Abstract
To verify the effect of two approaches of vocal training in Speech Language Pathology and Audiology students, a direct and an indirect approach. Participants were 25 female Speech Language Pathology and Audiology students divided into two groups: direct training with vocal exercises, DTG (n=13); and indirect training with vocal orientations, ITG (n=12). The training sessions were conducted by the same speech language pathologist in six weekly sessions of 30 minutes. Both groups underwent multidimensional voice assessment, pre- and post-training: vocal self-assessment; Vocal Symptoms Scale (VSS); auditory perceptual analysis of sustained vowel and connected speech; acoustic analysis of voice through the Vocal Range Profile (VRP) and Speech Range Profile (SRP); and Group Climate Questionnaire, only at the end of training. The DTG showed changes in auditory perceptual analysis of vowel, which was less diverted after training; and expansion of the voice range in the VRP and SRP, which proves best vocal performance. However, the ITG showed no changes in any of the parameters evaluated. In Group Climate, the ITG obtained the highest conflict score in comparison to the DTG, probably because the indirect approach did not favor exchange in the group and did not allow a better quality interaction. The direct approach provided greater benefits to students than the indirect approach, with significant change in voice quality, and can serve as inspiration to Speech Language Pathology and Audiology courses to prevent dysphonia.
Highlights
The speech language pathologist is a voice professional who works with research, prevention, evaluation, and speech language therapy in the fields of oral and written communication, speech and hearing, as well as improvement of speech and voice patterns[1].The preferred voice quality of the speech language pathologist is characterized as an adapted voice, with balanced resonance, isochronic vocal attack, stable emission, tended to increase in frequency and intensity, and large use of modulation[2,3].studies showed the presence of complaints and vocal alterations since graduation
The study included 25 volunteer Speech Language Pathology and Audiology students, female, randomly divided into two groups: direct approach training group — DTG (n=13), with individuals aged 18–41 years; and indirect approach training group — ITG (n=12), with students aged 18–37 years. Both trainings were directed by the same speech language pathologist in six sessions, with frequency of a 30-minute session per week, called session 1 (S1), session 2 (S2), session 3 (S3), session 4 (S4), session 5 (S5), and session 6 (S6)
As for the auditory perceptual assessment, significant differences were observed only for the DTG for the analysis of the sustained vowel (Table 3) and no change for both groups were observed in the auditory perceptual analysis of speech (Table 4)
Summary
The speech language pathologist is a voice professional who works with research, prevention, evaluation, and speech language therapy in the fields of oral and written communication, speech and hearing, as well as improvement of speech and voice patterns[1].The preferred voice quality of the speech language pathologist is characterized as an adapted voice, with balanced resonance, isochronic vocal attack, stable emission, tended to increase in frequency and intensity, and large use of modulation[2,3].studies showed the presence of complaints and vocal alterations since graduation. The preferred voice quality of the speech language pathologist is characterized as an adapted voice, with balanced resonance, isochronic vocal attack, stable emission, tended to increase in frequency and intensity, and large use of modulation[2,3]. The prevalence of voice disorders was reported by 12% of future speech language pathologists, and such index is greater than in the general population (3–9%)(5). Aware of the risk and high vocal demand, Speech Language Pathology and Audiology undergraduates have been inserted successfully in voice and speech training programs[6,7]. There is a difficulty in comparing the results of the approaches used in the various training programs for future professionals due to the different methods used
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