Indian journal of occupational and environmental medicine · 2026
Sinhala Translation and Validation of Voice Handicap Index-30 (VHI 30) for Use among Primary School Teachers.
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Herath Maaheshi Deepika, Senarath Upul, Jayasuriya Chandra, Jayasinghe Jayamalie Rupasinghe, Suraweera Inoka
Аннотация
BACKGROUND: Teachers are among the professionals most affected by voice disorders. The VHI-30 is a psychometrically valid tool used to measure the psychosocial handicapping of voice disorders.
AIMS: To translate (to the Sinhala language), culturally adapt and validate the VHI-30 questionnaire, and to develop a cutoff to screen for voice disorders among primary school teachers in the Colombo District in Sri Lanka.
METHODS: Standard forward-backward translation, cultural adaptation, and assessment of judgmental validity by a panel of six experts were conducted. The calculated sample size of 215 primary school teachers was gathered from 11 schools by purposive sampling. Construct validity using confirmatory factor analysis (CFA) on LISREL software version 8.8, and convergent validity, discriminant validity, and composite reliability were assessed. Criterion validity was assessed by a speech-language therapist (SLT) and confirmed by acoustic measurements using PRAAT software 6.1.16. A cutoff value to screen for voice disorders was determined from the ROC curve. The assessment of reliability was by Cronbach's alpha, and test-retest reliability by Spearman correlation.
RESULTS: The three-factor model assessed for CFA demonstrated a medium fit. Factor loadings exceeded the desired value of 0.4, except for item 10. Convergent and discriminant validity were medium. Reliability was satisfactory with values above 0.7 for composite reliability, Cronbach's alpha, and test-retest reliability. The cutoff value for screening voice disorders, determined from the ROC curve, was 14 (sensitivity 84%, specificity 72.5%).
CONCLUSION: The Sinhala version of the VHI-30 is a reliable tool with medium validity. It is recommended for use among primary school teachers for screening voice disorders in the Colombo District in Sri Lanka.
AIMS: To translate (to the Sinhala language), culturally adapt and validate the VHI-30 questionnaire, and to develop a cutoff to screen for voice disorders among primary school teachers in the Colombo District in Sri Lanka.
METHODS: Standard forward-backward translation, cultural adaptation, and assessment of judgmental validity by a panel of six experts were conducted. The calculated sample size of 215 primary school teachers was gathered from 11 schools by purposive sampling. Construct validity using confirmatory factor analysis (CFA) on LISREL software version 8.8, and convergent validity, discriminant validity, and composite reliability were assessed. Criterion validity was assessed by a speech-language therapist (SLT) and confirmed by acoustic measurements using PRAAT software 6.1.16. A cutoff value to screen for voice disorders was determined from the ROC curve. The assessment of reliability was by Cronbach's alpha, and test-retest reliability by Spearman correlation.
RESULTS: The three-factor model assessed for CFA demonstrated a medium fit. Factor loadings exceeded the desired value of 0.4, except for item 10. Convergent and discriminant validity were medium. Reliability was satisfactory with values above 0.7 for composite reliability, Cronbach's alpha, and test-retest reliability. The cutoff value for screening voice disorders, determined from the ROC curve, was 14 (sensitivity 84%, specificity 72.5%).
CONCLUSION: The Sinhala version of the VHI-30 is a reliable tool with medium validity. It is recommended for use among primary school teachers for screening voice disorders in the Colombo District in Sri Lanka.