References of "Remacle, Angélique"
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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 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 detailL'impact de la charge vocale sur la rééducation
Morsomme, Dominique ULg; REMACLE, Angélique ULg

Conference (2014, March 29)

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See detailLa charge vocale
REMACLE, Angélique ULg; Morsomme, Dominique ULg

Conference (2014, March 29)

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See detailPrise en compte de la charge vocale dans l’évaluation et le traitement de la dysphonie
REMACLE, Angélique ULg

Scientific conference (2014, February 07)

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See detailLa voix n'est pas infatigable
Tréger, Isabelle; Remacle, Angélique ULg

in L'Orthophoniste (2014), 335

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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 detailLa charge vocale et son incidence sur le traitement orthophonique
REMACLE, Angélique ULg; Morsomme, Dominique ULg

Conference (2013, October 25)

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See detailA en perdre la voix...
REMACLE, Angélique ULg

Speech (2013)

Le dossier : À en perdre la voix… Forte de sa pratique de logopède clinicienne, Angélique Remacle a consacré sa thèse de doctorat à l'étude de la charge vocale chez les enseignantes du maternel et du ... [more ▼]

Le dossier : À en perdre la voix… Forte de sa pratique de logopède clinicienne, Angélique Remacle a consacré sa thèse de doctorat à l'étude de la charge vocale chez les enseignantes du maternel et du primaire, une frange de la population particulièrement touchée par des troubles de la voix. Les pathologies les plus fréquemment rencontrées chez les enseignants sont les nodules, avec pour conséquence une modification de la qualité de la voix, une fatigue vocal ou encore des épisodes d’aphonie. Pour pallier aux symptômes, une rééducation logopédique est généralement de mise. Cependant, lorsque les cordes vocales sont gravement touchées, la rééducation à elle seule ne suffit pas et elle doit être couplée avec une chirurgie réalisée par un ORL ou un phoniatre. On en parle avec Angélique Remacle, logopède clinicienne au CHU de Liège, chercheuse au sein de l’unité des troubles de la voix de l’ULg. [less ▲]

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See detailVocal load in professional voice users
REMACLE, Angélique ULg

Scientific conference (2013, October 18)

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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 detailLa charge vocale
Morsomme, Dominique ULg; Remacle, Angélique ULg

in Rééducation Orthophonique (2013), 254

Ce chapitre est consacré à la charge vocale, définie comme une quantité d’utilisation de la voix par unité de temps. La durée, le niveau de pression sonore et la hauteur tonale sont les trois facteurs ... [more ▼]

Ce chapitre est consacré à la charge vocale, définie comme une quantité d’utilisation de la voix par unité de temps. La durée, le niveau de pression sonore et la hauteur tonale sont les trois facteurs principaux qui l’influencent. Pour analyser son incidence sur la voix, nous devons également tenir compte de l’environnement dans lequel évolue le locuteur. Les effets de la charge vocale sur le plan laryngé sont fonction de la physiologie propre à chaque individu. Le dosimètre ou accumulateur vocal est l’outil qui vise à quantifier la charge vocale. Cette instrumentation permet d’observer les comportements vocaux des locuteurs sur de longues périodes en situation écologique. D’un point de vue clinique, la prise en compte de la charge vocale influence nos plans thérapeutiques. Outre les principes de rééducation connus, nous discutons entre autres de l’apport du micro amplificateur et de la nécessité du repos vocal. [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 detailLa charge vocale : De sa quantification à l’étude de son impact sur la fonction phonatoire et sur la qualité vocale
Remacle, Angélique ULg

Doctoral thesis (2013)

Ce travail étudie la charge vocale principalement chez les enseignants. La prévalence élevée des troubles de la voix chez ces professionnels serait en partie liée aux trois facteurs principaux de charge ... [more ▼]

Ce travail étudie la charge vocale principalement chez les enseignants. La prévalence élevée des troubles de la voix chez ces professionnels serait en partie liée aux trois facteurs principaux de charge vocale que sont la durée de phonation, le niveau de pression sonore, et la fréquence vocale. Ces facteurs sont associés à des contraintes mécaniques appliquées aux plis vocaux lors de la vibration, potentiellement responsables de microtraumatismes du tissu, et participant au développement de lésions bénignes. Notre contribution intervient à deux niveaux d’étude de la charge vocale. Dans un premier temps, nous l’avons quantifiée en situation écologique dans une population d’enseignantes, en comparant deux niveaux de l’enseignement ordinaire belge : le maternel et le primaire. A cette fin, le comportement vocal de 12 enseignantes du maternel et de 20 enseignantes du primaire a été enregistré durant une semaine de travail, à l’aide d’un système de dosimétrie. Les objectifs étaient, d’une part, de déterminer les différences d’utilisation vocale selon le niveau d’enseignement, et d’autre part, de comparer l’utilisation vocale professionnelle et extra-professionnelle des enseignantes. Globalement, nos résultats montrent une charge vocale plus élevée en situation professionnelle qu’en situation extra-professionnelle. Par ailleurs, les enseignantes du maternel présentent une charge vocale plus élevée que celles du primaire, en termes de nombre de cycles vibratoires et de distance parcourue par les plis vocaux. Dans un deuxième temps, nous avons étudié l’impact de la charge vocale sur la fonction phonatoire et sur la qualité vocale en condition de laboratoire. Une première condition expérimentale avait pour but d’améliorer la compréhension des facteurs de durée et d’intensité de la charge vocale, en soumettant 50 femmes normophoniques à 2 heures de charge, réalisées à deux reprises en variant le niveau d’intensité. Une seconde condition expérimentale avait pour but de comparer les effets de 2 heures de charge chez 16 enseignantes normophoniques et 16 enseignantes dysphoniques. Les effets de la charge vocale ont été évalués à l’aide de mesures objectives et subjectives. Les principaux résultats montrent plus d’impact de la durée que de l’intensité de la charge sur les paramètres observés. Par ailleurs, peu de différences sont observées entre les deux groupes d’enseignantes au cours de la tâche de charge, suggérant que les enseignantes dysphoniques présentent une bonne résistance durant la charge. [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 ▲]

Detailed reference viewed: 43 (8 ULg)