Vocal Problems Among Teachers: Evaluation of a Preventive Voice Program

• Published in: Journal of voice Vol. 21; no. 6; pp. 705 - 722
• Main Authors: Bovo, Roberto, Galceran, Marta, Petruccelli, Joseph, Hatzopoulos, Stavros
• Format: Journal Article
• Language: English
• Published: United States Mosby, Inc 01.11.2007
• Subjects: Adult; Education; Faculty - statistics & numerical data; Female; Humans; Male; Middle Aged; Models, Biological; Otolaryngology; Phonetic Analysis; Prevention; Preventive Health Services; Program Development; Reinforcement (Psychology); Speech Therapy; Surveys and Questionnaires; Teacher Education; Teachers; Time Factors; Vocal rehabilitation; Voice Disorders; Voice Disorders - diagnosis; Voice Disorders - epidemiology; Voice Disorders - prevention & control; Voice Quality; Prevention; Voice disorders; Teachers; Vocal rehabilitation; Education
• ISSN: 0892-1997; 1873-4588
• DOI: 10.1016/j.jvoice.2006.07.002

Vocal education programs for teachers may prevent the emergence of vocal disorders; however, only a few studies have tried to evaluate the effectiveness of these preventive programs, particularly in the long term. Two hundred and sixty-four subjects, mostly kindergarten and primary school female teachers, participated in a course on voice care, including a theoretical seminar (120 minutes) and a short voice group therapy (180 minutes, small groups of 20 subjects). For 3 months, they had to either attend the vocal ergonomics norms and, as psychological reinforcement, they had to make out a daily report of vocal abuse, or to follow the given exercises for a more efficient vocal technique, reporting on whether the time scheduled was respected or not. The effectiveness of the course was assessed in a group of 21 female teachers through a randomized controlled study. Evaluation comprehended stroboscopy, perceptual and electro-acoustical voice analysis, Voice Handicap Index, and a course benefit questionnaire. A group of 20 teachers matched for age, working years, hoarseness grade, and vocal demand served as a control group. At 3 months evaluation, participants demonstrated amelioration in the global dysphonia rates ( P = 0.0003), jitter ( P = 0.0001), shimmer ( P = 0.0001), MPT ( P = 0.0001), and VHI ( P = 0.0001). Twelve months after the course, the positive effects remained, although they were slightly reduced. In conclusion, a course inclusive of two lectures, a short group voice therapy, home-controlled voice exercises, and hygiene, represents a feasible and cost-effective primary prevention of voice disorders in a homogeneous and well-motivated population of teachers.