Vocal warm-up and breathing training for teachers: randomized clinical trial

Investigating the Effects of Warm-up Exercises on Acoustic Characteristics of Voice in Female Gym Coaches

INTRODUCTION

A plethora of vocal enhancement and rehabilitation programs for voice professionals define vocal exercises irrespective of analyzing their effects on the specific population on which they are applied, in the established dose and often without considering the presence and absence of vocal alteration. So, in this study we investigated the impact of warm-up exercises (WUE) on the acoustic features of the gym coaches.

OBJECTIVE

To determine the effectiveness of WUE on the acoustic characteristics of the voice in gym coaches.

STUDY DESIGN

This was a Quasi-experimental control group design study.

METHOD

The study was carried out through participation of forty-five female gym coaches with a mean age of 31.4 years (range: 19-44 years) in Mashhad gym salon. Participants were recruited into two conditions. In the first condition, participants did not receive the exercises for a week and were acoustically evaluated at the beginning and end of the week. In the second condition, participants received the exercises once a day for a week and were acoustically evaluated at the beginning and end of the week. Voice samples were included: at least 3 vowels / a / for at least five seconds. The voice samples analyzed by the Praat software recorder (Version 6.0.23) were collected to detect the acoustic characteristics of voice including fundamental frequency (f0) (Hz), jitter (%), shimmer (dB) and noise to harmonic ratio (NHR) (dB). Finally, the data obtained from these two condition were compared.

RESULTS

After WUE, a significant increased f0, decreased jitter, decreased shimmer and decreased NHR were measured. (p-value < 0.005).

CONCLUSION

The WUE had an immediate positive effect on acoustic characteristics of voice)f0, jitter, shimmer and NHR(in the short term and this study suggests that the WUE is an effective technique for enhancing the overall voice quality of gym coaches.

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

INTRODUCTION

Teachers stand out among occupational groups due to their contribution to modern societies, and their voice is the main form of interaction.

OBJECTIVE

The aim of the study was to verify the changes in vocal and respiratory measurements from teachers with vocal and musculoskeletal complaints and with normal larynx after applying a musculoskeletal manipulation protocol of myofascial release using pompage.

METHODS

Controlled and randomized clinical trial with 56 participants: 28 teachers in the study group and 28 teachers in the control group. Anamnesis, videolaryngoscopy, hearing screening, sound pressure and maximum phonation time measurements, and manovacuometry were performed. The musculoskeletal manipulation protocol of myofascial release using pompage consisted of a total of 24 sessions, 40 min for each session, three times a week, for 8 weeks.

RESULTS

There was a significant improvement in the maximum respiratory pressure in the study group after the intervention. The sound pressure level and the maximum phonation time did not change significantly.

DISCUSSION AND CONCLUSION

Musculoskeletal manipulation protocol of myofascial release using pompage had a direct effect on the respiratory measurements from female teachers, significantly increasing the maximum respiratory pressure but without affecting sound pressure level and the /a/ maximum phonation time.

Respiratory Muscle Strength Training to Improve Vocal Function in Patients with Presbyphonia

BACKGROUND AND OBJECTIVE

The effects of presbyphonia are compounded by the decline in respiratory function that occurs with age. Commonly recommended exercises to optimize the use of respiratory muscles during speech, such as diaphragmatic breathing, are unlikely to be intensive enough to induce respiratory changes and impact vocal function. The objective of this study was to assess the effect of adding a targeted intervention, respiratory muscle strength training, to voice exercises in a sample of patients with presbyphonia.

METHODS/DESIGN

In this prospective, randomized-controlled trial, 12 participants received either (1) vocal function exercises (VFE), (2) VFE combined with inspiratory muscle strength training (IMST), or (3) VFE combined with expiratory muscle strength training (EMST). Data collected prior to and following 4 weekly intervention sessions included respiratory measures (pulmonary function and respiratory muscle strength) and voice measures (videostroboscopy, acoustic, auditory-perceptual, aerodynamic, and self-assessment measures).

RESULTS

Participants who received IMST improved their voice quality during connected speech (smoothed cepstral peak prominence and ratings of overall voice quality) and their scores on the three self-assessment questionnaires with large to very large within-group effect sizes (|d| = 0.82-1.61). In addition, participants in the IMST group reduced their subglottal pressure with a large effect size (d = -0.92). Participants who received EMST improved their maximum expiratory strength and smoothed cepstral peak prominence with large effect sizes (d = 0.80 and 0.99, respectively) but had limited improvements in other outcomes. Participants who received only VFE decreased their amount of vocal fold bowing, improved their voice quality on a sustained vowel (amplitude perturbation quotient), and improved their Glottal Function Index score with large effect sizes (|d| = 0.74-1.00).

CONCLUSION

Preliminary data indicate that adding IMST to voice exercises may lead to the greatest benefits in patients with presbyphonia by promoting improved subglottal pressure control as well as increasing air available for phonation, resulting in improved self-assessment outcomes.

The Effectiveness of a Voice Care Program Among Primary School Teachers in Northeastern Malaysia

Objectives

We sought to determine the effectiveness of a voice care program among primary school teachers in a northeastern district in Malaysia.

Methods

We conducted a randomized community trial in eight primary schools in a northeastern district in Malaysia. The self-administered and validated Malay-Voice Handicap Index-10 (M-VHI-10) questionnaire was used to assess overall voice handicap scores pre-intervention and eight weeks post-intervention. Teachers with a score of five or more (n = 86) were randomized into intervention (n = 41) and control groups (n = 45). The intervention group received portable voice amplifiers and vocal hygiene instruction, which was delivered by lectures and a booklet. The control group was not prescribed any intervention.

Results

The sociodemographic, lifestyle, and occupational characteristics of the teachers (except maximum number of students per class) were similar between both groups. The baseline M-VHI-10 scores between both groups were also comparable. After the intervention phase, there was a significant effect observed in the total M-VHI-10 scores (p = 0.021, F-stat (df): 5.33 (1,79)) between both groups after controlling for the maximum number of students per class.

Conclusions

Our results support the use of voice amplification in adjunct with vocal hygiene instruction as a prevention and treatment modality to reduce voice handicap among teachers. Our study demonstrated encouraging evidence on the low-cost voice care program as well as the success of group and workplace-based approaches in the school setting.

Analysis of possible factors of vocal interference during the teaching activity

OBJECTIVE

To measure the risk of dysphonia in teachers, as well as investigate whether the perceptual-auditory and acoustic aspects of the voice of teachers in situations of silence and noise, the signal-to-noise ratio, and the noise levels in the classroom are associated with the presence of dysphonia.

METHODS

This is an observational cross-sectional research with 23 primary and secondary school teachers from a private school in the municipality of São Paulo, Brazil, divided into the groups without dysphonia and with dysphonia. We performed the following procedures: general Dysphonia Risk Screening Protocol (General-DRSP) and complementary to speaking voice - teacher (Specific-DRSP), voice recording during class and in an individual situation in a silent room, and measurement of the signal-to-noise ratio and noise levels of classrooms.

RESULTS

We have found differences between groups regarding physical activity (General-DRSP) and particularities of the profession (Specific-DRSP), as well as in all aspects of the perceptual-auditory vocal analysis. We have found signs of voice wear in the group without dysphonia. Regarding the vocal resources in the situations of noise and silence, we have identified a difference for the production of abrupt vocal attack and the tendency of a more precise speech in the situation of noise. Both the signal-to-noise ratio and the room noise levels during class were high in both groups.

CONCLUSIONS

Teachers in both groups are at high risk for developing dysphonia and have negative vocal signals to a greater or lesser extent. Signal-to-noise ratio was inadequate in most classrooms, considering the standards for both children with normal hearing and with hearing loss, as well as equivalent noise levels.