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Quantifying the Occupational Voice Use of Teachers
Sarah E Eastman1,2, Hamzeh Ghasemzadeh2,3, Jarrad Van Stan1,2,3
1Rehabilitation Sciences Program, MGH Institute of Health Professions, Boston, MA.
Perspectives of the ASHA Special Interest Groups
|February 5, 2024
Summary
Teachers
Area of Science:
- Occupational health
- Speech and hearing science
- Education
Background:
- The teaching profession involves high vocal demands, increasing the risk of voice disorders.
- Research into teachers' vocal load is crucial for developing effective vocal health programs.
- Previous studies reported teachers' percent phonation between 17% and 30%.
Purpose of the Study:
- To quantify ambulatory vocal dose measures for teachers during work and non-work periods.
- To compare teachers' occupational voice use with existing literature.
- To establish baseline vocal dose data for teachers.
Main Methods:
- 26 full-time female teachers (ages 23-55) participated.
- Weeklong ambulatory voice monitoring using neck-surface vibration sensors.
- Calculation of time, cycle, and distance vocal doses for on-work and off-work periods.
Main Results:
- Average percent phonation was 16.2% during on-work weekdays, 8.4% off-work weekdays, and 8.0% on off-work weekend days.
- No significant difference in vocal dose measures between off-work weekdays and weekend days.
- Vocal dose measures were approximately double during work compared to off-work periods.
Conclusions:
- This study provides specific vocal dose measures for teachers using ambulatory monitoring.
- The findings suggest teachers' vocal demands may be at the lower end of previously reported ranges.
- Further research is needed to understand occupational voice use risks and prevent voice disorders in high-risk professions.
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