Competência na comunicação e perfil de participação em atividades vocais de professores do Distrito Federal com e sem desvantagem vocal
Communication competence and voice activity participation profile in teachers from the Brazilian Federal District with and without voice handicap
Dayane Cardoso de Melo; Fabiana Zambon; Mara Behlau
Resumo
Palavras-chave
Abstract
Purpose: To verify the self-evaluation of communication competence and the participation in vocal activities by teachers with and without voice handicap.
Methods: A sample calculation was done to represent the 34.749 teachers of SEEDF. There were 111 teachers from different levels of teaching (infant, elementary and high school) in this study. The VHI-10 protocol, with a cutoff score of 7,5, was used to classify the teachers into two groups: a risk vocal group and a nonrisk vocal group. The teachers answered the SACCom protocol for the self-evaluation of communication competence and the VAPP protocol for the mensuration of how much a vocal problem constraints and limits different vocal activities. The results were analyzed and compared between both groups.
Results: The risk vocal group presented lower scores of self-perception of communication competence in comparison to the non-risk vocal group (p=0,011) and higher values in every VAPP domain over the non-risk teachers group (p<0,001). Teachers with VAPP results above the cutoff values for the total score, additional activity limitation and participation restriction also obtained lower values in the SACCom (p=0.022; p<0.001; p=0.034).
Conclusion: Teachers with vocal handicap evaluated themselves as less competent in their communication and faced higher limitations and restrictions in vocal activities. Teachers with limitations and restrictions in vocal activities also presented a worse self-assessment concerning communication competence.
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Referências
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Submetido em:
17/04/2024
Aceito em:
24/09/2024
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