Comparison of Vocal Vibration-Dose Measures for Potential-Damage Risk Criteria

Autor/inn/en	Titze, Ingo R.; Hunter, Eric J.
Titel	Comparison of Vocal Vibration-Dose Measures for Potential-Damage Risk Criteria
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 5, S.1425-1439 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-S-13-0128
Schlagwörter	Comparative Analysis; Teachers; Risk; Voice Disorders; Measurement Techniques; Computation; Speech; Correlation; Energy + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Risiko; Stimmstörung; Messtechnik; Speaking; Sprechen; Korrelation; Energie
Abstract	Purpose: School-teachers have become a benchmark population for the study of occupational voice use. A decade of vibration-dose studies on the teacher population allows a comparison to be made between specific dose measures for eventual assessment of damage risk. Method: Vibration dosimetry is reformulated with the inclusion of collision stress. Two methods of estimating amplitude of vocal-fold vibration are compared to capture variations in vocal intensity. Energy loss from collision is added to the energy-dissipation dose. An equal-energy-dissipation criterion is defined and used on the teacher corpus as a potential-damage risk criterion. Results: Comparison of time-, cycle-, distance-, and energy-dose calculations for 57 teachers reveals a progression in information content in the ability to capture variations in duration, speaking pitch, and vocal intensity. The energy-dissipation dose carries the greatest promise in capturing excessive tissue stress and collision but also the greatest liability, due to uncertainty in parameters. Cycle dose is least correlated with the other doses. Conclusion: As a first guide to damage risk in excessive voice use, the equal-energy-dissipation dose criterion can be used to structure trade-off relations between loudness, adduction, and duration of speech. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01