Lyberg Åhlander Viveka, Pelegrín García David, Whitling Susanna, Rydell Roland, Löfqvist Anders
Department of Logopedics, Phoniatrics and Audiology, Clinical Sciences, Lund, Lund University Hospital, Lund, Sweden.
Acoustic Technology, Department of Electrical Engineering, Technical University of Denmark, Lyngby, Denmark; Laboratory of Acoustics and Thermal Physics, K.U. Leuven, Belgium.
J Voice. 2014 Nov;28(6):841.e5-15. doi: 10.1016/j.jvoice.2014.03.006. Epub 2014 Jun 21.
This case-control designed field study examines the vocal behavior in teachers with self-estimated voice problems (VP) and their age- and school-matched voice healthy (VH) colleagues. It was hypothesized that teachers with and teachers without VP use their voices differently regarding fundamental frequency, sound pressure level (SPL), and in relation to the background noise.
Teachers with self-estimated VP (n = 14; two males and 12 females) were age and gender matched to VH school colleagues (n = 14; two males and 12 females). The subjects, recruited from an earlier study, had been examined in laryngeal, vocal, hearing, and psychosocial aspects. The fundamental frequency, SPL, and phonation time were recorded with an Ambulatory Phonation Monitor during one representative workday. The teachers reported their activities in a structured diary. The SPL (including teachers' and students' activity and ambient noise) was recorded with a sound level meter; the room temperature and air quality were measured simultaneously. The acoustic properties of the empty classrooms were measured.
Teachers with VP behaved vocally different from their VH peers, in particular during teaching sessions. The phonation time was significantly higher in the group with VP, and the number of vibratory cycles differed between the female teachers. The F0 pattern, related to the vocal SPL and room acoustics, differed between the groups.
The results suggest a different vocal behavior in subjects with subjective VP and a higher vocal load with fewer possibilities for vocal recovery.
本病例对照设计的现场研究考察了自我评估有嗓音问题（VP）的教师及其年龄和学校匹配的嗓音健康（VH）同事的发声行为。研究假设是，有VP和无VP的教师在基频、声压级（SPL）以及与背景噪声相关方面的发声方式不同。
自我评估有VP的教师（n = 14；2名男性和12名女性）在年龄和性别上与VH学校同事（n = 14；2名男性和12名女性）相匹配。这些受试者是从一项早期研究中招募的，已经在喉部、发声、听力和心理社会方面进行了检查。在一个代表性工作日期间，使用动态发声监测仪记录基频、SPL和发声时间。教师们在结构化日记中记录他们的活动。用声级计记录SPL（包括教师和学生的活动以及环境噪声）；同时测量室温与空气质量。测量空教室的声学特性。
有VP的教师在发声方面与他们的VH同行不同，尤其是在教学过程中。有VP的组发声时间显著更高，并且女教师之间的振动周期数不同。两组之间与发声SPL和室内声学相关的F0模式不同。
结果表明主观有VP的受试者发声行为不同，且发声负荷更高，发声恢复的可能性更小。
