通过混合群体远程实践计划与异步组件为小学教师的语音疗法的有效性:试点研究
Piyawan Jaroentonyakorn1, Supaporn Chinchai1, Wannipa Bunrayong1
1Communication Disorders Division, Department of Occupational Therapy, Faculty of Associated Medical Sciences, Chiang Mai University, Chiang Mai Province, Thailand.
概括
一个混合群体远程练习语音治疗计划有效地改善了声音障碍的教师的情感福祉. 这种方法对预防教育工作者的语音问题有希望.
科学领域:
- 语音语言病理学 语音语言病理学
- 远程医疗服务是远程医疗服务.
- 职业健康 职业健康 职业健康
背景情况:
- 由于职业要求,教师面临发展语音障碍的高风险.
- 语音障碍会对教师的职业和个人生活产生重大影响.
- 远程诊疗为提供语音治疗服务提供了一种灵活和可访问的解决方案.
研究的目的:
- 评估一项混合组远程实践语音治疗方案对小学教师的有效性.
- 评估干预对声障碍和客观语音参数的影响.
主要方法:
- 12名有语音障碍的教师参加了为期5周的11个会议的混合远程练习计划.
- 该计划包括声道卫生培训,个人练习和小组练习.
- 在干预前和后进行声障碍指数 (VHI) 和声学语音分析 (基本频率,动,闪,HNR,MPT).
主要成果:
- 在VHI的情感领域观察到统计学上显著的改善.
- 客观的语音测量结果显示,动,闪,和声比和噪音比以及最大声调时间的显著改善.
- 在VHI的物理或功能领域或平均基本频率中没有发现显著的变化.
结论:
- 混合群体远程实践计划在治疗教师语音障碍方面表现出有效性.
- 这种远程实践模式是语音治疗和教师群体中语音问题的预防的可行选择.
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