Populations in the U.S. workforce who rely on voice as a primary tool of trade: a preliminary report.

Frequency and effects of teachers' voice problems

A well-functioning voice is an essential tool for one third of the labour force Vocal demands vary to a great extent between the different voice and speech professions In professions with heavy vocal loading (eg school and kindergarten teachers), occupational voice disorders threatening working ability are common Vocal loading is a combination of prolonged voice use and additional loading factors (eg background noise, acoustics, air quality) affecting the fundamental frequency, type and loudness of phonation or the vibratory characteristics of the vocal folds as well as the external frame of the larynx The prevention and treatment of occupational voice disorders calls for improved occupational safety and health (OSH) arrangements for voice and speech professionals On the basis of epidemiological and acoustic-physiological research, the presence of risk to vocal health can be substantiated From the point of view of the physical load on the vocal apparatus, loading-related physiological changes (adaptation) may play a role in the occupational risk Environmental factors affect vocal loading changes In teaching professions, the working environment is shared with children, who benefit from amendments of OSH legislation concerning their teachers

Occupational Safety and Health Aspects of Voice and Speech Professions

Frequency of voice problems among teachers and other occupations

Prevalence of voice problems in teachers

Recordings were made at the beginning and end of workdays of teachers who experience vocal fatigue (n = 22) and those who do not experience fatigue (n = 17). Those who experienced fatigue were recorded on days in which they did and did not fatigue. Both groups evaluated their vocal characteristics, each time they made a recording. Subsequently, a listener panel evaluated the same characteristics from the recordings. Both groups estimated the amount and characteristics of their talking time, completed a psychological evaluation and provided medical histories. The authors interpret the data obtained as indicating that the vocal characteristics of teachers who fatigue and those who do not fatigue are similar on days the former group does not fatigue and that the two groups are similar in the amount and loudness of their talking time, at work and at home. However, teachers who fatigue tend to spend more time in activities that appear to be vocally demanding and are more likely to perceive situations as being anxiety producing. Teachers who fatigue tend to be in good health, but have had more hearing problems and allergies than their colleagues and more of their family members have had voice problems.

Christine Gotaas

Papers

Vocal Fatigue Among Teachers