Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental

Detalhes bibliográficos
Autor(a) principal: Nilceneide Ramoscavalcanti
Data de Publicação: 2018
Outros Autores: Bárbara Oliveira Souza, Ana Cristina Côrtes Gama, Adriane Mesquita de Medeiros
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UFMG
Texto Completo: http://hdl.handle.net/1843/62228
Resumo: Purpose: Analyze the effects of the Comprehensive Vocal Rehabilitation Program (CVRP) and the motivational stages during speech therapy in teachers with behavioral dysphonia. Methods: Retrospective, longitudinal, observational study using data from the medical records of 33 teachers regarding auditory-perceptual, acoustic, self-perception analyses and the Voice Handicap Index (VHI-10) protocol in pre- and post-speech therapy situations, and motivational stages of adherence to treatment. Results: Auditory-perceptual assessment of the voice showed that 64.7% of the participants improved voice quality post-speech therapy. Comparison between the pre- and post-speech therapy moments showed that 82.4% of the teachers improved their voice according to self-perception. The VHI-10 showed no statistically significant difference between the pre- and post-speech therapy moments (p=0.879). Acoustic analysis of the voice showed improvement in the means of all evaluated parameters. Statistically significant correlation was observed in the analysis between the pre- and post-speech therapy moments only for the variables maximum phonation time and shimmer. Most of the teachers were at the stage of contemplation on the URICA-VOICE scale. No statistical significance was observed in the correlation analysis between VHI-10, auditory-perceptual assessment of the voice, maximum phonation time, and parameters of acoustic analysis with vocal self-perception of teachers and with auditory-perceptual assessment of voice. Conclusion: The use of CVRP for the treatment of behavioral dysphonia presented positive results in the pre-and post-speech therapy evaluation. As for motivation, the teachers strongly believed in the possibility of facing the problem, but still without much effort to change this situatio
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spelling Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamentalEffect of the comprehensive voice rehabilitation program in teachers with behavioral dysphoniaVozDisfoniaProfessoresFonoterapiaMotivaçãoVozDisfoniaFonoterapiaDocentesMotivaçãoPurpose: Analyze the effects of the Comprehensive Vocal Rehabilitation Program (CVRP) and the motivational stages during speech therapy in teachers with behavioral dysphonia. Methods: Retrospective, longitudinal, observational study using data from the medical records of 33 teachers regarding auditory-perceptual, acoustic, self-perception analyses and the Voice Handicap Index (VHI-10) protocol in pre- and post-speech therapy situations, and motivational stages of adherence to treatment. Results: Auditory-perceptual assessment of the voice showed that 64.7% of the participants improved voice quality post-speech therapy. Comparison between the pre- and post-speech therapy moments showed that 82.4% of the teachers improved their voice according to self-perception. The VHI-10 showed no statistically significant difference between the pre- and post-speech therapy moments (p=0.879). Acoustic analysis of the voice showed improvement in the means of all evaluated parameters. Statistically significant correlation was observed in the analysis between the pre- and post-speech therapy moments only for the variables maximum phonation time and shimmer. Most of the teachers were at the stage of contemplation on the URICA-VOICE scale. No statistical significance was observed in the correlation analysis between VHI-10, auditory-perceptual assessment of the voice, maximum phonation time, and parameters of acoustic analysis with vocal self-perception of teachers and with auditory-perceptual assessment of voice. Conclusion: The use of CVRP for the treatment of behavioral dysphonia presented positive results in the pre-and post-speech therapy evaluation. As for motivation, the teachers strongly believed in the possibility of facing the problem, but still without much effort to change this situatioObjetivo: analisar os efeitos do Programa Integral de Reabilitação Vocal (PIRV) e os estágios motivacionais durante a terapia de voz em professoras com disfonia comportamental. Método: estudo observacional longitudinal retrospectivo com dados de prontuários de 33 professoras referente à análise perceptivo-auditiva, acústica, autopercepção vocal e Protocolo de Índice de Desvantagem Vocal (IDV-10) nas situações pré e pós-fonoterapia e estágios motivacionais de adesão ao tratamento. Resultados: Na avaliação perceptivo-auditiva da voz, 64,7% das participantes melhoraram a qualidade vocal pós-fonoterapia. Quando comparados os momentos pré e pós-fonoterapia, observou-se que 82,4% das professoras melhoraram a voz segundo a autopercepção. O IDV-10 não mostrou diferença entre os momentos pré e pós-fonoterapia (p=0,879). Na análise acústica da voz, observou-se melhora da média de todos os parâmetros avaliados. Houve associação estatisticamente significante na análise entre os momentos pré e pós-fonoterapia apenas nas variáveis tempo máximo de fonação e shimmer. A maioria das professoras encontrou-se no estágio de contemplação na escala URICA-VOZ. Não houve significância estatística na análise de associação entre o IDV-10, análise perceptivo-auditiva, tempo máximo de fonação e parâmetros da análise acústica com a autopercepção vocal das professoras e com a avaliação perceptivo-auditiva da voz. Conclusão: o uso do PIRV para tratamento de disfonias comportamentais promoveu resultados positivos quando comparada a avaliação vocal antes e após tratamento. Quanto à motivação, as professoras acreditavam com firmeza na possibilidade de enfrentar o problema, mas ainda sem muito esforço para mudar essa situação.Universidade Federal de Minas GeraisBrasilMED - DEPARTAMENTO DE FONOAUDIOLOGIAMED - DEPARTAMENTO DE OFTALMOLOGIA E OTORRINOLARINGOLOGIAUFMG2024-01-02T12:23:48Z2024-01-02T12:23:48Z2018info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlepdfapplication/pdf10.1590/2317-1782/2018201718223171782http://hdl.handle.net/1843/62228porCoDASNilceneide RamoscavalcantiBárbara Oliveira SouzaAna Cristina Côrtes GamaAdriane Mesquita de Medeirosinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMG2024-01-02T16:29:42Zoai:repositorio.ufmg.br:1843/62228Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oairepositorio@ufmg.bropendoar:2024-01-02T16:29:42Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental
Effect of the comprehensive voice rehabilitation program in teachers with behavioral dysphonia
title Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental
spellingShingle Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental
Nilceneide Ramoscavalcanti
Voz
Disfonia
Professores
Fonoterapia
Motivação
Voz
Disfonia
Fonoterapia
Docentes
Motivação
title_short Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental
title_full Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental
title_fullStr Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental
title_full_unstemmed Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental
title_sort Efeito do programa integral de reabilitação vocal em professoras com disfonia comportamental
author Nilceneide Ramoscavalcanti
author_facet Nilceneide Ramoscavalcanti
Bárbara Oliveira Souza
Ana Cristina Côrtes Gama
Adriane Mesquita de Medeiros
author_role author
author2 Bárbara Oliveira Souza
Ana Cristina Côrtes Gama
Adriane Mesquita de Medeiros
author2_role author
author
author
dc.contributor.author.fl_str_mv Nilceneide Ramoscavalcanti
Bárbara Oliveira Souza
Ana Cristina Côrtes Gama
Adriane Mesquita de Medeiros
dc.subject.por.fl_str_mv Voz
Disfonia
Professores
Fonoterapia
Motivação
Voz
Disfonia
Fonoterapia
Docentes
Motivação
topic Voz
Disfonia
Professores
Fonoterapia
Motivação
Voz
Disfonia
Fonoterapia
Docentes
Motivação
description Purpose: Analyze the effects of the Comprehensive Vocal Rehabilitation Program (CVRP) and the motivational stages during speech therapy in teachers with behavioral dysphonia. Methods: Retrospective, longitudinal, observational study using data from the medical records of 33 teachers regarding auditory-perceptual, acoustic, self-perception analyses and the Voice Handicap Index (VHI-10) protocol in pre- and post-speech therapy situations, and motivational stages of adherence to treatment. Results: Auditory-perceptual assessment of the voice showed that 64.7% of the participants improved voice quality post-speech therapy. Comparison between the pre- and post-speech therapy moments showed that 82.4% of the teachers improved their voice according to self-perception. The VHI-10 showed no statistically significant difference between the pre- and post-speech therapy moments (p=0.879). Acoustic analysis of the voice showed improvement in the means of all evaluated parameters. Statistically significant correlation was observed in the analysis between the pre- and post-speech therapy moments only for the variables maximum phonation time and shimmer. Most of the teachers were at the stage of contemplation on the URICA-VOICE scale. No statistical significance was observed in the correlation analysis between VHI-10, auditory-perceptual assessment of the voice, maximum phonation time, and parameters of acoustic analysis with vocal self-perception of teachers and with auditory-perceptual assessment of voice. Conclusion: The use of CVRP for the treatment of behavioral dysphonia presented positive results in the pre-and post-speech therapy evaluation. As for motivation, the teachers strongly believed in the possibility of facing the problem, but still without much effort to change this situatio
publishDate 2018
dc.date.none.fl_str_mv 2018
2024-01-02T12:23:48Z
2024-01-02T12:23:48Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv 10.1590/2317-1782/20182017182
23171782
http://hdl.handle.net/1843/62228
identifier_str_mv 10.1590/2317-1782/20182017182
23171782
url http://hdl.handle.net/1843/62228
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv CoDAS
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
Brasil
MED - DEPARTAMENTO DE FONOAUDIOLOGIA
MED - DEPARTAMENTO DE OFTALMOLOGIA E OTORRINOLARINGOLOGIA
UFMG
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
Brasil
MED - DEPARTAMENTO DE FONOAUDIOLOGIA
MED - DEPARTAMENTO DE OFTALMOLOGIA E OTORRINOLARINGOLOGIA
UFMG
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFMG
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Repositório Institucional da UFMG
collection Repositório Institucional da UFMG
repository.name.fl_str_mv Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv repositorio@ufmg.br
_version_ 1816829694127898624

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