Análise do índice de desvantagem vocal e a presença de distúrbio de voz em docentes

Detalhes bibliográficos
Ano de defesa: 2011
Autor(a) principal: Queiroz, Daniela Ramos de lattes
Orientador(a): Ferreira, Leslie Piccolotto
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica de São Paulo
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Fonoaudiologia
Departamento: Fonoaudiologia
País: BR
Palavras-chave em Português:
Voz
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/11908
Resumo: Scientific publications in professional voice have grown in recent years and, among them, teachers are the most searched. The completed self-referential speech help to define behaviors for preventing voice disorders in relation to improving the quality of life and work of a professional voice. Objective: To assess the association between the Vocal Handicap Index (VHI) in teachers with and without voice disorder, diagnosed by means of perceptual auditory and visual. Method: All 354teacherswho participated in the study responded to the questionnaires Vocal Handicap Index(VHI) and Condition of Vocal Production -Teacher (CPV-P), and have been submitted to a Speech Therapist evaluation and otorhinolaringologist to identify possible voice disorder. For statistical analysis, results were analyzed using Chi-square and Kruskal-Wallis test. Results: For the CPV-P, the results show statistical significance for the data "number of schools where she teaches" (p =0.008)and "professional time" (p =0.048). All areas of VHI showed significant results when comparing the mean of each domain and focus group research. Conclusion: In this study, teachers who had vocal disorder, diagnosed by the perceptual evaluation, and /or visual had higher percentages in relation to responses to VHI, indicating greater impact of disadvantage vocal in their day-to-day