Does Portable Voice Amplification Improve Vocal Outcomes in Elementary School Teachers? Evidence From Aerodynamic, Acoustic, and Self-Reported Measures.
Karol Acevedo, Marco Guzman, Florencia Perlwitz et al.
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In 30 seconds
This randomized controlled trial evaluated portable classroom voice amplification plus vocal hygiene versus vocal hygiene alone in elementary school teachers with voice complaints or normal voices. Among teachers with dysphonia, the amplification group showed greater post-intervention improvement in self-reported vocal fatigue, voice handicap, and vocal tract discomfort. No differential effects were found for acoustic or aerodynamic measures, including cepstral peak prominence, airflow, subglottal pressure, and phonation threshold pressure. Only one significant interaction was observed among teachers with normal voices, suggesting greater benefit for those already experiencing dysphonia.
Key findings
- Dysphonic teachers using amplification plus vocal hygiene improved more than controls on the Vocal Fatigue Index, Voice Handicap Index, and Vocal Tract Discomfort Scale.
- No differential treatment effects were observed for smoothed cepstral peak prominence, airflow rate, subglottal pressure, or phonation threshold pressure.
- Among teachers with normal voices, only one significant interaction was detected.
Why it matters
Teachers rely on their voices in demanding classroom environments, and voice symptoms can affect functional, physical, and emotional aspects of voice-related well-being. The findings distinguish improvements in self-reported symptoms from changes in measured acoustic or aerodynamic outcomes. They also suggest that amplification may be more relevant for teachers who already have dysphonia than for those with normal voices.
What to keep in mind
The abstract does not report the magnitude of the improvements or the intervention duration, limiting assessment of their clinical importance and persistence.