Vocal Health Practices Among School Teachers: A Study From Chennai, India

Sathyanarayan, Monica; Boominathan, P.; Nallamuthu, Aishwarya

doi:10.1016/j.jvoice.2018.04.005

Cited by 32 publications

(14 citation statements)

References 60 publications

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“…This result agrees with Munier’s & Kinsella’s [ 22 ] investigation, which reported that teachers of the junior classes were more vulnerable to develop a voice problem as vocal fatigue and dry throat were reported more frequently by teachers of the junior classes than those of the senior classes. In contrast, this result disagrees with Da Rocha et al’s [ 23 ] investigation, which reported that teachers in Brazil who lectured in the fourth grade and below presented with a lower risk (20% less) of having a perceived voice disorder than the teachers who lectured in the fifth grade and up. Also, this outcome is inconsistent with Houtte’s, Claeys’, Wuyts’ & van Lierde’s [ 11 ] findings which found that there was no significant difference in teaching different grade levels between the Belgian teachers with voice problems when comparing them to teachers without voice problems.…”

Section: Discussioncontrasting

confidence: 98%

Risk factors for voice disorders in public school teachers in Cyprus

Kyriakou

Theodorou

Petinou

et al. 2020

Journal of Preventive Medicine and Hygiene

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Section: Discussioncontrasting

confidence: 98%

Risk factors for voice disorders in public school teachers in Cyprus

Kyriakou

Theodorou

Petinou

et al. 2020

Journal of Preventive Medicine and Hygiene

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“…This result corroborates with past reported research that indicated that daycare and kindergarten teachers in Finland, Sweden, and Greece use a significantly louder voice at work when compared to nurses or baseline measurements [11][12][13]27]. This outcome is also consistent with previously published studies that identified high voice loudness as being a significant voice disorder risk factor in elementary, middle, and high school teachers in Egypt, India, and Brazil [2,28,29].…”

Section: Discussionsupporting

confidence: 92%

Predictive Risk Factors and Occupational Impact of Self-Perceived Voice Problems in Preschool-Kindergarten versus First- to Sixth-Grade Teachers

Kyriakou¹,

Theodorou²,

Petinou³

et al. 2021

Folia Phoniatr Logop

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Aim: The aim of this investigation was to complete a further analysis of existing data to compare risk factors of voice problems as well as create a hierarchical ranking of risk factors in preschool-kindergarten and 1st- to 6th-grade teachers in order to develop a voice hygiene program and prioritize its goals for each group of teachers. Methods: An online survey was completed by 148 preschool-kindergarten and 301 1st- to 6th-grade public school teachers. Participants were divided into four groups, preschool-kindergarten and 1st- to 6th-grade teachers with no self-perceived voice disorders and preschool-kindergarten and 1st- to 6th-grade teachers with self-perceived voice disorders. A χ2 test and a multivariate logistic regression model were used to examine the differences in answers between the preschool-kindergarten teachers with and without voice disorders and the 1st- to 6th-grade teachers with and without voice disorders and to identify the most important predictors. Results: The significant predictors for preschool-kindergarten teachers are frequently or sometimes continuing to talk after a breath cycle and being exposed to an excessive or a lot of noise generated in the classroom. The significant predictors for 1st- to 6th-grade teachers include having short breaks between classes and continuing to talk frequently after a breath cycle. Conclusions: Job-related risk factors in preschool-kindergarten and in 1st- to 6th-grade teachers may vary. Therefore, a preventative vocal hygiene education program specifically tailored for each population of teachers is suggested.

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“…La literatura relata que los síntomas vocales más encontrados en la disfonía docente son ronquera, fatiga vocal, entonación débil, falla en la voz, dolor o incomodidad al hablar, garganta seca, picazón, tos persistente y dificultad para proyectar la voz (Sathyanarayan, Boominathan, & Nallamuthu, 2019);'enduring voice' (22% (Ferreira, y otros, 2018). Estos síntomas son signos de abuso vocal o uso intensivo de la voz en condiciones inapropiadas de trabajo, que pueden contribuir a la aparición de una enfermedad ocupacional, la relación entre uso intensivo de la voz y las fallas vocales es estadísticamente significativa según el valor (p=0.026) (Da Silva, Almeida, Thais, 2016).…”

Section: Sintomatologíaunclassified

Peligros ocupacionales que Aportan a la Presencia de Síntomas de Disfonía en Docentes

Fajardo¹

2019

Rev. Areté

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El objetivo de este artículo es describir los peligros ocupacionales que aportan a la presencia de síntomas de disfonía en docentes, a partir de un ejercicio de recopilación y organización de la información reportada a través de artículos indexados en las Bases de datos disponibles en la Universidad Santiago de Cali – Valle, desde el año 2012 al 2018. Se pretende que esta recopilación sirva como referencia para posteriores estudios. En total se tomaron en cuenta 50 publicaciones según los criterios metodológicos; a partir de estas se da cuenta de las particularidades de la voz del docente en el trabajo, incluyendo la sintomatología que reflejan los afectados por la disfonía y los principales peligros ocupaciones que influyen en la misma

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Vocal Health Practices Among School Teachers: A Study From Chennai, India

Cited by 32 publications

References 60 publications

Risk factors for voice disorders in public school teachers in Cyprus

Risk factors for voice disorders in public school teachers in Cyprus

Predictive Risk Factors and Occupational Impact of Self-Perceived Voice Problems in Preschool-Kindergarten versus First- to Sixth-Grade Teachers

Peligros ocupacionales que Aportan a la Presencia de Síntomas de Disfonía en Docentes

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