Actions on childhood voice in public schools: a scoping review

TL;DR

This study maps childhood voice interventions in Brazilian public schools and evaluates their alignment with the School Health Program components.

Contribution

The novel contribution is a scoping review of childhood voice interventions in Brazilian public schools, analyzing their integration with the School Health Program.

Findings

27 studies were selected from 4,087 found, focusing on students, parents, and teachers.

Most interventions involved health assessments, with one study including health promotion via an online course.

Auditory-perceptual evaluation was the most common assessment method.

Abstract

To map childhood voice interventions developed in Brazilian public schools and analyze them according to components of the School Health Program (SHP).

This was a scoping review, structured according to the methodological guidelines of the Joanna Briggs Institute (JBI). The research question was, “What childhood voice interventions are developed in Brazilian public schools, and which SHP components are included in these interventions?”. An electronic search was conducted in the MEDLINE, LILACS, Scopus, Web of Science, Embase, and Cochrane databases, along with a manual search of gray literature, citation lists, and expert consultations.

The search strategies consisted of free and indexed terms related to the topic and adapted for each source of evidence.

The review included studies involving schoolchildren up to 12 years old with voice interventions developed by speech-language-hearing pathologists in public schools, published after 2007. It extracted data regarding the publication, the sample, and childhood voice interventions according to the SHP components.

Data analysis was descriptive.

4,087 studies were found, and 27 were selected. The most common interventions involved students, followed by parents and teachers. Twenty-six studies included assessments of students' health conditions, and one included health promotion and disease prevention actions in an online course for parents and students. The most common assessment procedure was auditory-perceptual evaluation.

Studies on childhood voice in schools are scarce and prioritize assessment of vocal health conditions.

mapear ações sobre voz na infância desenvolvidas em escolas públicas brasileiras e analisá-las segundo componentes do Programa Saúde na Escola (PSE).

trata-se de uma revisão de escopo, estruturada segundo as diretrizes metodológicas do Instituto Joanna Briggs (JBI) e que teve como pergunta norteadora: Quais ações sobre voz na infância são desenvolvidas em escolas públicas do Brasil e quais componentes do PSE estão contemplados nessas ações? Foi realizada busca eletrônica nas bases de dados MEDLINE, LILACS, Scopus, Web of Science, Embase e Cochrane, busca manual na literatura cinzenta, lista de citações e consulta aos especialistas.

As estratégias de busca foram compostas por termos livres e indexados relacionados ao tema e adaptados para cada fonte de evidências.

foram selecionados estudos envolvendo escolares até 12 anos de idade, ações sobre voz desenvolvidas por fonoaudiólogos, em escolas da rede pública de ensino e publicados após 2007. Foram extraídos dados da publicação, da amostra e ações sobre voz infantil segundo os componentes do PSE.

a análise de dados foi descritiva.

foram encontrados 4.087 estudos e 27 foram selecionados. As ações envolveram os escolares, com maior frequência, seguidos pelos pais e professores; 26 estudos incluíram ações de avaliação das condições de saúde dos escolares e um, ações de promoção da saúde e prevenção de agravos em um curso online para pais e escolares. O procedimento de avaliação mais frequente foi o julgamento perceptivo-auditivo.

estudos na área de voz na infância em escolas são escassos e priorizam avaliação das condições de saúde vocal.

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