Teachers' voice: a review of 15 years of SLP contribution

Revista da Sociedade Brasileira de Fonoaudiologia

Dragone, Maria Lúcia Suzigan¹  Centro de Estudos da Voz, SãoPaulo, Brasil¹  Pontifícia Universidade Católica de São Paulo, São Paulo, Brasil¹  Behlau, Mara¹  Centro de Estudos da Voz, São Paulo, Brasil¹  Ferreira, Léslie Piccolotto¹  Universidade de São Paulo, São Paulo, Brasil¹  Hospital do Servidor Público Municipal de São Paulo¹  Giannini, Susana Pimentel Pinto¹  Vieira, Vanessa Pedrosa¹  UNIFESP¹  UNIFESP, São Paulo, Brasil¹  Simões-Zenari, Marcia¹  UNIARA, Araraquara, Brasil¹ 

关键词: Voice;    Faculty;    Research;    Review literature as topic;    Voice disorders ;   

DOI  :  10.1590/S1516-80342010000200023

来源: Sociedade Brasileira de Fonoaudiologia

【 摘 要 】

The purpose of this study was to review Brazilian publication regarding teachers' voice produced by Speech-Language Pathologists (SLPs) within the period from 1994 to 2008. This transversal study of bibliographic nature was carried out in three stages. The first consisted of data compilation from different sources; the second comprehended the search for the abstracts of the selected references; in the third stage, the publications were classified into four categories: individuals' assessment, treatment outcome evaluation, intervention description, and bibliographical/theoretical/documental researches. The final sample consisted of 500 publications, from which 415 (83%) were related to the assessment categories. Among these, 357 (86%) evaluated individuals and/or their working conditions, and 58 (14%) had the aim to evaluate treatment outcome. Regarding analyses dimensions of the assessments, 202 studies (48.7%) had more than one. Teachers' perspective (self-assessment) was the predominant dimension (52.5% of the analyses), followed by auditory-perceptual analyses performed by SLPs (15.2%), and evaluation of working environment and organization (14.9%). The category intervention description had 31 (6.2%) studies, and there were 54 (10.8%) bibliographical/theoretical/documental researches. This literature review confirms that vocal assessment has been privileged in Brazilian researches regarding teachers' voice. Publications about treatment outcome evaluations are more recent and less representative, indicating a tendency of change of focus that might help the comprehension of the complex use of voice in teaching, and guide future studies on speech-language pathology intervention with these individuals.

【 授权许可】

Unknown