Journal of voice : official journal of the Voice Foundation · 2024
Effectiveness of Temporal Auditory Skills Training Associated With Conventional Auditory Training in the Auditory-Perceptual Judgment of Voice: Preliminary Data.
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da Silva Paz Karoline Evangelista, de Moraes Ronei Marcos, Gielow Ingrid, da Silva Allan Carlos França, Almeida Anna Alice, Lopes Leonardo Wanderley
Аннотация
OBJECTIVE: To verify whether there are differences in the performance and reliability of speech-language-hearing students between the moments of auditory-perceptual judgment (APJ) of voice before and after temporal auditory skills training and conventional auditory-perceptual training (APT).
METHODS: Both trainings were applied to 30 speech-language pathology students, with the following stages: 1-Initial APJ of the general grade (GG), breathiness (GB), and roughness (GR) with 30 samples of the sustained vowel [Ɛ], plus 20% of repetitions (six samples), analyzed with a visual analog scale; 2-Temporal auditory skills training on the online platform Afinando o Cérebro, with a total duration of 4 hours; 3-APJ of GG, GR, and GB after training in Afinando o Cérebro; 4-APT in the classroom with a total duration of 6 hours; 5-APJ of GG, GR, and GB after APT.
RESULTS: There was a significant difference in the students' performance in the APJ of GG after the training. The agreement in identifying voices as dysphonic or nondysphonic increased after each training.
CONCLUSION: Temporal auditory skills training associated with APT has the potential to improve the performance of speech-language-hearing students in APJ of voice, especially in GG.
METHODS: Both trainings were applied to 30 speech-language pathology students, with the following stages: 1-Initial APJ of the general grade (GG), breathiness (GB), and roughness (GR) with 30 samples of the sustained vowel [Ɛ], plus 20% of repetitions (six samples), analyzed with a visual analog scale; 2-Temporal auditory skills training on the online platform Afinando o Cérebro, with a total duration of 4 hours; 3-APJ of GG, GR, and GB after training in Afinando o Cérebro; 4-APT in the classroom with a total duration of 6 hours; 5-APJ of GG, GR, and GB after APT.
RESULTS: There was a significant difference in the students' performance in the APJ of GG after the training. The agreement in identifying voices as dysphonic or nondysphonic increased after each training.
CONCLUSION: Temporal auditory skills training associated with APT has the potential to improve the performance of speech-language-hearing students in APJ of voice, especially in GG.