Intervenções vocais diretas e indiretas em professores: revisão sistemática da literatura

Anhaia, Tanise Cristaldo; Gurgel, Léia Gonçalves; Vieira, Raquel Hochmuller; Cassol, Mauriceia

Resumos

OBJETIVO: Verificar a eficácia das intervenções vocais diretas e indiretas, de forma isolada e combinada, na prevenção de distúrbios vocais em professores, por meio de revisão sistemática da literatura. ESTRATÉGIAS DE PESQUISA: Foram pesquisados artigos de janeiro de 1980 a abril de 2013, nas bases de dados eletrônicas MEDLINE (acessado pelo PubMed), PubMed, LILACS, SciELO, Scopus e Web of Science. CRITÉRIOS DE SELEÇÃO: Foram incluídos todos os artigos que tinham como objetivo principal algum tipo de intervenção com professores e que fossem ensaios controlados randomizados. Excluíram-se artigos que apresentavam indivíduos com alterações de laringe e voz e que estivessem afastados de sua profissão. RESULTADOS: Como resultado da busca inicial, foram identificados 677 estudos, dentre os quais, cinco atendiam aos critérios de inclusão. Somou-se a esses mais quatro artigos, encontrados nas referências bibliográficas dos estudos selecionados para a fase de leitura do texto completo. CONCLUSÃO: A intervenção combinada (direta e indireta) apresentou melhora significativa em parâmetros da qualidade vocal e na autoavaliação da voz, mesmo em curto período de tempo. Em outros estudos, cujo foco era a comparação entre a intervenção combinada e intervenções isoladas (direta ou indireta), não foram observadas diferenças significativas, apesar de serem descritas melhoras em alguns dos parâmetros vocais avaliados. Como limitação desta revisão, pode-se incluir a restrição quanto ao desenho metodológico dos estudos, incluindo apenas ensaios clínicos randomizados. A intervenção vocal combinada apresenta resultados mais expressivos do que a intervenção isolada.

Voz; Docentes; Treinamento da Voz; Distúrbios da Voz; Laringe; Saúde do Trabalhador

PURPOSE: The aim of this work is to verify the efficacy of direct and indirect vocal interventions in preventing voice disorders, with specific and combined strategies, by a systematic review of the literature. RESEARCH STRATEGIES: Articles published from January, 1980 to April, 2013 were searched in the electronic databases MEDLINE (accessed through PubMed), PubMed, LILACS, SciELO, Scopus and Web of Science. SELECTION CRITERIA: All the articles that presented randomized controlled studies with some type of vocal intervention with teachers as their primary aim were included. Articles that presented subjects with larynx and voice alterations were excluded. RESULTS: As a result of the initial search, 677 studies were identified, five of which followed the inclusion criteria. Four more articles, found in the references of the studies selected for reading of the full text, were included. CONCLUSION: The combined intervention (direct and indirect) presented a significant improvement in vocal quality parameters and self-assessment, even in a short period of time. In other studies, which focused on the comparison between combined and specific interventions (direct or indirect), no differences were observed, although improvements in some of the assessed vocal parameters were described. A limitation of this review is the restriction of the methodological design of the studies, including only randomized clinical trials. The combined vocal intervention presented more significant results than the specific intervention.

Voice; Faculty; Voice Training; Voice Disorders; Larynx; Occupational Health

Referências bibliográficas

¹ Henry MM, Johnson J, Foshea B. The effect of specific versus combined warm-up strategies on the voice. J Voice. 2009; 23(5):572-76.
² Hazlett DE, Duffy OM, Moorhead SA. Review of the impact of voice training on the vocal quality of professional voice users: implications for vocal health and recommendations for further research. J Voice. 2011;25(2):181-91.
³ Leppanen K, Ilomaki I, Laukkanen AM. One-year follow-up study of self-evaluated effects of voice massage, voice training, and voice hygiene lecture in female teachers. Logoped Phoniatr Vocol. 2010; 35(1):13-8.
⁴ Pasa G, Oates J, Dacakis G. The relative effectiveness of vocal hygiene training and vocal function exercises in preventing voice disorders in primary school teachers. Logoped Phoniatr Vocol. 2007;32(3):128-40.
⁵ Bovo R, Galceran M, Petruccelli J, Hatzopoulos S. Vocal problems among teachers: evaluation of a preventive voice program. J Voice. 2007;21(6):705-22.
⁶ Ruotsalainen JH, Sellman J, Lehto L, Jauhiainen M, Verbeek JH. . Interventions for preventing voice disorders in adults. Cochrane Database Syst Rev. 2007;17(4):CD006372.
⁷ Van Lierde KM, D'haeseleer E, Baudonck N, Claeys S, De Bodt M, Behlau M. The impact of vocal warm-up exercises on the objective vocal quality in female students training to be speech language pathologists. J Voice. 2011;25(3):115-21.
⁸ Milbrath RL, Solomon NP. Do vocal warm-up exercises alleviate vocal fatigue? J Speech Lang Hear Res. 2003;46(2):422-36.
⁹ Laukkanen AM, Leppänen K, Ilomäki I. Self-evaluation of voice as a treatment outcome measure. Folia Phoniatr Logop. 2009;61(1):57-65.
¹⁰ Dragone MLS, Ferreira LP, Giannini SPP, Zenari MS, Vieira VP, Behlau M. Voz do professor: uma revisão de 15 anos de contribuição fonoaudiológica. Rev Soc Bras Fonoaudiol. 2010;15(2):289-96.
¹¹ Oxman A, Clarke M, editors. Cochrane reviewers' handbook 4.1.1: updated december 2000. In: Assessment of study quality. Oxford: The Cochrane Library; 2001.p.39-50.
¹² Jadad AR, Moore RA, Carroll D, Jenkinson C, Reynolds DJ, Gavaghan DJ, et al. Assessing the quality of reports of randomized clinical trials: is blinding necessary? Control Clin Trials. 1996;17(1):1-12.
¹³ Duffy OM, Hazlett DE. The impact of preventive voice care programs for training teachers: a longitudinal study. J Voice. 2004;18(1):63-70.
¹⁴ Timmermans B, Coveliers Y, Meeus W, Vandenabeele F, Looy LV, Wuyts F. The effect of a short voice training program in future teachers. J Voice. 2011;25(4):191-8.
¹⁵ Gillivan-Murphy P, Drinnan MJ, O'Dwyer TP, Ridha H, Carding P. The effectiveness of a voice treatment approach for teachers with self-reported voice problems. J Voice. 2006;20(3):423-31.
¹⁶ Leppanen K, Laukkanen AM, Ilomaki I, Vilkman E. A comparison of the effects of voice massage and voice hygiene lecture on self-reported vocal well-being and acoustic and perceptual speech parameters in female teachers. Folia Phoniatr Logop. 2009;61(4):227-38.
¹⁷ Ilomaki I, Laukkanen A M, Leppanen K, Vilkman E. Effects of voice training and voice hygiene education on acoustic and perceptual speech parameters and self-reported vocal well-being in female teachers. Logoped Phoniatr Vocol. 2008;33(2):83-92.
¹⁸ Wuyts FL, De Bodt MS, Molenberghs G, Remacle M, Heylen L, Millet B, et al. The dysphonia severity index: an objective measure of vocal quality based on a multiparameter approach. J Speech Lang Hear Res. 2000;43(3):796-809.
¹⁹ Behlau M, Oliveira G. Validation of self-assessment protocols in languages different from the original version. In: 27th World Congress of the International Association of Logopedics and Phoniatrics. Dinamarca; 2007.
²⁰ Roy N, Merrill RM, Thibeault S, Gray SD, Smith EM. Voice disorders in teachers and the general population: effects on work performance, attendance, and future career choices. J Speech Lang Hear Res 2004;47(3):542-51.

Datas de Publicação

Publicação nesta coleção
24 Jan 2014
Data do Fascículo
Dez 2013

Histórico

Recebido
29 Abr 2013
Aceito
04 Set 2013

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] ¹ Henry MM, Johnson J, Foshea B. The effect of specific versus combined warm-up strategies on the voice. J Voice. 2009; 23(5):572-76.

[2] ² Hazlett DE, Duffy OM, Moorhead SA. Review of the impact of voice training on the vocal quality of professional voice users: implications for vocal health and recommendations for further research. J Voice. 2011;25(2):181-91.

[3] ³ Leppanen K, Ilomaki I, Laukkanen AM. One-year follow-up study of self-evaluated effects of voice massage, voice training, and voice hygiene lecture in female teachers. Logoped Phoniatr Vocol. 2010; 35(1):13-8.

[4] ⁴ Pasa G, Oates J, Dacakis G. The relative effectiveness of vocal hygiene training and vocal function exercises in preventing voice disorders in primary school teachers. Logoped Phoniatr Vocol. 2007;32(3):128-40.

[5] ⁵ Bovo R, Galceran M, Petruccelli J, Hatzopoulos S. Vocal problems among teachers: evaluation of a preventive voice program. J Voice. 2007;21(6):705-22.

[6] ⁶ Ruotsalainen JH, Sellman J, Lehto L, Jauhiainen M, Verbeek JH. . Interventions for preventing voice disorders in adults. Cochrane Database Syst Rev. 2007;17(4):CD006372.

[7] ⁷ Van Lierde KM, D'haeseleer E, Baudonck N, Claeys S, De Bodt M, Behlau M. The impact of vocal warm-up exercises on the objective vocal quality in female students training to be speech language pathologists. J Voice. 2011;25(3):115-21.

[8] ⁸ Milbrath RL, Solomon NP. Do vocal warm-up exercises alleviate vocal fatigue? J Speech Lang Hear Res. 2003;46(2):422-36.

[9] ⁹ Laukkanen AM, Leppänen K, Ilomäki I. Self-evaluation of voice as a treatment outcome measure. Folia Phoniatr Logop. 2009;61(1):57-65.

[10] ¹⁰ Dragone MLS, Ferreira LP, Giannini SPP, Zenari MS, Vieira VP, Behlau M. Voz do professor: uma revisão de 15 anos de contribuição fonoaudiológica. Rev Soc Bras Fonoaudiol. 2010;15(2):289-96.

[11] ¹¹ Oxman A, Clarke M, editors. Cochrane reviewers' handbook 4.1.1: updated december 2000. In: Assessment of study quality. Oxford: The Cochrane Library; 2001.p.39-50.

[12] ¹² Jadad AR, Moore RA, Carroll D, Jenkinson C, Reynolds DJ, Gavaghan DJ, et al. Assessing the quality of reports of randomized clinical trials: is blinding necessary? Control Clin Trials. 1996;17(1):1-12.

[13] ¹³ Duffy OM, Hazlett DE. The impact of preventive voice care programs for training teachers: a longitudinal study. J Voice. 2004;18(1):63-70.

[14] ¹⁴ Timmermans B, Coveliers Y, Meeus W, Vandenabeele F, Looy LV, Wuyts F. The effect of a short voice training program in future teachers. J Voice. 2011;25(4):191-8.

[15] ¹⁵ Gillivan-Murphy P, Drinnan MJ, O'Dwyer TP, Ridha H, Carding P. The effectiveness of a voice treatment approach for teachers with self-reported voice problems. J Voice. 2006;20(3):423-31.

[16] ¹⁶ Leppanen K, Laukkanen AM, Ilomaki I, Vilkman E. A comparison of the effects of voice massage and voice hygiene lecture on self-reported vocal well-being and acoustic and perceptual speech parameters in female teachers. Folia Phoniatr Logop. 2009;61(4):227-38.

[17] ¹⁷ Ilomaki I, Laukkanen A M, Leppanen K, Vilkman E. Effects of voice training and voice hygiene education on acoustic and perceptual speech parameters and self-reported vocal well-being in female teachers. Logoped Phoniatr Vocol. 2008;33(2):83-92.

[18] ¹⁸ Wuyts FL, De Bodt MS, Molenberghs G, Remacle M, Heylen L, Millet B, et al. The dysphonia severity index: an objective measure of vocal quality based on a multiparameter approach. J Speech Lang Hear Res. 2000;43(3):796-809.

[19] ¹⁹ Behlau M, Oliveira G. Validation of self-assessment protocols in languages different from the original version. In: 27th World Congress of the International Association of Logopedics and Phoniatrics. Dinamarca; 2007.

[20] ²⁰ Roy N, Merrill RM, Thibeault S, Gray SD, Smith EM. Voice disorders in teachers and the general population: effects on work performance, attendance, and future career choices. J Speech Lang Hear Res 2004;47(3):542-51.

Intervenções vocais diretas e indiretas em professores: revisão sistemática da literatura

Direct and indirect vocal interventions on teachers: systematic review of the literature

Resumos

Referências bibliográficas

Datas de Publicação

Histórico