远程实践团体嗓音治疗对学前教师嗓音疲劳的影响

文献信息

中文摘要

背景： 尽管面对面和现场嗓音治疗已用于伴有嗓音疲劳的职业用声者多年，但关于远程实践团体嗓音治疗结局的研究仍然有限。
目的： 本研究探讨远程实践团体嗓音治疗对伴有嗓音疲劳的学前教师的效果。
方法与程序： 本前瞻性纵向设计招募了40名伴有嗓音疲劳的女性学前教师，并随机分为8组，每组5名参与者。45分钟的团体嗓音治疗通过远程实践进行，为期八周，采用间接（嗓音卫生训练）和直接（Lax Vox嗓音治疗）技术。在治疗前、治疗后及随访时采用主观、空气动力学和声学分析进行评估。
结局与结果： 我们的结果显示，各组之间在声学、空气动力学和主观评估方面无显著差异。然而，不同时间点之间发现显著差异。两两比较显示，这种效应在治疗前与其他评估时点之间明显。此外，研究发现嗓音卫生行为在随访评估期间得以维持。
结论与意义： 结果表明，远程实践团体嗓音治疗可减轻学前教师的嗓音疲劳，并提高其嗓音意识和生活质量。建议在其他职业用声者和发声障碍患者中重复本研究。
本文补充内容： 关于本主题已知的内容 由于长时间用声和不利的发声环境，嗓音疲劳在学前教师中很常见。既往研究表明，包括嗓音卫生教育和直接嗓音技术在内的嗓音治疗可以缓解职业用声者的嗓音问题。然而，大多数研究集中于个体面对面治疗，而关于通过远程实践提供的团体嗓音治疗的证据仍然有限。本文对现有知识的补充 本研究表明，通过远程实践提供的团体嗓音治疗随时间显著减轻了学前教师的嗓音疲劳。在治疗前与后续评估时点之间，主观、声学和空气动力学指标均观察到改善，且参与者在随访期间维持了嗓音卫生行为。这些发现提供了证据，表明基于远程实践的团体嗓音治疗对职业用声者是一种有效且可持续的干预。本工作潜在的或实际的临床意义 通过远程实践提供的团体嗓音治疗可能是一种对经历嗓音疲劳的学前教师具有成本效益且可及的干预。这种方法可能提高对嗓音健康的意识并支持长期嗓音卫生。基于远程实践的团体干预应考虑纳入职业用声者的预防性嗓音保健项目。

英文摘要

BACKGROUND: Although in-person and face-to-face voice therapies have been used for years in professional voice users with voice fatigue, limited research examining the outcomes of group voice therapy via telepractice is available.
AIMS: This study investigated the effectiveness of group voice therapy via telepractice among preschool teachers with voice fatigue.
METHODS AND PROCEDURES: Forty women preschool teachers with voice fatigue were recruited and randomly assigned to eight groups of five participants each in this prospective longitudinal design. The 45-min group voice therapy sessions were conducted via telepractice for eight weeks, utilizing both indirect (vocal hygiene training) and direct (Lax Vox Voice Therapy) techniques. Pre- and post-therapy and follow-up evaluations were performed using subjective, aerodynamic, and acoustic analyses.
OUTCOMES AND RESULTS: Our results showed no significant differences between groups in terms of acoustic, aerodynamic, and subjective evaluations. However, significant differences were found between the time periods. Pairwise comparisons revealed that this effect was evident between the pre-therapy and other evaluation periods. Additionally, the study found that voice hygiene behaviours were maintained during the follow-up evaluations.
CONCLUSIONS AND IMPLICATIONS: The results indicate that group voice therapy via telepractice could reduce voice fatigue in preschool teachers and increase their voice awareness and quality of life. It is recommended that this study be replicated in other professional voice users and patients with dysphonia.
WHAT THIS PAPER ADDS: What is already known on this subject Voice fatigue is common among preschool teachers due to prolonged voice use and unfavorable vocal environments. Previous studies have shown that voice therapy, including vocal hygiene education and direct voice techniques, can alleviate voice problems in professional users. However, most studies have focused on individual face-to-face therapy, while evidence regarding group voice therapy delivered via telepractices remains limited. What this paper adds to the existing knowledge This study demonstrated that group voice therapy delivered via telepractice significantly reduced voice fatigue among preschool teachers over time. Improvements were observed in subjective, acoustic, and aerodynamic measures between pre-therapy and later evaluation periods, and participants maintained vocal hygiene behaviours during follow-up. These findings provide evidence that telepractice-based group voice therapy is an effective and sustainable intervention for professional voice users. What are the potential or actual clinical implications of this work? Group voice therapy delivered via telepractice may be a cost-effective and accessible intervention for preschool teachers who experience voice fatigue. This approach may increase the awareness of vocal health and support long-term vocal hygiene. Telepractice-based group interventions should be considered in preventive voice care programmes for professional voice users.