Clinical Evaluation and Videolaryngoscopic Perceptual Voice Acoustic and Teachers Dysphonic
Introduction: Teachers are considered high risk for the development of voice disorders.
Objective: To analyze clinical, vocal and videolaryngoscopic aspects of dysphonic teachers.
Methodology: A total of 90 dysphonic teachers were inquired about their voices and submitted to vocal perceptive analyses (maximum phonation time and GRBASI scale), acoustic analyses (MDVP program), and videolaryngoscopy. A control group with 90 dysphonic patients, with similar gender and age, and different professional activities (except teacher and singing) were included.
Results: In both the groups, there were 85 women and 5 men (31 and 50 years). In the teacher group, most of them taught in elementary school (42.8%). The clinical parameters in teacher and control groups showed, respectively, vocal abuse (76.7%; 37.8%), workload between 21 to 40 hours/week (72.2%; 80%), time in the job during 10 years (36%; 23%), absenteeism (23%; 0%), sinusal symptoms (66%; 20%), gastroesophageal symptoms (44%; 22%), hoarseness (82%; 78%), and effort to speak (72%; 52%). Vocal analysis showed, in both groups, decreased of the maximum phonation time values and higher values of G parameter from the GRBASI scale (82%). Acoustic analysis showed decrease of f0 and higher values of shimmer and APQ. Nodules and acid laryngitis were more prevalent in teachers; acid laryngitis, polyps, and cysts were more frequent in controls.
Conclusions: Vocal symptoms, comorbidities, and absenteeism were more frequent in teachers. Perceptual and vocal acoustic analyses were similar in both groups. Nodules and acid laryngitis prevailed in teachers. Polyps, acid laryngitis, and sulcus were more frequent in controls.
Keywords: vocal acoustic analysis, laryngoscopy and perceptual.
Financial Support: CAPES.