Lowell Soren Y, Barkmeier-Kraemer Julie M, Hoit Jeannette D, Story Brad H
National Institute of Neurological Disorders and Stroke, Laryngeal and Speech Section, Bethesda, MD 20892, USA.
J Speech Lang Hear Res. 2008 Apr;51(2):333-49. doi: 10.1044/1092-4388(2008/025).
To determine if respiratory and laryngeal function during spontaneous speaking were different for teachers with voice disorders compared with teachers without voice problems.
Eighteen teachers, 9 with and 9 without voice disorders, were included in this study. Respiratory function was measured with magnetometry, and laryngeal function was measured with electroglottography during 3 spontaneous speaking tasks: a simulated teaching task at a typical loudness level, a simulated teaching task at an increased loudness level, and a conversational speaking task. Electroglottography measures were also obtained for 3 structured speaking tasks: a paragraph reading task, a sustained vowel, and a maximum phonation time vowel.
Teachers with voice disorders started and ended their breath groups at significantly smaller lung volumes than teachers without voice problems during teaching-related speaking tasks; however, there were no between-group differences in laryngeal measures. Task-related differences were found on several respiratory measures and on one laryngeal measure.
These findings suggest that teachers with voice disorders used different speech breathing strategies than teachers without voice problems. Implications for clinical management of teachers with voice disorders are discussed.
确定与无嗓音问题的教师相比，嗓音障碍教师在自然讲话时的呼吸和喉部功能是否存在差异。
本研究纳入了18名教师，其中9名有嗓音障碍，9名无嗓音问题。在三项自然讲话任务中，通过磁力测定法测量呼吸功能，通过电子声门图测量喉部功能：一项在典型响度水平的模拟教学任务、一项在提高响度水平的模拟教学任务以及一项对话讲话任务。还针对三项结构化讲话任务获取了电子声门图测量结果：段落阅读任务、持续元音以及最长发声时间元音。
在与教学相关的讲话任务中，有嗓音障碍的教师开始和结束呼吸组时的肺容量明显小于无嗓音问题的教师；然而，喉部测量指标在两组之间没有差异。在多项呼吸测量指标和一项喉部测量指标上发现了与任务相关的差异。
这些发现表明，有嗓音障碍的教师与无嗓音问题的教师使用了不同的言语呼吸策略。讨论了对嗓音障碍教师临床管理的启示。
