Voice Activity and Participation Profile in Teachers with and without Risk of Voice Disorders in Türkiye
Elife Barmak1, Mariam Kavakci1, Hatice Nilay Kayhan1
1Department of Speech and Language Therapy, Faculty of Health Sciences, Ankara Yıldırım Beyazıt University, Ankara, Turkey.
Purpose:
Professional voice users utilize their voices in performing their professional duties. For professional voice users who depend on their voice as a principal professional tool, it is crucial to have a stable, consistent, and perceptually acceptable voice quality. This study aims to investigate the impact of voice-related problems on the activity and participation profiles of teachers at higher risk of developing voice disorders in Türkiye, compared with those of teachers at no risk.
Method:
The study group consisted of 250 teachers, divided into two groups: those at a high risk of developing voice disorders (n = 100) and those at no risk (n = 150). The Voice Disorder Screening Index (SIVD-TR) was administered to determine the risk of voice disorders in the teachers. Teachers were divided into two groups: those scoring SIVD-TR ≥ 4 were classified as the developing voice disorder risk group, and those scoring SIVD-TR < 4 were classified as those at the no risk group. All teachers also completed the Voice Activity and Participation Profile-Turkish Version (VAPP-TR).
Results:
Teachers at risk of developing voice disorders had significantly higher scores on the VAPP subscales of occupation, daily communication, social communication, emotional, and total VAPP, respectively, of 11.33, 35.69, 11.10, 24.10, and 84.41 units (P < 0.001) compared to teachers with no risk. On the VAPP_Activity Limitation Score, teachers at risk of developing voice disorders had significantly higher scores (M = 36.41) than teachers with no risk (M = 1.71); mean difference 34.70 points, t(127,708) = -17.366, P < 0.001. The VAPP_Participation Restriction Score was 28.15 points higher for teachers at risk of developing voice disorder (M = 28.56) than for colleagues with no risk (M = 0.41) (t(125.071) = -12.686, P < 0.001).
Conclusion:
This study revealed that teachers at risk of developing voice disorders experienced negative effects on their VAPPs. Therefore, it is crucial for teachers to recognize voice complaints as soon as they arise and to seek professional voice counseling to improve their voice and psychosocial health.
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