Quality of Life, Self-Perceived Dysphonia, and Diagnosed Dysphonia Through Clinical Tests in Teachers

Bassi, Iara Barreto; Assunção, Ada Ávila; Medeiros, Adriane Mesquita de; Menezes, Letícia Neiva de; Teixeira, Letícia Caldas; Gama, Ana Cristina Côrtes

doi:10.1016/j.jvoice.2009.10.013

Cited by 41 publications

(43 citation statements)

References 22 publications

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“…In university clinics, voice therapy sessions vary, with an average of six months, approximately 15 sessions. In the Speech-Language Pathology Outpatient Clinic of the UFMG, the duration of vocal therapy is six months, with an average of nineteen sessions (25) .…”

Section: Discussionmentioning

confidence: 99%

Escala URICA-VOZ para identificação de estágios de adesão ao tratamento de voz

Teixeira

Rodrigues

Silva

et al. 2013

CoDAS

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OBJETIVOS: Adaptar a escala URICA à avaliação dos estágios de mudança para a adesão de pacientes em tratamentos de voz; e verificar a relação destes com a idade do paciente, o tipo de disfonia, a escolaridade, a profissão e o número de sessões de fonoterapia. MÉTODOS: Estudo transversal, com amostra de conveniência, composta por 66 pacientes com disfonia, sendo 58 mulheres e oito homens, com idade entre 18 e 65 anos, atendidos em dois ambulatórios de instituições de ensino de Fonoaudiologia. Como instrumento exploratório, procedeu-se à adaptação brasileira da escala URICA para a área de voz, tendo como base situações específicas relacionadas ao comportamento vocal, denominada URICA-VOZ. O instrumento foi aplicado individualmente e as variáveis foram relacionadas. RESULTADOS: A maioria dos pacientes, 38 (57,6%), concentrou-se no estágio de contemplação, 20 (30,3%) no de pré-contemplação e apenas oito (12,1%) no de ação, ideal para a terapia fonoaudiológica. Não houve associação entre os estágios de adesão com as variáveis idade, tipo de disfonia, escolaridade e número de sessões de fonoterapia. A variável profissão apresentou associação com o estágio de ação URICA-VOZ. CONCLUSÃO: O uso da escala URICA-VOZ revelou que a maioria dos pacientes com disfonia em tratamento ainda se encontra no estágio de contemplação, o que pode restringir os resultados da terapia. Não houve relação entre as demais variáveis estudadas e os estágios de adesão do protocolo URICA-VOZ.

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Section: Discussionmentioning

confidence: 99%

Escala URICA-VOZ para identificação de estágios de adesão ao tratamento de voz

Teixeira

Rodrigues

Silva

et al. 2013

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“…Therefore, dysphonia has a negative impact on the performance and the work of the teacher in the classroom (25) . Studies conclude that voice problems do not only affect teachers in the professional scope, but they may also have a negative impact on daily communication, social communication and emotions (29) . It is important to understand that for not continuing the speech language pathology and audiology treatment and consequently, not presenting improvement in the dysphonic condition, the vocal change in this group may be a factor that had a negative impact on the quality of life associated to voice.…”

Section: Discussionmentioning

confidence: 99%

“…Studies demonstrated that the worse the vocal self-perception, the worse the impact on the quality of life of the individual (29,30) . Such statement corroborates the observed results, in which the abandonment group presents worse self-perception of the voice and the other parameters of the quality of life protocol associated to voice in the pre-therapy moment (Table 1), with worse long-term results (Table 4), thus generating worse quality of life when compared to the discharge group (Table 5).…”

Section: Discussionmentioning

confidence: 99%

Analysis of aspects of quality of life in teachers' voice after discharged: longitudinal study

Ferreira

Campos

Bassi

et al. 2013

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DescritoresTo evaluate the long-term effects of voice therapy on the life quality of teachers who were discharged or abandoned the voice therapy for dysphonia. Methods: This was a longitudinal study based on analysis of assessments with teachers of municipal schools in Belo Horizonte, who were referred to voice therapy and were discharged or abandoned the speechlanguage therapy for more than six months. A total of 33 teachers in the discharged group and 20 teachers in the abandoned group were contacted by phone and invited to participate in the study by answering the Voice activity and participation profile, which was forwarded to the researchers and sent via letter. Results: At the moment of the pre speech therapy, the discharged and abandoned groups were homogeneous, except in relation to daily communication parameter. Comparing the discharged group in the pre and post speech-language therapy, it was showed improvements in social communication parameter as well as in the total score. The discharged group presented worsening in self-perception parameter when comparing the average values in the post therapy and current moments, and the group abandoned presented worsening in work, social communication and total score when comparing to the average values in the pre therapy and current moments. The discharged and abandoned groups differ in the present moment in all investigated parameters. Conclusion: Speech-language therapy for dysphonia have long term positive effects on life quality and voice of teachers who were soon discharged from the therapy and in a period of two years on average. Teachers who have abandoned treatment and did not obtain improvement in the voice showed negative impact in life quality and voice in a time of 2 years and 2 months on average. RESUMOObjetivo: Avaliar os efeitos em longo prazo da fonoterapia na qualidade de vida de professoras que receberam alta ou abandonaram o tratamento fonoaudiológico para disfonia. Métodos: Tratou-se de um estudo longitudinal baseado na análise das avaliações realizadas com docentes da rede municipal de ensino de Belo Horizonte, encaminhados para fonoterapia, que tiveram alta ou abandonaram o tratamento fonoaudiológico há mais de seis meses. Participaram 33 professoras no grupo alta e 20 no grupo abandono que foram contatadas, por meio de ligações telefônicas, e convidadas a responder ao protocolo Perfil de participação em atividades vocais, enviado e reencaminhado às pesquisadoras por meio de carta. Resultados: No momento pré-fonoterapia, os grupos alta e abandono eram homogêneos, exceto em relação ao parâmetro comunicação diária. Na comparação do grupo alta nos momentos pré e pós-fonoterapia observou-se melhora no parâmetro comunicação social e no escore total. O grupo alta apresentou piora no parâmetro autopercepção na comparação das médias nos momentos pós-fonoterapia e atual, e no grupo abandono houve piora nos parâmetros trabalho, comunicação social e no escore total na comparação das médias pré-fonoterapia e atual. Os grupos alta e abandono apresentara...

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“…The professional who uses the voice to develop his own work needs a certain production and / or vocal quality to keep the exercise of his activity (2) . Research indicates that teachers are a high risk group for dysphonia (3,4) and they have a high frequency of these vocal symptoms (5,6,7,8,9) .…”

Section: Introductionmentioning

confidence: 99%

“…It is noted, also, situations where there is adequate perception of vocal alteration, but without effective measures (1) . Studies show that the quality of teachers' life is related to the vocal self-perception of dysphonia (2,6,10,11) , which may be associated with vocal symptoms mentioned (12) . According to study (2) , teachers who said to realize the vocal alteration were the same that presented the greatest limitations in daily activities related to the voice, including work.…”

Section: Introductionmentioning

confidence: 99%

Sintomas vocais relatados por professoras com disfonia e fatores associados

Medeiros

Santos

Teixeira

et al. 2016

Audiol., Commun. Res.

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Purpose: Check the number of vocal symptoms reported by teachers and the relationship with the self-perception of the limitations of daily activities associated to the voice, personal, occupational and clinical aspects. Methods: Refers to a study performed by the analysis of secondary data from medical records of teachers attended at the voice ambulatory of a teaching hospital. The informations of interest were: age, number of taught shifts, parallel activities to teaching, fan use, conversational noise, dust, construction noise, external noise, screaming, smoking habit, hydration, pellet use, physical activity associated with speech, type and degree of dysphonia, proprioceptive vocal symptoms and responses to the Protocol of the Profile of Participation and Vocal Activities (PPVA). It was realized a descriptive and inferential analysis. Results: Were collected informations of 103 medical records, where it was found high prevalence of vocal symptoms, with the most frequent: fatigue after prolonged use of the voice, dry throat, throat clearing and burning. It was observed an association between the number of vocal symptoms and the scream habit, conversational noise and perception of the impact of dysphonia by teachers. The number of self-reported vocal symptoms was positively correlated with all parameters evaluated by PPVA. Conclusion: There is high frequency of proprioceptive vocal symptoms among the teachers. The noise of conversation and scream habit are associated with the number of vocal symptoms, as well as the parameters of self-perception of the impact of dysphonia contained in the PPVA.

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Quality of Life, Self-Perceived Dysphonia, and Diagnosed Dysphonia Through Clinical Tests in Teachers

Cited by 41 publications

References 22 publications

Escala URICA-VOZ para identificação de estágios de adesão ao tratamento de voz

Escala URICA-VOZ para identificação de estágios de adesão ao tratamento de voz

Analysis of aspects of quality of life in teachers' voice after discharged: longitudinal study

Sintomas vocais relatados por professoras com disfonia e fatores associados

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