Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study

Publication: Research - peer-reviewArticle in proceedings – Annual report year: 2010

Standard

Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study. / Pelegrin Garcia, David; Lyberg-Åhlander, Viveka; Rydell, Roland; Brunskog, Jonas; Lofqvist, Anders.

Proceedings of Meetings on Acoustics 11. Vol. 11 Acoustical Society of America, 2010.

Publication: Research - peer-reviewArticle in proceedings – Annual report year: 2010

Harvard

Pelegrin Garcia, D, Lyberg-Åhlander, V, Rydell, R, Brunskog, J & Lofqvist, A 2010, 'Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study'. in Proceedings of Meetings on Acoustics 11. vol. 11, Acoustical Society of America., 10.1121/1.3533839

APA

Pelegrin Garcia, D., Lyberg-Åhlander, V., Rydell, R., Brunskog, J., & Lofqvist, A. (2010). Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study. In Proceedings of Meetings on Acoustics 11. (Vol. 11). Acoustical Society of America. 10.1121/1.3533839

CBE

Pelegrin Garcia D, Lyberg-Åhlander V, Rydell R, Brunskog J, Lofqvist A. 2010. Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study. In Proceedings of Meetings on Acoustics 11. Acoustical Society of America. Available from: 10.1121/1.3533839

MLA

Vancouver

Pelegrin Garcia D, Lyberg-Åhlander V, Rydell R, Brunskog J, Lofqvist A. Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study. In Proceedings of Meetings on Acoustics 11. Vol. 11. Acoustical Society of America. 2010. Available from: 10.1121/1.3533839

Author

Pelegrin Garcia, David; Lyberg-Åhlander, Viveka; Rydell, Roland; Brunskog, Jonas; Lofqvist, Anders / Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study.

Proceedings of Meetings on Acoustics 11. Vol. 11 Acoustical Society of America, 2010.

Publication: Research - peer-reviewArticle in proceedings – Annual report year: 2010

Bibtex

@inbook{e364de2a4eb5409d93a573a046b31e0f,
title = "Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study",
publisher = "Acoustical Society of America",
author = "{Pelegrin Garcia}, David and Viveka Lyberg-Åhlander and Roland Rydell and Jonas Brunskog and Anders Lofqvist",
year = "2010",
doi = "10.1121/1.3533839",
volume = "11",
booktitle = "Proceedings of Meetings on Acoustics 11",

}

RIS

TY - GEN

T1 - Influence of classroom acoustics on the voice levels of teachers with and without voice problems: a field study

A1 - Pelegrin Garcia,David

A1 - Lyberg-Åhlander,Viveka

A1 - Rydell,Roland

A1 - Brunskog,Jonas

A1 - Lofqvist,Anders

AU - Pelegrin Garcia,David

AU - Lyberg-Åhlander,Viveka

AU - Rydell,Roland

AU - Brunskog,Jonas

AU - Lofqvist,Anders

PB - Acoustical Society of America

PY - 2010

Y1 - 2010

N2 - Many teachers suffer from voice problems and classroom acoustics has been considered as one of the potential hazards for this. The present study examines how classroom acoustics interacts with the voices of 14 teachers without voice problems and 13 teachers with voice problems. The assessment of the voice problems was made with a questionnaire and a laryngological examination. During teaching, the sound pressure level at the teacher’s position was monitored. The teacher’s voice level and the activity noise level were separated using mixed Gaussians. In addition, objective acoustic parameters of Reverberation Time and Voice Support were measured in the 30 empty classrooms of the study. An empirical model shows that the measured voice levels depended on the activity noise levels and the voice support. Teachers with and without voice problems were differently affected by the voice support of the classroom. The results thus suggest that teachers with voice problems are more aware of classroom acoustic conditions than their healthy colleagues and make use of the more supportive rooms to lower their voice levels. This behavior may result from an adaptation process of the teachers with voice problems to preserve their voices.

AB - Many teachers suffer from voice problems and classroom acoustics has been considered as one of the potential hazards for this. The present study examines how classroom acoustics interacts with the voices of 14 teachers without voice problems and 13 teachers with voice problems. The assessment of the voice problems was made with a questionnaire and a laryngological examination. During teaching, the sound pressure level at the teacher’s position was monitored. The teacher’s voice level and the activity noise level were separated using mixed Gaussians. In addition, objective acoustic parameters of Reverberation Time and Voice Support were measured in the 30 empty classrooms of the study. An empirical model shows that the measured voice levels depended on the activity noise levels and the voice support. Teachers with and without voice problems were differently affected by the voice support of the classroom. The results thus suggest that teachers with voice problems are more aware of classroom acoustic conditions than their healthy colleagues and make use of the more supportive rooms to lower their voice levels. This behavior may result from an adaptation process of the teachers with voice problems to preserve their voices.

U2 - 10.1121/1.3533839

DO - 10.1121/1.3533839

VL - 11

BT - Proceedings of Meetings on Acoustics 11

T2 - Proceedings of Meetings on Acoustics 11

ER -