Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers PurposeAlthough a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared the vocal loadings of kindergarten and elementary school teachers; professional and nonprofessional vocal load were determined for both ... Research Article
Research Article  |   April 01, 2014

© PENTAX Medical. Reprinted with permission.

Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers
 
Author Affiliations & Notes
  • Angélique Remacle
    University of Liège, Belgium
  • Dominique Morsomme
    University of Liège, Belgium
  • Camille Finck
    CHU of Liège and Faculty of Psychology, University of Mons, Belgium
  • Disclosure:The authors have declared that no competing interests existed at the time of publication.
    Disclosure:The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Angélique Remacle:Angelique.Remacle@ulg.ac.be
  • Editor: Jody Kreiman
    Editor: Jody Kreiman×
  • Associate Editor: Eric Hunter
    Associate Editor: Eric Hunter×
Article Information
Speech, Voice & Prosodic Disorders / Voice Disorders / School-Based Settings / Speech, Voice & Prosody / Speech
Research Article   |   April 01, 2014
Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers
Journal of Speech, Language, and Hearing Research, April 2014, Vol. 57, 406-415. doi:10.1044/2013_JSLHR-S-12-0351
History: Received November 6, 2012 , Revised April 15, 2013 , Accepted August 2, 2013
 
Journal of Speech, Language, and Hearing Research, April 2014, Vol. 57, 406-415. doi:10.1044/2013_JSLHR-S-12-0351
History: Received November 6, 2012; Revised April 15, 2013; Accepted August 2, 2013
Web of Science® Times Cited: 6

PurposeAlthough a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared the vocal loadings of kindergarten and elementary school teachers; professional and nonprofessional vocal load were determined for both groups.

MethodTwelve kindergarten and 20 elementary school female teachers without voice problems were monitored during 1 workweek using the Ambulatory Phonation Monitor. Vocal loading parameters analyzed were F0, SPL, time dose, distance dose, and cycle dose.

ResultsComparisons between the groups showed significantly higher cycle dose and distance dose for kindergarten teachers than for elementary school teachers, in both professional and nonprofessional environments. Professional and nonprofessional voice use comparisons showed significant differences for all parameters, indicating that vocal load was higher in the professional environment for both groups.

ConclusionsThe higher vocal doses measured in kindergarten teachers suggest that particular attention should be paid to this specific group of teachers. Although nonprofessional vocal load is lower than professional vocal load, it is important to take both into account because of their cumulative effects.

Acknowledgments
The authors gratefully thank the teachers who took part in the experiment, Marie Simon for the help with data collection, and Dr. Robert E. Hillman and KayPENTAX (Montvale, NJ) for the loan of an APM unit. We thank Professor Philippe Lefèbvre and the ENT Department of the CHU of Liège for funding an APM unit.
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