Dissertations / Theses on the topic 'Voice hygiene'

Differences may exist between the voice qualities of those who professionally use and train their voices and those who do not. The examination of fundamental frequency and frequency range m actresses and non-actresses is integral to determining voice quality differences in these populations. These differences, whether the result of frequent use or training of the voice, may exist relative to fatiguing conditions such as may be experienced by actresses in the course of their work. Fatigue has been shown to produce greater effects in normals than in performers, particularly in singers (Gelfer, Andrews, and Schmidt, 1991). Little research has been found comparing actresses to non-actresses in such an interaction effect. In order to determine whether a separate set of normative values should be sought for actresses, it is first necessary to determine whether significant differences exist between these populations in voice quality parameters. The purpose of the present study was to determine whether or not significant changes in fundamental frequency and frequency range occurred in non-actresses relative to actresses as a result of fatigue. The subjects for the study included ten actresses between the ages of 20 and 30 who had a minimum of one quarter of voice training and three years of acting experience and ten women of the same age group who had no voice training or experience in acting. Each subject passed a puretone audiometric screening, had a negative history of voice disorders, and had not smoked within the last year. These two groups were evaluated for: 1) fundamental frequency in prolonged productions of the vowel lal; 2) speaking fundamental frequency in connected speech; 3) frequency range in sung scales; and 4) frequency range in connected speech. Data was statistically analyzed using one way ANOV A tests with repeated measures. No significant interactions occurred between group and time, suggesting that non-actresses did not produce a greater shift than did actresses in fundamental frequency or frequency range as a result of fatigue. These results contradicted some findings and supported other findings of previous research based on similar samples.

The objectives of this research were to (1) characterize the demographics and vocal health history of collegiate-level singers, particularly those with a voice disorder and (2) describe and compare self-reported symptoms of singers across diagnostic categories of vocal fold disorders. Clinical reports of 56 collegiate-level singers (15 male and 41 female) who visited the Voice Diagnostic Clinic at the University of North Texas for voice evaluations between 2010 and 2015 were reviewed. Information was extracted from clinical records including demographic data, vocal health history, self-reported voice-related symptoms, and voice diagnosis confirmed by strobolaryngoscopic examinations and phonatory function testing. Diagnoses of voice disorders were grouped under three categories: normal (i.e., no perceptible pathology), benign lesions and irritation/inflammation. Seven singers were diagnosed as normal, 27 (51.8%) with benign lesions, and 22 (39.3%) with irritation/inflammation. All singers diagnosed as normal were females. Female singers have twice as many benign lesions as irritation/inflammation whereas males presented the opposite pattern. Nodules, polyps, cysts and irritation/inflammation were the most common voice disorders. Singers with allergies and a past history of voice problems demonstrated a higher incidence of voice disorders. The top five self-reported vocal symptoms were worse voice in the morning (50%), pain in throat (46.4%), voice worse with prolonged use (44.6%), vocal fatigue (42.9%), and breathiness (41.1%). Self-reported symptoms are not a reliable screening tool to determine presence or absence of vocal pathology. Voice teachers must be familiar with the singing and speaking voice of each student, so as to perceive early onset of vocal attrition symptoms and encourage the student in seeking medical attention.

Professional voice users such as singers and teachers are at high risk for vocal injury. A literature review was conducted to understand the prevalence of voice problems and the effectiveness of vocal hygiene education. The findings of the review suggested that in order to reduce the impact of voice disorders, it is imperative that the education of singers and teachers include how the voice functions and how to best take care of it. The purpose of this study was to discover what students on a collegiate level know about vocal anatomy, physiology, and vocal hygiene issues. It was hypothesized that graduate students who had taken a pedagogy course, were more knowledgeable about vocal anatomy, physiology, and vocal health than undergraduate or graduate students who had not had such a course. A survey was administered to voice students at a large university music program to ascertain the level of student knowledge. An analysis of the survey results provides educators with insight into specific areas of student deficiency and current collegiate pedagogical needs. The findings from the study survey were applied to recommendations for undergraduate and graduate vocal pedagogy curriculum, with an emphasis on anatomy, physiology, and preventative care of the voice. Course descriptions, objectives, and assessment methods were included for each vocal pedagogy course. The study recommended that all voice students receive information that allows them to make educated decisions regarding voice care and prepares them to be leaders in teaching singing based on voice science. In addition to anatomy and physiology of the voice, vocal hygiene is an important topic to be included in pedagogy curriculum. Issues and resent research in vocal hygiene were discussed including: speaking habits, hydration, reflux, medical management, etc. and how these contribute to or detract from efficient voice use.

Summary Objectives/Hypotheses To assess the utility of a targeted voice hygiene (VH) program compared to VH plus voice training intervention (VH+VT) for the prevention and treatment of voice problems in student teachers. Study Design Prospective, randomized. Methods Thirty-one student teachers with low (good) and high (poor) voice handicap index (VHI) scores in Pittsburgh and Hong Kong were randomly assigned to (1) a targeted, individually tailored VH program, (2) the VH program plus resonant VT (VH+VT), or (c) a control group. Participants assigned to intervention groups were monitored for their adherence to their programs for their first 4 weeks of student teaching. VHI data were collected again 4 weeks postintervention (both sites) and 8 weeks postintervention, following a no-contact washout period (Pittsburgh). Results Descriptive data analysis indicated that across both sites, for initially healthy participants, the VH program was sufficient to prevent worsening of VHI scores that occurred in all control participants over the first 4–8 weeks of student teaching. The addition of VT did not consistently enhance protective benefits over VH alone. In contrast, for participants with initially poor VHI scores, the VH program failed to produce VHI benefits over the control condition. The addition of VT was required to optimize results for that cohort. Conclusions Preliminary data suggest that a minimalist, individually tailored VH program may be sufficient to prevent voice problems from teaching in healthy student teachers. However, for student teachers with existing voice problems, VT may be required to optimize results of intervention.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-02T11:29:54Z No. of bitstreams: 1 Raiza Mendes Ferreira.pdf: 2668655 bytes, checksum: 047c61f6d158c52cf76793e6fb9cc458 (MD5)<br>Made available in DSpace on 2018-10-02T11:29:54Z (GMT). No. of bitstreams: 1 Raiza Mendes Ferreira.pdf: 2668655 bytes, checksum: 047c61f6d158c52cf76793e6fb9cc458 (MD5) Previous issue date: 2018-08-31<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Introduction: Since 2014, the LaborVox of the Pontifícia Universidade Católica de São Paulo has offered, in partnership with the Department of Health of the Server of the City Hall of São Paulo, the course "Promoting the vocal well-being of the teacher ". At this moment, it is necessary to evaluate how much of the information presented is incorporated into the teachers' daily routine, after a time of completion of the course. Objective: to analyze the acquisition of knowledge about vocal self-care in teachers resulting from a distance course offered. Method: research of observational and retrospective nature. A total of 391 teachers in class 4 (T4), held in the second semester of 2015, and 5 (T5), in the second of 2016, of the course "Promoting Vocal Well-being of the Teacher" offered in the EAD modality, was contacted by e-mail and invited to fill out a questionnaire (typed in the Google Form® platform to facilitate registration of the data). 129 subjects responded and constituted the study sample, with T4 (n = 74), six months after completion of the course and T5 (n = 55), one year after completion of the course. Eight questions were selected from the questionnaire, and the answers obtained were subject classification by topic. The collected data were submitted to association tests by chi-square and Fisher exact for categorical variables. Results: a comparison between the two groups showed that there was a difference in the "practice of self-care with the voice in the professional day-to-day", and the retention in the six-month group (100.0%) was higher than in the one year (92.7%). There was also a statistically significant difference in the "think about using strategies to improve the work environment", and the six-month group showed a lower retention rate (75.7%) than the one-year group (94.5% ). Conclusion: aspects related to vocal self-care learned were those related to not screaming, hydration and mention of performing vocal exercises. There was little difference between the responses when the two groups (T4, six months and T5, twelve months) when compared<br>Introdução: desde o ano de 2014, o Laboratório de Voz (LaborVox) da Pontifícia Universidade Católica de São Paulo tem oferecido, na modalidade a distância, em parceria com o Departamento de Saúde do Servidor da Prefeitura Municipal de São Paulo, o curso “Promovendo o bem-estar vocal do professor”. Neste momento, se faz necessário avaliar quanto das informações apresentadas são incorporadas no dia a dia dos professores, após um tempo de finalização do curso. Objetivo: analisar a aquisição de conhecimentos sobre autocuidado vocal em professores decorrente de curso oferecido na modalidade à distancia. Método: pesquisa de natureza observacional e retrospectiva. Um total de 391 professores das turmas 4 (T4), realizada no segundo semestre de 2015, e 5 (T5), no segundo de 2016, do curso “Promovendo o Bem-Estar Vocal do Professor” oferecido na modalidade EAD, foi contatado por e-mail e convidado a preencher um questionário (digitado na plataforma Google Form®, para facilitar o registro dos dados). 129 sujeitos responderam e constituíram a amostra deste estudo, sendo T4 (n=74), seis meses após a conclusão do curso e T5 (n=55), um ano após a conclusão do curso. Foram selecionadas oito questões do questionário, e as respostas obtidas foram submetidas a classificação por temática. Os dados coletados foram submetidos a testes de associação pelo qui-quadrado e exato de Fisher para as variáveis categóricas. Resultados: a comparação entre as duas turmas mostrou que no aspecto “prática de autocuidado com a voz no dia a dia profissional” houve diferença, sendo que a retenção na turma de seis meses (100,0%) foi maior do que na turma de um ano (92,7%). Também houve diferença estatisticamente significativa quanto ao aspecto “pensa em usar estratégias para melhorar o ambiente de trabalho”, sendo que a turma de seis meses mostrou taxa de retenção menor (75,7%) que a turma de um ano (94,5%). Conclusão: os aspectos referentes ao autocuidado vocal aprendidos, foram os relacionados a não gritar, hidratação e menção a realização de exercícios vocais. Houve pouca diferença entre as respostas quando os dois grupos (T4, de seis meses e T5, doze meses) quando comparados

Les spécificités géographiques des milieux, associées a des spécificités biologiques des groupes humains et des caractéristiques bioécologiques d'autres espèces animales ou végétales, aboutissent a l'existence de complexes pathogènes actifs, expliquant la survenue de maladies en certains lieux plutôt qu'en d'autres. La présence d'éléments naturels et socio-culturels est à l'origine de combinaisons factorielles qui permettent le fonctionnement de processus épidémiologiques. La dichotomie entre l'environnement pathogène et les comportements traditionnels de la population a un rôle déterminant dans la persistance du péril infectieux, classiquement observé dans le tiers- monde. Les risques potentiels encourus par les groupes-cibles dans de tels environnements sont repérables à la lecture de paysages épidémiogènes et à la lumière de conditions de vie issues des relations entre l'homme et son espace. Durant la période gravido-puerperale les femmes, comme les enfants en bas-âge, constituent des sujets parmi les plus vulnérables et réceptifs aux pathologies courantes, notées dans divers milieux sub et intertropicaux. Le défaut de moyens sanitaires prévaut dans la morbidité et la mortalité infanto-juvéniles. Mais divers facteurs combinés interviennent aussi comme trame de la gravité des manifestations cliniques. L'état de santé déficient du jeune enfant dans une région défavorisée peut-être tenu pour indicateur d'une situation de précarité, ou interagissent la faiblesse de moyens matériels, l'inadaptation du régime de sevrage, le manque d'accès aux soins préventifs et curatifs, l'insalubrité d'ensemble de l'environnement et l'impact de comportements traditionnels en présence d'un défaut d'éducation élémentaire principalement maternelle<br>The geographical specificities of environments, associated with biological specificities of human groups and bioecological characteristics of others animal and vegetal species, result at the existence of active pathogenic complexes that explain the appearance of diseases in precise places. The attendance of natural and socio-cultural elements create device of factors that allow the running of epidemiological processes. The links between pathogenic environment and traditional behaviour of inhabitants have a determined role in persistency of infectious peril, classically noted in third world. The potential hazards, encurred by target groups in such environments are remarkable by analysis of epidemiological landscapes and enlightened with conditions of life stermming from relationships between humans and their space of life. During gravido-puerperal period, women like infants, represent subjects among the more vulnerable and receptive to common pathologies, observed in varied sub and inter-tropical environments. The lack of sanitary means prevails on infantile and youthful morbidity and mortality, but diverse combined factors intervene also as a basis of gravity from outward signs. The poor conditions of infant health in disadvantaged region can constitute an indicator of poverty, in witch act together, deficiency of equipment, mistakes in weaning, disparities in access to health care with ineffective prevention and treatment, unhealthy environments and impact of human attitudes faced with shortage of maternal elementary upbringing

碩士<br>國立台北護理學院<br>聽語障礙科學研究所<br>91<br>The purpose of this study was to determine the effects of vocal hygiene education on the vocal misuse behaviors and voice characteristics of teachers. One hundred teachers with voice disorder in Taipei city were selected as research subjects and were paired into 50 groups. One subject in each pair was chosen as experimental subjects, attending vocal hygiene education program and keeping the vocal use diary. The other subject in each pair was in control group, having placebo program. Before and after experiment, all subjects received self-report evaluation, teaching quality evaluation, perceptional judgment, aerodynamic analysis, and acoustics analysis. The results revealed that subjects in experimental group showed significant improvement in self report evaluation, teaching quality evaluation, perceptional judgment, and acoustics analysis after experiment; which also showed significant difference from the results of subjects in control group. This study proved that vocal hygiene education could reduce vocal misuse behaviors and improve voice characteristics. Long-term follow up study is needed to identify the maintenance effects for the basis of popularization.

Purpose: The purpose of this study was to assess the vocal health, hygiene, and use of university professors teaching at-risk populations. The self-reported habits of professors of education, business, social work, and psychology were compared to the self-reported habits of professors of communication sciences and disorders (CSD) to determine if there was any difference between these two groups for whom risk factors are comparable but knowledge of those factors significantly differs. Method: A survey comprising 40 questions regarding vocal health, hygiene, and use, was sent to a total of 3018 professors at 61 different universities. A total of 80 professors from CSD and 162 professors from other departments responded to the survey. Results: Responses were analyzed for statistically significant differences using multiple independent-sample T-tests. Analyses included comparing: 1) all respondents from both groups, 2) those respondents who reported the most hours lectured from both groups, 3) those respondents who reported having the largest class sizes from both groups, and 4) those respondents who reported the least hours lectured from both groups. While statistical analyses demonstrated some significant differences between each subgroup, few differences were observed between professors of CSD and professors of other departments. Conclusion: The paucity of statistically significant differences between any of the subgroups suggests that professors of CSD are neither more aware of their vocal health nor more likely to engage in more beneficial vocal practices. Education about vocal health and pathology alone is not enough to increase the use of beneficial vocal habits for this at-risk population.<br>text

The aim of the thesis is to describe methods which may be applied to develop a child's voice and its musicality within the first grade of a primary school. The thesis should be used as an inspirational teaching aid for teachers. The thesis is divided into two parts. The theoretical part is based on scholarly literature and deals with voice hygiene, proper technique of singing (breathing, posture, non-overstraining of voice). Peripherally it also mentions voice disorders and proper voice preparation for singing. I would like to transfer (apply) the knowledge gained in the theoretical part into an elaborately developed theme plan in the practical part. The conclusion of the theoretical part deals with the development of child's rhythmic creativity. The practical part includes a theme plan compiled for the peroid fo a school year. I tis arranged according to particular months and embraces the description of various activities, which are used to fill each music lesson whithin the period of a school year.