The Effectiveness of a Voice Treatment Approach for Teachers With Self-Reported Voice Problems

Gillivan-Murphy, Patricia; Drinnan, Michael; O’Dwyer, T. P.; Ridha, Hayder; Carding, Paul

doi:10.1016/j.jvoice.2005.08.002

Cited by 114 publications

(79 citation statements)

References 30 publications

(43 reference statements)

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“…Still in regard to the low impact obtained in the study, it should be mentioned that the results are different from those found by an international study 11 with teachers with voice complaints that obtained a significant difference in the knowledge about voice production mechanisms when comparing periods before and after Speech-Language Pathology intervention. On the other hand, a recent study in Brazilian literature about educational processes in teachers' vocal health 15 , alerts to the fact that the emphasis on the anatomy and physiology of phonation, on selfcontrol of voice production and on the performance of exercises does not hide the tendency to Project, on the individual, the genesis and responsibility over the process of vocal health-disorder; so that RESUMO Objetivo: verificar o impacto de uma ação fonoaudiológica na qualidade de vida em voz de professores.…”

Section: Resultscontrasting

confidence: 97%

“…with the following answer possibilities: vocal fatigue tiredness, hoarseness, complete voice loss, changes in voice quality after speaking or singing, unpleasant sensation when using the voice, painful or stinging throat upon voice use, phlegm, cough, vocal strain when speaking, dry or irritated throat relationship of voice and quality of life; the instrument was translated and adapted by Behlau et al 8 and validated by Gasparini 9 . The V-RQOL was the most widely used instrument with teachers, in studies focusing on the relationships between voice and quality of life [4][5][6][10][11][12][13][14] .…”

Section: Methodsmentioning

confidence: 99%

“…Gillivan-Murphy et al 11 conducted an intervention study with 20 primary and secondary school teachers in Ireland who reported voice disorders. Eleven participated in the control group and nine in the group that underwent treatment.…”

Section: Methodsmentioning

confidence: 99%

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Qualidade de vida relacionada à voz: impacto de uma ação fonoaudiológica com professores

2014

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Objetivo verificar o impacto de uma ação fonoaudiológica na qualidade de vida em voz de professores. Métodos estudo quase-experimental, de caráter quantitativo, realizado com 20 professores de Ensino Fundamental de três escolas da rede pública estadual de Goiânia (GO). Os professores responderam a um protocolo de Queixas Vocais e aqueles que apresentaram três queixas participaram de uma ação fonoaudiológica - três encontros mensais - em que foram abordados aspectos da produção vocal, das condições e da organização do trabalho docente. Nos momentos pré e pós ação fonoaudiológica forma aplicados os protocolos de Queixas Vocais e QVV-Qualidade de Vida em Voz. Resultados quanto às queixas vocais, houve aumento das percepções referentes a perda da voz, sensação desagradável, alergias, irritações ou inflamações e falta de ar ao falar. Houve diminuição de: falhas na voz, ardor ou dor, pigarro e/ou tosse, esforço para falar e garganta seca. Em relação ao QVV, a autoavaliação vocal se manteve praticamente inalterada, mas houve pequeno aumento na média dos escores nos domínios global e físico e diminuição no domínio socioemocional. Conclusão a ação fonoaudiológica favoreceu aumento das percepções sobre a voz, diminuição de algumas queixas e discreta melhora do impacto da voz na qualidade de vida, considerando-se os domínios físico e global do QVV.

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Section: Resultscontrasting

confidence: 97%

Section: Methodsmentioning

confidence: 99%

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Qualidade de vida relacionada à voz: impacto de uma ação fonoaudiológica com professores

2014

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“…3,9,15,19,20 The union between informative or indirect approaches and more direct approaches seems to be the tendency of current studies in the area, as both complement one another. 7 A recent literature review 24 about high prevalence of vocal alteration among teachers argues that the main risk factors are: more advanced age and more years working as teachers, female sex, psychoemotional alterations, stress, high number of students per classroom and excessive background noise.…”

Section: Introductionmentioning

confidence: 99%

“…17 Speaking in the presence of high noise levels can lead to an increase in fundamental frequency and effort or vocal hyperfunction, mainly in non-trained speakers. 3 In view of the fact that a large part of the teachers present restrictions in voice modulation and in vocal projection, 7 the presence of high noise levels at schools becomes even more relevant.…”

Section: Introductionmentioning

confidence: 99%

Efeito do ruído na voz de educadoras de instituições de educação infantil

2012

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OBJECTIVE:To analyze the association between noise levels present in preschool institutions and vocal disorders among educators. METHODS:Cross-sectional study conducted in 2009 with 28 teachers from three preschool institutions located in the city of São Paulo (Southeastern Brazil). Sound pressure levels were measured according to Brazilian Technical Standards Association, with the use of a sound level meter. The averages were classifi ed according to the levels of comfort, discomfort, and auditory damage proposed by the Pan American Health Organization. The educators underwent voice evaluation: self-assessment with visual analogue scale, auditory perceptual evaluation using the GRBAS scale, and acoustic analysis utilizing the Praat program. To analyze the association between noise and voice evaluation, descriptive statistics and the chi-square test were employed, with signifi cance of 10% due to sample size. RESULTS:The teachers' age ranged between 21 and 56 years. The noise average was 72.7 dB, considered as damage 2. The professionals' vocal self-assessment ranked an average of 5.1 on the scale, being considered as moderate alteration. In the auditory-perceptual assessment, 74% presented vocal alteration, especially hoarseness; of these, 52% were considered mild alterations. In the acoustic assessment the majority presented fundamental frequency below the expected level. Averages for jitter, shimmer and harmonic-noise ratio showed alterations. An association between the presence of noise between the harmonics and vocal disorders was observed. CONCLUSIONS:There is an association between presence of noise between the harmonics and vocal alteration, with high noise levels. Although most teachers presented mild voice alteration, the self-evaluation showed moderate alteration, probably due to the diffi culty in projection.

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Surgical versus non-surgical interventions for vocal cord nodules

Pedersen¹,

McGlashan

2001

Cochrane Database of Systematic Reviews

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The Effectiveness of a Voice Treatment Approach for Teachers With Self-Reported Voice Problems

Cited by 114 publications

References 30 publications

Qualidade de vida relacionada à voz: impacto de uma ação fonoaudiológica com professores

Qualidade de vida relacionada à voz: impacto de uma ação fonoaudiológica com professores

Efeito do ruído na voz de educadoras de instituições de educação infantil

Surgical versus non-surgical interventions for vocal cord nodules

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