Impairment, disability, and handicap associated with hearing problems and voice disorders among Colombian teachers

Deficiencia, discapacidad y minusvalía asociadas a los problemas de voz y audición en profesores colombianos

Published 2021-08-03

Open | Download
PDF Icon Flip Icon XML Icon
Issue
Vol. 3 No. 1 (2021)
Section
Research Article
How to Cite
1.
Impairment, disability, and handicap associated with hearing problems and voice disorders among Colombian teachers. Rev. Investig. Innov. Cienc. Salud [Internet]. 2021 Aug. 3 [cited 2024 Dec. 21];3(1):4-21. Available from: https://riics.info/index.php/RCMC/article/view/48
DOI

https://doi.org/10.46634/riics.48
Dimensions
PlumX
license

REDIB

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). 

Lady Catherine Cantor-Cutiva
Dept. of Collective Health; Nursing Faculty; Universidad Nacional de Colombia; Bogotá; Colombia.
    https://orcid.org/0000-0002-4530-4345
    Diana Elizabeth Cuervo-Diaz
    Faculty of Law; Pontificia Universidad Javeriana; Bogotá; Colombia
      https://orcid.org/0000-0003-3559-565X
      Eric J Hunter
      Dept. of Communicative Sciences & Disorders; Michigan State University; East Lansing; Michigan; USA.
        https://orcid.org/0000-0001-5571-464X
        Marisol Moreno-Angarita
        Program of Speech and Language Pathology; Faculty of Medicine; Universidad Nacional de Colombia; Bogotá; Colombia
          https://orcid.org/0000-0002-2468-1491
          Show authors biography

          Objectives: 1. define the occurrence of work-related hearing problems and voice disorders among teachers that have contacted the Colombian National Board of Disability Assessment (NBDA) for follow-up; 2. identify individual associated factors of hearing problems and voice disorders among teachers; 3. assess the limitations and restrictions due to hearing problems and voice disorders among these participants.

          Methods: Retrospective study. The National Database of the Colombian NBDA was reviewed. Information on distributions of occupation, individual characteristics, and diagnosis code (ICD-10) was analyzed.

          Results: Communication disorders among teachers that have contacted the Colombian NBDA for follow-up included voice disorders, with a prevalence of 51%, and hearing problems, with a prevalence of 7%. Female teachers who have contacted the Colombian NBDA for follow-up were 4 times more likely to be identified as having voice disorders compared with their male colleagues.

          Conclusions: While teachers that have contacted the Colombian NBDA for follow-up have a high occurrence of voice disorders, hearing problems are more likely to be stated as a debilitating condition. One possible explanation is that teachers who contacted the Colombian NBDA for follow-up continued working even when many voice symptoms were evident, while hearing problems would prevent a teacher from interacting with students, thereby affecting the teaching-learning process sooner. Nevertheless, with both voice and hearing problems, work performance and social interaction is affected, and, therefore, quality of life is reduced.

          Article visits 914 | PDF visits 540

          1. American Speech-Language-Hearing Association (ASHA). Definitions of communication disorders and variations. Maryland: American Speech-Language-Hearing Association; 1993. Doi: https://doi.org/10.1044/policy.RP1993-00208
          2. Cantor Cutiva L, Vogel I, Burdorf A. Voice disorders in teachers and their associations with work-related factors: A systematic review. Journal of Communication Disorders. 2013;46(2):143-55. Doi: https://doi.org/10.1016/j.jcomdis.2013.01.001
          3. OECD. Education at a Glance 2015: OECD Indicators. Paris: OECD Publishing; 2015.
          4. Simberg S, Santtila P, Soveri A, Varjonen M, Sala E, Sandnabba NK. Exploring genetic and environmental effects in dysphonia: a twin study. Journal of Speech, Language, and Hearing Research. 2009;52(1):153-63. Doi: https://doi.org/10.1044/1092-4388(2008/07-0095)
          5. Nerrière E, Vercambre M-N, Gilbert F, Kovess-Masféty V. Voice disorders and mental health in teachers: a cross-sectional nationwide study. BMC Public Health. 2009;9(1):370. Doi: https://doi.org/10.1186/1471-2458-9-370
          6. Carrillo-Gonzalez, A, Camargo-Mendoza, M, & Cantor-Cutiva, LC.. Relationship between sleep quality and stress with voice functioning among college professors: a systematic review and meta-analysis. Journal of Voice. 2021;35(3):499-e13. Doi: https://doi.org/10.1016/j.jvoice.2019.11.001
          7. Carrillo-González A, Atará-Piraquive ÁP. Vocal health and stress. Revista de Investigación e Innovación en Ciencias de la Salud. 2020;2(2):102-110. Doi: https://doi.org/10.46634/riics.38
          8. Garcia Martins RH, Mendes Tavares EL, Lima Neto AC, Fioravanti MP. Occupational hearing loss in teachers: a probable diagnosis. Revista Brasileira de Otorrinolaringologia. 2007;73(2):239-44. Doi: https://doi.org/10.1016/S1808-8694(15)31072-7
          9. Sjödin F, Kjellberg A, Knutsson A, Landström U, Lindberg L. Noise exposure and auditory effects on preschool personnel. Noise Health. 2012;14(57):72-82. Doi: https://doi.org/10.4103/1463-1741.95135
          10. Yang X, Ge C, Hu B, Chi T, Wang L. Relationship between quality of life and occupational stress among teachers. Public Health. 2009;123(11):750-5. Doi: https://doi.org/10.1016/j.puhe.2009.09.018
          11. Cantor Cutiva L, Burdorf A. Factors associated with voice-related quality of life among teachers with voice complaints. Journal of Communication Disorders. 2014;52:134-42. Doi: https://doi.org/10.1016/j.jcomdis.2014.05.003
          12. World Health Organization (WHO). International classification of impairments, disabilities and handicaps: a manual of classification relating to the consequences of disease. Geneve: World Health Organization; 1980.
          13. Presidencia de la República de Colombia. Decree 1295 of 1994 (Decreto 1295 de 1994). In: Ministerio de Trabajo y Seguridad Social, editor. Bogotá D.C.; 1994.
          14. Presidencia de la República de Colombia. Decree 1477 of 2014 (Decreto 1477 de 2014). Bogotá D.C.; 2014.
          15. Presidencia de la República de Colombia. Decree 917 of 1999 (Decreto 917 de 1999). Bogotá D.C.; 1999.
          16. Rondinelli R, Genovese E, Katz R, Mayer T, Mueller K, Ranavaya M. Guides to the evaluation of permanent impairment. Chicago: American Medical Association press; 2009. Doi: https://doi.org/10.1001/978-1-57947-888-9
          17. Maldonado G, Greenland S. Simulation Study of Confounder-Selection Strategies. American Journal of Epidemiology. 1993;138(11):923-36. Doi: https://doi.org/10.1093/oxfordjournals.aje.a116813
          18. Cantor Cutiva L, Fajardo A, Burdorf A. Associations between self-perceived voice disorders in teachers, perceptual assessment by speech-language pathologists, and instrumental analysis. International Journal of Speech-Language Pathology. 2016;18(6):550-9. Doi: https://doi.org/10.3109/17549507.2016.1143969
          19. Preciado-Lopez J, Perez-Fernandez C, Calzada-Uriondo M, Preciado-Ruiz P. Epidemiological study of voice disorders among teaching professionals of La Rioja, Spain. Journal of Voice. 2008;22(4):489-508. Doi: https://doi.org/10.1016/j.jvoice.2006.11.008
          20. Fritzell B. Voice disorders and occupations. Log Phon Vocol. 1996;21(1):7-12. Doi: https://doi.org/10.3109/14015439609099197
          21. Pekkarinen E, Himberg L, Pentti J. Prevalence of vocal symptoms among teachers compared to nurses-a questionnaire study. Scandinavian Journal of Logopedics and Phoniatrics. 1992;17:112-7. Doi: https://doi.org/10.3109/14015439209098721
          22. Roy N, Merrill R, Thibeault S, Gray S, Smith E. Voice disorders in teachers and the general population: Effects on work performance, attendance, and future career choices. Journal of Speech, Language, and Hearing Research. 2004;47(3):542-51. Doi: https://doi.org/10.1044/1092-4388(2004/042)
          23. Cantor Cutiva LC, Burdorf A. Work-related determinants of voice complaints among school workers: An eleven-month follow-up study. American Journal of Speech-Language Pathology. 2016;25(4):590-7. Doi: https://doi.org/10.1044/2016_AJSLP-14-0191
          24. Grillo MHM, Penteado RZ. Impacto da voz na qualidade de vida de professore(a)s do ensino fundamental. Pró-Fono Revista de Atualização Científica. 2005;17:311-20. Doi: https://doi.org/10.1590/s0104-56872005000300006
          25. Penteado RZ, Pereira IMTB. Qualidade de vida e saúde vocal de professores. Revista de Saúde Pública. 2007;41:236-43. Doi: https://doi.org/10.1590/S0034-89102007000200010
          26. Roy N, Merrill R, Thibeault S, Parsa R, Gray S, Smith E. Prevalence of voice disorders in teachers and the general population. Journal of Speech, Language, and Hearing Research. 2004;47(2):281-93. Doi: https://doi.org/10.1044/1092-4388(2004/023)
          27. Mattiske J, Oates J, Greenwood K. Vocal problems among teachers: a review of prevalence, causes, prevention, and treatment. Journal of Voice. 1998;12(4):489-99. Doi: https://doi.org/10.1016/S0892-1997(98)80058-1
          28. Hunter EJ, Tanner K, Smith ME. Gender differences affecting vocal health of women in vocally demanding careers. Logopedics Phoniatrics Vocology. 2011;36(3):128-36. Doi: https://doi.org/10.3109/14015439.2011.587447
          29. Cantor Cutiva L, Burdorf A. Effects of noise and acoustics in schools on vocal health in teachers. Noise Health. 2015;17(74):17-22. Doi: https://doi.org/10.4103/1463-1741.149569
          30. De Medeiros A, Barreto S, Assuncao A. Voice disorders (dysphonia) in public school female teachers working in Belo Horizonte: prevalence and associated factors. Journal of Voice. 2008;22(6):676-87. Doi: https://doi.org/10.1016/j.jvoice.2007.03.008
          31. Ilomaki I, Leppanen K, Kleemola L, Tyrmi J, Laukkanen A, Vilkman E. Relationships between self-evaluations of voice and working conditions, background factors, and phoniatric findings in female teachers. Logopedics Phoniatrics Vocology. 2009;34(1):20-31. Doi: https://doi.org/10.1080/14015430802042013
          32. Servilha EAM, Delatti MdA. Noise perception in the workplace and auditory and extra-auditory symptoms referred by university professors. Jornal da Sociedade Brasileira de Fonoaudiologia. 2012;24(3):233-8. Doi: https://doi.org/10.1590/S2179-64912012000300008
          33. Jiang T. Can noise levels at school gymnasia cause a hearing loss: A case study of a physical education teacher. Journal of the Acoustical Society of America. 1997;101(5):3069. Doi: https://doi.org/10.1121/1.418754
          34. Lane H, Tranel B. The Lombard Sign and the Role of Hearing in Speech. Journal of Speech and Hearing Research. 1971;14(4):677-709. Doi: https://doi.org/10.1044/jshr.1404.677
          35. Hunter EJ, Cantor-Cutiva LC, Van Leer E, Van Mersbergen M, Nanjundeswaran CD, Bottalico P, et al. Toward a Consensus Description of Vocal Effort, Vocal Load, Vocal Loading, and Vocal Fatigue. Journal of Speech, Language, and Hearing Research. 2020;2:509-532. Doi: https://doi.org/10.1044/2019_JSLHR-19-00057
          36. Vilkman E. Voice problems at work: A challenge for occupational safety and health arrangement. Folia Phoniatr Logop. 2000 Jan-Jun;52(1-3):120-5. Doi: https://doi.org/10.1159/000021519
          37. Zollinger SA, Brumm H. The evolution of the Lombard effect: 100 years of psychoacoustic research. Behaviour. 2011;148(11-13):1173-98. Doi: https://doi.org/10.1163/000579511X605759
          38. Cutietta R, Klich R, Royse D, Rainbolt H. The Incidence of Noise-Induced Hearing Loss among Music Teachers. Journal of Research in Music Education. 1994;42(4):318-30. Doi: https://doi.org/10.2307/3345739
          39. Behar A, MacDonald E, Lee J, Cui J, Kunov H, Wong W. Noise exposure of music teachers. Journal of Occupational and Environmental Hygiene. 2004 Apr;1(4):243-7. Doi: https://doi.org/10.1080/15459620490432178
          40. Chesky K. Schools of music and conservatories and hearing loss prevention. International Journal of Audiology. 2011;50(sup1):S32-S7. Doi: https://doi.org/10.3109/14992027.2010.540583
          41. Ramig LO, Verdolini K. Treatment Efficacy: Voice Disorders. Journal of Speech, Language, and Hearing Research. 1998;41(1):S101-S16. Doi: https://doi.org/10.1044/jslhr.4101.s101
          42. McAllister AM, Granqvist S, Sjölander P, Sundberg J. Child voice and noise: a pilot study of noise in day cares and the effects on 10 children's voice quality according to perceptual evaluation. Journal of Voice. 2009;23(5):587-93. Doi: https://doi.org/10.1016/j.jvoice.2007.10.017
          43. Occupational Safety and Health Administration (OSHA). 1910.95, Occupational noise exposure. In: United States Department of Labor, editor. Washington DC: United States Department of Labor; 2011.
          44. Lindblad A-C, Rosenhall U, Olofsson Å, Hagerman B. Tinnitus and Other Auditory Problems-Occupational Noise Exposure below Risk Limits May Cause Inner Ear Dysfunction. PloS one. 2014;9(5):e97377. Doi: https://doi.org/10.1371/journal.pone.0097377
          45. Sala E, Rantala L. Acoustics and activity noise in school classrooms in Finland. Applied Acoustics. 2016;114:252-9. Doi: https://doi.org/10.1016/j.apacoust.2016.08.009
          46. Cantor Cutiva L, Burdorf A. Medical Costs and Productivity Costs Related to Voice Symptoms in Colombian Teachers. Journal of Voice. 2015;29(6):776.e15-.e22. Doi: https://doi.org/10.1016/j.jvoice.2015.01.005
          Publish with RIICS

          Scimago

          Most read in the last 30 days

          Sistema OJS 3.4.0.7 - Metabiblioteca |