SciELO - Scientific Electronic Library Online

 
vol.15 número2Considerações sobre modificações vocais e laríngeas ocasionadas pelo som basal em mulheres sem queixa vocalTendências da aquisição lexical em crianças em desenvolvimento normal e crianças com Alterações Específicas no Desenvolvimento da Linguagem índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


Revista da Sociedade Brasileira de Fonoaudiologia

versão On-line ISSN 1982-0232

Resumo

DRAGONE, Maria Lúcia Suzigan et al. Teachers' voice: a review of 15 years of SLP contribution. Rev. soc. bras. fonoaudiol. [online]. 2010, vol.15, n.2, pp.289-296. ISSN 1982-0232.  http://dx.doi.org/10.1590/S1516-80342010000200023.

The purpose of this study was to review Brazilian publication regarding teachers' voice produced by Speech-Language Pathologists (SLPs) within the period from 1994 to 2008. This transversal study of bibliographic nature was carried out in three stages. The first consisted of data compilation from different sources; the second comprehended the search for the abstracts of the selected references; in the third stage, the publications were classified into four categories: individuals' assessment, treatment outcome evaluation, intervention description, and bibliographical/theoretical/documental researches. The final sample consisted of 500 publications, from which 415 (83%) were related to the assessment categories. Among these, 357 (86%) evaluated individuals and/or their working conditions, and 58 (14%) had the aim to evaluate treatment outcome. Regarding analyses dimensions of the assessments, 202 studies (48.7%) had more than one. Teachers' perspective (self-assessment) was the predominant dimension (52.5% of the analyses), followed by auditory-perceptual analyses performed by SLPs (15.2%), and evaluation of working environment and organization (14.9%). The category intervention description had 31 (6.2%) studies, and there were 54 (10.8%) bibliographical/theoretical/documental researches. This literature review confirms that vocal assessment has been privileged in Brazilian researches regarding teachers' voice. Publications about treatment outcome evaluations are more recent and less representative, indicating a tendency of change of focus that might help the comprehension of the complex use of voice in teaching, and guide future studies on speech-language pathology intervention with these individuals.

Palavras-chave : Voice; Faculty; Research; Review literature as topic; Voice disorders.

        · resumo em Português     · texto em Português     · Português ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons