Preliminary Data on Prevention and Treatment of Voice Problems in Student Teachers

Nanjundeswaran, Chayadevie; Li, Nicole Y. K.; Chan, Karen M. K.; Shing, Richard Wong Kwok; Yiu, Eml; Verdolini-Abbott, Katherine

doi:10.1016/j.jvoice.2012.04.008

Cited by 52 publications

(47 citation statements)

References 46 publications

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“…42,43 Indeed recent studies have revealed that vocal hygiene education alone is ineffective for treating individuals with existing voice problems and that direct voice therapy is required to optimise treatment benefits. 40,[44][45][46] The current data would also support this opinion.…”

Section: Discussionsupporting

confidence: 73%

Intensive Versus Traditional Voice Therapy for Vocal Nodules: Perceptual, Physiological, Acoustic and Aerodynamic Changes

Theodoros

Ward

2015

Journal of Voice

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Section: Discussionsupporting

confidence: 73%

Intensive Versus Traditional Voice Therapy for Vocal Nodules: Perceptual, Physiological, Acoustic and Aerodynamic Changes

Theodoros

Ward

2015

Journal of Voice

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“…However, the indirect approach can help the individual to understand vocal use (8) and prevent worsening of vocal symptoms (12) . However, research shows that the indirect approach may not represent an immediate impact on the vocal tract (13,14) . The limitation of this study was the small sample size due to the low adherence of students to training, justified by the lack of knowledge on the importance and benefits of voice training.…”

Section: Discussionmentioning

confidence: 99%

“…The direct and indirect approaches have extremely opposite characteristics because the first acts directly on the voice, and the second, on the learning of vocal self-care (13,14) . However, in Speech Language Pathology and Audiology students, little is known about the comparative effect of these approaches and their contributions to the academic training in the field of voice.…”

Section: Introductionmentioning

confidence: 99%

Effect of direct and indirect voice training in Speech-Language Pathology and Audiology students

Santos

Borrego

Behlau

2015

CoDAS

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PURPOSE: To verify the effect of two approaches of vocal training in Speech Language Pathology and Audiology students, a direct and an indirect approach.METHODS: Participants were 25 female Speech Language Pathology and Audiology students divided into two groups: direct training with vocal exercises, DTG (n=13); and indirect training with vocal orientations, ITG (n=12). The training sessions were conducted by the same speech language pathologist in six weekly sessions of 30 minutes. Both groups underwent multidimensional voice assessment, pre- and post-training: vocal self-assessment; Vocal Symptoms Scale (VSS); auditory perceptual analysis of sustained vowel and connected speech; acoustic analysis of voice through the Vocal Range Profile (VRP) and Speech Range Profile (SRP); and Group Climate Questionnaire, only at the end of training.RESULTS: The DTG showed changes in auditory perceptual analysis of vowel, which was less diverted after training; and expansion of the voice range in the VRP and SRP, which proves best vocal performance. However, the ITG showed no changes in any of the parameters evaluated. In Group Climate, the ITG obtained the highest conflict score in comparison to the DTG, probably because the indirect approach did not favor exchange in the group and did not allow a better quality interaction.CONCLUSION: The direct approach provided greater benefits to students than the indirect approach, with significant change in voice quality, and can serve as inspiration to Speech Language Pathology and Audiology courses to prevent dysphonia.

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“…Pasa et al 11 demonstrated positive vocal improvements in teachers following the implementation of vocal hygiene education and vocal function exercises. Nanjundeswaran et al 12 found that vocal hygiene may be sufficient to prevent voice disorders in vocally healthy student teachers and, when combined with voice training, can have positive outcomes in teachers experiencing voice problems. Considering these documented successes and the data from the current study, there is clear potential for the development and implementation of a voice education and training program that focuses on preventative voice care and training.…”

Section: Article In Pressmentioning

confidence: 99%

“…[2][3][4][5] Voice education and training programs have been shown to be successful in reducing voice disorder and difficulty in professional and occupational voice users, and preventing newonset voice disorders in vocally healthy individuals. [9][10][11][12] However, these programs cannot be directly used with GFIs, as the vocal demands of the occupation are both complex and unique. While instructing, GFIs must engage in extended periods of simultaneous exercise and voice use.…”

Section: Introductionmentioning

confidence: 99%

Keeping the Voice Fit in the Group Fitness Industry: A Qualitative Study to Determine What Instructors Want in a Voice Education Program

Aiken

Rumbach

2018

Journal of Voice

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Summary: Objectives. This study aimed to provide a descriptive summary of (1) group fitness instructors' (GFIs') experiences of occupational voice use and education, and (2) the content and mode of delivery desired by GFIs in an education and training program. Study Design. This is a qualitative inductive approach using a semi-structured interview. Method. Semi-structured interviews were conducted with eight GFIs recruited via self-selection sampling. Participants were asked to comment on their experiences of voice use, voice education, and their preferences for future education and training. Result. Participants reported experiencing occupational voice difficulties, and cited inadequate voice education, faulty equipment, and apathetic fitness industry attitudes as core barriers to vocal health. Content focusing on vocal hygiene, safe occupational voice use, use of amplification equipment, and addressing industry attitudes to voice was desired by participants. A combination of face-to-face, web-based, and app-based delivery options was suggested. Conclusion. The data from this study should be considered when designing a vocal education and training package tailored to the needs of GFIs and the fitness industry.

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Preliminary Data on Prevention and Treatment of Voice Problems in Student Teachers

Cited by 52 publications

References 46 publications

Intensive Versus Traditional Voice Therapy for Vocal Nodules: Perceptual, Physiological, Acoustic and Aerodynamic Changes

Intensive Versus Traditional Voice Therapy for Vocal Nodules: Perceptual, Physiological, Acoustic and Aerodynamic Changes

Effect of direct and indirect voice training in Speech-Language Pathology and Audiology students

Keeping the Voice Fit in the Group Fitness Industry: A Qualitative Study to Determine What Instructors Want in a Voice Education Program

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