Who: Dr. Nelson Roy and colleagues, Department of Communication Disorders, The University of Utah What: Studied the effects of using vocal hygiene vs. amplification systems How: Forty-four teachers with voice problems were split into three groups: vocal hygiene, amplification system use and a control group. Researchers measured the objective and self-perceived voice difficulty after six weeks of treatment. Findings: Only teachers who used the amplification systems showed significant improvement. |
Who: Dr. Elaine Smith and colleagues, Department of Preventive Medicine, College of Medicine, The University of Iowa What: Studied voice problems among teachers based on differences in gender and teaching characteristics How: Researchers distributed questionnaires to teachers Findings: Over 38% of teachers said teaching had adversely impacted their voices, and 39% had cut back on teaching activities as a result. Women reported more voice problems than men, but there were no gender differences in the perception that a voice problem would adversely affect their careers. Physical education teachers faced an increased risk of developing voice problems regardless of gender, age, hours/day or years taught. |
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Who: J.A. Mattiske and colleagues, School of Human Communication Sciences, La Trobe University, Bundoora, Victoria, Australia What: Reviewed published research studying the prevalence, causes, prevention and treatment of vocal problems among teachers How: Conducted a literary review Findings: Despite the significant implications of vocal problems for teachers, current research provides few concrete answers of prevention and treatment for educators. Further scientific research is necessary. |
Who: Dr. Elaine Smith and colleagues, Department of Preventive Medicine, The University of Iowa What: Compared the frequency of reported vocal problems among teachers and people employed in other professions How: Subjects completed a questionnaire Findings: Teachers are more likely to report ever having a voice problem (32% vs. 1%); having a tired, weak or effortful voice; and having more physical discomfort with speaking. They are more likely to perceive that voice problems negatively impact job performance and limit job options. About 20% of teachers vs. 4% of non-teachers had missed work due to difficulties with their voices. Researchers concluded that teachers are at high risk for disability from voice disorders and that this health problem may have significant work-related and economic effects. |
Who: Valdis Jonsdottir and colleagues, University of Akureyri, Iceland What: Studied the effects of sound amplification on teachers' speech while teaching How: The classroom speech of five teachers was recorded under normal conditions and then while using electrical sound amplification. Findings: Amplification helps. Objective measures showed that demands on the vocal system were reduced when the teachers were wired up for sound. |
Who: Dr. Ingo Titze and colleagues, National Center for Voice and Speech, Denver Center for the Performing Arts What: Current study to measure teachers' actual speaking/rest activities, along with their reports of vocal symptoms, during a two-week time period How: One hundred volunteer teachers wear electronic devices that collect information about volume, pitch and duration of their speech. Findings: The study is currently underway, and thus, no conclusions are available. However, the investigators hypothesize (and very early results seem to indicate) that brief periods of rest interspersed with speech reduce teachers' vocal fatigue. |
Who: Dr. Elaine Smith and colleagues, Department of Preventive Medicine, The University of Iowa What: Compared the frequency and effects of voice symptoms in teachers to people employed in other professions How: All subjects completed a questionnaire addressing: frequency of current or past symptoms of voice problems; degree of physical discomfort caused by those symptoms; current occupation and job changes due to voice symptoms; impact of voice problems on work and communication; and social and demographic characteristics that may represent confounding or biologic risk factors. Findings: Teachers are more likely to report having a voice problem than people in other jobs (15% vs. 6%). They are more likely to perceive that a voice problem has or will affect career options and does limit current job performance. Over 20% of teachers vs. non-teachers had missed work days due to voice problems. Researchers concluded that teaching is a high-risk occupation for voice disorders and that voice disorders may have significant work-related and economic effects. |
Who: Shimon Sapir and colleagues, Northwestern University What: Assessed the vocal attrition rate among teachers How: Analyzed survey responses from 237 female teachers in the U.S. Findings: Vocal attrition may be prevalent among teachers. Over half of the teachers surveyed reported three or more voice symptoms and believe that this adversely affects their ability to teach well. |
Who: Dr. Christine Sapienza and colleagues, Department of Communication Sciences and Disorders, University of Florida-Gainesville What: Studied the effects of sound amplification on teachers' speech while teaching How: Researchers examined the sound pressure levels of ten teachers with and without the use of an amplification system. Findings: Amplification reduced the sound pressure levels significantly and, thus, helps reduce the vocal load of teachers. |
Who: Dr. Katherine Verdolini, Harvard Medical School, Massachusetts Eye and Ear Infirmary; Dr. Lorraine Ramig, University of Colorado What: Studied the occupational risk factors for voice problems How: Researchers conducted a review of literature describing consequences of voice problems and occupational risk factors for them. Findings: Approximately 28 million US workers experience daily voice problems. Many perceive these problems to negatively impact work performance and quality of life. Estimates suggest that the cost of lost work days due to voice problems in teachers alone may be around $2.5 billion each year. Other at-risk occupations include singers, counselors/social workers, lawyers, and clergy. |
Who: Alison Russell and colleagues, Speech Pathology Department, Flinders University of South Australia What: Studied the prevalence of voice problems in teachers How: A random sample of teachers in South Australia completed a mailed survey addressing voice problems encountered: on the day of the survey, for the current teaching year, and during their careers Findings: Three-quarters of surveys were returned, showing: 16% reported problems that day; 20% reported problems that year; 19% reported problems at some point in their career. Women reported twice as many problems as men. Researchers say this clearly indicates the need for more investigation of the causes of vocal dysfunction in teachers and for prevention programs. |
Who: Drs. Daniel McCabe and Ingo Titze, Department of Speech Pathology and Audiology, The University of Iowa What: Tested the effectiveness of chanting on vocal fatigue How: Chanting is an ancient practice, but hasn't been typically used in voice therapy. Dr. McCabe developed a chanting ritual and taught it to four public school teachers with vocal fatigue. They were also given "placebo" therapy, and results were compared. Findings: Chant therapy appears to be effective in remedying vocal fatigue. |
Who: Dr. Ingo Titze and colleagues, Department of Speech Pathology and Audiology, The University of Iowa What: Calculated percentages of US workforce who rely on voice as a primary tool of trade How: Consulted statistics of working American to identify professional voice users Findings: The largest percentage of voice professionals are those in sales and sales-related occupations (13%). The second largest population is teachers, who comprise 4.2% percent of the US workforce (1994 statistic) and are identified as the professional group having the greatest incidence of voice disorders. |
Who: Dr. Nelson Roy and colleagues, Department of Communication Disorders, The University of Utah What: Studied the effects of using vocal hygiene vs. vocal exercises How: Fifty-eight teachers with voice problems were split into three groups: vocal hygiene, vocal function exercises, and a control group. Researchers asked teachers to rate their voice difficulties before and after six weeks of treatment. Findings: Only the teachers who were persistent with vocal function exercises showed improvement. |
Who: Dr. S. Simberg and colleagues, Turunmaa Hospital, Turku, Finland What: Studied the prevalence of voice disorders among future teachers How: A speech therapist studied vocal symptoms in 226 students in education programs. Those with abnormal voice quality or who reported several vocal symptoms underwent a clinical examination by a laryngologist. Findings: Twenty percent of those studied reported two or more vocal symptoms during the previous year, and 19% had an organic voice disorder. Researchers maintain that this reinforces the need for clinical evaluation of students with vocal symptoms and more vocal training for those in teacher education programs. |
Who: Roger W Chan, Department of Speech and Hearing Sciences, University of Hong Kong What: Studied effectiveness of vocal health information given to kindergarten teachers How: Twelve female kindergarten teachers were given information about vocal hygiene and asked to maintain these habits for two months. Their results were compared to a control group of 13 teachers. Findings: The teachers who were given information improved their vocal health by reducing vocal abuses and practicing healthy voice strategies in the classroom over the 2-month time period. |
Who: Dr. Charles Schmidt and colleagues, Indiana University What: Examined voice variables in relation to teaching effectiveness How: Seven teachers were recorded giving a 10-12 minute lecture. Panels of college student listeners and a group of education professions independently rated the lectures. Findings: Teachers who use a range of pitches, vary their speaking rate and express few dysfluencies were judged to be more effective teachers. However, pitch level or unsteadiness in teachers' voices were not judged to be significant in teaching effectiveness. |
Who: Dr. Nelson Roy, University of Utah, and colleagues What: Compared effectiveness of three treatments for teachers with voice disorders How: Sixty-four teachers with voice problems were randomly assigned to one of three treatment groups: resonant voice therapy, amplification use, or respiratory muscle training. Impact and severity of voice problems were assessed before and after treatment for teachers in all groups. Findings: The teachers who used amplification showed the highest overall improvement, although teachers in the resonant voice therapy group also showed significant positive results. The investigators concluded that voice amplification is highly effective for teachers with voice problems, although resonant voice therapy is an effective alternative. |