Vocal Demand Response to the Educational Setting Based Communication Scenarios: A Single Subject Study

Respuesta de la demanda vocal a los escenarios de comunicación basados en el entorno educativo: Un estudio de sujeto único

Published 2023-11-30 — Updated on 2023-12-20

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Vol. 5 No. 2 (2023)
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Research Article
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Vocal Demand Response to the Educational Setting Based Communication Scenarios: A Single Subject Study. Rev. Investig. Innov. Cienc. Salud [Internet]. 2023 Dec. 20 [cited 2024 Nov. 23];5(2):50-68. Available from: https://riics.info/index.php/RCMC/article/view/229
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https://doi.org/10.46634/riics.229
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Baiba Trinīte
Voice & Speech Research Laboratory; Liepaja University; Liepaja; Latvia
    https://orcid.org/0000-0002-8150-5929
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    Objectives. This was a single-subject study, aimed to demonstrate different vocal demand situations that are typical for primary school and teacher's vocal demand response under two acoustical conditions, with and without voice amplification, during five working days.

    Methods. The long-term voice dosimetry with Vocal Holter Med (PR.O. Voice Srl) was carried out on a 49-year-old female teacher with voice disorders during daily teaching activities. A sound field amplification system (SFAS) PentaClass Runa was installed in the classroom. Voice dosimetry was provided under two different acoustical conditions: without SFAS (2 days) and with SFAS (3 days).

    Results. Phonation time percentage, sound pressure level (SPL), SPL SD, fundamental frequency (F0), F0 SD, cycle, and distance doses were investigated in seven communication scenarios (lessons, group/individual classes, sports lessons in the gym and schoolyard, breaks, lunch breaks, and other activities). The median scores of all voice parameters differed significantly between different vocal demand contexts. The significant statistical difference in the vocal demand response was in the communication situations with and without SFAS. In addition, the number of children, reverberation time, and ambient air relative humidity impacted voice SPL and the cycle dose.

    Conclusions. Lessons, sports lessons held in the gym or schoolyard, breaks, and lunch breaks were considered as high vocal demand communication situations requiring higher voice intensity and fundamental frequency, higher phonation time percentage, cycle, and distance doses. Group/individual work and other teacher activities during the day, unrelated to direct work with students, were categorized as low vocal demand communication scenarios.

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