Impact of a Three-Week Workplace Vocal Health Promotion Program on a Teacher and Students' Voice Parameters

Impacto de un Programa de tres semanas de Promoción de la Salud Vocal en el lugar de trabajo en los parámetros de voz de una profesora y sus estudiantes

Published 2023-11-30 — Updated on 2023-12-11

Open | Download
HTML Icon XML Icon PDF Icon Flip Icon
Issue
Vol. 5 No. 2 (2023)
Section
Research Article
How to Cite
1.
Impact of a Three-Week Workplace Vocal Health Promotion Program on a Teacher and Students’ Voice Parameters. Rev. Investig. Innov. Cienc. Salud [Internet]. 2023 Dec. 11 [cited 2024 Dec. 22];5(2):3-23. Available from: https://riics.info/index.php/RCMC/article/view/180
DOI

https://doi.org/10.46634/riics.180
Dimensions
PlumX
license
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Lady Catherine Cantor-Cutiva
Department of Communication Sciences and Disorders; The University of Iowa; Iowa City; United States
    https://orcid.org/0000-0002-4530-4345
    Adriana Maria Cantor-Cutiva
    Institución Educativa Misael Pastrana Borrero; Bogotá; Colombia
      https://orcid.org/0000-0003-0889-6449
      Show authors biography

      Objective. To determine the effect on voice parameters in pupils and their teacher of a three-week Workplace Vocal Health Promotion Program (WVHPP) in a school setting.

      Methods. Longitudinal study with a design phase and a pilot phase. Voice recordings of connected speech were used to collect information on voice functioning before and after the implementation of the program. The workplace vocal health promotion program was implemented with two purposes: (1) to reduce noisy conditions inside the classrooms that may cause loud voice production, which has been found associated with voice disorders among teachers and students and (2) to increase awareness about the relationship between noise and voice inside the classrooms.

      Results. The WVHPP was found to be statistically associated with a decrease in the fundamental frequency, standard deviation of the fundamental frequency, sound pressure levels, and SPL standard deviation among both pupils and their teacher. However, there was no statistically significant effect on cepstral peak prominence smoothed.

      Conclusion. The three-week WVHPP was found to have a significant impact on several acoustic parameters, such as the fundamental frequency and sound pressure levels. These findings highlight the potential of the WVHPP as an effective intervention for improving the vocal health of both teachers and students. However, the lack of a significant effect on cepstral peak prominence smoothed suggests that further research is needed to fully understand the impact of the WVHPP on voice quality.

      Article visits 308 | PDF visits 133

      1. Cantor Cutiva LC, Vogel I, Burdorf A. Voice disorders in teachers and their associations with work-related factors: a systematic review. J Commun Disord. 2013 Apr;46(2):143-55. doi: https://doi.org/10.1016/j.jcomdis.2013.01.001
      2. Martins RHG, Pereira ERBN, Hidalgo CB, Tavares ELM. Voice disorders in teachers. A review. J Voice. 2014 Nov;28(6):716-24. doi: https://doi.org/10.1016/j.jvoice.2014.02.008
      3. Morsomme D, Minel L, Verduyckt I. Impact of teachers' voice quality on children's language. Vocologie: stem en stemstoornissen. 2011. Available from: https://hdl.handle.net/2268/101472
      4. Morton V, Watson DR. The impact of impaired vocal quality on children's ability to process spoken language. Logoped Phoniatr Vocol. 2001;26(1):17-25. doi: https://doi.org/10.1080/14015430118232
      5. Rogerson J, Dodd B. Is there an effect of dysphonic teachers' voices on children's processing of spoken language? J Voice. 2005 Mar;19(1):47-60. doi: https://doi.org/10.1016/j.jvoice.2004.02.007
      6. Possamai V, Hartley B. Voice disorders in children. Pediatric Clinics. 2013;60(4):879-92. doi: https://doi.org/10.1016/j.pcl.2013.04.012
      7. Bottalico P, Graetzer S, Hunter E. Effects of speech style, room acoustics, and vocal fatigue on vocal effort. J Acoust Soc Am. 2016;139(5):2870-9. doi: https://doi.org/10.1121/1.4950812
      8. Cantor Cutiva LC, Burdorf A. Effects of noise and acoustics in schools on vocal health in teachers. Noise Health. 2015 Feb;17(74):17-22. doi: https://doi.org/10.4103/1463-1741.149569
      9. Cantor Cutiva LC, Burdorf A. Work-related determinants of voice complaints among school workers: an eleven-month follow-up study. Am J Speech Lang Pathol. 2016;25(4):590-7. doi: https://doi.org/10.1044/2016_AJSLP-14-0191
      10. Hunter EJ, Banks RE. Gender Differences in the Reporting of Vocal Fatigue in Teachers as Quantified by the Vocal Fatigue Index. Ann Otol Rhinol Laryngol. 2017 Dec;126(12):813-8. doi: https://doi.org/10.1177/0003489417738788
      11. Ahlander VL, Rydell R, Lofqvist A. Speaker's comfort in teaching environments: voice problems in Swedish teaching staff. J Voice. 2011 Jul;25(4):430-40. doi: https://doi.org/10.1016/j.jvoice.2009.12.006
      12. de Medeiros AM, Barreto SM, Assuncao AA. Voice disorders (dysphonia) in public school female teachers working in Belo Horizonte: prevalence and associated factors. J Voice. 2008 Nov;22(6):676-87. doi: https://doi.org/10.1016/j.jvoice.2007.03.008
      13. Roy N, Weinrich B, Gray SD, Tanner K, Toledo SW, Dove H, et al. Voice amplification versus vocal hygiene instruction for teachers with voice disorders: a treatment outcomes study. J Speech Lang Hear Res. 2002 Aug;45(4):625-38. doi: https://doi.org/10.1044/1092-4388(2002/050)
      14. Roy N, Weinrich B, Gray SD, Tanner K, Stemple JC, Sapienza CM. Three treatments for teachers with voice disorders: a randomized clinical trial. J Speech Lang Hear Res. 2003 Jun;46(3):670-88. doi: https://doi.org/10.1044/1092-4388(2003/053)
      15. Ziegler A, Gillespie AI, Abbott KV. Behavioral treatment of voice disorders in teachers. Folia Phoniatr Logop. 2010;62(1-2):9-23. doi: https://doi.org/10.1159/000239059
      16. Roy N, Gray SD, Simon M, Dove H, Corbin-Lewis K, Stemple JC. An evaluation of the effects of two treatment approaches for teachers with voice disorders: a prospective randomized clinical trial. J Speech Lang Hear Res. 2001 Apr;44(2):286-96. doi: https://doi.org/10.1044/1092-4388(2001/023)
      17. Beach EF, Cowan R, Mulder J, O'Brien I. Applying the hierarchy of hazard control to regulation of sound levels in entertainment venues. Annals of Work Exposures and Health. 2020;64(4):342-9. doi: https://doi.org/10.1093/annweh/wxaa018
      18. Floyd HL. A practical guide for applying the hierarchy of controls to electrical hazards. In: 2015 IEEE IAS Electrical Safety Workshop. IEEE; 2015. p. 1-4. doi: https://doi.org/10.1109/ESW.2015.7094946
      19. Manuele FA. Risk assessment & hierarchies of control. Professional Safety. 2005;50(5):33-9. Available from: https://tinyurl.com/2akg63b8
      20. Cancelliere C, Cassidy JD, Ammendolia C, Côté P. Are workplace health promotion programs effective at improving presenteeism in workers? A systematic review and best evidence synthesis of the literature. BMC public health. 2011;11(1):1-11. doi: https://doi.org/10.1186/1471-2458-11-395
      21. Rongen A, Robroek SJ, van Lenthe FJ, Burdorf A. Workplace health promotion: a meta-analysis of effectiveness. American journal of preventive medicine. 2013;44(4):406-15. doi: https://doi.org/10.1016/j.amepre.2012.12.007
      22. Shephard RJ. A short history of occupational fitness and health promotion. Preventive medicine. 1991;20(3):436-45. doi: https://doi.org/10.1016/0091-7435(91)90041-2
      23. Sparling PB. Worksite health promotion: principles, resources, and challenges. Prev Chronic Dis. 2010 Jan;7(1):A25. Epub 2009 Dec 15. PMID: 20040240; PMCID: PMC2811520. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2811520/
      24. Black CM. Working for a healthier tomorrow: Dame Carol Black's review of the health of Britain's working age population. London: The Stationery Office; 2008. 115 p. Available from: https://www.gov.uk/government/publications/working-for-a-healthier-tomorrow-work-and-health-in-britain
      25. Dugdill L, Brettle A, Hulme C, McCluskey S, Long AF. Workplace physical activity interventions: a systematic review. International Journal of Workplace Health Management. 2008. doi: https://doi.org/10.1108/17538350810865578
      26. Bermudez de Alvear R. Exploración clínica de los trastornos de la voz, el habla y la audición: Pautas y protocolos asistenciales. Archidona: Ediciones Aljibe; 2003. 164 p.
      27. Aguinaga G, Armentia M, Fraile A, Olangu P, Uriz N. Prueba de Lenguaje oral de Navarra (PLON). Lámina de expresión oral PLON-3. Madrid, Spain: TEA; 2004.
      28. Cobeta I, Núñez F, Fernández S. Patología de la voz. Barcelona: Marge Médica Books; 2013. 625 p.
      29. Bland JM, Altman DG. Statistics notes: measurement error. Bmj. 1996;312(7047):1654. doi: https://doi.org/10.1136/bmj.312.7047.1654
      30. Heman-Ackah YD, Sataloff RT, Laureyns G, Lurie D, Michael DD, Heuer R, et al. Quantifying the cepstral peak prominence, a measure of dysphonia. J Voice. 2014 Nov;28(6):783-8. doi: https://doi.org/10.1016/j.jvoice.2014.05.005
      31. Hillenbrand J, Cleveland RA, Erickson RL. Acoustic correlates of breathy vocal quality. Journal of Speech, Language, and Hearing Research. 1994;37(4):769-78. doi: https://doi.org/10.1044/jshr.3704.769
      32. Cantor-Cutiva LC, Robles-Vega HY, Sánchez EA, Morales DA. Differences on Voice Acoustic Parameters between Colombian College Professors with and without Vocal Fatigue. J Voice. 2022 Mar;36(2):219-25. doi: https://doi.org/10.1016/j.jvoice.2020.05.008
      33. McKenna VS, Stepp CE. The relationship between acoustical and perceptual measures of vocal effort. The Journal of the Acoustical Society of America. 2018;144(3):1643-58. doi: https://doi.org/10.1121/1.5055234
      34. Cutiva LCC, Puglisi GE, Astolfi A, Carullo A. Four-day follow-up study on the self-reported voice condition and noise condition of teachers: relationship between vocal parameters and classroom acoustics. J Voice. 2017;31(1):120.e1-120.e8. doi: https://doi.org/10.1016/j.jvoice.2016.02.017
      35. Castellana A, Carullo A, Corbellini S, Astolfi A. Discriminating pathological voice from healthy voice using Cepstral Peak Prominence Smoothed distribution in sustained vowel. IEEE Transactions on Instrumentation and Measurement. 2018;67(3):646-54. doi: https://doi.org/10.1109/TIM.2017.2781958
      36. Heman-Ackah YD, Michael DD, Baroody MM, Ostrowski R, Hillenbrand J, Heuer RJ, et al. Cepstral Peak Prominence: A More Reliable Measure of Dysphonia. Ann Otol Rhinol Laryngol. 2003 Apr 1;112(4):324-33. doi: https://doi.org/10.1177/000348940311200406
      37. Cantor Cutiva LC, Burdorf A. Factors associated with voice-related quality of life among teachers with voice complaints. J Commun Disord. 2014 Dec;52:134-42. doi: https://doi.org/10.1016/j.jcomdis.2014.05.003
      38. Boseley ME, Cunningham MJ, Volk MS, Hartnick CJ. Validation of the Pediatric Voice-Related Quality-of-Life survey. Archives of Otolaryngology-Head & Neck Surgery. 2006;132(7):717-20. doi: https://doi.org/10.1001/archotol.132.7.717
      39. Hoffmann TC, Glasziou PP, Boutron I, Milne R, Perera R, Moher D, et al. Better reporting of interventions: template for intervention description and replication (TIDieR) checklist and guide. Bmj. 2014;348. doi: https://doi.org/10.1136/bmj.g1687
      40. Boersma P, Weenink D. Praat: doing phonetics by computer (Version 6.1.16) [Internet]. 2017. Available from: http://www.praat.org/
      41. Feddag ML, Grama I, Mesbah M. Generalized estimating equations (GEE) for mixed logistic models. Communications in Statistics-Theory and methods. 2003;32(4):851-74. doi: https://doi.org/10.1081/STA-120018833
      42. de Pina Pereira LP, Masson MLV, Carvalho FM. Vocal warm-up and breathing training for teachers: randomized clinical trial. Rev Saude Publica. 2015;49:67. doi: https://doi.org/10.1590/S0034-8910.2015049005716
      43. López JM, Catena A, Montes A, Castillo ME. Effectiveness of a Short Voice Training Program for Teachers: A Preliminary Study. J Voice. 2017 Nov;31(6):697-706. doi: https://doi.org/10.1016/j.jvoice.2017.01.017
      44. Gelfer MP, Andrews ML, Schmidt CP. Effects of prolonged loud reading on selected measures of vocal function in trained and untrained singers. J Voice. 1991;5(2):158-67. doi: https://doi.org/10.1016/S0892-1997(05)80179-1
      45. Kelchner LN, Lee L, Stemple JC. Laryngeal function and vocal fatigue after prolonged reading in individuals with unilateral vocal fold paralysis. J Voice. 2003;17(4):513-28. doi: https://doi.org/10.1067/S0892-1997(03)00067-5
      46. Stemple JC, Stanley J, Lee L. Objective measures of voice production in normal subjects following prolonged voice use. J Voice. 1995;9(2):127-33. doi: https://doi.org/10.1016/S0892-1997(05)80245-0
      47. Laukkanen AM, Ilomaki I, Leppanen K, Vilkman E. Acoustic measures and self-reports of vocal fatigue by female teachers. J Voice. 2008 May;22(3):283-9. doi: https://doi.org/10.1016/j.jvoice.2006.10.001
      48. Remacle A., Garnier M., Gerber S., David C., Petillon C. Vocal Change Patterns During a Teaching Day: Inter- and Intra-subject Variability. J Voice. 2018;32(1):57-63. doi: https://doi.org/10.1016/j.jvoice.2017.03.008
      49. Camacaro de Suárez Z. La interacción verbal alumno-docente en el aula de clase (un estudio de caso). Laurus. 2008;14(26):189-206. Available from: https://revistas-historico.upel.edu.ve/index.php/laurus/article/view/7635
      50. Martínez-Maldonado P, Armengol Asparó C, Muñoz Moreno JL. Interacciones en el aula desde prácticas pedagógicas efectivas. Revista de estudios y experiencias en educación. 2019;18(36):55-74. doi: https://doi.org/10.21703/rexe.20191836martinez13
      Publish with RIICS

      Scimago

      Most read in the last 30 days

      Sistema OJS 3.4.0.7 - Metabiblioteca |