Reliability of Vocal Self-assessment Tools in Individuals With Vocal Complaints Applied Using a Digital Platform and In-person.

Objective: To verify the reliability of vocal self-assessment tools in individuals with vocal complaints using a digital platform and in-person.

Methods: Data from 50 Brazilian adults with vocal complaints were collected. The participants answered the Voice Symptoms Scale (VoiSS), the Voice Handicap Index - 10 (VHI-10), and questions regarding personal information and their general health.

Incidence of Common Mental Disorders in Teachers: Is There a Relationship with Voice Disorders?

Objective: This study aims to evaluate the risk factors associated with the incidence of common mental disorders (CMD) in teachers, particularly the possible relationship with voice disorders.

Material And Methods: A longitudinal quantitative study of 469 teachers of the municipal schools of Pelotas in Brazil was conducted over three years after a baseline interview. The symptoms of CMD were assessed with the Self-Reporting Questionnaire 20 items (SRQ-20 scale) and the voice disorder was assessed with the Voice Handicap Index Protocol with cutoff of 19 points.

Risk Factors for Recurrent Perceived Voice Disorders in Elementary School Teachers-A Longitudinal Study.

Objective: To identify the progression of voice disorders and their risk factors in teachers.

Design: Longitudinal quantitative study conducted in municipal schools.

Method: Of the 575 teachers who participated in the baseline study, 469 were re-evaluated after 3 years of the initial study.

Risk Factors for the Incidence of Perceived Voice Disorders in Elementary and Middle School Teachers.

Objective/hypothesis: This study aimed to identify risk factors for the incidence of perceived voice disorders in teachers, specifically related to the influence of common mental disorders.

Design: This is a longitudinal quantitative study conducted in municipal schools.

Method: We performed a data analysis of 469 teachers, reassessed 3 years after an initial study.

Behavioral Dysphonia and Depression in Elementary School Teachers.

Objective/hypothesis: To verify the relationship between behavioral dysphonia and current depressive episodes in municipal elementary school teachers. We hypothesize that teachers with behavioral dysphonia will be more susceptible to psychiatric disorders.

Design: Cross-sectional study, quantitative, conducted across municipal schools in both rural and urban regions of Pelotas.

Voice Handicap Index associated with common mental disorders in elementary school teachers.

Objective/hypothesis: To verify the relationship between common mental disorders (CMDs) and the Voice Handicap Index (VHI) in elementary school teachers from municipal schools. The VHI mean scores in the group of teachers with symptoms of mental disorder were significantly higher than those in the group of teachers with no symptoms in the total scores of three subscales: disability (functional domain), handicap (emotional domain), and impairment (organic domain).

Design: An observational cross-sectional, quantitative study was conducted in the public schools of urban and rural areas of the city of Pelotas.