Vocal Demand Response to the Educational Setting Based Communication Scenarios: A Single Subject Study

• Published in: Revista de investigación e innovación en ciencias de la salud Vol. 5; no. 2; pp. 50 - 68
• Main Author: Trinīte, Baiba
• Format: Journal Article
• Language: English
• Published: Fundación Universitaria María Cano 2023
• Subjects: amplificación de voz; background noise; carga vocal; clases de educación física; Docentes; dosimetría vocal; dosis vocales; frecuencia fundamental; fundamental frequency; humedad; humidity; nivel de presión sonora; occupational voice disorders; respuesta a la demanda vocal; ruido de fondo; sound pressure level; sport lessons; Teachers; trastornos de la voz ocupacionales; vocal demand response; vocal doses; vocal load; voice amplification; voice dosimetry
• DOI: 10.46634/riics.229
• ISSN: 2665-2056

Objectives. This was a single-subject study, aimed to demonstrate different vocal demand situations that are typical for primary school and teacher's vocal demand response under two acoustical conditions, with and without voice amplification, during five working days. Methods. The long-term voice dosimetry with Vocal Holter Med (PR.O. Voice Srl) was carried out on a 49-year-old female teacher with voice disorders during daily teaching activities. A sound field amplification system (SFAS) PentaClass Runa was installed in the classroom. Voice dosimetry was provided under two different acoustical conditions: without SFAS (2 days) and with SFAS (3 days). Results. Phonation time percentage, sound pressure level (SPL), SPL SD, fundamental frequency (F0), F0 SD, cycle, and distance doses were investigated in seven communication scenarios (lessons, group/individual classes, sports lessons in the gym and schoolyard, breaks, lunch breaks, and other activities). The median scores of all voice parameters differed significantly between different vocal demand contexts. The significant statistical difference in the vocal demand response was in the communication situations with and without SFAS. In addition, the number of children, reverberation time, and ambient air relative humidity impacted voice SPL and the cycle dose. Conclusions. Lessons, sports lessons held in the gym or schoolyard, breaks, and lunch breaks were considered as high vocal demand communication situations requiring higher voice intensity and fundamental frequency, higher phonation time percentage, cycle, and distance doses. Group/individual work and other teacher activities during the day, unrelated to direct work with students, were categorized as low vocal demand communication scenarios.