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Vocal dose in teachers: correlation with dysphonia.
Ana Cristina Côrtes Gama1, Juliana Nunes Santos1, Elisângela de Fátima Pereira Pedra1
1Departamento de Fonoaudiologia, Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brasil.
Codas
|May 19, 2016
Summary
Teachers with dysphonia exhibit longer phonation times and higher cycle doses during class, indicating increased vocal fold exposure to phonotrauma. This highlights a key risk factor for voice disorders in educators.
Area of Science:
- Speech and Hearing Sciences
- Occupational Health
- Laryngology
Background:
- Teachers experience a high prevalence of dysphonia (voice disorders).
- Key risk factors include extensive work hours and classroom background noise.
- Understanding vocal load parameters is crucial for identifying at-risk individuals.
Purpose of the Study:
- To quantify and compare phonation time and cycle dose in teachers with and without dysphonia during classroom instruction.
- To investigate the relationship between vocal parameters and the presence of functional dysphonia in educators.
Main Methods:
- Two groups of five teachers each were analyzed: one with functional dysphonia, one without voice disorders.
- Vocal parameters including intensity, fundamental frequency, phonation time, and cycle dose were measured using the VoxLog® dosimeter.
- Statistical analysis included ANOVA, Student's T-test, and Kruskal-Wallis test.
Main Results:
- Teachers diagnosed with dysphonia demonstrated significantly higher values for phonation time and cycle dose compared to their non-dysphonic counterparts.
- These findings suggest a correlation between increased vocal load metrics and the presence of voice disorders.
Conclusions:
- Dysphonia in teachers is associated with prolonged speech time and elevated exposure of vocal fold tissues to phonotrauma.
- Objective vocal load measurements can aid in the assessment and prevention of voice disorders in the teaching profession.
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