Influence of visual support measures maximum phonation time in children

Abstract

Introdution: There is great divergence in the literature regarding the Maximum Phonation Time (MPT) values of children, probably a little concrete task when the statement is given only a verbal. Purpose: To verify the effect of visual support in the evaluation of Maximum Phonation Time (MPT) of the vowels “a”, “é” e “i” in school-age children. Method: 20 students, 14 girls and 6 boys, between 7.33 and 9 years old (M = 8.05 years). For measure of MPT without visual support, the children were asked to breathe and speak a “a” (“é” e “i”) the longest they could. For measure of MPT with visual support, children received the motivating instruction for the task to remove a red line inside a glass speaking the determined vowel. Samples of the speeches were collected in four moments: 1) without visual support; 2) after a week, with visual support; 3) after 5 months, with support again; 4) after a week of the third assessment, without the support. Results: There was an increase of MPT from first to third evaluation moments (training for this task may have influenced this result). Already between the third and fourth evaluation (with and without visual support respectively), the values decreased statistically, which proves the importance of using tools such as visual support for a more reliable extraction of the MPT of children. Conclusion: The MPT that were obtained with visual support were bigger than when the tasks were performed without support.