RESUMEN
INTRODUCTION: Neuromuscular electrical stimulation (NMES) is a complementary resource to voice therapy that can be used for the treatment of hypofunctional voice disorders. Although positive clinical studies have been reported, neutral and even potentially harmful effects of NMES are also described in the literature. Furthermore, in the studies examined by the authors, the use of different methods of NMES have been identified, which further contributes to the inconsistent results found among studies. Moreover, limited rationale is provided for the chosen NMES parameters such as electrode placement, frequency of NMES and length of treatment. The aims of this pilot study were to investigate the a) impact of different frequencies of NMES on glottal configuration and vocal fold vibration patterns and b) changes in laryngeal configuration and vocal output across 12 minutes of NMES. METHOD: Three experiments were carried out looking at changes in laryngeal configuration and voice output using different imaging techniques (fibreoptic nasolaryngoscopy and high-speed video), acoustical analysis (F0, formant analysis, SPL, CPPS and LHSR values), electroglottography (EGG) and Relative Fundamental Frequency (RFF) analyses. Glottal parameters and acoustical measures were recorded before, during, and after stimulation. Data was collected at rest and during phonation. RESULTS: Overall the results showed global changes in laryngeal configuration from normal to hyperfunctional (ie, increased RFF, SPL, CQ, and stiffness). Changes were more pronounced for lower frequencies of NMES and were significant within less than three minutes of application. CONCLUSION: NMES is an effective resource for the activation of intrinsic laryngeal muscles producing significant levels of adduction within few minutes of application. Lower NMES frequencies produced greater muscle activation when compared to higher frequencies.
Asunto(s)
Voz , Humanos , Proyectos Piloto , Voz/fisiología , Pliegues Vocales/fisiología , Músculos Laríngeos/fisiología , Estimulación EléctricaRESUMEN
One of the consequences of the pandemic is a transition to remote education and the use of network audiovisual communication tools for education in musical disciplines. The circumstances of such education can differ and might influence the perceived sound or the education. The research observes the ratings of perceived aspects in singing lessons taught in three settings (common, reference, and direct). A variance of several aspects that relate to the perceived sound (temporal qualities and qualities of the sound and room) is observed in the remote forms, suggesting that these can be impaired in some settings and significant in the experience. The findings are discussed in relation to the perceived conditions and present practice.