References of "Morsomme, Dominique"
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See detailVocal Impact of a Prolonged Reading Task at Two Intensity Levels: Objective Measurements and Subjective Self-Ratings
Remacle, Angélique ULg; FINCK, Camille ULg; Roche, Anne et al

in Journal of Voice (2012), 26(4), 177-186

Objectives: The objectives of this study are to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading. Voice modifications accompanying changes in ... [more ▼]

Objectives: The objectives of this study are to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading. Voice modifications accompanying changes in intensity level during prolonged reading tasks are analyzed. Methods: Fifty normophonic women undergo two sessions of voice loading in which the required intensity level of voice varied between 60–65 dB(A) for the first session and 70–75 dB(A) for the second session. The effects of loading on objective data (average fundamental frequency [F0], jitter%, shimmer%, noise-to-harmonic ratio, maximum phonation time, lowest frequency [F-Low], highest frequency [F-High], frequency range [Range], lowest intensity [I-Low] level, and highest intensity level) and self-ratings (voice quality, phonation effort, vocal fatigue, and laryngeal discomfort) are assessed every 30 minutes during the loading tasks. Results: Results indicate that average F0, F-Low, I-Low, maximum phonation time, feeling of phonation effort, vocal fatigue, and laryngeal discomfort increase during prolonged reading, whereas shimmer% and self-rating of voice quality decrease. Average F0, F-High, and Range are the only parameters influenced by the required intensity of vocal load; they are significantly higher in the 70- to 75-dB session compared with the 60- to 65-dB session. Concerning the subjective self-ratings, similar results for the four ratings used suggest that only one would suffice in future studies. Conclusions: These results confirm the importance of both duration and intensity level as loading factors, even if intensity level affects fewer variables than duration. [less ▲]

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See detailImpact of performance anxiety on the accuracy of the singing voice among music students
Larrouy, Pauline ULg; Clijsters, Céline; Morsomme, Dominique ULg

Poster (2012, May 31)

Performance anxiety causes physical and cognitive symptoms. This emotional state can affect the vocal features thus the fundamental frequency which is the main parameter to evaluate the singing voice ... [more ▼]

Performance anxiety causes physical and cognitive symptoms. This emotional state can affect the vocal features thus the fundamental frequency which is the main parameter to evaluate the singing voice accuracy. The aim of this study is to observe the impact of performance anxiety on the singing voice accuracy. 31 music students from the Royal Conservatories of Belgium sang a melody three times. Twice in quiet situations and one time in a stress situation (the day of the examination). This performance was rated by a panel of teachers. The anxiety level was controlled by measuring the heart frequency. We analyzed errors concerning the interval accuracy and the respect of the tonal center. We observe that the heart frequency is significantly higher in the stress situation (F(2,28)=15,18 ; p<.001), especially for advanced students. The students have difficulty to maintain the tonal center (F(2,12)=7,17 ; p=.03), whereas the accuracy of the intervals is not altered (F(2,12)=1,1 ; p=.56). The rating of the jury correlates with interval accuracy (r=-.411; p=.03) and respect of the tonal center (r=-.452; p=.016), particularly at the beginning of the melody (r=-.516; p=.005). To conclude, performance anxiety leads to an increase of the heart frequency and alters the respect of the tonal center. This is particularly the case for advanced students for whom this situation is a real challenge. [less ▲]

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See detailSubjective self-ratings through a prolonged reading task in dysphonic versus normophonic female teachers
Remacle, Angélique ULg; Morsomme, Dominique ULg; Berrué, Elise et al

Poster (2012, May 10)

Aim: The purpose of this study was to evaluate the impact that a 2-hour reading task could have on ones voice in 16 normophonic and 16 dysphonic female teachers. Method and material: Teachers’ voices were ... [more ▼]

Aim: The purpose of this study was to evaluate the impact that a 2-hour reading task could have on ones voice in 16 normophonic and 16 dysphonic female teachers. Method and material: Teachers’ voices were orally loaded by reading a novel. They were instructed to read for imaginary students, as in their classroom. Voice intensity was constantly controlled between 70 and 75 dB. Every 30 minutes, participants were asked to answer the following questions using a 100-mm horizontal visual analogue scale: 1) How is your voice quality? 2) Do you feel any phonation effort? 3) Do you feel any vocal fatigue? and 4) Do you feel any laryngeal discomfort? Results and conclusions: For all subjective self-ratings, the repeated measures ANOVA demonstrated significant main effects of the duration (p < 0.0001) and of the group (p < 0.05). Subjects of both groups reported a worsening of their voice quality during the reading while phonation effort, vocal fatigue and laryngeal discomfort increased. Surprisingly, no significant interaction between duration and group was found. This means that subjective self-ratings realized before and during the reading task depict a similar evolution of both groups, while we expected more worsening of voice through time in the dysphonic group. [less ▲]

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See detailLa voix dysphonique: L'impact négatif sur l'élève
Morsomme, Dominique ULg; Minel, Laura; Verduyckt, Ingrid

in Ortho Magazine (2012), 98

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See detailWhen is speech therapy needed? the speech therapist's point of view.
Morsomme, Dominique ULg

Conference (2011, December 03)

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See detailImpact du trac sur la voix lors d'un examen de solfège
Clijsters, Céline; Larrouy, Pauline ULg; Morsomme, Dominique ULg

Article for general public (2011)

Chanter est un phénomène complexe qui nécessite une multitude d’habiletés et un bon contrôle de plusieurs systèmes physiologiques tels que la respiration, les résonateurs et le système laryngé. On est ... [more ▼]

Chanter est un phénomène complexe qui nécessite une multitude d’habiletés et un bon contrôle de plusieurs systèmes physiologiques tels que la respiration, les résonateurs et le système laryngé. On est donc tenté de penser qu’un état émotionnel qui s’accompagne de phénomènes physiologiques et cognitifs tels qu’une augmentation de la fréquence cardiaque, des tremblements et une diminution des capacités attentionnelles, pourrait avoir des répercussions sur les performances en voix chantée. Parmi les différents états émotionnels, l’un d’eux est fréquemment ressenti par les chanteurs, il s’agit de l’anxiété de performance, appelé plus communément le trac. Pour mieux comprendre ce phénomène altérant régulièrement les performances musicales, nous souhaitons observer l’impact de l’anxiété de performance sur les caractéristiques acoustiques de la voix chantée et plus précisément sur la justesse vocale qui est le facteur le plus représentatif de la qualité d’une production vocale chantée. Nous avons choisi comme population, des étudiants en solfège du conservatoire. Nous leur avons demandé de chanter sur base d’une partition dans trois situations différentes (deux situations calmes et une situation anxiogène) en contrôlant leur degré d’anxiété grâce à des mesures objectives (fréquence cardiaque) et subjectives (questionnaire d’auto-évaluation). Ensuite, nous avons étudié l’influence de l’anxiété de performance sur différents indicateurs de la justesse vocale. Cette étude a permis de mettre en évidence une augmentation des erreurs tonales lors d’une production vocale chantée en situation anxiogène. Et ce, principalement lors de la reprise du morceau. Nos résultats montrent aussi une accélération du tempo avec l’anxiété de performance. [less ▲]

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See detailCritères et outils d'analyse de la justesse vocale
Larrouy, Pauline ULg; Morsomme, Dominique ULg

Scientific conference (2011, November 17)

La justesse est un indicateur de la qualité d’un chant et se base principalement sur la précision de l’intonation. Cette étude vise à valider des critères et outils de mesure de la justesse par l’analyse ... [more ▼]

La justesse est un indicateur de la qualité d’un chant et se base principalement sur la précision de l’intonation. Cette étude vise à valider des critères et outils de mesure de la justesse par l’analyse d’une chanson populaire produite par des chanteurs occasionnels et des chanteurs professionnels. Nous avons analysé les productions vocales de 63 chanteuses occasionnelles et de 14 chanteuses ayant suivi une formation au chant lyrique. Les sujets ont chanté « Joyeux anniversaire ». Les chanteuses professionnelles l’ont chanté une première fois sans technique vocale particulière (ST) et une seconde fois avec une technique vocale lyrique (AT). La partie stable de chaque voyelle a été moyennée afin d’estimer la hauteur fréquentielle de chaque note. Les erreurs de type « précision des intervalles » et « maintien de la tonalité » ont pu être observées. Les résultats montrent une corrélation entre le tempo de la production et la précision des intervalles (r=.32 ; p=.01), ce qui réplique le profil des chanteuses occasionnelles décrit dans la littérature. Ils confirment également que les chanteuses professionnelles chantent plus juste que les chanteuses occasionnelles pour la précision des intervalles (t=4,51 ; p<.001) et le maintien de la tonalité (t=3,05 ; p=.004). Ces résultats contribuent à valider la pertinence de nos critères et outils d’analyse de la justesse vocale. Par ailleurs, nous observons que les chanteuses AT sont particulièrement fausses selon le critère de « précision des intervalles », ce qui nous conduit à discuter des adaptations à appliquer pour l’analyse de la justesse de ces voix. [less ▲]

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See detailEn avant la musique! Qu'est-ce que chanter juste?
Larrouy, Pauline ULg; Morsomme, Dominique ULg

Conference given outside the academic context (2011)

La voix chantée est un instrument que tout le monde possède et peut développer. Par ailleurs, tout le monde n'est pas capable de chanter "juste" et plusieurs types d'erreur peuvent être repérées. Il est ... [more ▼]

La voix chantée est un instrument que tout le monde possède et peut développer. Par ailleurs, tout le monde n'est pas capable de chanter "juste" et plusieurs types d'erreur peuvent être repérées. Il est alors utile d'observer les voix et de les analyser pour partir à la recherche des causes d'un trouble de justesse. [less ▲]

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See detailLa dosimétrie vocale : quantification de l’usage vocal chez des enseignants
Remacle, Angélique ULg; Morsomme, Dominique ULg; Simon, Marie ULg et al

Conference (2011, October 17)

La dosimétrie ou accumulation vocale permet d’objectiver le comportement vocal en situation écologique. Différents types d’accumulateurs vocaux existent actuellement sur le marché. Il s’agit d’appareils ... [more ▼]

La dosimétrie ou accumulation vocale permet d’objectiver le comportement vocal en situation écologique. Différents types d’accumulateurs vocaux existent actuellement sur le marché. Il s’agit d’appareils portables qui mesurent la durée de phonation, l’intensité et la fréquence fondamentale moyenne de la voix. Ces données sont extraites plusieurs fois par seconde à l’aide d’un accéléromètre fixé sur le larynx, et relié à un microprocesseur stockant les données recueillies tout au long de la journée. Les données sont ensuite téléchargées sur un ordinateur et analysées à l’aide d’un logiciel prévu à cet effet. Cette étude tente de quantifier la charge vocale au sein d’une population d’enseignants, reconnue comme étant des professionnels de la voix. L’accumulateur utilisé est l’Ambulatory Phonation Monitor, Model 3200 (KayPENTAX, Lincoln Park, NJ). La récolte de données durant 1 semaine de travail chez 23 enseignants nous a permis d’objectiver l’utilisation vocale propre à cette population. [less ▲]

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See detailL’efficacité thérapeutique et la prise en charge des enseignants
Morsomme, Dominique ULg; Remacle, Angélique ULg

Conference given outside the academic context (2011)

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See detailVoice Impact of a Prolonged Reading Task at Two Intensity Levels: Subjective Self-Ratings
Remacle, Angélique ULg; FINCK, Camille ULg; Roche, Anne et al

Poster (2011, September 01)

Objectives: The objectives of this study are to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading, using subjective self-ratings. Methods: Fifty ... [more ▼]

Objectives: The objectives of this study are to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading, using subjective self-ratings. Methods: Fifty normophonic women undergo two sessions of voice loading in which the required intensity level of voice varied: 60-65 dB(A) for the first session, and 70-75 dB(A) for the second session. Voice intensity level is constantly controlled with a Digital Sound Level Meter at a distance of 40cm from the mouth. Subjects’ voices are orally loaded by reading a novel of their choice for 2 hours in a quiet room (background level < 30dBA). The effects of loading are assessed with regard to self-ratings of voice obtained before and every 30 minutes during the loading tasks. The following parameters are evaluated using a 100-mm horizontal visual analogue scale: voice quality, phonation effort, vocal fatigue and laryngeal discomfort. A repeated-measure analysis of variance (ANOVA Duration X Intensity Level) where the subjects are used as their own controls is carried out to compare data obtained at different times of the reading sessions. Results and conclusion: There is a significant effect of the duration (p < 0.0001) for all the subjective self-ratings, but no differences between the two intensity levels of reading. Feeling of phonation effort, vocal fatigue and laryngeal discomfort significantly increase during prolonged reading, whereas self-rating of voice quality decrease. Subjects do not report more complaints in the 70-75 dB session than in the 60-65 dB one. To conclude, subjects’ self-ratings of voice significantly worsens throughout the reading task as a duration effect, but there is no intensity level effect. [less ▲]

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See detailThe impact of teacher's dysphonia on children's skills to treat the spoken language
Morsomme, Dominique ULg; MINEL, Laura; Verduyckt, Ingrid ULg

Conference (2011, August 31)

The high prevalence of voice disorders among teachers is known (Roy et al, 2004). Authors (Morton et al, 2001, Rogerson et al, 2005) have shown the impact of a hoarse voice in teachers on student ... [more ▼]

The high prevalence of voice disorders among teachers is known (Roy et al, 2004). Authors (Morton et al, 2001, Rogerson et al, 2005) have shown the impact of a hoarse voice in teachers on student performance. Our aim is to analyze how 68 students (mean age: 8 years 5 months) processes dysphonic speech on a language comprehension task (MCQ on a short story) and on a minimal pair discrimination task (alike/not alike). Our hypothesis is that student performance will change depending on the modality of the tasks: dysphonic versus normophonic voice. Our results: For both the comprehension and the discrimination tasks, the scores of the students were significantly lower in the dysphonic voice modality (F (1,67) = 11.83, p <0.05) regardless of gender, the order of voice presentation and type of school. Moreover, we observe a greater effect of the dysphonic voice modality in the discrimination task (F (1,67) = 9.52, p <0.05). Thus the dysphonic voice disturbs the students the most in the process of discriminating between two isolated words. recognition of isolated words. Finally, when children judge the dysphonic voices, their comments are mostly slighting (98.33%). To conclude, these results support the necessity to prevent voice disorders among teachers and to create specific voice care programmes. [less ▲]

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See detailEffet de la technique vocale sur la justesse en voix chantée
Larrouy, Pauline ULg; Morsomme, Dominique ULg

Poster (2011, August)

Selon Dalla Bella et al. (2007, 2009), la population générale est capable de chanter juste une chanson populaire lorsque le tempo de la production est lent. Le chant est une activité universelle, présente ... [more ▼]

Selon Dalla Bella et al. (2007, 2009), la population générale est capable de chanter juste une chanson populaire lorsque le tempo de la production est lent. Le chant est une activité universelle, présente dès le plus jeune âge, mais reste une tâche complexe mobilisant des habiletés physiques, cognitives et physiologiques. En travaillant leur voix, les chanteurs professionnels, tels des instrumentistes, renforcent ces habiletés et sont capables de modifier la qualité de leur production vocale. Dans cette étude, nous examinons l’effet de cette expertise vocale et plus particulièrement de la technique “lyrique” enseignée aux chanteurs d’opéra sur certaines caractéristiques telles que la hauteur absolue et le tempo. En ce qui concerne la justesse, les techniques d’analyse acoustique mises au point nous permettent d’observer les erreurs possibles en production vocale (Schön et al., 2004) dans un contexte mélodique. Nous avons constitué un groupe contrôle de 63 non chanteuses et un groupe expérimental de 15 chanteuses professionnelles. Les sujets ont chanté « Happy Birthday ». Les chanteuses professionnelles l’ont chanté une première fois sans technique vocale particulière (ST) et une seconde fois avec une technique vocale lyrique (AT). La partie stable de chaque voyelle a été moyennée (AudioSculpt) et analysée (OpenMusic) afin d’estimer la hauteur absolue et relative de chaque note. Les résultats montrent des différences significatives entre les groupes pour le tempo (F(2,88)=16,61, p<.001) et la hauteur absolue (F(2,88)=165,63, p<.001). Chez les non chanteuses, le nombre d’erreur diminue avec le tempo (r=.321, p=01). Chez les chanteuses professionnelles AT, nous observons le profil inverse (r=-.662, p=01) mais pas de corrélation significative chez les chanteuses professionnelles ST. Les premiers résultats confirment l’effet de la technique vocale tant sur le type d’erreur que sur l’importance de ces erreurs en contexte mélodique. Bien que nous attendions une bonne performance chez les chanteuses professionnelles AT, les résultats ne vont pas dans ce sens. Cela conduit à discuter le type d’analyse à exécuter et le choix des programmes pour le jugement de la justesse en voix chantée avec technique vocale. [less ▲]

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See detailFrom Reactive Intervention to Proactive Prevention: The evolution of Occupational Dysphonia.
Epstein, Ruth; Remacle, Angélique ULg; Morsomme, Dominique ULg

in American Speech-Language-Hearing Association (2011), 21

Voice clinicians long have been aware of the concept of professional voice users: individuals who work in professions that have a higher incidence and increased risk for voice disorders. This realization ... [more ▼]

Voice clinicians long have been aware of the concept of professional voice users: individuals who work in professions that have a higher incidence and increased risk for voice disorders. This realization, coupled with the documented impact of work-related dysphonia on the economy, has resulted in a growing international interest in developing occupational health benchmarks for voice use, similar to other standards developed for work-related factors such as noise-induced hearing loss. In this article, we review current perspectives and examine some issues related to occupational vocal health. [less ▲]

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See detailIMPACT OF TEACHERS’ VOICE QUALITY ON CHILDREN’S LANGUAGE
Morsomme, Dominique ULg; Minel, Laura; Verduyckt, Ingrid

in VOCOLOGIE: stem en stemstoornissen (2011)

Teachers are a professional group highly exposed to dysphonia, the accumulation of a high vocal demand and detrimental working environments are auspicious to the development of vocal disorders. Yet, the ... [more ▼]

Teachers are a professional group highly exposed to dysphonia, the accumulation of a high vocal demand and detrimental working environments are auspicious to the development of vocal disorders. Yet, the voice of a teacher is his main tool for conveying knowledge to his students, thus a teacher’s voice is of highest value. Recent studies have shown that altered vocal quality have an adverse impact on listeners’ speech processing skills. The objective of our study was to investigate the impact of dysphonic voice on the speech processing skills of 68 eight-year-old children on a text comprehension task and on a minimal pair discrimination task. Children were tested preliminarily according to their auditory attention skills and their lexical and phrasal skills. Children listened to a female voice that read a text and a list of minimal pairs first in a normal voice and then in a dysphonic voice. Their comprehension of the text was evaluated by their score at seven questions about the text and their discrimination score was defined according to the number of correctly discriminated pairs. Results show that dysphonic voice quality lowers the score of all children, regardless of age, gender or language processing skills and across both tasks (p < 0,05); the negative effect of the dysphonic voice quality is more marked on the discrimination task (p < 0,05). The results of this study clearly advocate for the prevention of voice disorders in teachers [less ▲]

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See detailVoice Impact of a Prolonged Reading Task at two Intensity Levels
Remacle, Angélique ULg; FINCK, Camille ULg; Roche, Anne et al

Poster (2011, June 02)

The purpose of this study is to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading. Fifty normophonic women undergo two sessions of voice loading in ... [more ▼]

The purpose of this study is to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading. Fifty normophonic women undergo two sessions of voice loading in which the required intensity level of voice varied: 60-65 dB(A) for the first session, and 70-75 dB(A) for the second session. Serial voice quality objective data is obtained every 30 minutes during the oral reading tasks, by use of Multi-Dimensional Voice program (Average fundamental frequency (AvF0), Jitter percent (Jitt), Shimmer percent (Shim), Noise-to-Harmonic Ratio (NHR)). Serial measurements of voice range are also carried out every 30 minutes of the oral reading tasks, by use of the voice range profile. Results indicate that AvF0, lowest frequency of voice range and softest output of phonation rise during prolonged oral reading. On the contrary, Jitt tends to decrease and Shim decreases significantly with the passage of time during the voice loading. NRH does not vary statistically. AvF0 and highest outpout of phonation are the only parameters influenced by the required intensity of oral reading task: they are significantly higher in the 70-75 dB session compared to the 60-65 dB session. [less ▲]

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See detailThe Vocal Impact of a Prolonged Reading Task at two Intensity Levels
Remacle, Angélique ULg; FINCK, Camille ULg; Roche Anne et al

Conference (2011, March 29)

The purpose of this study is to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading. Fifty normophonic women (mean age: 25.4 years) undergo two sessions ... [more ▼]

The purpose of this study is to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading. Fifty normophonic women (mean age: 25.4 years) undergo two sessions of voice loading in which the required intensity level of voice varied: 60-65 dB(A) for the first session, and 70-75 dB(A) for the second session. The results of loading are assessed with regard to objective data and self-rating of voice obtained every 30 minutes during the oral reading tasks. Serial voice quality objective data is obtained by use of Multi-Dimensional Voice program (Average fundamental frequency (AvF0), Jitter percent (Jitt), Shimmer percent (Shim), Noise-to-Harmonic Ratio (NHR)). Serial measurements of maximum phonation time (MPT) and voice range are carried out by use of Kay Elemetrics Computerized Speech Lab. The following characteristics are also categorized by the use of a 100 mm visual analogue scale every 30 minutes of the oral reading tasks: voice quality, feeling of phonation effort, vocal fatigue, and laryngeal discomfort. Results indicate that AvF0, lowest frequency of voice range, softest output of phonation, feeling of phonation effort, vocal fatigue and laryngeal discomfort rise during prolonged oral reading. On the contrary, Shim and self-rating of voice quality decrease significantly with the passage of time during the voice loading. Jitt and NHR tend to decrease. MPT decreases after the first 30 minutes but increases afterwards. AvF0 and highest frequency of voice range are the only parameters influenced by the required intensity of oral reading task: these values are significantly higher in the 70-75 dB session compared to the 60-65 dB session. [less ▲]

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See detailBuilding Design and Classroom Acoustics
Amarante Andrade, Pedro; Morsomme, Dominique ULg; Epstein, Ruth

Conference (2011, March 29)

Teachers and students suffer from the impact of noisy classrooms. This is due to poor sound isolation, traffic and noise generated by electronic data processors, HVAC (Heating, Ventilation and Air ... [more ▼]

Teachers and students suffer from the impact of noisy classrooms. This is due to poor sound isolation, traffic and noise generated by electronic data processors, HVAC (Heating, Ventilation and Air Conditioning) interference and reverberation levels. For teachers, this resulted in increased vocal loading and fatigue, frequently leading to vocal issues. Furthermore, poor acoustic conditions influence children language acquisition process, sometimes leading to impaired concentration, behavioural disorders, and attention deficit. The problem is more enhanced in children with hearing impairment (temporary or permanent) or with other disabilities. Lack of information and normative data on the aspects of building design and classroom acoustics have prompted this review, which comprises of sources originated from Canada, France and Belgium. [less ▲]

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See detailVoice related complaints in the pediatric population
Verduyckt, Ingrid; Remacle, Marc; Jamart, Jacques et al

in Journal of Voice (2011), 25(3), 373-380

Subjective evaluation of the voice by the patient is routinely assessed in the adult dysphonic population; this Q6 is, however, not the case in the pediatric population. There were three objectives of ... [more ▼]

Subjective evaluation of the voice by the patient is routinely assessed in the adult dysphonic population; this Q6 is, however, not the case in the pediatric population. There were three objectives of this study: the first goal was to study the ability of children aged 5–13 years to express themselves about physical, emotional, and sociofunctional aspects of their voice. The second goal was to explore if specific voice-related complaints were expressed by dysphonic children as compared with normophonic children. The third goal was to compare the dysphonic children’s voice-related complaints with those of their mothers. The overall objective was to set the grounds for the elaboration of a standardized questionnaire in French concerning subjective evaluation of voice in children. Twenty-five dysphonic children with vocal complaint (15 nodules, one polyp, one microweb, eight unspecified) and 55 normophonic children aged 5–13 years were interviewed. The interviews were semistructured based on a canvas of voice-related questions. The dysphonic children’s mothers were interviewed with the mean of a written questionnaire and were invited to discuss their answers orally with the examiner. The results were analyzed ualitatively and statistically.AChi-square test and the Fisher’s test were used to analyze the differences between the complaints expressed by the dysphonic and the normophonic children, and a binomial test was used to compare the children’s answers with their mothers’ answers. The qualitative analysis of the interviews suggests that children are capable of reflecting over their ownvoice and of giving autonomous information about different aspects of their voice. It also appeared that voice is a complex phenomenon and that it needs to be clearly and cautiously defined to the children.We identified 27 different complaints related to the voice, out of which 17 were significantly more expressed by dysphonic than by normophonic children (P < 0.05). Three of the 27 identified complaints show significant discordances between the mothers and the dysphonic children. The results suggest that children are capable of making a subjective and autonomous evaluation of their voice and that dysphonic children experience significantly more voicerelated discomfort than nondysphonic children. The complaints expressed by the dysphonic children and their mothers are not all in concordance. The main conclusion is that a standardized subjective evaluation of the voice, not only by the parents but also by the child itself, would be relevant in the assessment of pediatric dysphonia. [less ▲]

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See detailValidation d'un double questionnaire (enfant/parent) pour l'évaluation subjective de la voix chez l'enfant.
Verduyckt, Ingrid; Morsomme, Dominique ULg; Ferrara, Tamara et al

Conference (2010, October 18)

Contexte L’auto-évaluation des symptômes vocaux et de leur impact sur la vie quotidienne fait aujourd’hui partie de l’évaluation de la dysphonie. Pour les adultes, nous disposons de questionnaires validés ... [more ▼]

Contexte L’auto-évaluation des symptômes vocaux et de leur impact sur la vie quotidienne fait aujourd’hui partie de l’évaluation de la dysphonie. Pour les adultes, nous disposons de questionnaires validés (Woisard et al 2004, Morsomme et al 2005), il n’existe pas d’équivalent pour les enfants.Notre objectif est la validation d’un questionnaire dont la création à déjà fait l’objet d’une publication (Verduyckt et al, 2010) . Méthode Passation du questionnaire sur un mode test-retest (Enfants : N 168 (5,5 – 12,7 ans), Parents : N 118). La population est divisée en trois sous-groupes : 1. Dysphoniques avec plainte vocale (DAP), N : 27 enfants 2. Dysphoniques sans plaintes vocales (DSP), N : 22 enfants 3. Normophoniques (NP), N :73 enfants Résultats Nous observons une bonne cohérence interne Alpha de Cronbach >.85 ainsi qu’une fiabilité test-retest élevée: Pearson’s r : .68 (enfants) et .84 (parents), (p<.05) et une corrélation bonne à élevée entre le score total et la question adressant spécifiquement la présence d’un problème vocal ( Spearman’s r : .54 (enfants) et r :.64 (parents) (p<.05)). Nous observons également une différence significative entre le score total des trois sous-groupes pour les parents (DAP = DSP > NP) (p <.05). La corrélation entre les scores enfants et parents est faible (Pearson’s r <.25) et il existe une différence significative entre leurs scores totaux : enfants > parents (p<.05). Conclusions Notre questionnaire s‘est montré valide et fiable. Il est sensible avant tout aux plaintes des parents d’enfants dysphoniques. L’utilité d’un questionnaire qui s’adresse d’une part aux enfants et d’une part aux parents est confirmée, les réponses parentales n’étant que faiblement corrélées aux réponses des enfants et significativement différentes. [less ▲]

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