Summary
Objectives
To investigate the effects of a voice education program to teachers on vocal function
exercise and voice hygiene and compare a pre- and post-vocal exercise for the teacher's
voice quality.
Methods
A random sample of 102 subjects was divided into two groups: experimental group (29
women and seven men) with vocal hygiene and training exercises and control group (52
women and 14 men) with vocal hygiene. Two sessions were held about voice hygiene for
the control group and five sessions for the experimental group, one being with reference
to the vocal hygiene habit and four vocal exercise sessions. Acoustic analysis of
the vowel [i] was made pre- and post-vocal exercise and for the situations of initial
and final evaluation of the educational program. Student t test (paired) and Proc MIXED (repeated measures) were used for analyses with level
of significance (α=0.05).
Results
The training exercises, posture and relaxation cervical, decreased the mean of fundamental
frequency (f0) for men (P=0.04), and for the phonation, intensity, and frequency exercises, there was a significant
increase for f0 in woman (P=0.02) and glottal to noise excitation ratio (P=0.04). There was no statistically significant difference intergroup evaluations after
3 months. The control group presented increased mean voice intensity in the final
evaluation (P=0.01).
Conclusions
Voice training exercises showed a positive and immediate impact on the teacher's quality
of voice, but it was not sustained longitudinally, suggesting that actions for this
purpose should be continued at schools.
Key Words
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Article info
Publication history
Published online: August 01, 2013
Accepted:
April 25,
2013
Footnotes
This study supported by FAPESP (process no. 2009/01507-6).
Identification
Copyright
© 2013 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
