Efficacy of voice therapy in teachers: Using perceptual assessment protocol

Abstract

Introduction: Teachers are professional voice users, and thus, they have more chances of having voice disorders. Risk factors due to occupation have been comprehensively examined; however, very little research has been done on the need of therapy and efficacy of voice therapy in teachers. Objectives: To assess the efficacy of voice therapy in teachers using qualitative assessment protocol and to recognize factors those are more sensitive to voice therapy. Methods: This study included two groups within the age range of 25-50 years. Group 1 included 10 participants having dysphonia who attended therapy and group 2 included five participants having dysphonia who could not attend therapy due to some reasons. Participants in both groups were teachers. Further, a perceptual assessment protocol was administered twice with the interval of 3 months. Results and Discussion: Voice therapy improved voice quality in group 1 who attended therapy compared to group 2. There was a significant difference seen in perceptual measures in group 1 pre- and post-therapy. Conclusion: Voice therapy lead to improvement in voice quality which is indicating that teachers should be sensitize for vocal hygiene and voice therapy, and further research is needed in this area.