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IRCT2016021026499N1 IRCT 2017-01-11 Shiraz University of Medical Sciences The Effects of a Voice Education Program on School Teachers' voice quality Voice handicap index The effects of a Voice Education Program on VHI Scores of Elementary School Teachers 2012-10-22 anticipated 127 Complete https://irct.ir/trial/21951 interventional Randomization: Not randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Prevention. N/A Probable voice prblem. Intervention 1: For teachers allocated to the training group, the training program lasted for 8 weeks. The entire 8-week program was obligatory, and teachers who did not follow the program were excluded from further analysis. For the first 4 weeks, the teachers participated in a voice education program. There was one session each week, with each session lasting for1 hour. Participants learned about the mechanisms of voice production, how to protect their voice and larynx, how to identify and avoid vocal abusive behaviors, and how to substitute with non-abusive ones Session 1: Participants learned about concepts such as voice rest, keeping the vocal tract hydrated, and ways to reduce abusive voice use. Session 2: Participants learned the origins of voice abuse and how to modify their breathing pattern. The instructors demonstrated the different breathing patterns, but there were no direct therapy sessions. Session 3: Teachers were introduced to the signs of laryngeal muscle tension and how to release it by reduction and modification of abusive behaviors. Session 4: The instructors talked about the benefits of healthy nutrition and how to prevent reflux that help protecting larynx and voice. Sessions 5-8: There was no direct education for the next four weeks. However the participants continued to discuss the barriers to adoption of the healthy behaviors, and how to overcome them. Two instructors who were expert voice therapists and blind to the study hypothesis educated the teachers. They used pamphlets and PowerPoint presentations to support the teaching, with daily charts giving specific instructions for practice. Participants submitted their diaries to the instructor at the following session, in order that the instructors could record and follow up any items that the teachers failed to complete. The Instructors discussed any problems with performing the exercises. Intervention 2: Procedures–control group At the end of the 8th week and after completion of the study, all educational materials including pamphlets and presentations were delivered to teachers in the control group. Therefore these teachers derived some benefit from taking part in the study. However, the control group did not participate in the instructor-led training program.
public Maryam Faham
Rehabilitation faculty, Abiverdi 1st
Shiraz Iran (Islamic Republic of) +98 912 670 9404 Mfaham@sums.ac.ir Shiraz University of Medical Sciences scientific Maryam Faham
Rehabilitation Faculty,Abiverdi 1
Shiraz Iran (Islamic Republic of) +98 912 670 9404 Maryam.faham@yahoo.com Shiraz University of Medical Sciences Iran (Islamic Republic of) Inclusion criteria: Female teachers aged below 50 years; At least 5 years of teaching experience; Full-time employment, meaning teachers should be in the classroom at least 36 hours per week of 5 working days; Exclusion Criteria:Any history of: voice therapy or professional singing instruction, heart or pulmonary disease, head& neck surgery or neurological disease, acute voice disorders due to structural complications in the larynx (e.g. nodule, polyp or vocal fold paralysis) in the past 2 years; smokers. 20 years 49 years Female R 49.0 Dysphonia Prevention Prevention For teachers allocated to the training group, the training program lasted for 8 weeks. The entire 8-week program was obligatory, and teachers who did not follow the program were excluded from further analysis. For the first 4 weeks, the teachers participated in a voice education program. There was one session each week, with each session lasting for1 hour. Participants learned about the mechanisms of voice production, how to protect their voice and larynx, how to identify and avoid vocal abusive behaviors, and how to substitute with non-abusive ones Session 1: Participants learned about concepts such as voice rest, keeping the vocal tract hydrated, and ways to reduce abusive voice use. Session 2: Participants learned the origins of voice abuse and how to modify their breathing pattern. The instructors demonstrated the different breathing patterns, but there were no direct therapy sessions. Session 3: Teachers were introduced to the signs of laryngeal muscle tension and how to release it by reduction and modification of abusive behaviors. Session 4: The instructors talked about the benefits of healthy nutrition and how to prevent reflux that help protecting larynx and voice. Sessions 5-8: There was no direct education for the next four weeks. However the participants continued to discuss the barriers to adoption of the healthy behaviors, and how to overcome them. Two instructors who were expert voice therapists and blind to the study hypothesis educated the teachers. They used pamphlets and PowerPoint presentations to support the teaching, with daily charts giving specific instructions for practice. Participants submitted their diaries to the instructor at the following session, in order that the instructors could record and follow up any items that the teachers failed to complete. The Instructors discussed any problems with performing the exercises Procedures–control group At the end of the 8th week and after completion of the study, all educational materials including pamphlets and presentations were delivered to teachers in the control group. Therefore these teachers derived some benefit from taking part in the study. However, the control group did not participate in the instructor-led training program. Voice quality. Timepoint: Before begininig the training period - At the end of the 8th weeks. Method of measurement: Voice handicap index. Shiraz University of Medical Sciences Approved 2012-08-22 Research Ethic Committee of Shiraz University of Medical Sciences SUMS building, Zand Street Shiraz Iran (Islamic Republic of)