How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?
(2012) In Journal of Voice 26(4). p.149-161- Abstract
- OBJECTIVES: This randomized case-control study compares teachers with self-reported voice problems to age-, gender-, and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, personality, psychosocial and coping aspects, searching for causative factors of voice problems in teachers. METHODS: Subjects and controls, recruited from a teacher group in an earlier questionnaire study, underwent examinations of the larynx by high-speed imaging and kymograms; voice recordings; voice range profile; audiometry; self-assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping;... (More)
- OBJECTIVES: This randomized case-control study compares teachers with self-reported voice problems to age-, gender-, and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, personality, psychosocial and coping aspects, searching for causative factors of voice problems in teachers. METHODS: Subjects and controls, recruited from a teacher group in an earlier questionnaire study, underwent examinations of the larynx by high-speed imaging and kymograms; voice recordings; voice range profile; audiometry; self-assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. RESULTS: The subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery time from voice problems and scored higher on all subscales of the Voice Handicap Index-Throat. CONCLUSIONS: The results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the recovery time. The results also underline the importance of using self-assessed reports of voice dysfunction. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2169155
- author
- Lyberg Åhlander, Viveka LU ; Rydell, Roland LU and Löfqvist, Anders LU
- organization
- publishing date
- 2012
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Journal of Voice
- volume
- 26
- issue
- 4
- pages
- 149 - 161
- publisher
- Elsevier
- external identifiers
-
- wos:000305961500003
- pmid:21889297
- scopus:84863186316
- pmid:21889297
- ISSN
- 0892-1997
- DOI
- 10.1016/j.jvoice.2011.06.005
- language
- English
- LU publication?
- yes
- id
- 241bdc86-301b-4903-9f32-1b1e948e45cc (old id 2169155)
- alternative location
- http://www.ncbi.nlm.nih.gov/pubmed/21889297?dopt=Abstract
- date added to LUP
- 2016-04-01 13:24:16
- date last changed
- 2022-04-07 09:37:14
@article{241bdc86-301b-4903-9f32-1b1e948e45cc,
abstract = {{OBJECTIVES: This randomized case-control study compares teachers with self-reported voice problems to age-, gender-, and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, personality, psychosocial and coping aspects, searching for causative factors of voice problems in teachers. METHODS: Subjects and controls, recruited from a teacher group in an earlier questionnaire study, underwent examinations of the larynx by high-speed imaging and kymograms; voice recordings; voice range profile; audiometry; self-assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. RESULTS: The subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery time from voice problems and scored higher on all subscales of the Voice Handicap Index-Throat. CONCLUSIONS: The results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the recovery time. The results also underline the importance of using self-assessed reports of voice dysfunction.}},
author = {{Lyberg Åhlander, Viveka and Rydell, Roland and Löfqvist, Anders}},
issn = {{0892-1997}},
language = {{eng}},
number = {{4}},
pages = {{149--161}},
publisher = {{Elsevier}},
series = {{Journal of Voice}},
title = {{How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?}},
url = {{https://lup.lub.lu.se/search/files/3347730/2831694.pdf}},
doi = {{10.1016/j.jvoice.2011.06.005}},
volume = {{26}},
year = {{2012}},
}