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At least 19 recordsLinked to original sources

PubMed2006

Voice complaints, risk factors for voice problems and history of voice problems in relation to puberty in female student teachers.

The aim of the study was to estimate voice complaints, risk factors for voice complaints and history of voice problems in student teachers before they embarked on their professional teaching career. A cross-sectional questionnaire survey was performed among female student teachers. The response rate was 72% and 457 questionnaires were analyzed. Voice complaints at the moment and/or during the past year were reported by 39.6% subjects. Subjects with voice complaints had significantly higher VHI scores than subjects without voice complaints. In comparison to subjects without voice complaints, overall, subjects with voice complaints reported more frequently that vocal loading factors, physical factors, environmental factors and psychological factors had a negative influence on their voice. Subjects with voice complaints reported more frequently a history of voice complaints during puberty and before puberty in comparison to subjects without voice complaints. Voice complaints in student teachers apparently had a multifactorial genesis and with roots during puberty or before puberty. Logistic regression analysis revealed that intensive voice use, emotions and history of voice complaints during puberty were the most discriminating set of risk factors for voice complaints. Subjects with voice complaints in comparison to those without voice complaints reported more frequently that they would develop a voice problem due to future teaching and that future teaching would have a negative influence on their voice. Around three quarters of subjects with and without voice complaints reported that attention paid to their voice during their training was sufficient. However, subjects with voice complaints were observed to report the need for a refresher course on voice use more frequently than those without voice complaints. The findings call for more intensive voice training for student teachers to cope with the vocal, physical and psychological demands of the teaching profession. Authorities should take responsibility to monitor and improve working conditions of student teachers and teachers.

Adolescent↗

PubMed2004

The distress experienced by voice hearers is associated with the perceived relationship between the voice hearer and the voice.

OBJECTIVES: To explore the relationship between distress and the perceptions that voice hearers have of their relationship with the voice they hear. We predicted that a dominant style of relating by the voice and a submissive and distancing style of relating by the voice hearer would be linked with distress. METHOD: Thirty people who were hearing voices took part in the study. Information was gathered about the characteristics of the voice-hearing experience, the level of distress experienced in relation to the voice, the relationship between the voice hearer and the voice, and level of depression. RESULTS: The tendency for the voice to relate in a dominating, insulting manner and the tendency of individuals to react with suspicion and lack of communication with the voice were uniquely associated with distress. CONCLUSIONS: Appraisals of the relationship between the voice and voice hearer made by voice hearers are associated with differing emotional responses to voices. Clinical assessments of people who have distressing voices may be enhanced by a detailed consideration of the sort of relationship that exists between the client and their voice.

Adult↗

PubMedDate not supplied

Muscular tension and body posture in relation to voice handicap and voice quality in teachers with persistent voice complaints.

The aim of this study was to investigate the relationship between extrinsic laryngeal muscular hypertonicity and deviant body posture on the one hand and voice handicap and voice quality on the other hand in teachers with persistent voice complaints and a history of voice-related absenteeism. The study group consisted of 25 female teachers. A voice therapist assessed extrinsic laryngeal muscular tension and a physical therapist assessed body posture. The assessed parameters were clustered in categories. The parameters in the different categories represent the same function. Further a tension/posture index was created, which is the summation of the different parameters. The different parameters and the index were related to the Voice Handicap Index (VHI) and the Dysphonia Severity Index (DSI). The scores of the VHI and the individual parameters differ significantly except for the posterior weight bearing and tension of the sternocleidomastoid muscle. There was also a significant difference between the individual parameters and the DSI, except for tension of the cricothyroid muscle and posterior weight bearing. The score of the tension/posture index correlates significantly with both the VHI and the DSI. In a linear regression analysis, the combination of hypertonicity of the sternocleidomastoid, the geniohyoid muscles and posterior weight bearing is the most important predictor for a high voice handicap. The combination of hypertonicity of the geniohyoid muscle, posterior weight bearing, high position of the hyoid bone, hypertonicity of the cricothyroid muscle and anteroposition of the head is the most important predictor for a low DSI score. The results of this study show the higher the score of the index, the higher the score of the voice handicap and the worse the voice quality is. Moreover, the results are indicative for the importance of assessment of muscular tension and body posture in the diagnosis of voice disorders.

Adult↗

PubMed2001

[Voice restoration with voice prosthesis after total laryngectomy. Assessment of survival time of 378 Provox-1, Provox-2 and Blom-Singer voice prosthesis].

UNLABELLED: Voice Restoration with Voice Prosthesis after Total Laryngectomy. Assessment of Survival Time of 378 Provox-1, Provox-2 and Blom-Singer Voice Prosthesis. BACKGROUND: Indwelling voice prosthesis are used in Trier for voice restoration after total laryngectomy since 1991. OBJECTIVE AND METHOD: To assess the voice prosthesis survival times the patients of the years 1993-1999 are assessed retrospectively. PARTICIPANTS: 58 patients provided with indwelling voice prosthesis were seen regularly at follow-up. 378 prosthesis were changed. Provox 1, Provox 2 and Blom-Singer-Prostheses were used. RESULTS: The average survival lifetime of the prosthesis was 224 days for Provox-1, 96 days for Provox-2 and 107 days for Blom-Singer respectively. There is no significant difference found between Provox-2 and Blom-Singer Prosthesis. The survival times of the Provox-1 Prosthesis is significant longer. CONCLUSION: Using indwelling voice prosthesis for voice restoration after total laryngectomy an average survival time of the prosthesis of three months can be expected. There are relevant individual differences. Provox-1 Prosthesis have a significantly longer survival time, but as they are more difficult to handle they are not suitable for routine use. The indication for the choice between Blom-Singer or Provox-2 Prosthesis should be influenced by the surgeons' experience.

Adult↗

PubMed2003

Voice quality change in future professional voice users after 9 months of voice training.

Sixty-eight students of a school for audiovisual communication participated in this study. A part of them, 49 students, received voice training for 9 months (the trained group); 19 subjects received no specific voice training (the untrained group). A multidimensional test battery containing the GRBAS scale, videolaryngostroboscopy, Maximum Phonation Time (MPT), jitter, lowest intensity (IL), highest frequency (FoH), Dysphonia Severity Index (DSI) and Voice Handicap Index (VHI) was applied before and after training to evaluate training outcome. The voice training is made up of technical workshops in small groups (five to eight subjects) and vocal coaching in the ateliers. In the technical workshops, basic skills are trained (posture, breathing technique, articulation and diction), and in the ateliers, the speech and language pathologist assists the subjects in the practice of their voice work. This study revealed a significant amelioration over time for the objective measurements [Dysphonia Severity Index: from 2.3 to 4.5 ( P<0.001)] and the self-evaluation [Voice Handicap Index, from 23 to 18.4 ( P=0.016)] for the trained group only. This outcome favors the systematic introduction of voice training during the schooling of professional voice users.

Adult↗

PubMed2005

The stop voicing contrast in French sentences: contextual sensitivity of vowel duration, closure duration, voice onset time, stop release and closure voicing.

This study examined the manner in which French speakers used some acoustic correlates to produce the stop voicing distinction in French sentences when syllables containing syllable initial and -final stops were between vowels (/pa_a/) and between voiceless fricatives (/pas_s/). Data analyses revealed that /b, d, g/ were longer, were more frequently phonated, and were preceded by longer vowels than /p, t, k/ in three conditions: syllable-initial stops between vowels and between voiceless fricatives and syllable-final stops between vowels. When a voiceless fricative /s/ followed /b, d, g/, the voicing contrast was reduced as a result of complete regressive voicing assimilation, achieved by the concomitant devoicing of /b, d, g/ closures and the significant reduction in voicing-related differences in preceding vowel and closure durations. When /s/ preceded /b, d, g/, the voicing distinction was enhanced: significant voicing-related duration differences were accompanied by the complete assimilation of /s/ to [z]. Overall, findings suggest that in French sentences, voicing assimilation is strictly regressive and complete assimilation is achieved by the covariation of several acoustic correlates, which attests to the complementarity of the underlying articulatory gestures.

Adult↗

PubMed1986

[Average spectral analysis of the voice. A comparison between the normal voice and the voice altered by various categories of laryngeal pathology].

Long-time spectral analysis shows a highly significant difference between a sample of normal voices, a sample of voices of nodule- and polyp-carriers, and a sample of voices of small malignant lesion-carriers. Schematically, pathologic voices due to lesions of the vocal folds have a relative excess of noise in the high part of the spectrum (6-10 kHz), but, in cases of small malignancy, this high-frequency noise also extends to the region 4-6 kHz. No clear difference appears between spectra of voices from nodule-carriers and voices of polyp-carriers. A standardized, phonetically selected text, seems to improve the discrimination power.

Adult↗

PubMedDate not supplied

[The measurement of voice quality and voice capacity to penetrate background noise and multidimensional voice program].

The paper presents a method of measuring the vocal penetrating capacity under conditions of masking voice. The noise consists of a frequency mixture of vowels in combination with voiced and unvoiced consonants. The comprehensibility of the test matrix is measured with respect to the capacity of the voice to penetrate background noise. The results of the measurement, which are based on more than 1,000 patients, show a significant correlation between the vocal inset phase of the voice status and the patient's subjective assessment of his ability to increase loudness of the duration of vocal use and vocal well-being. This method is therefore suitable for vocal diagnostic purposes, for evaluating the success of therapy, and testing the aptitude for voice-related professions.

Humans↗

PubMed1993

Voice research: so what? A clearer view of voice production, 25 years of progress; the speaking voice.

The past 25 years has yielded an impressive growth in our knowledge of vocal function. Interdisciplinary research cooperation in areas of laryngeal histology, vocal aerodynamics and acoustics, vocal fold vibratory characteristics, neurolaryngology, and phonatory models has led to a clearer view of voice production. This article offers a brief review of the progress that has been made in our understanding of the speaking voice and relates this knowledge to clinical practice. The importance of utilizing voice research to confirm traditional management techniques and to develop new physiologically based management approaches is also stressed.

Female↗

PubMed1998

[Voice rehabilitation after total laryngectomy. Voice prostheses or esophageal replacement voice?].

BACKGROUND: During the last years tracheoesophageal fistula has a well established role and in several units is now the principal means of speech rehabilitation following laryngectomy. The purpose of this study is to present the long term results after using the Provox voice prosthesis and to compare the phonetic results obtained with this means of speech rehabilitation with esophageal speech. PATIENTS, METHODS, AND RESULTS: During the last 7 years, 265 laryngectomy patients were trained in our Department in an effort to develop esophageal speech. One hundred and twelve of them developed comprehensive speech of various quality. In another group consisting of 35 patients, a Provox low-resistance, self-retaining prosthesis was fitted. Twenty-nine of them developed a very good voice. Ten patients of each group were tested in order to estimate the quality of voice of the two methods. Three measurements were obtained from each patient: the maximal intensity, the maximal phonation time, and the number of syllables with one breath. CONCLUSION: All the results confirmed the better quality of the tracheo-esophageal speech. The main two advantages of the prosthesis are the effortless speech due to the low resistance of the valve and the simple maintenance by the patient. The most important disadvantage is the cost and the need to occlude the stoma during phonation. Conclusively each method of speech rehabilitation should be selected individually according to the needs, desire, and abilities of every patient.

Adult↗

PubMed2006

Prevalence of voice complaints, risk factors and impact of voice problems in female student teachers.

A cross-sectional questionnaire survey was done among 457 female student teachers and 144 females in the general population. The conclusions are based on the opinions of student teachers and the general population. The results of this study show that 39.6% of the student teachers and 32.6% of the general population reported voice complaints at the moment and/or over the past year (p=0.198). The association between various risk factors (vocal loading factors, physical factors, environmental factors and psycho-emotional factors) and voice complaints were examined. Vocal load was reported in both the student teachers and the general population (p=0.322). Among the subjects with voice complaints, the student teachers were significantly more of the opinion than the general population that environmental irritants in the classroom (p=0.001) and the composition of the group they communicate with (p=0.033) have a negative influence on their voice. In the groups with voice complaints, the student teachers reported significantly less than the general population that stress (p=0.004) and the deterioration of their general physical condition (p=0.003) have a negative influence on their voice. Remarkably, over a third of the student teachers and one fifth of the general population with voice complaints were of the opinion that decrease of hearing has a negative influence on their voices (p=0.113). There was no significant difference in Voice Handicap Index (VHI) scores (p=0.284) and impact of voice complaints among student teachers and the general population. Over 15% of the student teachers and the general population with voice complaints reported being or having been disabled due to the voice problem, probably reflecting the severity of the voice problem (p=0.838). The groups reporting voice complaints and disability in relation to their voice complaints have significantly higher VHI scores than those without voice complaints and disability, which indicates a higher psychosocial impact of voice complaints. Only around a third of the student teachers and the general population with voice complaints sought paramedical care (p=0.656)/treatment (p=0.361) for their voice complaint. Only a minority of student teachers (18.6%) and the general population (29.5%) with voice complaints were of the opinion that the number of people they communicate with has a negative influence on their voice (p=0.120). Only around a third of the student teachers and less than a tenth of the general population with voice complaints were of the view that they would develop a voice complaint due to their profession (p=0.003). Less than half of the student teachers and less than one fifth of the general population with voice complaints were aware of the potential risks of their profession on their voice (p=0.002). Voice complaints appear to have a multifactorial genesis. The student teachers are not sufficiently aware of the impact of the various risk factors on their voice. Furthermore, they are not aware of the potential risk that future teaching may have on their voice. This apparent lack of awareness in student teachers may be considered a risk factor for voice complaints.

Adolescent↗

PubMed2004

Voice field measurements--a new method of examination: the influence of hearing on the human voice.

There are various methods to evaluate voice parameters. Original software was used to assess the voice quality by the staff of AUDIO-Fon centr Brno, Czech Republic. A group of hereditary deaf persons was examined. Deaf persons have all of the biological conditions to make voice except for the possibility of acoustic feedback. We examined the voices of 35 persons (20 men and 15 women) with hereditary profound hearing impairments, and we compared voice parameters with the voice of intact persons. To measure we used special software called voice field measurements (VFMs). The program graphically records voice frequency and intensity. VFM is an objective method that enables the assessment of basic physical voice characteristics. It is suitable for the examination of both intact and disturbed voice. The voice of the deaf has a higher basic voice frequency in men as well as in women. This type of voice production, ie, childlike voice, which is fixed only by a motor stereotype, is much more demanding for a mature larynx. Hearing influences both the voice development and speech production. The voice of persons with hearing impairments has a higher basic voice frequency regardless of their sex. This type of voice production, which is fixed only by a motor stereotype, ie, child voice, is much more demanding for a larynx of an adult. Thus, phonation of deaf people is more demanding and their voice production needs greater effort. Deaf people, despite an intact phonic apparatus, cannot produce more than one type of voice. They cannot modulate their voices concerning the frequency and dynamics. They cannot change their voices continually. The voice is limited in both of these parameters (frequency and dynamics). If a deaf person wants to change a voice characteristic, it is possible only by discontinuous changes-"skipping."

Adult↗

PubMed2004

Vocal stability in functional dysphonic versus healthy voices at different times of voice loading.

Functional (nonorganic) dysphonia is often characterized by vocal instability. The purpose of the prospective study was to examine whether there is a difference in vocal instability of functional dysphonic voices compared with healthy ones, this means whether electroglottographic perturbation values differ (1) between healthy and dysphonic voices and (2) between two subgroups of the dysphponic voices (hypertonic and hypotonic dysphonic voices). Twenty-three patients with hypertonic functional dysphonia, 9 with hypotonic functional dysphonia and 31 healthy nonsmokers, were each examined electroglottographically before (Ex 1), immediately after (Ex 2), and 1 hour after (Ex 3) voice loading. Perturbations of frequency, amplitude, quasi-open-quotient, and contact-index were calculated from the EGG signal. At all three times of examination, hypertonic dysphonic voices showed higher perturbations than healthy voices, and they had higher perturbations than hypotonic dysphonic voices before and 1 hour after voice loading. Hypotonic dysphonic voices showed higher perturbations than healthy voices only 1 hour after voice loading. Voice loading induced different reactions in dysphonic voices: Some voices showed increased perturbations, and others exhibited normal or even decreased perturbation immediately after voice loading. Examination of electroglottographic-derived perturbations immediately after voice loading seems not to be useful. Differentiation of hypertonic and hypotonic dysphonic voices was possible with an estimated sensitivity of 88.9% and a specificity of 87.0% by using the sum of the amplitude-perturbation and the quasi-open-quotient-perturbation measured before voice loading.

Adult↗

PubMed2006

The voice handicap of student-teachers and risk factors perceived to have a negative influence on the voice.

A cross-sectional questionnaire survey was performed. The objectives of the study were to assess the psychosocial impact of current voice complaints as perceived by student-teachers with voice complaints in comparison with student-teachers without voice complaints, and to observe the pattern of risk factors in relation to their voice handicap. Subjects in the general population without a voice-demanding profession were selected as a reference group for limited comparison with the total group of student-teachers (future professional voice users). The respondents to the questionnaires were anonymous. Among the student-teachers, 17.2% reported current voice complaints in comparison with 9.7% of the reference group, and the odds ratio was 1.94, which showed the relative risk. Student-teachers had significantly greater total Voice Handicap Index (VHI) scores than the reference group (P = 0.034). The VHI subscale scores were not significantly different (P > 0.05). Student-teachers who reported current voice complaints had a significantly higher total VHI and subscale scores than student teachers without voice complaints (P < 0.001). Of the student-teachers without voice complaints, 17.0% had VHI scores greater than the 75th percentile. These persons may be neglecting their voice handicap and probably represent the false-negative cases in the estimation of voice complaints. Logistic regression analysis of each of the given risk factors with the VHI as the independent variable showed that the perceived negative influence of the given risk factors on their voices was significantly greater with increasing VHI scores across the VHI range. A significant correlation was observed between the number of perceived risk factors and increasing VHI scores across the VHI range. An increased awareness of risk factors in relation to their voice handicap would serve to motivate student-teachers to change factors that contributed to their voice problem. Attention to all risk factors, which the subjects perceive to be a risk, would aid in effective management of their voice handicap.

Adult↗

PubMed1998

Cognitive assessment of voices: further developments in understanding the emotional impact of voices.

OBJECTIVES: This study examines cognitive behavioural assessment of auditory hallucinations ('voices') in people with psychoses. It aims to compare findings with previous work and validate the Assessment of Voices Schedule (Chadwick & Birchwood, 1994). Data were collected on appraisals of voices in relation to the self. It was hypothesized that self-appraisals may be a further factor in understanding the emotional impact of voices. DESIGN: A replication study where data were collected from a new sample of participants and compared with a previous independent sample. METHOD: Voices of 30 patients with a diagnosis of schizophrenia were assessed using a semi-structured interview and questionnaires. Thought-chaining was used to assess appraisals of the voice in relation to the self. RESULTS: Compared to the previous study, current participants were significantly less likely to believe in the omnipotence of their voices, to view their voices as omniscient and to have a positive affective response to benevolent voices. Similar numbers in this study construed their voices as malevolent, but fewer participants in this sample had benevolent voices. There were no significant differences between samples in behavioural responses to voices or in the affective responses to malevolent voices. The Assessment of Voices Schedule was found to have generally good test-retest and inter-rater reliability. Extremely negative self-appraisals were common, as were negative affective responses to the voice experience and low self-esteem. CONCLUSION: The implications of these findings for both cognitive behavioural models and therapy are discussed.

Adult↗

PubMed2005

A comparative study of voice complaints and risk factors for voice complaints in female student teachers and practicing teachers early in their career.

A cross-sectional questionnaire survey was performed to compare female student teachers (454 subjects; 1st to 4th year of training) and practicing teachers (82 female teachers; 1st to 4th year of teaching career) of primary education early in their career, with regard to risk factors perceived to be a negative influence on the voice, and the relative risk of the given risk factors for voice complaints. This enables the observation of whether there is a sudden increase or difference in the perceived risk factors after starting a professional teaching career. Additionally, the existence of a history of voice problems during training was questioned among the teachers. Teachers with voice complaints compared to teachers without voice complaints reported a history of voice complaints during their training (P =0.013). Teachers compared to student teachers reported more voice complaints at the moment and/or during the past year (P =0.002). The following data were obtained from student teachers and teachers reporting voice complaints. Only around a third of the subjects of both groups sought voice care (P =0.286-0.893). Risk factors were estimated in relation to voice complaints. Student teachers reported less frequently than teachers that stress (P =0.014), work pressure (P =0.003) and the composition of the class (P =0.013) have a negative influence on their voice. Student teachers reported less frequently than teachers that the number of people they communicate with (P <0.001) and the deterioration of their general physical condition (P =0.010) have a negative influence on their voice. Student teachers reported more frequently than teachers that environmental irritants (P <0.001) and humidity (P =0.020) of the classroom have a negative influence on their voice. Student teachers more than teachers were of the opinion that the attention paid to the voice during their training was sufficient (P <0.001). To test whether professional status (student teacher versus teacher) is an effect modifier for the risk factors, odds ratios (OR) were compared between the group of teachers and of student teachers (total group with and without voice complaints) to search for interactions between the risk factors and professional status. There is a significant difference in the pattern of risk factors for student teachers and teachers (P =0.010). There is an indication that vocal loading factors and environmental factors are more influential in student teachers and that there is a tendency for psycho-emotional factors to be more influential for teachers early in their career.

Adolescent↗

PubMed2006

Utility of the Type D Scale 16 and Voice Handicap Index to assist voice care in student teachers and teachers.

An epidemiological cross-sectional survey study was performed among female student teachers and teachers for primary education, using a general questionnaire, the Type D Scale 16 (DS16) and Voice Handicap Index (VHI). Type D personality is the combination of high 'negative affectivity' and high 'social inhibition', and the DS16 has been considered to be a reliable and valid measure of these two stable personality traits. The objectives of the study were to assess the VHI of type D subjects in comparison to non-type-D subjects, to explore the utility of the DS16 and the VHI to assess whether subjects with a type D personality were more handicapped due to their voice complaints, and whether they behaved differently in seeking voice care. It was investigated whether subjects of the type D group in comparison to the non-type-D group had a voice handicap even when they did not report voice complaints. The type D group did not report more voice complaints than the non-type-D group. However, the type D group had higher VHI scores compared to the non-type-D group. Furthermore, significantly more type D subjects had a VHI score greater than the 75th percentile than the non-type-D subjects, and they sought less voice care than the non-type-D subjects. Also among subjects who reported voice complaints, the type D group sought less care than the non-type-D group. Even among the subjects who did not report voice complaints, significantly more type D than non-type-D subjects had VHI scores higher than the 75th percentile. The findings indicated that type D subjects were apparently more bothered by their voice than the non-type-D subjects (high VHI scores); however, they did not report more voice complaints, and they also sought less voice care. The DS16 used along with the VHI was useful to identify subjects of the type D trait with a voice handicap. This enables specific voice care, encompassing not only physical, but also psychosocial aspects of vocal health.

Adult↗

PubMed2006

[Voice change and acoustic character of essential voice tremor].

OBJECTIVE: To discuss the voice change and acoustic character of essential voice tremor. METHOD: Observations and acoustic studies were performed about clinical manifestations and voice of 18 patients with essential voice tremor. RESULT: In 18 patients with essential voice tremor, female accounts for 72% (13/18 cases). The mean age at tremor onset was 57 years old . And 8900 of them had no neurologic abnormalities. The clinical manifestation includes voice tremor, dysphonia, even frequent voice interruption. The laryngeal body happens to regular tremor in automatically. Bilateral vocal cords, ventricular cords and arytenoid cartilages also tremble regularly open and closed, together with the tremor of voice-producing organs(soft palate, tongue and lateral pharyngeal wall). The frequency of voice tremor is 4-6 Hz. The acoustic analysis characteristics of voice is the obvious increasing of Shimmer, presenting the specific change of the parameters such as soft phonation index (SPI), degree of voiceless (DUV), degree of voice breaks (DVB), FO tremor intensity index (FTRI) and Amplitude Tremor Intensity Index (ATRI). CONCLUSION: The voice change of essential voice tremor is a kind of regular tremor with low frequency. For the severe patients, it shows dysphonia and frequent voice interruption.

Acoustics↗