The Teaching Performer: A Survey of Assets Versus Choices in Voice Use

Barnes-Burroughs, Kathryn; Rodriguez, Michael C.

doi:10.1016/j.jvoice.2011.10.005

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…Vocal hygiene and vocal health factors assessed included amount and duration of speaking and singing voice use, noisy environments, water intake, diet, amount and/or quality of sleep, amount and/or type of physical exercise, caffeine intake, stress reduction, gastroesophageal reflux disease/reflux effects and prevention, and medication effects. 1,3,6,11 The index was repeated for the periods leading up to performances and periods not leading up to performances (questions 15 and 16, Appendix A). Possible scores ranged from 0 (if a respondent ''never'' considered any of the 11 vocal hygiene factors) to 44 (if a respondent ''always'' considered each of the 11 vocal hygiene factors).…”

Section: Methodsmentioning

confidence: 99%

Vocal Hygiene Habits and Vocal Handicap Among Conservatory Students of Classical Singing

Achey

Akst

2016

Journal of Voice

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Section: Methodsmentioning

confidence: 99%

Vocal Hygiene Habits and Vocal Handicap Among Conservatory Students of Classical Singing

Achey

Akst

2016

Journal of Voice

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“…Although VHE did not consistently yield improvement of vocal quality studies have shown that PVUs and future PVUs still recognize the importance of voice care and are interested in VHE programs (Barnes-Burroughs & Rodriguez, 2012;Braun-Janzen & Zeine, 2009). Mixed results found on the effect of vocal hygiene programs on vocal quality, warrant a systematic review to critically appraise recent evidence.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Vocal Hygiene Education Programs on Voice Quality in Professional Voice Users: A Systematic Review

Vermeulen

Toit

Lierde

et al. 2022

J Speech Lang Hear Res

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Purpose: This study aimed to critically appraise recent peer-reviewed scientific evidence on the effect of vocal hygiene education on voice quality and function directly and indirectly measured by auditory-perceptual, acoustic, and self-report measures in professional voice users. Method: A systematic review was conducted utilizing the Preferred Reporting Items for Systematic review and Meta-Analyses Protocols (PRISMA-P) guidelines. Five databases were searched using the keywords “vocal hygiene,” “vocal hygiene education,” “vocal health,” “vocal quality,” and “voice quality” with Boolean phrases “AND” and “OR.” Twenty-three studies that met the eligibility criteria were included. Scoring was based on the American Speech-Language-Hearing Association's levels of evidence and quality indicators, as well as the Newcastle–Ottawa Scale for assessing the risk of bias. Results: Four studies (17%) linked low awareness of vocal hygiene or insufficient vocal hygiene education to self-reported acute and chronic voice symptoms, as well as a greater perception of voice handicap among professional voice users. Numerous studies ( n = 10; 43%) showed that adequate voice training or vocal hygiene education was linked to positive voice outcomes. Six studies (6.26%), however, demonstrated that vocal hygiene education is more effective when combined with direct voice therapy. When vocal hygiene education is presented in isolation, the superiority of a direct voice therapy approach, with or without vocal hygiene education, is seen over a vocal hygiene education program alone (indirect treatment). Conclusions: Recent literature demonstrates mixed results obtained through auditory-perceptual, acoustic, and self-rating measures on the effects of vocal hygiene instruction on vocal quality and function in professional voice users. However, the compelling positive outcomes presented do warrant implementation of vocal hygiene education programs in combination with direct voice therapy for professional voice users.

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“…Lastly, previous studies focused on voice professionals with high vocal loads [27]. Professional voice users typically understand the need for voice care and are interested in discussing this in studies [28, 29]. As a result, there is a gap in knowledge about the effects of an IVT program on nonprofessional voice users.…”

Section: Introductionmentioning

confidence: 99%

Indirect Vocal Therapy as a Treatment Program for Behavioral Dysphonia: A Pilot Study

Antonetti-Carvalho

Victor

Brasolotto

et al. 2023

Folia Phoniatr Logop

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Introduction: Indirect Vocal Therapy (IVT) has tools that aim to modify an individual's behavior emotional factors, and physical environment for restoring vocal quality. Then, vocal health guidance may promote the desire for caring about the voice and prevent or treat behavioral dysphonia. However, studies that used parts of IVT have shown conflicting results. Hence, the main objective of this study was to introduce an IVT program based on the taxonomy of Van Stan et al. The second objective of this study was to analyze the preliminary effects of the IVT program on vocal comfort through the self-assessment of vocal fatigue, vocal symptoms, vocal handicap, and vocal quality in patients diagnosed with behavioral dysphonia. Method: This is an experimental, analytical, and prospective pilot study. Nine participants (five women; four men) aged between 18-50 years old with behavioral dysphonia participated in this study. They underwent the IVT program with guidance about vocal health, general health, emotional factors, and motivation. The therapy was implemented twice per week, totalizing eight sessions, each lasting 35 minutes. Participants were assessed before therapy started (M1), after it ended (M2), and one month after as a follow-up (M3). As assessment, participants filled in the Vocal Fatigue Index (VHI), Voice Symptoms Scale (VoiSS), and Vocal Handicap Index (VHI). Additionally, they had their voices recorded for acoustic measures (i.e., cepstral peak prominence-smoothed, alpha ratio, and L1-L0) and auditory-perceptual analysis using the GRBASI scale. Results: The acoustic measures and auditory-perceptual analysis showed no significant differences between the assessment moments. The auditory-perceptual analysis showed a mild deviation in participants' vocal quality. The participants’ scores of the VFI, VoiSS, and VHI were lower in M2 and remained lower in M3. Conclusion: The Indirect Vocal Therapy program had positive results in voice-related self-assessment and vocal comfort. However, further studies are necessary to elucidate its effects on the vocal quality of participants with behavioral dysphonia.

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The Teaching Performer: A Survey of Assets Versus Choices in Voice Use

Cited by 3 publications

References 17 publications

Vocal Hygiene Habits and Vocal Handicap Among Conservatory Students of Classical Singing

Vocal Hygiene Habits and Vocal Handicap Among Conservatory Students of Classical Singing

The Effect of Vocal Hygiene Education Programs on Voice Quality in Professional Voice Users: A Systematic Review

Indirect Vocal Therapy as a Treatment Program for Behavioral Dysphonia: A Pilot Study

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