Ambulatory Voice Biofeedback: Acquisition and Retention of Modified Daily Voice Use in Patients With Phonotraumatic Vocal Hyperfunction

Author(s):  
Jarrad H. Van Stan ◽  
Andrew J. Ortiz ◽  
Dagmar Sternad ◽  
Daryush D. Mehta ◽  
Chuanbing Huo ◽  
...  

Purpose: Voice ambulatory biofeedback (VAB) has potential to improve carryover of therapeutic voice use into daily life. Previous work in vocally healthy participants demonstrated that motor learning inspired variations to VAB produced expected differences in acquisition and retention of modified daily voice use. This proof-of-concept study was designed to evaluate whether these VAB variations have the same desired effects on acquisition and retention in patients with phonotraumatic vocal hyperfunction (PVH). Method: Seventeen female patients with PVH wore an ambulatory voice monitor for 6 days: three baseline days, one biofeedback day, one short-term retention day, and one long-term retention day. Short- and long-term retention were 1- and 7-days postbiofeedback, respectively. Patients were block-randomized to receive one of three types of VAB: 100%, 25%, and Summary. Performance was measured in terms of adherence time below a subject-specific vocal intensity threshold. Results: All three types of VAB produced a biofeedback effect with 13 out of 17 patients displaying an increase in adherence time compared to baseline days. Additionally, multiple patients from each VAB group increased their adherence time during short- and/or long-term retention monitoring compared to baseline. Conclusions: These findings show that VAB can be associated with acquisition and retention of desired voice use in patients with PVH. Specifically, all three feedback types improved multiple patients' performance and retention for up to 1 week after biofeedback removal. Future work can investigate the impact of incorporating VAB into voice therapy.

2018 ◽  
Vol 50 (1) ◽  
pp. 165-173 ◽  
Author(s):  
Maria-Manuel Azevedo ◽  
Sofia Costa-de-Oliveira ◽  
Rita Teixeira-Santos ◽  
Ana P. Silva ◽  
Isabel M. Miranda ◽  
...  

2018 ◽  
Vol 45 (4) ◽  
pp. 302-311 ◽  
Author(s):  
Regan A. R. Gurung ◽  
Jana Hackathorn

The introductory psychology (Intro Psych) course is the bedrock of the psychology major and the front face of our discipline. The class not only provides a foundation for students in the major but also provides a comprehensive portrait of the discipline for nonmajors. Despite a sizable body of research focused on pedagogy related to the introductory class, there are many questions that remain unanswered. We provide a comprehensive review of scholarship related to the Intro Psych course and discuss current practices and concerns related to textbook options, as well as teaching methods, course design, assignments to help students learn, and students’ learning outcomes. Finally, we provide five major suggestions for future work. We charge researchers to identify major bottlenecks to learning, design multisite studies, measure moderators of learning, assess long-term retention, and design/assess different models of teaching Intro Psych.


2019 ◽  
Vol 32 (1) ◽  
pp. 277-295 ◽  
Author(s):  
Keith B. Lyle ◽  
Campbell R. Bego ◽  
Robin F. Hopkins ◽  
Jeffrey L. Hieb ◽  
Patricia A. S. Ralston

Seizure ◽  
2009 ◽  
Vol 18 (5) ◽  
pp. 327-331 ◽  
Author(s):  
Hans P. Bootsma ◽  
Lukas Ricker ◽  
Yechiel A. Hekster ◽  
Jacques Hulsman ◽  
Danielle Lambrechts ◽  
...  

2017 ◽  
Vol 60 (6S) ◽  
pp. 1712-1725 ◽  
Author(s):  
Mara Steinberg Lowe ◽  
Adam Buchwald

Purpose This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning. Supplemental Materials https://doi.org/10.23641/asha.5116324


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