Assessment of Effect of Vocal Coaching with College Professors

Abstract

Introduction: Speech Pathology intervention has achieved positive results in teachers’ vocal disorders. Aims: To evaluate the effect of speech coaching offered to college professors. Materials and Methods: Eight teachers participated with an average age of 52.5 years, 75% females and 25% males. The work involved seven weekly meetings concerning: vocal health (behaviors and attitudes that preserve the voice, use of voice and voice amplification in classroom), vocal techniques (warming-up/coolingdown, vocal resonance, projection and modulation), and breathing-phonation coordination. The Voice Handicap Index protocol (VHI) was applied in the first and last day of coaching and their values compared and taken as parameters to assess the efficacy of vocal coaching. Results: The professors’ total VHI score in the pre-test was 107 and 82 in the post-test, with a 25 point reduction. In the individual level, the values ranged from 3 to 24 in the pre-test and from 1 to 20 in the post-test, both indicating low voice handicap. The subscales scores in the pre-test were: 24 (Functional), 30 (Emotional) and 53 (Organic); in the post-test: 25, 11 and 46, respectively. The comparison between the two scores moments showed a significant difference (p = 0.042) in Emotional subscale. Conclusion: The vocal coaching showed positive effects on the teachers’ voice and wellness evidenced reduction the general and subscales scores VHI, especially in the emotional dimension.