The Effects of Amplification on Vocal Dose in Teachers with Dysphonia

Publication date: Available online 6 November 2017
Source:Journal of Voice
Author(s): Joana Perpetuo Assad, Ana Cristina Côrtes Gama, Juliana Nunes Santos, Max de Castro Magalhães
PurposeThe purpose of this study was to determine if voice amplification influenced vocal dose in female teachers with dysphonia.Material and MethodsThis was an experimental study with comparative intrasubjects in which 15 individuals were compared in two different moments: condition 1 (C1) without voice amplification and condition 2 (C2) with voice amplification. All of them were female, kindergarten and elementary school teachers who presented organic or functional dysphonia. The search was carried out at the school where the teachers work. The professional voice use was considered the teachers' activity for a continuous period of two classes (average recording time of 96 minutes, with no difference in time between C1 and C2). To measure the dose we used the vocal dosimeter composed of a microphone, an accelerometer fixed to the neck, and a portable unit that stores the vocal data. The phonation data (intensity, fundamental frequency, phonation percentage, cycle dose, and distance dose) were analyzed by the equipment software (VoxLog).ResultsThe use of vocal amplification in teachers promotes a reduction of the fundamental frequency (295.6–267.7 Hz), the voice intensity (96.2–93.3 dB sound pressure level), the cycle doses (489.4–345.2 thousand cycles per second), and distance doses (3,800–2,300 m).ConclusionThe vocal amplification allows the teacher to maintain the same phonation time (phonation percentage) but decreases the number of vocal fold oscillations (cycle dose) and the total distance traveled by the vocal fold tissue during phonation (distance dose), reducing the exposure of the vocal folds to voice trauma.



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