Intervenciones realizadas a docentes de colegios con diasfonía, una revisión narrativa de la literatura

Abstract

Objective: We sought to synthesize and analyze the effectiveness of the interventions that have been applied to school teachers with dysphonia. Data sources: Scopus, PubMed, SciELO, Web of Science, and scienceDirect were searched. Methods: Integrative review, which included articles in English, Spanish and Portuguese, with methodological designs: observational (that evaluated interventions) and experimental, without a determined time range, that were available in full text, and the evaluation tools were applied. corresponding critiques according to their methodological design. Results: They were synthesized and classified into 3 types of interventions: Voice therapy; Vocal amplification; and Combination therapies. Where the majority of documents showed a positive impact on the variables of; acoustic measures, quality of daily life and work of teachers, with respect to non-intervention. Conclusion: Vocal therapy is the most effective method in the quality of the teachers' voice and their self-perception.