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Related Experiment Video

Updated: Apr 5, 2026

Construction and Characterization of a Novel Vocal Fold Bioreactor
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Comparison Between Vocal Function Exercises and Voice Amplification.

Letícia Caldas Teixeira1, Mara Behlau1

  • 1Speech-Language Pathology and Audiology Department, "Universidade Federal de São Paulo" - UNIFESP, SP, Brazil and "Universidade Federal de Minas Gerais " - UFMG, MG, Brazil.

Journal of Voice : Official Journal of the Voice Foundation
|August 23, 2015
PubMed
Summary
This summary is machine-generated.

Vocal Function Exercises (VFEs) effectively treated teachers' behavioral dysphonia, improving voice quality and self-perception. Voice amplification (VA) served as a beneficial preventive measure, while no intervention worsened symptoms.

Keywords:
Clinical trialDysphoniaEffectivenessVoice

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Area of Science:

  • Speech-Language Pathology
  • Occupational Health
  • Voice Science

Background:

  • Teachers are at high risk for behavioral dysphonia due to occupational voice demands.
  • Behavioral dysphonia significantly impacts teachers' professional and personal lives.
  • Effective interventions are crucial for managing teacher vocal health.

Purpose of the Study:

  • To compare the efficacy of Vocal Function Exercises (VFEs) against voice amplification (VA) for treating behavioral dysphonia in teachers.
  • To evaluate the impact of these interventions on voice quality, laryngeal status, and self-perceived vocal impact.
  • To establish the effectiveness of VFE and VA compared to a control group over a 6-week period.

Main Methods:

  • Randomized controlled trial involving 162 teachers with behavioral dysphonia.
  • Interventions included Vocal Function Exercises (VFEs) and voice amplification (VA).
  • Outcomes assessed via auditory-perceptual evaluation, laryngeal status, self-ratings, and acoustic analysis.

Main Results:

  • Vocal Function Exercises (VFEs) demonstrated significant improvements in overall dysphonia severity, laryngeal evaluation, and self-perceived vocal impact compared to the control group.
  • Voice amplification (VA) showed positive effects on self-rated dysphonia, particularly in work-related aspects.
  • The control group experienced poorer outcomes across self-assessment dimensions, indicating a worsening of dysphonia without intervention.

Conclusions:

  • Vocal Function Exercises (VFEs) are an effective therapeutic intervention for teachers' behavioral dysphonia, improving objective and subjective voice measures.
  • Voice amplification (VA) is effective as a preventive strategy, enhancing self-perception of vocal health, especially in occupational contexts.
  • Therapeutic intervention is essential, as withholding treatment for behavioral dysphonia in teachers leads to symptom exacerbation over a 6-week period.