Spectrographic Acoustic Vocal Characteristics of Elderly Women Engaged in Aerobics

Effect of Pompage on Vocal and Respiratory Measurements from Female Teachers: A Randomized Clinical Trial

“…Teachers that had a previous self-reported history of neurological, gastric (gastroesophageal reflux), psychiatric, endocrinological, rheumatic, musculoskeletal, degenerative, pulmonary, or oral breathing diseases, as they could affect vocal performance or the understanding of the tasks that were requested 5. Teachers with hearing loss [41,42,55] 6. Individuals with self-reported and/or observation of orthopedic trauma, craniofacial malformations, whiplash injury; with surgical scars on the neck; going through radiotherapy and previous history of laryngeal surgery [21, 55] 7.…”

“…Teachers who also were amateur or professional singers, to prevent possible vocal skills already trained from interfering in the evaluations 11. Teachers with alcohol and/or smoking habits [41,42,50] 12. Underweight or obese subjects, according to the body mass index (BMI) calculated through self-reported measurements 13.…”

“…The MPT is affected not only by air support; the respiratory and laryngeal neuromuscular incoordination and the phonatory proprioception contribute to the pneumophonic incoordination and have a negative effect on the MPT. The MPT can also be influenced by phonation type, articulation, age, teaching experience, amount of professional voice use, gender, education, vocal care, hydration, alcohol or tobacco use, or voice use under inadequate work conditions [8,10,[39][40][41][42][43]. Teachers need to know how to use SPL and MPT to regulate loudness and duration of vocal emission in the classroom, so measuring SPL and MPT can be useful in diagnosing and describing dysphonia and in exposing teachers' pneumophonic control due to their relationship with the MRP.…”