fa مقایسه نمره کلی شاخص معلولیت صوتی و کیفیت زندگی مرتبط با صوت در معلمان مبتلا به اختلال صوت شاغل در مدارس ابتدایی شهر اصفهان توانبخشی Rehabilitation مقاله پژوهشی اصیل Original Research Article <strong>هدف</strong>: معلمان یکی از بزرگترین گروه‌های کاربران حرفه‌ای صوت هستند که از صوتشان به عنوان ابزار اولیه برای حرفه‌شان استفاده می‌کنند. بنابراین در معرض خطر بالایی برای ابتلا به اختلالات صوت هستند. هدف از این مطالعه تعیین میزان همبستگی میان نمرات کلی دو مقیاس فارسی VHI و V-RQOL قرار گرفت. اطلاعات زمینه‌ای از طریق پرسشنامه و تحلیل نمونه صوت جمع‌آوری گردید.<br> <strong>روش بررسی</strong>: این پژوهش یک مطالعه توصیفی تحلیلی بود که به صورت مقطعی انجام گردید. جامعه مورد مطالعه معلمان ابتدایی شاغل در شهر اصفهان بودند که از میان آنها ۳۲ معلم ابتدایی مبتلا به اختلال صوت از طریق نمونه‌گیری در دسترس مورد بررسی قرار گرفتند. هر آزمودنی فرم‌های VHI و V-RQOL را تکمیل نمود. داده‌های بدست آمده با آزمون آماری همبستگی پیرسون مورد بررسی قرار گرفت.<br> <strong>یافته‌ها</strong>: نتیجه مطالعه نشان داد که میان نمرات کلی دو مقیاس VHI و V-RQOL در میان معلمان مبتلا به اختلال صوت همبستگی معنادار منفی وجود دارد (۰٫۸۷۶-=r؛ ۰٫۰۰۱><em>p</em>).<br> <strong>نتیجه‌گیری</strong>: بنظر می‌رسد در کار بالینی متخصص می‌تواند براساس نظر خویش هر یک از این مقیاس‌ها را استفاده نماید و نیازی به استفاده از هر دو نیست. <div style="text-align: justify;"><strong>Background & Objective: </strong>Teachers, as professional voice users, are at high risk of voice disorders. The greater their dependency on voice as a means of social and professional satisfaction, the worse the effects of voice disorders on the quality of their lives. Voice complaints may have a great impact on the quality of teachers&rsquo; lives. There are no self-appraisal protocols for teachers&#39; quality of life. Therefore, little is known about how valid the Persian version of VHI and V-RQOL scales are.&nbsp; It is also unknown which of the aforementioned scales best describes the effect of voice disorder on the population under investigation.&nbsp; As such, it is important to know to what extent the aforementioned scales correlate with each other.&nbsp; Therefore, the aim of this study was to calculate the correlation between total scores of the Persian versions of VHI and V-RQOL scales administered to teachers with voice disorders.<br> <strong>Methods</strong>: This study was a cross-sectional descriptive-analytical one. The participants were 32 female primary teachers with voice disorders recruited through available sampling. In order to confirm that the participants suffer from voice disorders, they were asked to express the sound /a/ with their habitual pitch and loudness for a period of 7 seconds. Sound samples were recorded, while environmental noise was controlled (less than 50 dB). In the next step, the acoustic parameters (F0, SD F0, NNE, HNR, Shimmer and Jitter) were investigated in a 5 second interval of recorded sound using Praat software. If the values of the acoustic parameters were higher than normal, the sample was judged as abnormal. Then the teachers with a disordered voice sample were asked to read and complete the Persian version of the VHI and V-RQOL forms carefully. The normality of data distribution was tested by using Shapiro-Wilkes test and the correlation between the total score of the two questionnaires was assessed by Pearson&#39;s correlation test.<br> <strong>Results</strong>: Shapiro-Wilkes test showed that the data was normally distributed. The correlation between the total score of VHI and V-RQOL was assessed using Pearson&#39;s correlation test.&nbsp; The results revealed a significant correlation between the overall scores of the participants on VHI and V-RQOL scales (r=-0.876,<em> p</em><0.001). As the correlation was negative, it can be concluded that the higher the participants&rsquo; scores on the Voice Handicap Index, the lower their scores on Voice-Related Quality of Life scale.<br> <strong>Conclusion</strong>: Since a significant negative correlation exists between the scores gained by teachers with voice disorders on the VHI and V-RQOL questionnaires, it is concluded that both questionnaires measure the same feature (voice related quality of life). So, it is suggested that experts in clinical practice should use either of the two scales as they wish. In other words, there is no need to use both of them.</div> <span style="font-size: 14pt line-height: 115% font-family: 'Times New Roman', serif"></span><p></p> معلم, کیفیت زندگی, اختلال صوت, پرسشنامه, VHI, V-RQOL Teacher, quality of life, dysphonia, questionnaires, VHI, V-RQOL 3 3 http://jdisabilstud.org/browse.php?a_code=A-10-435-1&slc_lang=fa&sid=1 Marzieh Ostadi مرضیه استادی taban_110@yahoo.com 100319475328460026495 100319475328460026495 No Isfahan University of Medical Science دانشگاه علوم پزشکی اصفهان Fatemeh Abnavi فاطمه ابناوی f_abnavi@yahoo.com 100319475328460026496 100319475328460026496 No Isfahan University of Medical Science دانشگاه علوم پزشکی اصفهان Asefeh Memarian آصفه معماریان asefeh.memarian@gmail.com 100319475328460026497 100319475328460026497 Yes Isfahan University of Medical Science دانشگاه علوم پزشکی اصفهان Parisa Ahmadi پریسا احمدی parisa_ahmadi72@yahoo.com 100319475328460026498 100319475328460026498 No Isfahan University of Medical Science دانشگاه علوم پزشکی اصفهان Atefeh Darooyifard عاطفه داروئی فرد a_darooifard@yahoo.com 100319475328460026499 100319475328460026499 No Isfahan University of Medical Science دانشگاه علوم پزشکی اصفهان Parizad Janghorban پریزاد جانقربان baran.iopbahari@yahoo.com 100319475328460026500 100319475328460026500 No Isfahan University of Medical Science دانشگاه علوم پزشکی اصفهان