Analysis of possible factors of vocal interference during the teaching activity.

Bárbara Gabriela Silva,Marcia Simões Zenari,Alessandra Giannella Samelli,Tiago Visacre Chammas,Kátia Nemr,Renata Rodrigues Moreira

doi:10.11606/s1518-8787.2017051000092

Bárbara Gabriela Silva, Marcia Simões Zenari + Show 4 more

Open Access

https://doi.org/10.11606/s1518-8787.2017051000092

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Abstract

ABSTRACTOBJECTIVETo 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.METHODSThis 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.RESULTSWe 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.CONCLUSIONSTeachers 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.

Highlights

Bárbara Gabriela SilvaI, Tiago Visacre ChammasI, Marcia Simões ZenariI, Renata Rodrigues MoreiraII, Alessandra Giannella SamelliI, Kátia NemrI
Em relação ao CAPE-V, observou-se diferença entre os grupos em todos os aspectos, com maior alteração para o GCD (Tabela 2)
As médias de Leq para ambos os grupos demonstram que o ruído nas salas de aula não está adequado para a maioria delas

Summary

Análise dos Dados

Foi obtido escore final dos protocolos de rastreio, que consiste na soma dos valores dos escores parciais de cada subitem; no PRRD-Geral, varia de zero a 131 e no PRRD-Específico, de zero a 56 para homens e de zero a 60 para mulheres[15]. Com o registro vocal captado em aula, mensurou-se a RSR de cada sala por meio do programa Audacity 2.0.6, protocolo Canadian E-Ramp-Inc. Para classificação da RSR em adequada ou inadequada, foram considerados os valores de corte de +15 dB para salas de aula de crianças com audição normal (ASHA, 2000)e e de +20 dB para crianças com perda auditiva (British Association of Teachers of the Deaf, 2009)f. Em relação à medição dos níveis de pressão sonora em sala de aula, para classificação em adequados ou elevados, utilizou-se a NBR 10152 (ABNT, 2000)a, que considera aceitável para salas de aula ruído ambiente de 40 dB a 50 dB(A)

Análise Estatística

Fatores hormonais

Findings

Presente Ausente