Voice Disorders in the Metropolitan Area of San Juan, Puerto Rico: Profiles of Occupational Groups

Villanueva-Reyes, Albert

doi:10.1016/j.jvoice.2009.03.002

Cited by 27 publications

(10 citation statements)

References 16 publications

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“…4,5,[8][9][10] Vocal loading is a term that denotes the quantity of vocal demands placed on the phonatory system. 10 It is thought to be mostly determined by voice sound pressure level (SPL), fundamental frequency (F0) and phonation time.…”

Section: Introductionmentioning

confidence: 99%

Voice Use Among Music Theory Teachers: A Voice Dosimetry and Self-Assessment Study

2018

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Objectives: (1) To investigate music theory teachers' professional and extra-professional vocal loading and background noise exposure, (2) to determine the correlation between vocal loading and background noise, and (3) to determine the correlation between vocal loading and self-evaluation data.Methods: Using voice dosimetry, 13 music theory teachers were monitored for one workweek.Parameters analysed were voice SPL, F0, phonation time, vocal loading index (VLI) and noise SPL.Spearman's correlation was used to correlate vocal loading parameters (voice SPL, F0 and phonation time) and noise SPL. Each day, subjects self-assessed their voice using visual analogue scales. VLI and self-evaluation data were correlated using Spearman's correlation.Results: Vocal loading parameters and noise SPL were significantly higher in the professional than in the extra-professional environment. Voice SPL, phonation time and females' F0 correlated positively with noise SPL. VLI correlated with self-assessed voice quality, vocal fatigue and amount of singing and speaking voice produced. Conclusions:Teaching music theory is a profession with high vocal demands. More background noise is associated with increased vocal loading and may indirectly increase the risk for voice disorders.Correlations between VLI and self-assessments suggest that these teachers are well-aware of their vocal demands and feel their effect on voice quality and vocal fatigue. Visual analogue scales seem to represent a useful tool for subjective vocal loading assessment and associated symptoms in these professional voice users.

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Section: Introductionmentioning

confidence: 99%

Voice Use Among Music Theory Teachers: A Voice Dosimetry and Self-Assessment Study

2018

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“…For "How often does noise bother you in class? ", 40% of the teachers answer "often" (4), and the average of answers oscillates between "seldom" (3) and "often" (4). For "Do you think the noise in the classroom affects your voice?…”

Section: Resultsmentioning

confidence: 99%

“…The etiology of dysphonia is attributed to a variety of causes: inadequate phonation technique (1,2) (vocal abuse), individual factors (3) (illness, muscular hypertension, posture, stress, emotional issues, habits), and work-environment related agents (4)(5)(6) . It is well known that teachers speak during long periods in classrooms full of students where acoustics is usually not the best, and also exposed to different temperatures and chemical conditions.…”

Section: Introductionmentioning

confidence: 99%

Analysis of teacher working environment: factors that influence the voice

Cediel

Neira

2014

Audiol., Commun. Res.

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“…Studies out is that eating apples was not one of the most mentioned alternatives, which seems to indicate that teachers no longer consider the ingestion of this fruit as responsible for solving any vocal problem. On the other hand, seeking an appointment with a Speech-Language Pathologist had a minimum frequency of answers, possibly due to the fact that teachers minimize their vocal problems or consider their symptoms temporary, not requiring professional help [17][18][19] . Finally teachers value their voices as a work tool and give it a high grade (Figure 3), which shows that they know that in addition to the educational content being socialized, the way of expressing it through the voice is pivotal to engage the student and favor the teaching-learning process 14,22,26 .…”

Section: Discussionmentioning

confidence: 99%

“…Although it is not a consensus among studies in the field of Speech-Language Pathology, some investigations have shown that teachers do have knowledge of their own voices 13,14 and that their harmed vocal qualities, exteriorized as hoarseness and self-perceived throat sensations 15 restrict their communication skills and may harm their teaching and quality of life [16][17][18][19][20] . Other studies have focused on investigating how the students evaluate the teachers' voices [21][22][23] with the purpose of understanding the dialogical relationship that occurs in the classroom.…”

Section: Methodsmentioning

confidence: 99%

Conhecimento vocal e a importância da voz como recurso pedagógico na perspectiva de professores universitários

Servilha

Costa

2015

Rev. CEFAC

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OBJETIVO: investigar o conhecimento vocal e sua importância como recurso pedagógico em professores universitários. MÉTODOS: participaram 112 docentes, média de 46,60 anos, 35,7% do sexo masculino e 64,3% do feminino, 66,1% doutores. Utilizou-se o questionário Condições de Produção Vocal-Professor, adaptado pela pesquisadora, além da inserção de novas questões abertas e fechadas de interesse para o estudo, as quais foram assinaladas em uma escala analógica de zero a dez. Foram coletadas amostras de voz dos professores e analisadas por avaliação fonoaudiológica. As questões fechadas receberam tratamento estatístico, considerando-se a média das notas autorreferidas, em cada variável pesquisada. Os resultados foram correlacionados a partir das variáveis: sexo e presença/ausência de alteração vocal. Organizaram-se as respostas das questões abertas por similaridade de conteúdo e frequência de ocorrência. RESULTADOS: constatou-se associação significante entre sexo feminino e voz fina, fadiga e perda da voz; presença de distúrbio de voz e autorreferência à voz fraca, rouquidão, voz insuficiente para o trabalho e fadiga vocal. Os professores participaram da pesquisa para colaborar e melhorar a voz na docência; mudariam suas vozes nos aspectos de intensidade, tom e modulação; os recursos vocais mais utilizados em sala de aula foram variação de tom e intensidade, modulação e pausas; e quando a voz está alterada, recorrem ao repouso vocal e à hidratação. Atribuiu-se a média de 9,42 para a voz como recurso pedagógico. CONCLUSÃO: o conhecimento vocal dos participantes foi apropriado e eles avaliaram a voz como recurso pedagógico essencial.

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Voice Disorders in the Metropolitan Area of San Juan, Puerto Rico: Profiles of Occupational Groups

Cited by 27 publications

References 16 publications

Voice Use Among Music Theory Teachers: A Voice Dosimetry and Self-Assessment Study

Voice Use Among Music Theory Teachers: A Voice Dosimetry and Self-Assessment Study

Analysis of teacher working environment: factors that influence the voice

Conhecimento vocal e a importância da voz como recurso pedagógico na perspectiva de professores universitários

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