Universidade do Vale do Itajaí (UNIVALI), Itajaí, SC, Brazil; Associação Educacional Luterana Bom Jesus (IELUSC), Joinville, SC, Brazil; Departamento de Fonoaudiologia, Universidade Federal de Santa Maria, Santa Maria, RS, Brazil.
Departamento de Clínica Médica, Universidade Federal de Santa Maria, Santa Maria, RS, Brazil.
J Voice. 2022 Sep;36(5):736.e1-736.e15. doi: 10.1016/j.jvoice.2020.08.039. Epub 2020 Oct 5.
Among professional voice users, teachers are subject to higher risks of developing occupational dysphonia due to their abusive use of the voice, usually under unfavorable conditions.
Quantify the vocal self-perception, the voice-related quality of life, and the anxiety, and depression symptoms, of dysphonic female teachers, after a brief and intensive short-term voice therapy using the finger kazoo technique.
Blinded, randomized, and controlled clinical trial. Questionnaires applied to two study groups (15 subjects without structural laryngeal disorder in one group, and nine subjects with vocal nodules in the other), and to two control groups (9 subjects without structural laryngeal disorder in one group, and eight subjects with vocal nodules in the other).
The Vocal Tract Discomfort Scale, the Voice Activity and Participation Profile, the Voice Symptom Scale, and the Voice-Related Quality of Life Protocol, showed significant improvement in both study groups. The Vocal Perception Protocol showed that negative vocal self-perception reduced significantly in subjects without structural alteration of the vocal folds in the study group. Anxiety symptoms improved significantly in subjects with vocal nodules in the study group; depression symptoms improved significantly in subjects with vocal nodules in the control group, and in subjects without structural alteration of the vocal folds in the study group.
Brief and intensive short-term voice therapy using the finger kazoo technique provided improvement in the vocal self-perception, the voice-related quality of life, and in the symptoms of anxiety and depression in dysphonic teachers, more evidently in teachers with vocal nodules.
在专业用嗓人群中，教师由于滥用嗓音，通常在不利条件下，职业性嗓音障碍的发病风险更高。
使用手指卡祖笛技术对患有职业性嗓音障碍的女性教师进行短期、集中的嗓音治疗，评估其嗓音自我感知、嗓音相关生活质量以及焦虑和抑郁症状。
采用盲法、随机和对照临床试验。向两组研究对象（一组 15 名无结构声带病变者，另一组 9 名有声带结节者）和两组对照组（一组 9 名无结构声带病变者，另一组 8 名有声带结节者）发放调查问卷。
在两组研究对象中，发音器官不适量表、嗓音活动及参与量表、嗓音症状量表和嗓音相关生活质量量表均显示出显著改善。嗓音感知量表显示，无结构声带病变组研究对象的负性嗓音自我感知显著降低。有声带结节组研究对象的焦虑症状显著改善；对照组中，有声带结节组研究对象和无结构声带病变组研究对象的抑郁症状均显著改善。
使用手指卡祖笛技术进行短期、集中的嗓音治疗可改善患有职业性嗓音障碍的教师的嗓音自我感知、嗓音相关生活质量以及焦虑和抑郁症状，在有声带结节的教师中更为明显。
