Speech Therapist, Specialist in Voice by the Federal Council of Speech Therapy (CFFa), Master of Science from the Bauru School, Dentistry/University of São Paulo (FOB/USP); Doctoral Student in Speech-Language Pathology and Audiology at the School of Philosophy and Sciences/São Paulo State University 'Júlio de Mesquita Filho' (FFC/UNESP) Marília, São Paulo, Brazil; Speech-Language Pathology and Audiology Department, Acoustic and Articulatory Analysis Laboratory (LAAc), School of Philosophy and Sciences/São Paulo State University 'Júlio de Mesquita Filho' (FFC/UNESP), Marília, São Paulo, Brazil and Member of the research group Language Studies, of the Conselho Nacional de Desenvolvimento Científico e Tecnológico (GPEL/CNPq), São Paulo, Brazil.
Speech Therapist, Professor of the Graduated Program in Speech-Language Pathology and Audiology; Speech-Language Pathology and Audiology Department, Acoustic and Articulatory Analysis Laboratory (LAAc), School of Philosophy and Sciences/São Paulo State University 'Júlio de Mesquita Filho' (FFC/UNESP), Marília, São Paulo, Brazil.
J Voice. 2024 Mar;38(2):538.e1-538.e10. doi: 10.1016/j.jvoice.2021.09.016. Epub 2021 Oct 31.
Diversifying voice therapy strategies is critical to get children and adolescents to adhere to the therapeutic process.
To investigate the face-to-face and distance playful strategies have been used for vocal health education and voice therapy in children and adolescents.
An integrative literature review was carried out based on the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA). A search for full texts was conducted on the Virtual Health Library, Scientific Electronic Library Online (SCIELO) and PuBMed databases using the following descriptors, and their corresponding Medical Subject Headings (MeSH): voice (voz); voice quality (qualidade da voz); dysphonia (disfonia); voice disorders (distúrbios da fala); voice training (treinamento da voz); telemedicine (telemedicina); therapeutics (terapêutica); health promotion (promoção da saúde); group practice (prática de grupo); recreation therapy (terapia recreacional); child (criança); preschool (pré-escolar) and adolescent (adolescente).
After full reading of the studies, 15 articles were included and categorized into the following topics: face-to-face and distance playful strategies for voice therapy in children; playful strategies with gamification for education and for voice therapy in children; and vocal health educational actions in children.
The study found a higher number of studies that carried out educational actions and playful strategies, while fewer studies were related to the production of materials, gamification and online services for voice therapy in children. Given the proven benefits of this strategy for children, further studies focusing on the development and application of playful strategies, such as the use of gamification, should be conducted in order to stimulate the skills and adherence of this population to therapy.
使语音治疗策略多样化对于让儿童和青少年坚持治疗过程至关重要。
调查面对面和远程游戏化策略在儿童和青少年的嗓音健康教育和语音治疗中的应用。
根据系统评价和荟萃分析的首选报告项目（PRISMA）的建议，进行了综合文献回顾。在虚拟健康图书馆、科学电子图书馆在线（SCIELO）和 PubMed 数据库中，使用以下描述符及其相应的医学主题词（MeSH）进行全文搜索：声音（voz）；音质（qualidade da voz）；发声障碍（disfonia）；语音障碍（distúrbios da fala）；语音训练（treinamento da voz）；远程医疗（telemedicina）；治疗（terapêutica）；健康促进（promoção da saúde）；小组实践（prática de grupo）；娱乐疗法（terapia recreacional）；儿童（criança）；学前（pré-escolar）和青少年（adolescente）。
在对研究进行全文阅读后，纳入了 15 篇文章，并分为以下主题：儿童语音治疗的面对面和远程游戏化策略；具有游戏化的教育和儿童语音治疗的游戏化策略；以及儿童的嗓音健康教育行动。
研究发现，进行教育和游戏化策略的研究数量较多，而关于儿童语音治疗的材料制作、游戏化和在线服务的研究较少。鉴于该策略对儿童的益处已得到证实，应开展更多关于游戏化策略开发和应用的研究，例如使用游戏化，以激发该人群对治疗的技能和依从性。
