特殊教育教师工作日前后声学与空气动力学嗓音参数及嗓音疲劳的变化

文献信息

中文摘要

背景： 教师因长时间和高强度的嗓音使用，是职业性嗓音障碍风险最高的职业群体之一。尽管特殊教育教师面临可能影响嗓音健康的独特职业需求，但针对该人群工作日相关嗓音变化的研究仍然有限。
目的： 本研究旨在探讨特殊教育教师在工作日前后自报嗓音疲劳和客观嗓音参数的变化。
方法： 37名在特殊教育和康复中心工作的特殊教育教师参与了本研究。嗓音评估在同一工作日的两个时间点进行：工作日开始时和工作日结束时。使用嗓音疲劳指数（VFI）评估自报嗓音疲劳症状，并使用单项自评量表评估当前嗓音质量。使用Praat软件分析声学参数和倒谱峰值突出（CPP）。空气动力学测量包括最长发声时间和s/z比值。使用配对样本t检验或Wilcoxon符号秩检验分析工作日前后差异，并对多重比较进行错误发现率校正。
结果： VFI评分在工作日结束时发生显著变化，三个分量表和总分均增加（P < 0.05）。参与者在日终自评中也报告嗓音质量显著较差（P < 0.05）。声学分析显示，工作日结束时基频（F0）和CPP显著增加（P < 0.05），尽管在校正选定的混杂变量后，CPP的发现不太一致。然而，在jitter、shimmer或HNR方面未观察到显著变化。空气动力学测量在两个时间点之间无显著差异。额外分析表明，观察到的变化通常不受教学时数、每日饮水量或吸烟状况的影响。
结论： 特殊教育教师在工作日结束时报告了更多的疲劳相关症状和身体不适，同时也报告了嗓音休息后症状的更大感知改善；这些发现伴随着声学测量的变化，包括F0和CPP。这些结果强调了通过主观和客观测量评估职业嗓音使用的重要性，并强调需要采取预防策略来保护特殊教育教师的嗓音健康。

英文摘要

BACKGROUND: Teachers are among the occupational groups at the highest risk for work-related voice disorders due to prolonged and intensive voice use. Although special education teachers face unique occupational demands that may affect vocal health, research examining workday-related voice changes in this population remains limited.
OBJECTIVE: This study aimed to investigate pre- and post-workday changes in self-reported vocal fatigue and objective voice parameters in special education teachers.
METHODS: Thirty-seven special education teachers working in special education and rehabilitation centers participated in this study. Voice assessments were conducted at two time points within the same workday: at the beginning and at the end of the workday. Self-reported vocal fatigue symptoms were assessed using the Vocal Fatigue Index (VFI), and current voice quality was evaluated using a single-item self-rating scale. Acoustic parameters and Cepstral Peak Prominence (CPP) were analyzed using the Praat software. Aerodynamic measures included maximum phonation time and the s/z ratio. Pre- and post-workday differences were analyzed using paired-samples t tests or Wilcoxon signed-rank tests, with false discovery rate adjustment for multiple comparisons.
RESULTS: VFI scores changed significantly at the end of the workday, with increases in all three subscales and the total score (P < 0.05). Participants also reported significantly poorer voice quality in the end-of-day self-ratings (P < 0.05). Acoustic analyses revealed significant increases in fundamental frequency (F0) and CPP at the end of the workday (P < 0.05), although the CPP finding was less consistent after adjustment for selected confounding variables. However, no significant changes were observed in jitter, shimmer, or HNR. Aerodynamic measures did not differ significantly between the two time points. Additional analyses indicated that the observed changes were generally not modified by teaching hours, daily water intake, or smoking status.
CONCLUSION: Special education teachers reported greater fatigue-related symptoms and physical discomfort by the end of the workday, while also reporting greater perceived improvement in symptoms with voice rest; these findings were accompanied by changes in acoustic measures, including F0 and CPP. These results highlight the importance of evaluating occupational voice use through both subjective and objective measures and emphasize the need for preventive strategies to protect vocal health in special education teachers.