Département de Logopédie, Faculté de Psychologie, Logopédie et Sciences de l'Education, Université de Liège, Rue de l'Aunaie, 30 (B38), 4000, Liège, Belgium.
Faculté des Sciences Psychologiques et de l'Éducation, Université Libre de Bruxelles, Brussels, Belgium.
Int Arch Occup Environ Health. 2021 Aug;94(6):1271-1285. doi: 10.1007/s00420-021-01681-3. Epub 2021 Mar 8.
To identify the factors affecting teachers' vocal acoustic parameters, with the aim of detecting individuals at risk of phonotrauma.
The voicing time, voice sound pressure level [SPL] and fundamental frequency [f] of 87 teachers were measured during one workweek using a voice dosimeter. We retrospectively investigated the impact of 10 factors (gender, age, teaching experience, teaching level, tobacco, gastro-esophageal problems, nonoccupational voice activity, voice education, past voice problems, and biopsychosocial impact of voice problems measured using the Voice Handicap Index [VHI]) on each voice parameter.
None of the above factors affected voicing time or SPL. f depended significantly on gender, teaching level, nonoccupational voice activity and VHI score. Specifically, f was higher in women (Δ = 69 Hz), in individuals without nonoccupational voice activities (Δ = 11 Hz), and in individuals with a lower VHI score (increase of 0.7 Hz for each additional point). For females, post hoc comparisons revealed a substantial impact of teaching level on f: university instructors had deeper voices than kindergarten (Δ = 66 Hz), elementary (Δ = 52 Hz), or secondary teachers (Δ = 41 Hz).
Since higher f increases the mechanical stress related to vocal fold vibration, the screening and prevention of phonotrauma should focus primarily on women, particularly those who teach at lower levels, and teachers with more self-rated voice problems. The lower f of teachers who engage in nonprofessional voice activities may suggest acute inflammation or muscle fatigue due to voice overload.
确定影响教师嗓音声学参数的因素，以期发现罹患发音损伤的高危个体。
使用嗓音剂量计，在一周的时间内，对 87 名教师的发声时间、嗓音声压级[SPL]和基频[f]进行了测量。我们回顾性调查了 10 个因素（性别、年龄、教学经验、教学水平、吸烟、胃食管问题、非职业性嗓音活动、嗓音教育、既往嗓音问题以及使用嗓音障碍指数[VHI]评估的嗓音问题对生活质量的影响）对每个嗓音参数的影响。
上述因素均未影响发声时间或 SPL。f 主要取决于性别、教学水平、非职业性嗓音活动和 VHI 评分。具体而言，女性的 f 值更高（Δ=69 Hz），非职业性嗓音活动较少者的 f 值更高（Δ=11 Hz），VHI 评分较低者的 f 值更高（每增加 1 分，f 值增加 0.7 Hz）。对于女性，进一步的事后比较显示，教学水平对 f 有显著影响：大学教师的嗓音比幼儿园（Δ=66 Hz）、小学（Δ=52 Hz）或中学教师（Δ=41 Hz）的嗓音更深沉。
由于 f 值越高，声带振动相关的力学应激越大，因此，发音损伤的筛查和预防应主要针对女性，特别是教学水平较低的女性，以及自我评估嗓音问题较多的教师。从事非职业性嗓音活动的教师的 f 值较低，可能提示由于嗓音过载导致的急性炎症或肌肉疲劳。
