classroom sound environment from the teachers’ perspective is scarce. This study investigated the relationship between teachers’ well-being and classroom acoustics. The possible influence of teachers’ age, experience, teaching grade and class size on the relationship was also investigated. In this study, well-being refers to self-reported vocal health, stress, burnout and self-efficacy. Twenty-three primary-school teachers answered questionnaires on well-being. In each teacher’s classroom, the acoustical properties were measured with the variables reverberation time, clarity of speech (C50) and ventilation system noise (VSN). A series of non-parametric correlations were run to determine the relationship between teachers’ well-being and classroom acoustics. Initially, there was a significant bivariate correlation between burnout and VSN, as well as voice symptoms correlated with VSN and teaching grade. Although the results became not significant after correction for multiple tests, the findings indicate that higher degree of burnout is associated with higher levels of VSN in classrooms, and voice symptoms increase with higher VSN. Teachers working in lower grades had more voice symptoms than those working in higher grades.
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Affiliation(s)
- Suvi Karjalainen
- Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, 221 85 Lund, Sweden
| | - Jonas K Brännström
- Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, 221 85 Lund, Sweden
| | | | - Birgitta Sahlén
- Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, 221 85 Lund, Sweden
| | - Viveka Lyberg-Åhlander
- Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, 221 85 Lund, Sweden
- Logopedics, Faculty of Arts, Psychology and Theology, Åbo Akademi University, 20 500 Turku, Finland
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Trinite B. Investigating voice differences in teachers with and without self-reported voice disorders, and healthcare workers without self-reported voice disorders. LOGOP PHONIATR VOCO 2020; 46:47-54. [DOI: 10.1080/14015439.2020.1727565] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Baiba Trinite
- Voice and Speech Research Laboratory, Liepaja University, Liepaja, Latvia
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Kang J, Xue C, Lou Z, Scholp A, Zhang Y, Jiang JJ. The Therapeutic Effects of Straw Phonation on Vocal Fatigue. Laryngoscope 2020; 130:E674-E679. [PMID: 31971264 DOI: 10.1002/lary.28498] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Revised: 11/05/2019] [Accepted: 12/12/2019] [Indexed: 12/21/2022]
Abstract
OBJECTIVES Straw phonation has been investigated for its vocal warm-up effects on healthy populations and therapeutic effects on voice patients. The purpose of this article was to determine whether it is beneficial for vocal fatigue. STUDY DESIGN Prospective cohort study METHODS: Twenty-five healthy participants were recruited into 1-hour vocal loading tasks followed by 10-minute vocal rest or straw phonation on 2 different days. Various parameters including phonation threshold pressure (PTP), mean airflow, closed quotient (CQ), current speaking effort level (EFFT), and laryngeal discomfort (DISC) were acquired at baseline, after vocal load, and after the intervention. RESULTS Increased PTP, EFFT, and DISC were observed after vocal load. Decreased PTP, EFFT, and DISC were then acquired after both vocal rest or straw phonation. More significant improvements were obtained in straw phonation when compared with vocal rest. Additionally, significantly increased mean flow and decreased CQ were obtained after straw phonation when compared to vocal rest. CONCLUSIONS Straw phonation has the potential to adjust aerodynamics within the vocal tract leading to improved vocal efficiency, optimized vibration mode, and attenuated vocal fatigue. This study provided a promising treatment for vocal fatigue that could have wide clinical relevance to voice users with high voice demands. LEVEL OF EVIDENCE 4 Laryngoscope, 130:E674-E679, 2020.
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Affiliation(s)
- Jing Kang
- Department of Otolaryngology-Head and Neck Surgery, Eye and Ear, Nose, and Throat Hospital of Fudan University, Shanghai, China
- Department of Otolaryngology-Head and Neck Surgery, Guangdong General Hospital and Guangdong Academy of Medical Sciences, Guangzhou, China
| | - Chao Xue
- Department of Otolaryngology-Head and Neck Surgery, Eye and Ear, Nose, and Throat Hospital of Fudan University, Shanghai, China
| | - Zhewei Lou
- Department of Otolaryngology-Head and Neck Surgery, Eye and Ear, Nose, and Throat Hospital of Fudan University, Shanghai, China
| | - Austin Scholp
- Department of Surgery, Division of Otolaryngology-Head and Neck Surgery, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, Wisconsin, U.S.A
| | - Yi Zhang
- Department of Otolaryngology-Head and Neck Surgery, Eye and Ear, Nose, and Throat Hospital of Fudan University, Shanghai, China
| | - Jack J Jiang
- Department of Otolaryngology-Head and Neck Surgery, Eye and Ear, Nose, and Throat Hospital of Fudan University, Shanghai, China
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A Preliminary Exploration of Vocal Usage in Prospective Professional Voice Users (PPVUs): Students of the Alimah Course. J Voice 2019; 35:659.e25-659.e33. [PMID: 31843229 DOI: 10.1016/j.jvoice.2019.11.012] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 11/15/2019] [Accepted: 11/15/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Students of the Alimah degree are Prospective Professional Voice Users whose career involves teaching, preaching, and conducting religious activities. For them, a cultured and efficient voice is an important prerequisite for a successful career. This study aimed to explore vocal usage and knowledge of voice care among students pursuing the Alimah course. OBJECTIVES To check the period prevalence of voice problems among the students during the Alimah course, understand communication, and voice usage in daily situations, understand their lifestyle, assess their knowledge about voice and voice care through a self-reporting questionnaire. METHOD The data were obtained from 150 undergraduate students pursuing the Alimah degree in and around Nagapattinam and Thanjavur districts of Tamil Nadu, India, through a self-reporting questionnaire. RESULTS The students pursuing the course were at a high risk for developing voice problems, with a period prevalence of 70%. Excessive vocal load, inappropriate diet, phonotraumatic behaviours and limited knowledge of voice care were found to be the threats to voice problems among the population. CONCLUSION This population with a high prevalence rate of voice problems should be studied further. The authors suggest including lessons on vocal enhancement methods and voice care in the course curriculum of the Alimah degree.
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Vocal Dose of Preservice Music Therapists, Preservice Music Teachers, and Other Undergraduate Students. J Voice 2019; 35:328.e1-328.e10. [PMID: 31740101 DOI: 10.1016/j.jvoice.2019.09.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2019] [Revised: 09/18/2019] [Accepted: 09/18/2019] [Indexed: 11/21/2022]
Abstract
BACKGROUND Researchers have studied various populations with high vocal doses and prevalence of related voice disorders. Teachers, singers, and university students are three such populations that have been examined extensively. No studies to date, however, have examined the voice use of music therapists and compared their voice use to these other populations. OBJECTIVE The purpose of this investigation was to examine voice dosimeter data including phonation duration and percentage, amplitude, frequencies, and distance dose acquired over contiguous 7 day (1 week) periods by preservice music therapists, preservice music teachers, and other university students in concert with daily voice use surveys. STUDY DESIGN This is a quantitative descriptive design. METHODS Eight female students of varied majors (music therapy, music education, vocal performance, elementary education, and "other") in their third year of university study wore a voice dosimeter during all waking hours for 7 days. The dosimeter recorded voicing time, percentage, frequency, and estimated amplitude. Participants also completed surveys related to several parameters of vocal health, the number of hours they slept, and their voice care. RESULTS Participants experienced relatively low vocal doses during the week. Music majors experienced more voice use than nonmusic majors. Some of the highest doses occurred during teaching demonstrations and leading of music therapy practicum sessions. CONCLUSION Preservice music therapists and preservice music teachers may experience extreme increases in vocal load when they enter the field. Absent training protocols, these increases could be detrimental to their vocal health and long-term viability as practitioners.
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Chowdhury K, Dawar H. Impact of Classroom Determinants on Psychosocial Aspects of Voice Among School Teachers of Indore, India: A Preliminary Survey. Indian J Otolaryngol Head Neck Surg 2019; 71:776-783. [PMID: 31742063 DOI: 10.1007/s12070-018-1546-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2018] [Accepted: 11/28/2018] [Indexed: 11/27/2022] Open
Abstract
Teaching voice is the professional voice; often different in quality from our day-to-day speaking voice, and is supposed to be subjected to vocal abuse, misuse and overuse. This paper aims towards highlighting the various classroom determinants that may impact teacher's voice and how these impacts can affect the daily activities in terms of functional emotional and psychosocial aspects. To understand the same, a cross sectional prospective study was conducted across eight English medium institutions of Indore (a city in central India) region. The study was carried out in three phases: formulation of a questionnaire, data collection (through administration of the questionnaire and VHI among sixty school teachers) followed by data analysis, to determine whether any association exists between the various classroom determinants and voice impairment. Significant association was found between determinants like teaching experience; number of classes, duration of breaks, use of any alternate method of teaching and alternate use of any amplification device with physical, emotional and functional aspects of life. The findings holistically indicate that various factors within the classroom environment only has a significant bearing on the voice disturbances of a school teacher's life thus deteriorating their quality of life. Thus it is substantial to begin a training programme by speech language pathologists in order to heighten awareness among teachers. After all voice disturbances are a real and treatable condition and with the right amount of training can be avoided.
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Affiliation(s)
- Kamalika Chowdhury
- Department of Speech and Hearing, Sri Aurobindo Institute of Medical Sciences (SAIMS), Indore Ujjain State Highway, Indore, MP 452010 India
| | - Hemina Dawar
- Department of Speech and Hearing, Sri Aurobindo Institute of Medical Sciences (SAIMS), Indore Ujjain State Highway, Indore, MP 452010 India
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da Rocha LM, Behlau M, Souza LDDM. Risk Factors for Recurrent Perceived Voice Disorders in Elementary School Teachers-A Longitudinal Study. J Voice 2019; 35:325.e23-325.e27. [PMID: 31706691 DOI: 10.1016/j.jvoice.2019.08.030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2019] [Revised: 08/26/2019] [Accepted: 08/28/2019] [Indexed: 10/25/2022]
Abstract
OBJECTIVE To identify the progression of voice disorders and their risk factors in teachers. DESIGN Longitudinal quantitative study conducted in municipal schools. METHOD Of the 575 teachers who participated in the baseline study, 469 were re-evaluated after 3 years of the initial study. Out of these, 152 reported having a voice disorder at baseline and participated in the re-evaluation. Voice disorders were diagnosed with the Voice Handicap Index (VHI) and teachers were considered positive for voice disorders when the total score was above 19. Symptoms of common mental disorder were measured with the SRQ-20 scale (Self-Reporting Questionnaire, 20 items), with a cut-off value of 8 points. A bivariate analysis was performed using Poisson regression to verify the differences in the proportion of teachers who continued presenting a voice disorder among the different categories of the independent variables in the study. RESULTS A total of 69.1% of the teachers reported having a voice disorder after 3 years. High prevalence of acute common mental disorder symptoms was a predictor for a recurring perceived voice disorder. The risk of having a voice disorder was 30% higher for teachers who presented a common mental disorder 3 years after. CONCLUSIONS Teachers who had both a voice disorder and symptoms of common mental disorder were more likely to maintain the voice disorder.
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Affiliation(s)
- Luise Marques da Rocha
- Programa de Pós Graduação em Saúde e Comportamento da Universidade Católica de Pelotas, Pelotas, Rio Grande do Sul, Brazil
| | - Mara Behlau
- Programa de Pós Graduação em Distúrbios da Comunicação Humana da Universidade Federal de São Paulo, São Paulo, São Paulo, Brazil
| | - Luciano Dias de Mattos Souza
- Programa de Pós Graduação em Saúde e Comportamento da Universidade Católica de Pelotas, Pelotas, Rio Grande do Sul, Brazil.
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Gadepalli C, Fullwood C, Ascott F, Homer JJ. Voice burden in teachers and non‐teachers in a UK population: A questionnaire‐based survey. Clin Otolaryngol 2019; 44:1045-1058. [DOI: 10.1111/coa.13437] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2018] [Revised: 06/27/2019] [Accepted: 09/14/2019] [Indexed: 11/29/2022]
Affiliation(s)
- Chaitanya Gadepalli
- University Department of Otolaryngology, Head and Neck surgery Manchester Royal Infirmary Manchester University NHS Foundation Trust Manchester UK
- Manchester Academic Health Science Centre Manchester University NHS Foundation Trust Manchester UK
- NIHR Manchester Biomedical Research Centre The University of Manchester Manchester UK
| | - Catherine Fullwood
- Faculty of Biology, Medicine and Health Division of Population Health Health Services Research and Primary Care The University of Manchester Manchester UK
- Research & Innovation Manchester University NHS Foundation Trust Manchester UK
- Manchester Academic Health Science Centre Manchester UK
| | - Frances Ascott
- University Department of Otolaryngology, Head and Neck surgery Manchester Royal Infirmary Manchester University NHS Foundation Trust Manchester UK
| | - Jarrod James Homer
- University Department of Otolaryngology, Head and Neck surgery Manchester Royal Infirmary Manchester University NHS Foundation Trust Manchester UK
- Manchester Academic Health Science Centre Manchester University NHS Foundation Trust Manchester UK
- NIHR Manchester Biomedical Research Centre The University of Manchester Manchester UK
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Study of Voice Disorders Among School Teachers in Goa. Indian J Otolaryngol Head Neck Surg 2019; 71:679-683. [PMID: 31742041 DOI: 10.1007/s12070-018-1479-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2018] [Accepted: 08/18/2018] [Indexed: 10/28/2022] Open
Abstract
Teachers are heavy voice users, and they suffer from voice problems more frequently than other occupational voice users. Various studies have demonstrated that teachers speak longer than other professionals and that school teachers in particular, are at risk for voice problems such as vocal fatigue and vocal nodules. The present study is undertaken to study the prevalence of voice disorders in the teachers in different schools at any time and accesses the relationship of different working conditions like class room size, background noise, number of hours taught every day and role of chalk allergy in development of these voice disorders. The study was carried out on 133 school teachers with self reporting of voice problems through detailed questionnaire. A significant number of teachers, more so females had voice problems attributed to various factors. Voice amplification and reduction of background noise along with measures to control allergy are suggested.
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Chui JCH, Ma EPM. The Impact of Dysphonic Voices on Children's Comprehension of Spoken Language. J Voice 2019; 33:801.e7-801.e16. [DOI: 10.1016/j.jvoice.2018.03.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2016] [Accepted: 03/08/2018] [Indexed: 11/16/2022]
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Stachler RJ, Francis DO, Schwartz SR, Damask CC, Digoy GP, Krouse HJ, McCoy SJ, Ouellette DR, Patel RR, Reavis CCW, Smith LJ, Smith M, Strode SW, Woo P, Nnacheta LC. Clinical Practice Guideline: Hoarseness (Dysphonia) (Update) Executive Summary. Otolaryngol Head Neck Surg 2019; 158:409-426. [PMID: 29494316 DOI: 10.1177/0194599817751031] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective This guideline provides evidence-based recommendations on treating patients presenting with dysphonia, which is characterized by altered vocal quality, pitch, loudness, or vocal effort that impairs communication and/or quality of life. Dysphonia affects nearly one-third of the population at some point in its life. This guideline applies to all age groups evaluated in a setting where dysphonia would be identified or managed. It is intended for all clinicians who are likely to diagnose and treat patients with dysphonia. Purpose The primary purpose of this guideline is to improve the quality of care for patients with dysphonia, based on current best evidence. Expert consensus to fill evidence gaps, when used, is explicitly stated and supported with a detailed evidence profile for transparency. Specific objectives of the guideline are to reduce inappropriate variations in care, produce optimal health outcomes, and minimize harm. For this guideline update, the American Academy of Otolaryngology-Head and Neck Surgery Foundation selected a panel representing the fields of advanced practice nursing, bronchoesophagology, consumer advocacy, family medicine, geriatric medicine, internal medicine, laryngology, neurology, otolaryngology-head and neck surgery, pediatrics, professional voice, pulmonology, and speech-language pathology. Action Statements The guideline update group made strong recommendations for the following key action statements (KASs): (1) Clinicians should assess the patient with dysphonia by history and physical examination to identify factors where expedited laryngeal evaluation is indicated. These include but are not limited to recent surgical procedures involving the head, neck, or chest; recent endotracheal intubation; presence of concomitant neck mass; respiratory distress or stridor; history of tobacco abuse; and whether the patient is a professional voice user. (2) Clinicians should advocate voice therapy for patients with dysphonia from a cause amenable to voice therapy. The guideline update group made recommendations for the following KASs: (1) Clinicians should identify dysphonia in a patient with altered voice quality, pitch, loudness, or vocal effort that impairs communication or reduces quality of life (QOL). (2) Clinicians should assess the patient with dysphonia by history and physical examination for underlying causes of dysphonia and factors that modify management. (3) Clinicians should perform laryngoscopy, or refer to a clinician who can perform laryngoscopy, when dysphonia fails to resolve or improve within 4 weeks or irrespective of duration if a serious underlying cause is suspected. (4) Clinicians should perform diagnostic laryngoscopy, or refer to a clinician who can perform diagnostic laryngoscopy, before prescribing voice therapy and document/communicate the results to the speech-language pathologist (SLP). (5) Clinicians should advocate for surgery as a therapeutic option for patients with dysphonia with conditions amenable to surgical intervention, such as suspected malignancy, symptomatic benign vocal fold lesions that do not respond to conservative management, or glottic insufficiency. (6) Clinicians should offer, or refer to a clinician who can offer, botulinum toxin injections for the treatment of dysphonia caused by spasmodic dysphonia and other types of laryngeal dystonia. (7) Clinicians should inform patients with dysphonia about control/preventive measures. (8) Clinicians should document resolution, improvement or worsened symptoms of dysphonia, or change in QOL of patients with dysphonia after treatment or observation. The guideline update group made a strong recommendation against 1 action: (1) Clinicians should not routinely prescribe antibiotics to treat dysphonia. The guideline update group made recommendations against other actions: (1) Clinicians should not obtain computed tomography (CT) or magnetic resonance imaging (MRI) for patients with a primary voice complaint prior to visualization of the larynx. (2) Clinicians should not prescribe antireflux medications to treat isolated dysphonia, based on symptoms alone attributed to suspected gastroesophageal reflux disease (GERD) or laryngopharyngeal reflux (LPR), without visualization of the larynx. (3) Clinicians should not routinely prescribe corticosteroids in patients with dysphonia prior to visualization of the larynx. The policy level for the following recommendation about laryngoscopy at any time was an option: (1) Clinicians may perform diagnostic laryngoscopy at any time in a patient with dysphonia. Differences from Prior Guideline (1) Incorporating new evidence profiles to include the role of patient preferences, confidence in the evidence, differences of opinion, quality improvement opportunities, and any exclusion to which the action statement does not apply (2) Inclusion of 3 new guidelines, 16 new systematic reviews, and 4 new randomized controlled trials (3) Inclusion of a consumer advocate on the guideline update group (4) Changes to 9 KASs from the original guideline (5) New KAS 3 (escalation of care) and KAS 13 (outcomes) (6) Addition of an algorithm outlining KASs for patients with dysphonia.
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Affiliation(s)
| | | | | | | | - German P Digoy
- 5 Oklahoma State University, Oklahoma City, Oklahoma, USA
| | - Helene J Krouse
- 6 University of Texas Rio Grande Valley, Edinburg, Texas, USA
| | | | | | | | | | - Libby J Smith
- 11 University of Pittsburgh Medical, Pittsburgh, Pennsylvania, USA
| | - Marshall Smith
- 12 University of Utah School of Medicine, Salt Lake City, Utah, USA
| | | | - Peak Woo
- 14 Icahn School of Medicine at Mt Sinai, New York, New York, USA
| | - Lorraine C Nnacheta
- 15 Department of Research and Quality, American Academy of Otolaryngology-Head and Neck Surgery Foundation, Alexandria, Virginia, USA
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Greve K, Bryn EK, Simberg S. Voice Disorders and Impact of Voice Handicap in Norwegian Student Teachers. J Voice 2019; 33:445-452. [DOI: 10.1016/j.jvoice.2018.01.019] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2017] [Accepted: 01/23/2018] [Indexed: 11/27/2022]
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Karjalainen S, Sahlén B, Falck A, Brännström J, Lyberg-Åhlander V. Implementation and evaluation of a teacher intervention program on classroom communication. LOGOP PHONIATR VOCO 2019; 45:110-122. [DOI: 10.1080/14015439.2019.1595131] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Suvi Karjalainen
- Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
| | - Birgitta Sahlén
- Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
| | - Andreas Falck
- Department of Psychology, Lund University, Lund, Sweden
- Institut Jean Nicod, Département d’études cognitives, ENS, EHESS, PSL University, CNRS, Paris, France
| | - Jonas Brännström
- Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
| | - Viveka Lyberg-Åhlander
- Department of Clinical Sciences/Logopedics, Phoniatrics and Audiology, Lund University, Lund, Sweden
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Respiratory and Laryngeal Function in Teachers: Pre- and Postvocal Loading Challenge. J Voice 2019; 33:302-309. [DOI: 10.1016/j.jvoice.2017.11.015] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2017] [Revised: 11/19/2017] [Accepted: 11/21/2017] [Indexed: 11/19/2022]
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Devadas U, Hegde M, Maruthy S. Prevalence and Risk Factors of Self-reported Voice Problems Among Yakshagana Artists. J Voice 2019; 33:124.e35-124.e47. [DOI: 10.1016/j.jvoice.2017.09.010] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2017] [Revised: 09/08/2017] [Accepted: 09/12/2017] [Indexed: 11/26/2022]
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Amir O, Marroushi-Marrawi A, Primov-Fever A, Freud D. The Prevalence of Self-Reported Voice Disorders in Israel. J Voice 2018; 34:426-434. [PMID: 30527968 DOI: 10.1016/j.jvoice.2018.11.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2018] [Revised: 11/14/2018] [Accepted: 11/15/2018] [Indexed: 10/27/2022]
Abstract
OBJECTIVE Data on the prevalence of voice disorders is vital in order to describe and understand the phenomenon. The aim of this study was to estimate the prevalence of voice disorders in Israel, and perform a preliminary comparison between the two major societies in the country. METHODS A sample of 1146 people participated in a survey on voice disorders. This sample comprised 510 Israeli Jews and 627 Israeli Arabs. Each participant completed a questionnaire concerned with voice and its disorders as well as the shortened Voice Handicap Index-10 (VHI-10). RESULTS The overall prevalence of voice disorders within our sample was 13.90%. In addition, 30.26% of the participants reported experiencing a voice problem over the last year, while 12.81% reported seeing a physician for that reason. No significant differences were found in the prevalence of voice disorders between participants who identified themselves as either Jews or Arabs. A higher prevalence of voice disorders was found in the older age groups, and among people who reside in the southern region of the country. In contrast, no significant differences in the prevalence of reported voice disorders were found between men and women. CONCLUSION The prevalence of reported voice disorders in Israel is comparable with previous prevalence reports from other regions and societies. Data show that despite cultural, religion, language, and other factors, the prevalence of voice disorder among Israeli Jews and Arabs is very similar.
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Affiliation(s)
- Ofer Amir
- Department of Communication Disorders, The Stanley Steyer School of Health Professions, Tel-Aviv University, Tel-Aviv, Israel; Sackler Faculty of Medicine, Tel-Aviv University, Tel-Aviv, Israel.
| | - Arij Marroushi-Marrawi
- Department of Communication Disorders, The Stanley Steyer School of Health Professions, Tel-Aviv University, Tel-Aviv, Israel; Sackler Faculty of Medicine, Tel-Aviv University, Tel-Aviv, Israel
| | - Adi Primov-Fever
- Sackler Faculty of Medicine, Tel-Aviv University, Tel-Aviv, Israel; Department of Otolaryngology and Head and Neck Surgery, Sheba Medical Center, Tel Hashomer, Israel
| | - Debora Freud
- Department of Communication Disorders, The Stanley Steyer School of Health Professions, Tel-Aviv University, Tel-Aviv, Israel; Sackler Faculty of Medicine, Tel-Aviv University, Tel-Aviv, Israel
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Angadi V, McMullen C, Andreatta R, Dietrich M, Uhl T, Stemple J. Biobehavioral Measures of Presbylaryngeus. J Voice 2018; 34:415-425. [PMID: 30503609 DOI: 10.1016/j.jvoice.2018.11.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2018] [Revised: 11/06/2018] [Accepted: 11/07/2018] [Indexed: 02/07/2023]
Abstract
OBJECTIVE The objective of this observational study was to assess the relationship between established aging biobehavioral measures and voice decline in normally aging adults. STUDY DESIGN Cross-sectional study. METHODS Participants 60-85 years of age were divided into two age and sex-matched groups, based on the presence or absence of presbylaryngeus. Both groups underwent a battery of tests measuring anthropometric variables, inflammatory markers, general health measures, and vocal function parameters. Differences from the norm were calculated for all variables. Parametric and nonparametric tests were performed to assess group differences. In addition, variable selection analysis was performed to determine variables that were most influential in predicting the occurrence of presbylaryngeus in our current sample. RESULTS Fifty-three participants were divided into age and sex-matched groups of "presbylaryngeus" (n = 26) and "non-presbylaryngeus" (n = 27). The two groups were statistically different in select measures of inflammatory markers, general health measures, and vocal function parameters. Anthropometric measures were not statistically different. Based on variable selection, the variables most predictive of the presence of presbylaryngeus were measures of the Physical Activity Scale of the Elderly, C-reactive protein, laryngeal airway resistance, and vocal roughness. CONCLUSIONS In addition to group differences in vocal function measures, results for the presbylaryngeus group consistently trended sub-optimally on anthropometric measures, two inflammatory markers, and general health measures. These results suggest that this sample of individuals with presbylaryngeus demonstrated greater biobehavioral deficits associated with aging as compared to age and sex-matched non-presbylaryngeus individuals.
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Affiliation(s)
- Vrushali Angadi
- Division of Communication Sciences and Disorders, University of Kentucky, Lexington, Kentucky.
| | - Colleen McMullen
- Department of Cardiology and Physiology, University of Kentucky, Lexington, Kentucky
| | - Richard Andreatta
- Division of Communication Sciences and Disorders, University of Kentucky, Lexington, Kentucky
| | - Maria Dietrich
- Speech, Language and Hearing Sciences, University of Missouri, Columbia, Missouri
| | - Tim Uhl
- Rehabilitation Sciences, University of Kentucky, Lexington, Kentucky
| | - Joseph Stemple
- Division of Communication Sciences and Disorders, University of Kentucky, Lexington, Kentucky
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Sathyanarayan M, Boominathan P, Nallamuthu A. Vocal Health Practices Among School Teachers: A Study From Chennai, India. J Voice 2018; 33:812.e1-812.e7. [PMID: 30139639 DOI: 10.1016/j.jvoice.2018.04.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Accepted: 04/06/2018] [Indexed: 10/28/2022]
Abstract
INTRODUCTION A healthy vocal system is a prerequisite to produce a serviceable voice for any vocal profession. The concept of vocal health (VH) among teachers is worth exploring considering their known risk of developing voice disorders. AIM To provide socioculture-specific information on VH practices and nature of voice problems in teachers. METHOD A VH questionnaire was developed to elicit opinions toward one's own voice health and factors that indicated and contributed to impaired/poor VH from 384 school teachers. RESULTS AND DISCUSSION 'Flexible voice' (23%), 'enduring voice' (22%), and 'good voice' (22%) were descriptions to indicate good VH by teachers. 'Vocal fatigue' (13%), 'dry throat' (9.4%), 'throat irritation' (4.7%), and 'pain while swallowing/speaking' (3.1%) were frequently reported throat sensations to indicate poor VH. For 30.2% of the teachers, voice mattered for professional needs. However, most of them managed to cope with voice problems through several home remedies and 'intentional/self-imposed neglect' despite their vocal difficulties. Sociocultural factors influencing these findings and scope to escalate voice problems in teachers as a public health issue are discussed. CONCLUSION AND IMPLICATION Insight and perception of VH based on self-reports and information on voice practices among teachers pertinent to this geographical location provide scope to develop models for counseling and preventive treatment for voice problems.
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Affiliation(s)
- Monica Sathyanarayan
- Department of Speech Language & Hearing Sciences, Faculty of Allied Health Sciences, Sri Ramachandra Medical College and Research Institute, Deemed University, Porur, Chennai, Tamil Nadu 600 116, India
| | - Prakash Boominathan
- Department of Speech Language & Hearing Sciences, Faculty of Allied Health Sciences, Sri Ramachandra Medical College and Research Institute, Deemed University, Porur, Chennai, Tamil Nadu 600 116, India.
| | - Aishwarya Nallamuthu
- Department of Speech Language & Hearing Sciences, Faculty of Allied Health Sciences, Sri Ramachandra Medical College and Research Institute, Deemed University, Porur, Chennai, Tamil Nadu 600 116, India
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Voice Disorders and Voice Knowledge in Choir Singers. J Voice 2018; 34:157.e1-157.e8. [PMID: 30104126 DOI: 10.1016/j.jvoice.2018.07.005] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Revised: 06/30/2018] [Accepted: 07/02/2018] [Indexed: 01/11/2023]
Abstract
OBJECTIVES Singers have reported higher prevalence of vocally harmful behaviors, vocal symptoms, and voice disorders than nonsingers have. The purpose of this study was to investigate the prevalence of voice disorders among choir singers and to discover the risk factors associated with voice disorders. Another purpose was to explore the choir singers' knowledge about the anatomy and physiology of the voice, and voice ergonomics. METHODS Three hundred and fifteen adult choir singers, 65% women, and 35% men, completed a web-questionnaire. The questionnaire included demographic questions and questions about vocal symptoms, risk factors for voice disorders, and voice knowledge. RESULTS Twenty one percent of the participants experienced two or more frequently occurring vocal symptoms, which was defined as having a functional voice disorder. Choir singers with a vocally demanding profession were almost twice as likely to report several frequently occurring vocal symptoms. Health-related risk factors, such as inhalant allergy and asthma, had a significant relation with the number of vocal symptoms. The overall voice knowledge among the choir singers seemed limited. CONCLUSIONS The prevalence of voice disorders among choir singers seems to be similar to the prevalence rate among professional voice users. Choir singers with a vocally demanding profession are at a higher risk of developing a functional voice disorder. The results of this study raise the importance of educating choir singers about the voice, in order to prevent development of voice disorders.
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Devadas U, Hegde M, Maruthy S. Prevalence of and Risk Factors for Self-reported Voice Problems Among Hindu Temple Priests. J Voice 2018; 33:805.e1-805.e12. [PMID: 29748026 DOI: 10.1016/j.jvoice.2018.03.020] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2018] [Accepted: 03/28/2018] [Indexed: 11/19/2022]
Abstract
BACKGROUND Hindu priests (purohits/purohits/) perform religious services, rites, and prayers primarily at the temples, during which there is a continuous recitation of shlokas, ʃlokas, and mantras/mæntrəs/ in a loud voice. Hence, the voice is the primary component of priests' profession and earning for livelihood. The present study was conducted to explore the prevalence and possible risk factors, and the impact of voice problems (VPs) in Hindu temple priests. METHODS This cross-sectional survey was conducted by distributing the self-reporting questionnaires to 140 Hindu temple priests in and around the Udupi/uɖupi/ and Mangaluru/maŋgalu:ru/ districts of Karnataka state, India, between January and April 2016. RESULTS The Hindu temple priests were found to have high career (43%) and point (19%) prevalence rates of VP. The length of work experience as a priest (>10years), modification of voice during chanting, speaking or chanting in the presence of throat infection, and experiencing dry mouth and throat were some of the risk factors found to have a significant association with high prevalence of self-reported VPs in priests. Around 43% of the priests missed their work at least 2-3 days because of VP. CONCLUSIONS Overall, the results of this study reveal a high prevalence of self-reported VPs in Hindu priests and suggest that VPs are associated with different risk factors. Further studies are needed to focus on understanding the impact of VPs and to develop awareness about preventive vocal measures in this population.
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Affiliation(s)
- Usha Devadas
- Department of Speech and Hearing, School of Allied Health Sciences, Manipal Academy of Higher Education, Manipal, India
| | - Manisha Hegde
- Department of Speech-Language Sciences, All India Institute of Speech and Hearing, Mysore, India
| | - Santosh Maruthy
- Department of Speech-Language Sciences, All India Institute of Speech and Hearing, Mysore, India.
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Stachler RJ, Francis DO, Schwartz SR, Damask CC, Digoy GP, Krouse HJ, McCoy SJ, Ouellette DR, Patel RR, Reavis C(CW, Smith LJ, Smith M, Strode SW, Woo P, Nnacheta LC. Clinical Practice Guideline: Hoarseness (Dysphonia) (Update). Otolaryngol Head Neck Surg 2018; 158:S1-S42. [DOI: 10.1177/0194599817751030] [Citation(s) in RCA: 146] [Impact Index Per Article: 24.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Objective This guideline provides evidence-based recommendations on treating patients who present with dysphonia, which is characterized by altered vocal quality, pitch, loudness, or vocal effort that impairs communication and/or quality of life. Dysphonia affects nearly one-third of the population at some point in its life. This guideline applies to all age groups evaluated in a setting where dysphonia would be identified or managed. It is intended for all clinicians who are likely to diagnose and treat patients with dysphonia. Purpose The primary purpose of this guideline is to improve the quality of care for patients with dysphonia, based on current best evidence. Expert consensus to fill evidence gaps, when used, is explicitly stated and supported with a detailed evidence profile for transparency. Specific objectives of the guideline are to reduce inappropriate variations in care, produce optimal health outcomes, and minimize harm. For this guideline update, the American Academy of Otolaryngology—Head and Neck Surgery Foundation selected a panel representing the fields of advanced practice nursing, bronchoesophagology, consumer advocacy, family medicine, geriatric medicine, internal medicine, laryngology, neurology, otolaryngology–head and neck surgery, pediatrics, professional voice, pulmonology, and speech-language pathology. Action Statements The guideline update group made strong recommendations for the following key action statements (KASs): (1) Clinicians should assess the patient with dysphonia by history and physical examination to identify factors where expedited laryngeal evaluation is indicated. These include, but are not limited to, recent surgical procedures involving the head, neck, or chest; recent endotracheal intubation; presence of concomitant neck mass; respiratory distress or stridor; history of tobacco abuse; and whether the patient is a professional voice user. (2) Clinicians should advocate voice therapy for patients with dysphonia from a cause amenable to voice therapy. The guideline update group made recommendations for the following KASs: (1) Clinicians should identify dysphonia in a patient with altered voice quality, pitch, loudness, or vocal effort that impairs communication or reduces quality of life (QOL). (2) Clinicians should assess the patient with dysphonia by history and physical examination for underlying causes of dysphonia and factors that modify management. (3) Clinicians should perform laryngoscopy, or refer to a clinician who can perform laryngoscopy, when dysphonia fails to resolve or improve within 4 weeks or irrespective of duration if a serious underlying cause is suspected. (4) Clinicians should perform diagnostic laryngoscopy, or refer to a clinician who can perform diagnostic laryngoscopy, before prescribing voice therapy and document/communicate the results to the speech-language pathologist (SLP). (5) Clinicians should advocate for surgery as a therapeutic option for patients with dysphonia with conditions amenable to surgical intervention, such as suspected malignancy, symptomatic benign vocal fold lesions that do not respond to conservative management, or glottic insufficiency. (6) Clinicians should offer, or refer to a clinician who can offer, botulinum toxin injections for the treatment of dysphonia caused by spasmodic dysphonia and other types of laryngeal dystonia. (7) Clinicians should inform patients with dysphonia about control/preventive measures. (8) Clinicians should document resolution, improvement or worsened symptoms of dysphonia, or change in QOL of patients with dysphonia after treatment or observation. The guideline update group made a strong recommendation against 1 action: (1) Clinicians should not routinely prescribe antibiotics to treat dysphonia. The guideline update group made recommendations against other actions: (1) Clinicians should not obtain computed tomography (CT) or magnetic resonance imaging (MRI) for patients with a primary voice complaint prior to visualization of the larynx. (2) Clinicians should not prescribe antireflux medications to treat isolated dysphonia, based on symptoms alone attributed to suspected gastroesophageal reflux disease (GERD) or laryngopharyngeal reflux (LPR), without visualization of the larynx. (3) Clinicians should not routinely prescribe corticosteroids for patients with dysphonia prior to visualization of the larynx. The policy level for the following recommendation about laryngoscopy at any time was an option: (1) Clinicians may perform diagnostic laryngoscopy at any time in a patient with dysphonia. Disclaimer This clinical practice guideline is not intended as an exhaustive source of guidance for managing dysphonia (hoarseness). Rather, it is designed to assist clinicians by providing an evidence-based framework for decision-making strategies. The guideline is not intended to replace clinical judgment or establish a protocol for all individuals with this condition, and it may not provide the only appropriate approach to diagnosing and managing this problem. Differences from Prior Guideline (1) Incorporation of new evidence profiles to include the role of patient preferences, confidence in the evidence, differences of opinion, quality improvement opportunities, and any exclusion to which the action statement does not apply (2) Inclusion of 3 new guidelines, 16 new systematic reviews, and 4 new randomized controlled trials (3) Inclusion of a consumer advocate on the guideline update group (4) Changes to 9 KASs from the original guideline (5) New KAS 3 (escalation of care) and KAS 13 (outcomes) (6) Addition of an algorithm outlining KASs for patients with dysphonia
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | - Libby J. Smith
- University of Pittsburgh Medical, Pittsburgh, Pennsylvania, USA
| | - Marshall Smith
- University of Utah School of Medicine, Salt Lake City, Utah, USA
| | | | - Peak Woo
- Icahn School of Medicine at Mt Sinai, New York, New York, USA
| | - Lorraine C. Nnacheta
- Department of Research and Quality, American Academy of Otolaryngology—Head and Neck Surgery Foundation, Alexandria, Virginia, USA
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de Souza CM, Granjeiro RC, de Castro MP, Ibiapina RDC, Oliveira GMGF. Outcomes of teachers away from work forvoicedisorders, State Secretariat of Education, Federal District, 2009-2010. Rev Bras Med Trab 2017; 15:324-328. [PMID: 32377588 DOI: 10.5327/z1679443520170044] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2017] [Accepted: 08/22/2017] [Indexed: 11/05/2022] Open
Abstract
Background Voice is an important working tool for teachers. These professionals are often forced to stay away from work due to voice disorders, resulting in high frequency of sick leaves, function restriction and professional readjustment. Objective Toevaluate the epidemiological profile of teacher absenteeism due to voice disorders and the impact of dysphonia on reduction of work activities, function restriction and professional readjustment. Methods A retrospective study of teachers away from work for more than 30 days was performed from January 2009 to December 2010 based on data collected from medical records at State Secretariat of Education, Federal District, Brazil. Results A total of 153 teachers away from work due to dysphonia were analyzed. The highest prevalence of voice disorders corresponded to women (96.7%). Vocal nodules were the most prevalent diagnosis, corresponding to 40% of the vocal lesions. The average time away from work was 120 days. About 55% of the teachers on sick leave were indicated function restriction and remained in that condition for 166 days, on average. In total, 25.5% of the teachers needed professional readjustment, and 73.8% were able to return to the classroom. Conclusion Voice disorders are a frequent cause of sick leaves, resulting in high annual costs. Preventive measures and vocal orientation might significantly reduce the number of teachers with function restriction or requiring readjustment.
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Mori MC, Francis DO, Song PC. Identifying Occupations at Risk for Laryngeal Disorders Requiring Specialty Voice Care. Otolaryngol Head Neck Surg 2017; 157:670-675. [DOI: 10.1177/0194599817726528] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective To identify occupational groups’ use of specialty voice clinic evaluation. Study Design Retrospective cohort study. Setting Tertiary subspecialty clinic. Subjects and Methods We analyzed data collected on patients presenting to the Massachusetts Eye and Ear Infirmary Voice and Speech Laboratory over a 20-year period (1993-2013). The relative risk (RR) and 99% confidence interval (CI) of presentation were calculated for each occupational category in the greater Boston population using year-matched data from the Bureau of Labor Statistics (BLS). Results The records of 12,120 new patients were reviewed. Using year- and occupation-matched BLS data from 2005 to 2013, 2726 patients were included in the cohort analysis. Several occupations had significantly higher risk of presentation. These included arts and entertainment (RR 4.98, CI 4.18-5.95), law (RR 3.24, CI 2.48-4.23), education (RR 3.08, CI 2.70-3.52), and social services (RR 2.07, CI 1.57-2.73). In contrast, many occupations had significantly reduced risk of presentation for laryngological disorders, for example, maintenance (RR 0.25, CI 0.15-0.42), food preparation (RR 0.35, CI 0.26-0.48), and administrative support (RR 0.49, CI 0.41-0.57). Conclusion Certain occupations are associated with higher use of laryngological services presumably because of their vocational voice needs. In addition to confirming findings from other studies, we identified several new occupation groups with increased or decreased risk for laryngologic disorders. Understanding what factors predispose to requiring specialty voice evaluation may help in targeting preventative efforts.
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Affiliation(s)
- Matthew C. Mori
- Department of Otolaryngology–Head and Neck Surgery, Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - David O. Francis
- Department of Otolaryngology and the Evidence-Based Practice Center and the Center for Surgical Quality and Outcomes Research, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Phillip C. Song
- Department of Otology and Laryngology, Harvard Medical School, Boston, Massachusetts, USA
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Calosso G, Puglisi GE, Astolfi A, Castellana A, Carullo A, Pellerey F. A one-school year longitudinal study of secondary school teachers' voice parameters and the influence of classroom acoustics. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2017; 142:1055. [PMID: 28863620 DOI: 10.1121/1.4998707] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Recent literature reports that a large percentage of teachers complain that teaching has an adverse effect on their voice status. Thus, more needs to be done to study their vocal behavior. The objective of this longitudinal study was twofold: to determine changes in the voice use of teachers over a school year, and to study the relationships between voice use and classroom acoustic parameters. Thirty-one teachers from two secondary schools in Turin (Italy) were involved at the beginning of the 2014-2015 school year, and 22 of them also participated at the end of the same school year. The results show that teachers adjust their voices with noise and reverberation. A minimum value of the sound pressure level of voice (SPL) was found at a mid-frequency reverberation time of 0.8 s in both periods. Moreover, the teachers who worked in the worst classroom acoustic conditions showed an increase of 2.3 dB in the mean SPL and a decrease of 10% in the voicing time percentage at the end of the school year. A predictive model that can be used to estimate the mean SPL from the background noise level and the reverberation time, based on collected data, is here proposed.
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Affiliation(s)
- Giulia Calosso
- Department of Energy Corso Duca degli Abruzzi, 24, Politecnico di Torino, Torino, 10129, Italy
| | - Giuseppina Emma Puglisi
- Department of Energy Corso Duca degli Abruzzi, 24, Politecnico di Torino, Torino, 10129, Italy
| | - Arianna Astolfi
- Department of Energy Corso Duca degli Abruzzi, 24, Politecnico di Torino, Torino, 10129, Italy
| | - Antonella Castellana
- Department of Electronics and Telecommunications Corso Duca degli Abruzzi, 24, Politecnico di Torino, Torino, 10129, Italy
| | - Alessio Carullo
- Department of Electronics and Telecommunications Corso Duca degli Abruzzi, 24, Politecnico di Torino, Torino, 10129, Italy
| | - Franco Pellerey
- Department of Mathematical Sciences Corso Duca degli Abruzzi, 24, Politecico di Torino, Torino, 10129, Italy
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Grillo EU. An Online Telepractice Model for the Prevention of Voice Disorders in Vocally Healthy Student Teachers Evaluated by a Smartphone Application. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2017; 2:63-78. [PMID: 28890933 PMCID: PMC5590670 DOI: 10.1044/persp2.sig3.63] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
This article describes the Global Voice Prevention Model (GVPM) facilitated with student teachers at West Chester University and the VoiceEvalU8 smartphone application (app) used to assess the effectiveness of the GVPM. Twenty-one participants completed 1 of 3 conditions (i.e., in-person GVPM, telepractice GVPM, and control). The in-person and telepractice conditions ran for 4 weeks during fall 2016, with 1 week dedicated to vocal education and vocal hygiene and 3 weeks spent in vocal training. The control condition ran for 1 week and included only vocal education and vocal hygiene. The VoiceEvalU8 app was used at pre- and post-condition twice a day for 5 days to record acoustic, perceptual, and aerodynamic voice measures. The study is ongoing; therefore, preliminary acoustic results for fundamental frequency (F0) and jitter% are presented from pre- to post-condition. During spring 2017, the participants were student teaching and using the VoiceEvalU8 app to record the voice measures before and after teaching all day. A new group of participants will be enrolled fall 2017 for selection into 1 of the 3 conditions and then continue on to student teaching spring 2018.
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Affiliation(s)
- Elizabeth U Grillo
- Department of Communication Sciences and Disorders, West Chester University, West Chester, PA
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Bartlett I, Wilson PH. Working 9–5: Causal Relationships Between Singers' “Day Jobs” and Their Performance Work, With Implications for Vocal Health. J Voice 2017; 31:243.e27-243.e34. [DOI: 10.1016/j.jvoice.2016.04.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Accepted: 04/07/2016] [Indexed: 11/25/2022]
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Reynolds V, Meldrum S, Simmer K, Vijayasekaran S, French N. A Randomized, Controlled Trial of Behavioral Voice Therapy for Dysphonia Related to Prematurity of Birth. J Voice 2017; 31:247.e9-247.e17. [DOI: 10.1016/j.jvoice.2016.08.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2016] [Revised: 08/04/2016] [Accepted: 08/05/2016] [Indexed: 10/21/2022]
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