Teachers are considered the professional group most at risk of developing voice-problems, but limited treatment effectiveness evidence exists. We studied prospectively the effectiveness of a 6-week combined treatment approach using vocal function exercises (VFEs) and vocal hygiene (VH) education with 20 teachers with self-reported voice problems. Twenty subjects were randomly assigned to a no-treatment control (n=11) and a treatment group (n=9). Fibreoptic endoscopic evaluation was carried out on all subjects before randomization. Two self-report voice outcome measures were used: the Voice-Related Quality of Life (VRQOL) and the Voice Symptom Severity Scale (VoiSS). AVoice Care Knowledge Visual Analogue Scale (VAS), developed specifically for the study, was also used to evaluate change in selected voice knowledge areas. A Student unpaired t test revealed a statistically significant (P < 0.05) improvement in the treatment group as measured by the VoiSS. There was not a significant improvement in the treatment group as measured by the V-RQOL. The difference in voice care knowledge areas was also significant for the treatment group (P < 0.05). This study suggests that a voice treatment approach of VFEs and VH education improved self-reported voice symptoms and voice care knowledge in a group of teachers.
Gillivan-Murphy P, Drinnan MJ, O'Dwyer TP, Ridha H, Carding P. The Effectiveness of a Voice Treatment Approach for Teachers With Self-Reported Voice Problems. Journal of Voice, in press.
Dr. Michael J. Drinnan, Freeman Unit, Newcastle upon Tyne. Tel: +44 (0)191-223-6161.
Regional Medical Physics Department, Freeman Hospital, Newcastle upon Tyne, NE7 7DN, UK.
Tel: +44 (0)191-233-6161 E-mail: webmaster@rmpd.org.uk Web: http://www.rmpd.org.uk
By using this site you agree to our Terms and Conditions of Use. Please read our legal page.
Regional Medical Physics Department, a Clinical Directorate of the Newcastle upon Tyne Hospitals NHS Foundation Trust.
Copyright ©1999-2008 All Rights Reserved. Revised 7 November, 2008.
