References of "Finck, Camille"
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See detailImpact of vocal load on breathiness: Perceptual evaluation
Remacle, Angélique ULg; Schoentgen, Jean; FINCK, Camille ULg et al

in Logopedics, Phoniatrics, Vocology (in press)

Objectives: To evaluate the impact on voice of 2 hours of continuous oral reading. Methods: Fifty normophonic women underwent two sessions of voice loading in which the required intensity level varied: 60 ... [more ▼]

Objectives: To evaluate the impact on voice of 2 hours of continuous oral reading. Methods: Fifty normophonic women underwent two sessions of voice loading in which the required intensity level varied: 60-65 dB(A) for the first session, and 70-75 dB(A) for the second session. Ten expert judges evaluated the breathiness of one sentence recorded before and after each loading session. Pairs of stimuli were presented randomly to the judges, who were asked to designate the breathiest sample. Results: A significant decrease in breathiness was observed following both sessions, suggesting an improvement of voice subsequent to loading. When comparing the two intensity levels, no difference was found for breathiness after vocal loading. [less ▲]

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See detailEstimated Subglottic Pressure Evaluation According to Vocal Pathology. Study on 418 Patients
Morsomme, Dominique ULg; Chareix, Hélène; FINCK, Camille ULg et al

Conference (2014, May 31)

Estimated subglottic pressure (ESGP) is part of the aerodynamic measurements included in the vocal profile. It is an indication of vocal effort and can guide the therapist in his clinical approach. We aim ... [more ▼]

Estimated subglottic pressure (ESGP) is part of the aerodynamic measurements included in the vocal profile. It is an indication of vocal effort and can guide the therapist in his clinical approach. We aim to examine the clinical interest of the ESGP by observing its values according to voice pathology, age, gender and sound pressure level. We also examine the relationships between PSGE, DSI and VHI. Method:The study includes 418 patients (M:118/W:300). Each patient’s file consists of VLS, acoustic, aerodynamic and perceptual measures. The ESGP was collected through the Phonatory Aerodynamic System Model 6600 (KayPentax). Patients produced 3 sequences of / ipipi / at low (IL), conversational (IC) and high (IH) intensity. Patients were grouped according to the ENT’s diagnosis. Results: Patients without vocal lesions (MTD) had a significantly lower ESGP compared to patients with nodules, polyps, inflammation, edema (IL, IC), cysts (IC) or scar (IC). Patients with vocal fold atrophy had a lower ESGP than those suffering from nodules and polyps at conversational and high intensity, but were not differentiated at low intensity. Amongst patients without lesions (MTD), a positive correlation appeared between ESGP and intensity; which was not the case for patients with lesions. At high intensity, men had a significantly higher ESGP than women. At low intensity, we noted a positive correlation between the VHI scores and ESGP levels. At low and conversational intensity, we observed a negative correlation between DSI and ESGP scores. Conclusion: This study highlights the importance of considering ESGP in the vocal profile. As expected, patients with vocal pathology produce high ESGP. However, the correlations between intensity and ESGP vary depending on the patient's pathology. In addition, ESPG values allow the clinician to distinguish MTD and healthy patients and thus could help the therapist in his clinical approach. [less ▲]

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See detailComparison of vocal loading parameters in kindergarten and elementary school teachers
Remacle, Angélique ULg; Morsomme, Dominique ULg; FINCK, Camille ULg

in Journal of Speech, Language, and Hearing research (2014), (406-415),

Purpose: Although a global picture exists of teachers’ voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study ... [more ▼]

Purpose: Although a global picture exists of teachers’ voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared vocal loading of kindergarten and elementary school teachers; professional and non-professional vocal load was determined for both groups. Method: Twelve kindergarten and twenty elementary school female teachers without voice problems were monitored during one workweek using the Ambulatory Phonation Monitor. Vocal loading parameters analyzed were F0, SPL, time dose, distance dose and cycle dose. Results: Comparisons between the groups showed significantly higher cycle dose and distance dose for kindergarten teachers than for elementary school teachers, in both professional and non-professional environments. Professional and non-professional voice use comparisons showed significant differences for all parameters, indicating that vocal load was higher in the professional environment for both groups. Conclusions: The higher vocal doses measured in kindergarten teachers suggest that particular attention should be paid to this specific group of teachers. Although non-professional vocal load is lower than professional vocal load, it is important to take both into account because of their cumulative effects. [less ▲]

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See detailDosimétrie vocale chez des enseignantes des niveaux maternel et primaire
Remacle, Angélique ULg; Morsomme, Dominique ULg; FINCK, Camille ULg

in Cahiers de l'ASELF (2013), 10(4), 14-29

Objectifs - Cette étude quantifie l’usage vocal professionnel et extra-professionnel chez des enseignantes en différenciant deux niveaux scolaires : le maternel et le primaire. L’objectif est d’identifier ... [more ▼]

Objectifs - Cette étude quantifie l’usage vocal professionnel et extra-professionnel chez des enseignantes en différenciant deux niveaux scolaires : le maternel et le primaire. L’objectif est d’identifier le contexte (professionnel versus extra- professionnel) ainsi que le niveau scolaire (maternel versus primaire) requérant la charge vocale la plus importante. Méthodologie - Le comportement vocal de 21 enseignantes du maternel et de 20 enseignantes du primaire a été accumulé à l’aide d’un dosimètre pendant une semaine de travail (5 jours). Les paramètres analysés sont les suivants : l’intensité vocale, la fréquence fondamentale, la durée de phonation, le nombre de vibrations et la distance parcourue par les plis vocaux. Résultats - Comme attendu, le contexte professionnel est associé à des valeurs significativement plus élevées que le contexte extra-professionnel pour tous les paramètres mesurés. Par ailleurs, la comparaison entre les deux groupes montre des valeurs significativement plus élevées chez les enseignantes du maternel pour le nombre de vibrations et la distance parcourue par les plis vocaux. Conclusions - Le risque de développer des pathologies liées à la charge vocale est principalement associé à l’usage vocal professionnel des enseignantes, et il semble davantage présent chez les institutrices du niveau maternel que chez celles du primaire. [less ▲]

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See detailVocal impact of a prolonged reading task at two intensity levels : Perceptual analysis
Remacle, Angélique ULg; FINCK, Camille ULg; Schoentgen, Jean et al

Conference (2013, June 01)

Our goal is to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading. Fifty normophonic women underwent two sessions of voice loading in which the ... [more ▼]

Our goal is to evaluate the impact on voice of both duration and intensity level of 2 hours of continuous oral reading. Fifty normophonic women underwent 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. Objective measurements and subjective self-ratings were presented in a previous study (Remacle, Finck, Roche & Morsomme, 2012). Here are the results of perceptual analysis based on comparative judgments. Ten expert listeners evaluated the pressedness and the breathiness of one sentence recorded before and after each loading session. Pairs of stimuli were presented randomly to listeners who were asked to designate the most pressed sample at a first listening and the most breathy sample at a second listening. Each pair of stimuli was presented twice in order to evaluate the reliability. Results indicate that inter-judges and intra-judges reliability was poor to fair. Concerning the duration effect of vocal loading, results showed a significant decrease of breathiness but no change of pressedness after reading in both sessions. The decreased breathiness represents a voice improvement which could be interpreted as an adaptation of voice to loading. When comparing the two intensity levels, no difference was found for breathiness and pressedness after vocal loading. Similarly to objective measurements and self-ratings, perceptual assessments suggest that the duration of vocal loading has more effects on voice than its intensity level. [less ▲]

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See detailAmbulatory Monitoring of Teachers' Voice Use
Remacle, Angélique ULg; Morsomme, Dominique ULg; FINCK, Camille ULg

in AQL Proceedings (2013, June)

Method: Thirty-two French-speaking female teachers were monitored during one workweek (5 days) using the Ambulatory Phonation Monitor, Model 3200 (KayPENTAX). Phonation time, fundamental frequency (F0 ... [more ▼]

Method: Thirty-two French-speaking female teachers were monitored during one workweek (5 days) using the Ambulatory Phonation Monitor, Model 3200 (KayPENTAX). Phonation time, fundamental frequency (F0), sound pressure level (SPL), distance dose and cycle dose were analyzed in both professional and non-professional environments. Results: Teachers’ phonation time was statistically higher at school (20.3% ± 4.2) than not at school (10.4% ± 3.8). Concerning the fundamental frequency, both F0 average and F0 mode were statistically higher in the professional environment (F0 average = 258.7 Hz ± 20.5; F0 mode = 229.7 Hz ± 18.3) than in the non-professional environment (F0 average = 239.6 Hz ± 20.1; F0 mode = 213.3 Hz ± 20.6). The teachers spoke statistically louder at school (80.6 dB SPL ± 4.9) than not at school (74.5 dB SPL ± 5.2 dB SPL). The cycle dose and the distance dose were also statistically higher at school than in the non-professional environment. The data showed that the vocal folds vibrate 1,195,834 (± 255,696) times a day at work, plus 425,102 (±194,338) times after work. The distance traveled by the vocal folds for these teachers was 4,247 (± 1,476) meters at work, plus 1,173 (± 527) meters after work. Conclusion: Professional and non-professional voice use comparisons showed significant differences for all parameters (p<.001), indicating that vocal load was higher in the professional environment compared to the non-professional environment. [less ▲]

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See detailVocal loading profiles of kindergarten and elementary school teachers
Remacle, Angélique ULg; Morsomme, Dominique ULg; FINCK, Camille ULg

Conference (2013, April 24)

Purpose: Although a global picture exists of teachers’ voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others to develop ... [more ▼]

Purpose: Although a global picture exists of teachers’ voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others to develop vocal loading related dysphonia. This study compared vocal loading of kindergarten and elementary school teachers; professional and non-professional vocal load was determined for both groups. Method: Twelve kindergarten and twenty elementary school female teachers were monitored during one workweek using the Ambulatory Phonation Monitor, Model 3200 (KayPENTAX). Vocal loading parameters analyzed were phonation time, F0, SPL, distance dose and cycle dose. A total of 160 days (≈1513 hours) of collected data were analyzed. Results and conclusions: All the parameters were higher for kindergarten teachers than for elementary school teachers in both professional and non-professional environments, but the differences were significant only for the cycle dose and the distance dose (p < .05). The higher vocal load measured in kindergarten teachers suggests that they could be more at risk for developing voice disorders than elementary school teachers. Particular attention should be paid to this specific group of teachers working with young children. Concerning the comparisons between professional and non-professional voice use, significant differences were observed for all parameters (p < .0001), indicating that vocal load was higher in the professional environment for both groups. [less ▲]

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See detailVocal Impact of a Prolonged Reading Task in Dysphonic Versus Normophonic Female Teachers
Remacle, Angélique ULg; Morsomme, Dominique ULg; Berrué, Elise et al

in Journal of Voice (2012), 26(6), 8201-82013

OBJECTIVES: This study evaluates the impact on voice of a 2-hour reading task between 70-75 dB(A) in 16 normophonic and 16 dysphonic female teachers with vocal nodules. METHODS: Objective measurements ... [more ▼]

OBJECTIVES: This study evaluates the impact on voice of a 2-hour reading task between 70-75 dB(A) in 16 normophonic and 16 dysphonic female teachers with vocal nodules. METHODS: Objective measurements (acoustic analysis, voice range measurements, aerodynamic measurements) and subjective self-ratings were collected before the task and every 30 minutes during the reading to determine the voice evolution in both groups. RESULTS: Fundamental frequency, lowest frequency, highest frequency (F-High), highest intensity and intensity range increase through the reading, whereas Shimmer decreases. Maximum phonation time decreases after 30 minutes. Estimated subglottal pressure (ESP) and sound pressure level increase during the first hour. Afterwards, ESP decreases. Self-ratings worsen through time. When comparing the normophonic and the dysphonic teachers, self-ratings reveal more complaints in the dysphonic group. Few differences in objective measurements are found between both groups: normophonic teachers show lower ESP, higher F-High and greater frequency range. CONCLUSIONS: Frequency modifications from acoustic analysis and voice range measurements suggest an increased laryngeal tension during vocal load, while subjects perceive a worsening of voice. Aerodynamic parameters depict first a deterioration of voice efficiency and then an adaptation to the prolonged reading. The comparison between both groups shows a discrepancy between objective measurements and self-ratings, suggesting that both approaches are necessary to have a complete view of vocal load effects. Surprisingly, both groups behave similarly through vocal load, without more or quicker deterioration of voice in the dysphonic group. [less ▲]

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See detailVocal Impact of a Prolonged Reading Task in Dysphonic versus Normophonic Female Teachers
Remacle, Angélique ULg; Morsomme, Dominique ULg; Berrué, Elise et al

in Journal of Voice (2012, November), 26(6), 8201-82013

OBJECTIVES: This study evaluates the impact on voice of a 2-hour reading task between 70-75 dB(A) in 16 normophonic and 16 dysphonic female teachers with vocal nodules. METHODS: Objective measurements ... [more ▼]

OBJECTIVES: This study evaluates the impact on voice of a 2-hour reading task between 70-75 dB(A) in 16 normophonic and 16 dysphonic female teachers with vocal nodules. METHODS: Objective measurements (acoustic analysis, voice range measurements, aerodynamic measurements) and subjective self-ratings were collected before the task and every 30 minutes during the reading to determine the voice evolution in both groups. RESULTS: Fundamental frequency, lowest frequency, highest frequency (F-High), highest intensity and intensity range increase through the reading, whereas Shimmer decreases. Maximum phonation time decreases after 30 minutes. Estimated subglottal pressure (ESP) and sound pressure level increase during the first hour. Afterwards, ESP decreases. Self-ratings worsen through time. When comparing the normophonic and the dysphonic teachers, self-ratings reveal more complaints in the dysphonic group. Few differences in objective measurements are found between both groups: normophonic teachers show lower ESP, higher F-High and greater frequency range. CONCLUSIONS: Frequency modifications from acoustic analysis and voice range measurements suggest an increased laryngeal tension during vocal load, while subjects perceive a worsening of voice. Aerodynamic parameters depict first a deterioration of voice efficiency and then an adaptation to the prolonged reading. The comparison between both groups shows a discrepancy between objective measurements and self-ratings, suggesting that both approaches are necessary to have a complete view of vocal load effects. Surprisingly, both groups behave similarly through vocal load, without more or quicker deterioration of voice in the dysphonic group. [less ▲]

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See detailSuperior laryngeal nerve monitoring: modération de séance
FINCK, Camille ULg

Conference (2012, July)

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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 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 detailStructure cordale, phonotraumatisme et lésions cordales
FINCK, Camille ULg

Conference (2012, March)

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See detailLa vignette diagnostique de l'étudiant.Syndrome du trou déchiré postérieur(foramen jugulaire)
Moonen, Vincent; PHAN BA, Remy ULg; Tshibanda, J F et al

in Revue Médicale de Liège (2012), 67(4), 210-214

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See detailPrevention of vocal folds' scars:microsurgical principles
FINCK, Camille ULg

Conference (2011, December)

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See detailAnatomophysiology of voice production
FINCK, Camille ULg

Conference (2011, December)

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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 detailLa dysarthrie parkinsonienne
FINCK, Camille ULg

Conference (2011, October)

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