Institute for Primary Teacher Education, Vocational University of Arnhem, Nijmegen, The Netherlands.
J Voice. 2011 Jul;25(4):462-6. doi: 10.1016/j.jvoice.2010.01.003. Epub 2010 Apr 24.
The purpose of this study was to compare the perceptual examination of voice quality with the condition of the vocal folds and voice complaints during voice screening in female student teachers.
This research was a cross-sectional study in 214 starting student teachers using the four-point grade scale of the GRBAS and laryngostroboscopic assessment of the vocal folds. The voice quality was assessed by speech pathologists using the ordinal 4-point G-scale (overall dysphonia) of the GRBAS method in a running speech sample. Glottal closure and vocal fold lesions were recorded. A questionnaire was used for assessing voice complaints.
More students with an insufficient glottal closure (89%) were rated dysphonic compared with students with sufficient glottal closure (80%). Students with sufficient glottal closure had a significantly lower mean G-score (1.21) compared with the group with insufficient glottal closure (1.52) (P = 0.038). This study showed a larger percentage of students with vocal fold lesions (96%) labeled a dysphonic voice compared to students with no vocal fold problems (81%). Students with no vocal fold lesions had a significantly lower mean G-score (1.20) compared with the group with vocal fold lesions (2.05) (P=0.002). A dysphonic voice (G≥1) was rated in 76% of the students without voice complaints compared with 86% of the students with voice complaints. Students with no voice complaints had a lower mean G-score (1.07) compared with the group with voice complaints (1.41) (P=0.090).
The present study showed that perceptual assessment of the voice and voice complaints is not sufficient to check if the future professional is at risk. Therefore, preventive measures are needed to detect students at risk early in their education and this depends on broader assessment: on the one hand, assessing voice quality and voice complaints and on the other hand, examination of the vocal folds of all starting students.
本研究旨在比较女性师范实习生嗓音质量的感知检查与声带状况和嗓音抱怨在嗓音筛查中的情况。
这是一项横断面研究，纳入了 214 名即将开始教学的师范实习生，使用 GRBAS 的 4 分制和声带声门镜评估。嗓音质量由言语病理学家使用 GRBAS 方法的 ordinal 4 分 G 量表（整体嗓音障碍）在连续言语样本中进行评估。记录声门闭合和声带病变。使用问卷评估嗓音抱怨。
与声门闭合充足的学生（80%）相比，声门闭合不足的学生（89%）被评定为发音困难的比例更高。声门闭合充足的学生的平均 G 评分（1.21）明显低于声门闭合不足的学生（1.52）（P=0.038）。本研究显示，与声带无病变的学生（81%）相比，更多的声带病变学生（96%）被评定为发音困难的声音。声带无病变的学生的平均 G 评分（1.20）明显低于声带病变的学生（2.05）（P=0.002）。与无嗓音抱怨的学生（76%）相比，有嗓音抱怨的学生（86%）的嗓音被评定为发音困难。无嗓音抱怨的学生的平均 G 评分（1.07）明显低于有嗓音抱怨的学生（1.41）（P=0.090）。
本研究表明，嗓音的感知评估和嗓音抱怨不足以检查未来的专业人员是否存在风险。因此，需要采取预防措施来早期发现处于教育初期的有风险的学生，这取决于更广泛的评估：一方面，评估嗓音质量和嗓音抱怨，另一方面，对所有新入学的学生进行声带检查。
