Study Notes on Voice Disorders in Teachers and General Population

Prevalence of Voice Disorders in Teachers and the General Population

Authors and Affiliations

  • Nelson Roy, The University of Utah, Salt Lake City

  • Ray M. Merrill, Brigham Young University, Provo

  • Susan Thibeault, The University of Utah, Salt Lake City

  • Rahul A. Parsa, Drake University, Des Moines, IA

  • Steven D. Gray, The University of Utah, Salt Lake City

  • Elaine M. Smith, University of Iowa, Iowa City

Introduction

  • Over 3 million teachers in the U.S. use their voice as a primary tool of trade and are thought to be at a higher risk for occupation-related voice disorders than the general population.

  • Prevalence estimates vary for voice disorders in both teachers and the general population.

Study Objective

  • To assess the prevalence of voice disorders in teachers compared to nonteachers, and to identify demographic variables associated with increased risk of voice disorders.

Method

Participants

  • 2,531 randomly selected participants from Iowa and Utah (1,243 teachers and 1,288 nonteachers) were interviewed by telephone.

Study Design

  • Participants were administered a voice disorder questionnaire that measured prevalence rates.

Definitions

  • Prevalence: The number of cases per population at risk at a specific time.

    • Significant findings:

    • Current voice problem: Teachers (11.0%) vs. Nonteachers (6.2%), χ²(1) = 18.2, p < .001

    • Lifetime voice disorders: Teachers (57.7%) vs. Nonteachers (28.8%), χ²(1) = 215.2, p < .001

    • Consultations regarding voice disorders: Teachers (14.3%) vs. Nonteachers (5.5%), χ²(1) = 55.3, p < .001

Findings

Gender Comparison

  • Women reported higher lifetime prevalence of voice disorders than men (46.3% vs. 36.9%), χ²(1) = 20.9, p < .001.

  • Women also reported higher prevalence of chronic voice disorders (>4 weeks) compared to acute voice disorders (20.9% vs. 13.3%), χ²(1) = 8.7, p = .003.

Risk Factors

  • Positive associations with voice disorders included:

    • Being a teacher

    • Being a woman

    • Age between 40 and 59 years

    • 16 or more years of education

    • Family history of voice disorders

Statistical Analysis

Methods Used

  • Adjusted odds ratios (ORs) calculated using multiple logistic regression.

  • Multi-variate analyses employed chi-square tests for significance.

Results

Participant Demographics

  • Demographics and voice disorder prevalence (p < .001 for most comparisons/associations).

  • 49.1% teachers, 50.9% nonteachers.

  • Participants: 35.5% men, 64.5% women; age range: 20-66 years (M = 44.2, SD = 10.7).

Analysis of Voice Disorders

Types and Frequency

  • Among participants who reported voice disorders during their lifetime, 18.6% reported chronic disorders; 81.4% reported acute disorders.

Age Factor

  • Voice disorder prevalence increased with age, peaking in the age group of 50-59 years.

  • Teachers demonstrated a consistent higher prevalence of reported voice disorders compared to nonteachers.

    • Current voice problems: Teachers (10.3% vs. 6.9%) aged 40-49, χ²(1) = 3.1, p = .078.

Voices Disorder Impact

Help-Seeking Behavior

  • Only 14.3% of teachers sought medical advice for voice disorders despite a high prevalence, indicating reluctance to seek assistance.

  • Teachers may view voice disorders as an occupational hazard and be unaware of available assistance.

Conclusion

Implications

  • Teaching is a high-risk occupation for voice disorders, with consequential impacts on teaching performance and health. Researchers emphasize the need for preventive health services and educational programs tailored to teachers.

Future Directions

  • Studies should investigate genetic predispositions and environmental factors contributing to voice disorders.

  • Continued development of management strategies like voice amplification, vocal function exercises, and resonance voice therapy is needed.

Acknowledgments

  • Dedicated to Steven D. Gray, MD, for his contributions to the field of voice disorders.

References

  • A comprehensive list of sources pertaining to voice disorders, methodological considerations, and prevalence estimates from previous studies was mentioned throughout the text. Key references include:

    • Mattiske, Oates, and Greenwood (1998)

    • Russell, Oates, and Mattiske (1998)

    • Smith et al. (1997, 1998)

    • Other studies focusing on voice disorders in teachers and its implications for health.