Efeitos de duas intervenções em professores com queixas vocais

Anhaia, Tanise Cristaldo; Klahr, Patrí­cia da Silva; Aracy, Anna; Ourique, Barcelos; Gadenz, Camila Dalbosco; Fernandes, Renata Adams; Spagnol, Priscila Esteves; Santos, Sabrina Braga dos; Cassol, Mauricéia

doi:10.1590/s2317-64312014000200014

Cited by 17 publications

(23 citation statements)

References 19 publications

(32 reference statements)

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“…The major frequency of dry throat in the period which the teacher did not use the dynamic soundfield system corroborates to other studies showing the dry throat symptom is the most reported symptom by Brazilian teachers in recent researches 22,23 , which relate the unfavorable work conditions, as background noise, the acoustic improper set of classroom, strain while talking, vocal misuse, and lack of hydration 22 . Furthermore, other studies show direct relation between the increase in mean loudness and the noise in classroom 3,7 .…”

Section: Discussionsupporting

confidence: 87%

Impacto do sistema de campo livre dinâmico na voz do professor: estudo de caso

et al. 2016

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The theme of this study was to evaluate the effect of the dynamic soundfield system in one period of the day, the teacher's vocal symptoms and voice quality in the classroom. A case relate of a teacher of 44 years who served in the role for 23 years, and taught in the same room in the morning and afternoon. The teacher used the dynamic soundfield system during one of the periods of the day for about three months. Daily evaluation was carried out of the occurrence of symptoms in the vocal tract, and their intensity before and after school; perceptual and acoustic analysis of voice before and after the observation period, and applying a self-perception questionnaire about the use of dynamic open field system, the end of the observation period. The data were analyzed descriptive and by the Wilcoxon test (p=0.05). There was a decrease in the intensity of the symptom "dryness" to the end of class, and lower incidence of vocal symptoms with the use of dynamic soundfield system, as well as improvement in perceptual and acoustic parameters of the voice after a period of observation and reporting of positives by the teacher on the use of dynamic soundfield system. In the case study, the use of dynamic soundfield system, one of the periods of the day, was effective in reducing symptoms and improvement in perceptual voice quality and acoustics. Keywords: Amplifiers, Electronic; Signal-To-Noise Ration; Occupational Health; Educational Technology; Voice RESUMO Este estudo teve como tema avaliar o efeito do sistema de campo livre dinâmico, em um período do dia, nos sintomas vocais e na qualidade vocal de uma professora em sala de aula. Relato de caso clínico de uma professora de 44 anos, que atuava na função há 23 anos, e lecionava na mesma sala no perí-odo matutino e vespertino. A professora utilizou um sistema de amplificação em campo livre dinâmico durante um dos períodos do dia por aproximadamente três meses. Foi realizada avaliação diária da ocorrência dos sintomas no trato vocal, e da intensidade deles antes e após a aula; análise perceptivo-auditiva e acústica da voz antes e após o período de observação, e aplicação de um questionário de autopercepção sobre o uso do sistema de campo livre dinâmico, ao final do período de observação. Os dados foram analisados descritivamente e por meio do teste de Wilcoxon (p=0,05). Observou-se diminuição da intensidade do sintoma "secura" ao final da aula, e menor ocorrência de sintomas vocais com a utilização do sistema de campo livre dinâmico, além de melhora em parâmetros perceptivo-auditivos e acústicos da voz após o período de observação, e do relato de pontos positivos pela professora quanto ao uso de sistema de campo livre dinâmico. No caso estudado, o uso do sistema de campo livre dinâmico, em um dos períodos do dia, foi efetivo na diminuição dos sintomas e na melhora na qualidade vocal perceptivo--auditiva e acústica.

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Section: Discussionsupporting

confidence: 87%

Impacto do sistema de campo livre dinâmico na voz do professor: estudo de caso

et al. 2016

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“…Most teachers (75%) ( Table 1) works in two shifts day or more, which shows a high vocal demand in the profession, confirming other reviews (3,6,10,20) . A study that evaluated 349 teachers found that 72.8% worked (7) 11 (18.9) 40 or more hours per week in school (26) .…”

Section: Discussionsupporting

confidence: 78%

“…There were no cases of organic dysphonia, as well as the results obtained in another study (20) . The absence of intense degree of dysphonia can be justified due to the occurrence called healthy worker effect, that is, teachers with greater voice commitment are not in the classroom.…”

Section: Discussionsupporting

confidence: 74%

“…It is known that most of the teachers identifies the voice problem before impairment in quality of life (2) . The account of the high number of proprioceptive symptoms by the majority of the assessed population testifies other research with teachers (5,6,7,8,9,12,20,21) . The most common symptoms observed in this study are similar to those seen in other analysis, with 110 teachers in the city of Maceió (AL), which were dry throat (54.5%) throat clearing (42.7%) and burning in the throat (42.7%) (21) .…”

Section: Discussionsupporting

confidence: 72%

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Sintomas vocais relatados por professoras com disfonia e fatores associados

Medeiros

Santos

Teixeira

et al. 2016

Audiol., Commun. Res.

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Purpose: Check the number of vocal symptoms reported by teachers and the relationship with the self-perception of the limitations of daily activities associated to the voice, personal, occupational and clinical aspects. Methods: Refers to a study performed by the analysis of secondary data from medical records of teachers attended at the voice ambulatory of a teaching hospital. The informations of interest were: age, number of taught shifts, parallel activities to teaching, fan use, conversational noise, dust, construction noise, external noise, screaming, smoking habit, hydration, pellet use, physical activity associated with speech, type and degree of dysphonia, proprioceptive vocal symptoms and responses to the Protocol of the Profile of Participation and Vocal Activities (PPVA). It was realized a descriptive and inferential analysis. Results: Were collected informations of 103 medical records, where it was found high prevalence of vocal symptoms, with the most frequent: fatigue after prolonged use of the voice, dry throat, throat clearing and burning. It was observed an association between the number of vocal symptoms and the scream habit, conversational noise and perception of the impact of dysphonia by teachers. The number of self-reported vocal symptoms was positively correlated with all parameters evaluated by PPVA. Conclusion: There is high frequency of proprioceptive vocal symptoms among the teachers. The noise of conversation and scream habit are associated with the number of vocal symptoms, as well as the parameters of self-perception of the impact of dysphonia contained in the PPVA.

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“…To be included, the subjects should: be a teacher of kindergarten, elementary, middle or top of public or private networks of a medium-sized city of state of inner; being female (3,4,24) ; be in the age group between nineteen and sixty years old (4,11,23) ; has any of the following laryngeal conditions diagnosed by medical ENT: Normal larynx; posterior glottal opening or medio-posterior glottal opening, anterior gaps (caused by secondary muscle fatigue hypertension), supraglottic hyperconstriction (all of these are classified as "non-structural laryngeal disease") vocal fold nodules, vocal fold polyps, cysts, vasculodysgenesis or even leukoplakia, edema, laryngitis, thickening, irregularities edges of the vocal folds, hyperemia (all those classified as "structural laryngeal disease"); present habits and/or suggestive vocal behavior of hyperfunction (7,10) , and hours worked per week at or above to 20 hours.…”

Section: Participantsmentioning

confidence: 99%

Ensaio clínico controlado e randomizado de terapia breve e intensiva com finger kazzo em professoras: estudo preliminar

Christmann

Cielo

Scapini

et al. 2017

Audiol., Commun. Res.

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Introduction: Knowledge about effective vocal techniques will contributes to the prevention/treatment of work-related voice disorder. Purpose: Verifying acoustic vocal, auditory-perceptive and videolaryngostroboscopic measures in dysphonic teachers of two groups before and after a brief and intensive therapy program with finger kazoo technique, comparing to their control groups, and comparing the study groups between themselves. Methods: Randomized study, pre-test and post-test, with control group, blind to the evaluator. Two study groups, with and without structural laryngeal affection (24 dysphonic teachers) performed15 sessions of a brief and intensive care with finger kazoo over three weeks and they were compared to two control groups (17 dysphonic teachers), who did not do therapy, in a total of 41 subjects. We carried out vocal acoustic analysis (Multi-Dimensional Voice Program Advanced), perceptual analysis (by three speech therapists) and videolaryngostroboscopy analysis (by three otolaryngologists) to compare the results obtained by each group. Results: Significant reduction in harmonic-noise ratio in the study group with alteration after therapy was observed. In the comparison between the study group without affection with the respective control, there was a significant decrease in jitter, shimmer and voiceless segments in favor of the study group. It was also observed a significant reduction in dysphonia, hoarseness, breathiness and tension levels, as well as a lower incidence of triangular slit -level II -and higher amplitude of vibration of the vocal folds in the study group with alteration. Conclusion: The brief and intensive care with finger kazoo provided voice, glottal closure and amplitude of mucosal wave vibration of the vocal folds improvements in dysphonic teachers with and without structural alterations of the vocal folds, especially in teachers without structural alterations.

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Efeitos de duas intervenções em professores com queixas vocais

Cited by 17 publications

References 19 publications

Impacto do sistema de campo livre dinâmico na voz do professor: estudo de caso

Impacto do sistema de campo livre dinâmico na voz do professor: estudo de caso

Sintomas vocais relatados por professoras com disfonia e fatores associados

Ensaio clínico controlado e randomizado de terapia breve e intensiva com finger kazzo em professoras: estudo preliminar

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