![]() ![]() Shewell C (2013) Voice work: art and science in changing voices. J Voice 11(1):81–87īoominathan P, Rajendran A, Nagarajan R, Seethapathy J, Jnanasekar M (2008) Vocal abuse and vocal hygiene practices among different level professional voice users in India: a survey. Smith E, Gray SD, Dove H, Kirchner L, Heras H (1997) Frequency and effects of teachers’ voice problems. Thieme Medical Publishers Inc., New York, pp 226–268 In: Benninger M, Jacobson B, Johnson A (eds) Vocal arts medicine: the care and prevention of professional voice disorders. Thurman L, Klitzke CA (1994) Voice education and health care for young voices. These parameter can be used as indicators of vocal fatigue among teachers and can be used in objective determination of at risk population. Moreover, significant differences in mean pitch was observed in the task of slogan repetition ( p = 0.03), but only in males. Significant difference was seen when number of voice breaks was compared in pre and post teaching conditions in both males ( p = 0.02) and females ( p = 0.02) in the conversation task. Mean pitch, minimum pitch, maximum pitch, number of voice breaks, jitter local, shimmer local and mean harmonic to noise ratio were estimated using PRAAT software before and after a typical teaching day. Voice samples were recorded from 30 primary school teachers, 15 females and 15 males in the age range of 28–35 years (mean age 29.3 years), with teaching experience of 10–12 years. The current study examines the acoustic parameters that are sensitive to vocal loading in pre and post teaching circumstances and adds to the existing literature. They are more likely to perceive that their voice problems limit their current job performance and also adversely affect their future career options. Compared to people employed in other occupations, teachers are more likely to report having voice problems. ![]()
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