Efeitos vocais imediatos da técnica Finger Kazoo em professoras disfônicas com e sem afecções laríngeas

Abstract

Objective: To verify and correlate the acoustic vocal modifications filter and glottal source, perceptual acoustic, sound pressure level (SPL) and vocal self-assessment immediately after the technique Finger Kazoo (FK) in dysphonic teachers. Methods: An empirical, experimental, quantitative and contemporary study. Sample of 49 dysphonic teachers with and without laryngeal disorders (LD), aged 24: 8 and 61: 7 years (average 39:15 years), being 19 of the study group 1 (SG1) and ten in the control group 1 (CG1), 13 of the study group 2 (SG2) and seven in the control group 2 (CG2). The SG1 and CG1 refer to subjects without LD, while SG2 and CG2 refer to individuals with LD. In SG, it was carried out the collection of the vowel /a:/, as the SPL, FK technical execution in six sets of 15 reps, and immediately after, the collection of the vowel /a:/, as the SPL and vocal self-assessment. In CG, the same procedures were repeated, but instead of the technical implementation, the teachers remained silent. It was carried out on vocal acoustic analysis with Multi Dimensional Voice Program Advanced and Real Time Spectrogram (Kay Pentax®). Speech therapists judges conducted the analysis of spectrographic with specific protocol, and perceptual analysis with RASATI scale. Statistics with Mann-Whitney test, Equality of Two Proportions and Spearman correlation (significance 5%). Results: In SG, after FK there was a reduction of the acoustic measurements fundamental frequency (f0) maximum, quotient of disruption to the softened pitch, shimmer percentage, amplitude perturbation quotient and number of voice breaks; noise reduction at high frequencies, the number of harmonics in the low and mid frequencies, the noise harmonic replacement in low and medium frequency and worsening in defining the fourth formant; reduction of breathiness and instability in RASATI; increasing the SPL; improvement in voice self-assessment. Positive correlation between breathiness and hoarseness and shimmer measures; breathiness and noise measurements, instability and maximum f0, between vocal self-assessment, SPL and definition of the first formant, the harmonics and intensity of the stroke in the low and mid frequencies. Negative correlation between tension and shimmer measures and noise, instability and subharmonics, hoarseness and f0. Comparing both SG, most vocal measures was statistically better in SG1. Conclusion: After FK, the dysphonic teachers showed noise reduction, increased harmonic energy, reduction of breathiness and instability and jitter, shimmer, f0 and maximum number of voice breaks, which showed improvement in voice quality with reduction in the power aperiodic and phonation instability, and increased SPL and better voice self-assessment. Teachers without LD had greater positive impact on voice after FK. There were correlations between perceptual acoustic measurements and among acoustic measurements, SPL and vocal self-assessment, highlighting the importance of evaluating the different aspects of vocal production in a multidimensional way.