Correlações entre ruído ambiental em sala de aula e voz do professor

Guidini, Rafaela Fernanda; Bertoncello, Fabiana; Zanchetta, Sthella; Dragone, Maria Lúcia Suzigan

doi:10.1590/s1516-80342012000400006

Cited by 47 publications

(54 citation statements)

References 16 publications

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“…The same problem was observed in national 8,27 and international 14,28,29 studies, which noted that, even during school recess, the classrooms failed to meet the requirements established by the regulations 17,28,29 . Equivalent sound pressure levels were elevated even in unoccupied classrooms.…”

Section: Resultssupporting

confidence: 52%

“…These facts point to inadequate planning regarding the acoustic comfort of classrooms 2,19 . The design of school buildings should prioritize adequate school acoustics, as prolonged exposure to noise can be harmful to health and have a negative impact on teaching and learning 2,8,23 .…”

Section: Resultsmentioning

confidence: 99%

“…In the classroom, background noise is a detrimental factor to effective teacher-student communication, since it competes with the teacher's speech 2,7,8 and leads to poorer perception and interpretation of sounds 9 .…”

Section: Methodsmentioning

confidence: 99%

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A Influência do ruído na habilidade auditiva de ordenação temporal para sons verbais

et al. 2015

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Purpose: to investigate the relationship between the background noise level in classrooms and the auditory temporal ordering ability for verbal sounds. Methods: a descriptive cross-sectional study of a sample of 209 students aged seven to ten years. Noise assessment was performed in 13 classrooms at eight public schools in Belo Horizonte. The procedure was based on the measurement of the the acoustic parameter named equivalent sound pressure level considering empty and furnished classrooms, according to the standard American National Standards Institute (ANSI) S12.60. To assess auditory temporal ordering ability for verbal sounds on students, verbal sequential memory test. For statistical analysis, noise has been categorized by the median value and related to student achievement on the test. Results: with the test results, most students showed normal results and no difference was found related to sex and age. All classrooms had values above the recommended by international standards (ANSI S12.60 and Bulletin 93) and national (Brazilian Association of Technical Standards -NBR10152), which set up appropriate values. By relating the noise with student performance on the test, there were differences, with greater occurrence of changes in the students belonging to the noisiest rooms. Conclusion: the background noise level measured in classrooms are above of those permitted by the standards and there was no relationship between the background noise level in the classrooms and the level of difficulty in auditory temporal ordering ability.

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Section: Resultssupporting

confidence: 52%

Section: Resultsmentioning

confidence: 99%

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A Influência do ruído na habilidade auditiva de ordenação temporal para sons verbais

et al. 2015

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“…The noisy places cause the vocal abuse, and the continuous demand of this process can lead to waste on phonation structures and produce, over the time, voice disorders 27 . Noise can also favor stress and it increased psychological stress among teachers 28 .…”

Section: Discussionmentioning

confidence: 99%

Impacto da voz na comunicação social e emoção de professoras antes e após fonoterapia

et al. 2016

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Purpose: to compare the impact of voice on the quality of teachers' life before the speech therapy and follow-up after high therapy and identify associated factors. Methods: observational study, based on information collected in two stages: secondary data from medical records and questionnaires on line, after rising speech. The participants were 54 teachers, sent by the municipal occupational service with the diagnosis of dysphonia, for the Speech Therapy Clinic of a Teaching hospital. Speech therapy occurred from January 2012 to December 2013. The information of interest were responses to the Voice Activity and Participation Profile, number of vocal symptoms, issues relating to working conditions and living habits. A descriptive and inferential analysis using a statistical program.Results: there was a decrease in reported symptoms when comparing the before and post speech therapy. As for the medians of the parameters of the above-mentioned protocol on both occasions, the groups differed in of social communication and in emotion. For these parameters were no statistical differences between the groups regarding the absence of noise generated in the classroom . The other independent variables did not differ between groups. Conclusion: speech therapy brings positive impact on the voice of teachers in relation to behavioral and occupational factors. The improvement is evidenced by the reduction in the number of reported vocal symptoms after high speech. After speech therapy, there is lower limit of dysphonia vocal activities related to social communication and emotion, especially in the absence of noise in the classroom. Keywords: Voice; Faculty; Speech Therapy; Quality of Life; Speech, Language and Hearing Sciences RESUMO Objetivo: comparar o impacto da voz na qualidade de vida de professoras no momento inicial e após alta fonoterápica e identificar os fatores associados. Métodos: estudo observacional prospectivo, por meio de informações coletadas em dois momentos: dados secundários dos prontuários e questionários online, após alta fonoaudiológica. Participaram da pesquisa 54 professoras, encaminhadas pelo serviço ocupacional municipal com o diagnóstico de disfonia, para o Ambulatório de Fonoaudiologia de um Hospital de ensino. A fonoterapia ocorreu entre janeiro de 2012 e dezembro de 2013. As informações de interesse foram: respostas ao Protocolo do Perfil de Participação e Atividades Vocais, número de sintomas vocais, questões relativas às condições de trabalho e hábitos de vida. Realizou-se análise descritiva e inferencial por meio de um programa estatístico. Resultados: houve redução no relato de sintomas ao comparar os momentos pré e pós-fonoterapia. Quanto às medianas dos parâmetros do protocolo supracitado nos dois momentos, observou-se que os grupos se diferenciaram em comunicação social e em emoção. Para estes parâmetros houve diferença estatística entre os grupos em relação à ausência de ruído gerado em sala de aula. As demais variáveis independentes não se diferenciaram entre os grupos. Conclusão...

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“…A tabela abaixo apresenta a análise estatística descritiva de cada questão da escala e a comparação por questão Q3-A e Q3-B (Teste de Wilcoxon). promover a atualização profissional continuada e suprir as deficiências educacionais (ASCENCIO, 2012;BLASCA, 2012;FALSETTI, 2013;SANTOS, 2013 GUIDINI et al, 2012;FIDÊNCIO, 2013).…”

Section: Escala De Autoavaliação De Impacto Do Treinamento No Trabalhunclassified

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Correlações entre ruído ambiental em sala de aula e voz do professor

Cited by 47 publications

References 16 publications

A Influência do ruído na habilidade auditiva de ordenação temporal para sons verbais

A Influência do ruído na habilidade auditiva de ordenação temporal para sons verbais

Impacto da voz na comunicação social e emoção de professoras antes e após fonoterapia

Portal Sistema FM: intercâmbio técnico científico entre profissionais que atuam com alunos usuários de Sistema FM

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