References of "Morsomme, Dominique"
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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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See detailÉtude de l’impact du trac sur la voix de 26 étudiants en situation d’examen de solfège.
Morsomme, Dominique ULg; Ficarrotta, Eva

Conference (2010, October 18)

Les manifestations du trac sont physiques, cognitives et comportementales. Elles varient selon le genre, la tâche et le public. Notre étude tente de les mettre en évidence chez 26 étudiants produisant un ... [more ▼]

Les manifestations du trac sont physiques, cognitives et comportementales. Elles varient selon le genre, la tâche et le public. Notre étude tente de les mettre en évidence chez 26 étudiants produisant un morceau « a capella » pendant leur examen de solfège. 4 mois avant l’examen (T1), le jour avant (T2) et le jour de l’examen (T3), chaque étudiant a évalué son degré de nervosité, complété les échelles de Cungi et expliqué sa stratégie de coping. Des mesures objectives ont été relevées. Au T3, 3 experts dont une logopède les ont notés. Tous les sujets obtiennent des résultats significativement plus élevés au T3 pour leurs degrés de nervosité et l’intensité. Les notes des juges sont corrélées à celle de la logopède (rho: 0,71/0,79). Au T3, plus les femmes évaluent hautement leur nervosité, plus le juge 2 l’évalue hautement également (rho: 0,84). Plus les scores aux échelles de Cungi sont élevés plus le degré de perfectionnisme l’est aussi (rho: 0,87; 0,81; 0,57). Plus le temps d’exécution du morceau est long, plus les notes attribuées par les juges sont faibles (rho: -0,69). Au T3, plus les hommes ont un degré de nervosité élevé plus les juges perçoivent du trac, plus les scores à l’échelle de Cungi et leur degré de perfectionnisme sont élevés (rho:0,69/ 0,65/ 0,72/ 0,68). Plus le Jitter augmente, plus la perception du trac par le juge 2 est élevé (rho: 0,68). Plus le HNR augmente, plus le degré de trac attribué par les juges est important (rho: 0,71) et plus la note de la logopède est faible (rho : -0,71). Plus le Jitter est élevé, plus les notes des 3 juges sont faibles (rho:-0,78/-0,79). 73 % des étudiants utilisent un coping cognitivo comportemental et 16 % une stratégie médicamenteuse. Le trac se manifeste mais différemment en fonction du genre. [less ▲]

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See detailImpact of vocal load during a prolonged reading task with specific emphasis on the output level
Remacle, Angélique ULg; Roche, Anne ULg; Finck, Camille ULg et al

Conference (2010, October 18)

La charge vocale se définit comme la quantité d'utilisation vocale en termes de durée et d'intensité vocale. Dans cette étude, nous tentons d'étudier la charge vocale selon ces deux aspects. Pour ce faire ... [more ▼]

La charge vocale se définit comme la quantité d'utilisation vocale en termes de durée et d'intensité vocale. Dans cette étude, nous tentons d'étudier la charge vocale selon ces deux aspects. Pour ce faire, nous avons proposé une tâche de lecture à 50 femmes non fumeuses, âgées de 22 à 47 ans, chez qui l'examen phoniatrique a exclu la présence de toute pathologie vocale. L'impact de la durée de l'utilisation vocale a été étudié à l'aide de récoltes de mesures toutes les 30 minutes, au cours d'une lecture de deux heures. Nous avons réalisé des mesures objectives (Fréquence fondamentale, Jitter %, Shimmer %, Noise-to-Harmonic Ratio, étendue fréquentielle, dynamique d'intensité, temps maximum de phonation) ainsi qu'une auto évaluation sur une échelle visuelle analogique (qualité vocale, sensation d'effort, de fatigue et d'inconfort laryngé au cours de la lecture). Afin de mettre en évidence l'effet de l'intensité, chaque participante a réalisé deux fois la tâche de deux heures de lecture, à minimum trois jours d'intervalle afin de permettre la récupération entre les deux conditions de test. Une première fois à intensité conversationnelle (entre 60 et 65 dB), une seconde fois à intensité élevée (entre 70 et 75 dB). L'objectif était d'étudier les modifications liées à la durée et à l'intensité de l'utilisation vocale ainsi que l'impact de l'échauffement et de la fatigue vocale sur les paramètres étudiés. [less ▲]

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See detailNerves’ impact on voice of 26 students in a music exam situation.
Morsomme, Dominique ULg; Ficarrotta, Eva

Conference (2010, July 17)

The manifestations of the nerves are physical, cognitive and behavioural. They vary according to the genre, the task and the public. According to the literature, many vocal parameters are influenced by ... [more ▼]

The manifestations of the nerves are physical, cognitive and behavioural. They vary according to the genre, the task and the public. According to the literature, many vocal parameters are influenced by the exam nerves. Our goal is to study the manifestations of the nerves in 26 students (10 men and 16 women, mean age: 33.3 y) during their musical examination. They sang a score “a cappella”. We recorded the musical performance 4 months before examination (T1), the day before (T2) and the examination's day (T3). Each student evaluated his global degree of nervousness, filled in the Cungi’s scales (stress scale) and explained his strategy of coping. 2 expert judges noted the students at the T3. A speech therapist also evaluated them on the basis of 4 objective criteria. Moreover, we measured the frequency parameters, jitter, intensity, duration and HNR with Praat. The comparison of the results at each time shows that the men and the women obtain results significantly higher at T3 for their degrees of nervousness and their level of intensity. In the same way, the note evaluated by the judges for the whole of the subjects is correlated with that of the speech therapist (rho: 0.71; 0.79). For the women at T3, we observe five positive correlations and one negative. The more the women evaluate their degree of stress strongly, the more judge n°2 evaluates it strongly (rho: 0.84). The more the scores on the scales of Cungi are high, the higher are the degrees of perfectionism (rho: 0.87; 0.81; 0.57). Both judges evaluated the exam nerves in the same way (rho: 0.59). The longer the execution time of the musical score, the more the evaluations by the speech therapist and both judges are weak (rho: -0.69). For the men at T3, we observe six positive correlations and two negative. The more the men have a high degree of nervousness, the higher the judges evaluated exam nerves, the higher level of Cungi scores the more the degree of perfectionism is high (rho: 0.69; 0.65; 0.72; 0.68). The more the jitter increases, the more the perception of the exam nerves by judge n°2 is high (rho: 0.68). The more the HNR increased, the more the degree of exam nerves evaluated by the judges is important (rho: 0.71) and the more the note of the speech pathologist is weak (rho: -0.71). The higher the jitter is, the weaker are the notes of the judges and of the speech pathologist (rho: -0.78; -0.79). 17 students, including only one man, employed strategies of coping to decrease their nerves: 73% a coping cognitive behavioural and 16% a medical strategy. In our study, the nerves affect the men and the women differently. The management of the nerves is an interesting topic to study in order to contribute to the development of coping strategies. [less ▲]

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See detailEFFECTIVENESS OF VOICE THERAPY RELYING ON THE USE OF EUTONY IN THE TRAITEMENT OF DYSPHONIC PATIENTS.
Martinot, Gisèle; Caner, Jessie; Morsomme, Dominique ULg

Poster (2010, July 15)

Twenty six patients with dysphonia (different etiologies) were submitted to a voice therapy program involving the use of Eutony. In order to assess its efficacy, pre and post-treatment audio recordings ... [more ▼]

Twenty six patients with dysphonia (different etiologies) were submitted to a voice therapy program involving the use of Eutony. In order to assess its efficacy, pre and post-treatment audio recordings were analysed and submitted to perceptual rating using GRBAS-I scale and acoustical analysis of fundamental frequency, jitter and shimmer. Aerodynamic data (Maximum Phonation Time & Estimated Subglottic Pressure) were also included in the voice quality assessment protocol. In addition , a questionnaire was sent to all patients to collect self-evaluation of voice quality and therapy outcomes. The study revealed a significant improvement lasting in time for two acoustic parameters : Jitter and Shimmer and five perceptual parameters : Grade, Roughness, Breath, Asthenia and Strain. Aerodynamic data showed slight improvements but no significant changes. Self evaluation questionnaires also tend to strengthen positive effects of therapy. Thus, this study supports the use of Eutony in vocal therapy for dysphonia. Its effects were shown to be measurable with both acoustical analysis and perceptual rating of voice quality. [less ▲]

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See detailImpact of Pharyngo laryngeal Reflux on voice quality by using the RFS and RSI on 96 subjects.
Morsomme, Dominique ULg; Sugameli, Mélanie; Verduyckt, Ingrid

Conference (2010, June 05)

Pharyngo Laryngeal Reflux (PLR) influences the voice quality : hoarseness, vocal fatigue and hypertonia (Shaw et al, Hopkins et al). Our goal is to measure the influence of the PLR on the voice of 96 ... [more ▼]

Pharyngo Laryngeal Reflux (PLR) influences the voice quality : hoarseness, vocal fatigue and hypertonia (Shaw et al, Hopkins et al). Our goal is to measure the influence of the PLR on the voice of 96 subjects by using the Belafsky’s reflux symptom index (RSI) and reflux finding score (RFS). 46 dysphonic patients (26M/24F) constitute the experimental group (EG) and 50 subjects (13 M/33F) without vocal or gastric complaint the control group (CG). All are evaluated by subjective measures (RSI), D-type scale (DS-16, Denollet et al) and objective measures (Video Laryngo Stroboscopy, RFS). The EG shows a RSI score significantly higher on test than on the retest (p=0.002). The specificity of the RSI calculated on the CG amounts to 98 % (chi ²: p < 0,05, Cramer: 0,678). The EG scores are significantly higher than those of the CG (p=0,000) although the CG obtains scores significantly higher as for the eating risk habits (p=0,001). In the EG, we note a correlation between the coffee consumption, the item 9 (pyrosis) (rho: 0,32; p < 0,05 ) and the global RSI score (rho: 0,35; p < 0,05). In the CG, alcohol consumption influences significantly the item 9 (rho: 0,47). The correlations between RSI and RFS are not significant (p < 0.05). The ENT evaluation is severe and probably influences the result. We observe no influence of the gender and of the D-type scale on the RSI scores (p <0.05). The RSI scale is an interesting tool for the detection of RPL. [less ▲]

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See detailLe séminaire de développement professionnel : un dispositif réflexif et intégrateur
Sadzot, Agnès ULg; Deum, Mélanie ULg; Morsomme, Dominique ULg et al

in Ammar, Adil; Sbihi, Mohammed (Eds.) AIPU 2010 Réformes et changements pédagogiques dans l'enseignement supérieur (2010, May)

Le Séminaire de Développement Professionnel est un dispositif pédagogique, créé en 2009- 2010 pour les étudiants du Master 1 en logopédie de l'Université de Liège. Ce cours se veut professionnalisant ... [more ▼]

Le Séminaire de Développement Professionnel est un dispositif pédagogique, créé en 2009- 2010 pour les étudiants du Master 1 en logopédie de l'Université de Liège. Ce cours se veut professionnalisant, basé sur l'itinéraire de formation propre à chaque apprenant. Il a pour objectif de développer la réflexivité de l'étudiant, en l'invitant à faire des ponts entre les différentes disciplines. Le cours se centre sur deux compétences, l'une clinique ("l'évaluation logopédique"), l'autre transversale ("la relation professionnelle"). Il comporte d'une part six séances collectives, organisées et encadrées par un groupe interdisciplinaire d’enseignants, d'autre part la réalisation par chaque étudiant d'un portfolio de développement professionnel. La présente communication se propose de présenter le dispositif de formation mis en oeuvre, l’outil portfolio et son évaluation. Une analyse critique de ce dispositif basée sur les avis des apprenants apportera un éclairage réflexif à nos pratiques, au-delà de leur présentation. [less ▲]

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See detailLe bilan vocal chez l'adulte.
Morsomme, Dominique ULg

Scientific conference (2010, April 21)

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See detailMa voix, c'est moi
Dispa, Marie-Françoise; Morsomme, Dominique ULg

Article for general public (2010)

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See detailTable d'écoute vocale: entraînement à la discrimination auditive.
Morsomme, Dominique ULg

Conference given outside the academic context (2010)

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See detailTable d'écoute: entraînement à la discrimination auditive
Morsomme, Dominique ULg

Conference given outside the academic context (2010)

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See detailGlottoplasty for Male-to-Female Transsexualism: Voice Results
Remacle, Marc; Matar, Nayla; Morsomme, Dominique ULg et al

in Journal of Voice (2010), 25(1), 120-3

Summary: Objectives. The aim of this study was to evaluate the objective voice results ofWendler’s glottoplasty in male-to-female transsexuals. Method. We retrospectively reviewed our patients treated ... [more ▼]

Summary: Objectives. The aim of this study was to evaluate the objective voice results ofWendler’s glottoplasty in male-to-female transsexuals. Method. We retrospectively reviewed our patients treated with Wendler’s technique with minor modifications. Glottoplasty consisted in CO2-laser epithelial ablation of the anterior commissure and the two vocal folds in anterior third, suturing of the two vocal folds with two stitches of 3.0 resorbable thread, and application of fibrin sealant to strengthen the suture. Voice assessment was based mainly on fundamental frequency (F0), frequency range, jitter, maximum phonation time, phonation quotient, estimated subglottic pressure (ESGP) grade of dysphonia (G), and voice handicap index (VHI). These measures were taken before surgery and on the last follow-up visit. Results. Our series included 15 patients with a mean age of 36 years. The mean follow-up period was 7.2 months.We did not observe any early complications related to the technique. The comparison between the preoperative and the postoperative measurements, using Wilcoxon signed rank test, showed a significant improvement of median F0 from 139 to 191 Hz (P ¼ 0.006) with an increase in the grade of dysphonia (Gpre ¼ 0.2, Gpost ¼ 1, P ¼ 0.013) and ESGP (ESGPpre ¼ 8.1 ± 3.2, ESGPpost ¼ 12.0 ± 3.8, P ¼ 0.002). Other measurements, including VHI, did not show any significant differences pre- and postoperatively. Conclusion. Wendler’s glottoplasty can contribute to feminize the voice. [less ▲]

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See detailDissection de la Voix
Lambert, Philippe; Morsomme, Dominique ULg

Article for general public (2010)

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