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

CoDAS ◽  
2015 ◽  
Vol 27 (4) ◽  
pp. 384-391 ◽  
Author(s):  
Andréia Cristina Muznlinger dos Santos ◽  
Maria Cristina de Menezes Borrego ◽  
Mara Behlau
Keyword(s):  
Acoustic Analysis ◽  
Voice Quality ◽  
Vocal Performance ◽  
Speech Language Pathology ◽  
Group Climate ◽  
Indirect Approach ◽  
Perceptual Analysis ◽  
Range Profile ◽  
Language Pathology ◽  
Favor Exchange

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.

scholarly journals Vocal effectiveness of speech-language pathology students: Before and after voice use during service delivery

2015 ◽  
Vol 62 (1) ◽  
Author(s):  
Stephanie Couch ◽  
Dominique Zieba ◽  
Jeannie Van der Linde ◽  
Anita Van der Merwe
Keyword(s):  
Service Delivery ◽  
Voice Quality ◽  
Severity Index ◽  
Quality Data ◽  
Measured Parameter ◽  
Speech Language Pathology ◽  
Test Measurement ◽  
Post Test ◽  
Language Pathology ◽  
Voice Use

Background: As a professional voice user, it is imperative that a speech-language pathologist’s(SLP) vocal effectiveness remain consistent throughout the day. Many factors may contribute to reduced vocal effectiveness, including prolonged voice use, vocally abusive behaviours,poor vocal hygiene and environmental factors.Objectives: To determine the effect of service delivery on the perceptual and acoustic features of voice.Method: A quasi-experimental., pre-test–post-test research design was used. Participants included third- and final-year speech-language pathology students at the University of Pretoria(South Africa). Voice parameters were evaluated in a pre-test measurement, after which the participants provided two consecutive hours of therapy. A post-test measurement was then completed. Data analysis consisted of an instrumental analysis in which the multidimensional voice programme (MDVP) and the voice range profile (VRP) were used to measure vocal parameters and then calculate the dysphonia severity index (DSI). The GRBASI scale wasused to conduct a perceptual analysis of voice quality. Data were processed using descriptive statistics to determine change in each measured parameter after service delivery.Results: A change of clinical significance was observed in the acoustic and perceptual parameters of voice.Conclusion: Guidelines for SLPs in order to maintain optimal vocal effectiveness were suggested.

scholarly journals Acoustic and hearing-perceptual voice analysis in individuals with idiopathic Parkinson's disease in "on" and "off" stages

2010 ◽  
Vol 68 (5) ◽  
pp. 706-711 ◽  
Author(s):  
Luiza Lara M Santos ◽  
Larissa Oliveira dos Reis ◽  
Iara Bassi ◽  
Clara Guzella ◽  
Francisco Cardoso ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Acoustic Analysis ◽  
Voice Quality ◽  
Control Group ◽  
Idiopathic Parkinson’S Disease ◽  
Acoustic Parameters ◽  
Perceptual Analysis ◽  
Idiopathic Parkinson's Disease ◽  
Vocal Quality

OBJECTIVE: To evaluate the voice quality of patients with idiopathic Parkinson's disease, at the "on" and "off" moments of the disease. METHOD: Five individuals with Parkinson's disease and five of the control group were assessed. All of them underwent the recording of voice and speech. The acoustic parameters analyzed were: fundamental frequency, jitter, shimmer, harmonic noise proportion and index of tremor, besides performing the hearing-perceptual analysis by means of GRBASI scale. The findings were analyzed using statistics through t test and the level of significance adopted was p<0.05. RESULTS: There was no difference in the acoustic parameters in the three analyzed groups. In the hearing-perceptual analysis, patients with idiopathic Parkinson's disease showed altered voice quality and the ones from the control group, neutral vocal quality. CONCLUSION: Patients with idiopathic Parkinson's disease present rough, breathy and unstable vocal quality in both stages. In the acoustic analysis, there are no differences in the studied parameters.

Effects of antituberculosis treatment on self assessment, perceptual analysis and acoustic analysis of voice quality in laryngeal tuberculosis patients

2008 ◽  
Vol 122 (4) ◽  
pp. 378-382 ◽  
Author(s):  
K Yelken ◽  
M Guven ◽  
M Topak ◽  
E Gultekin ◽  
F Turan
Keyword(s):  
Acoustic Analysis ◽  
Voice Quality ◽  
Vocal Folds ◽  
Median Score ◽  
Self Assessment ◽  
Tuberculosis Patients ◽  
Perceptual Analysis ◽  
Antituberculosis Treatment ◽  
The Voice ◽  
Laryngeal Tuberculosis

AbstractObjectives:To evaluate the effects of antituberculosis treatment on the voice quality of laryngeal tuberculosis patients, measured by patient self-assessment, perceptual analysis and acoustic analysis.Materials and methods:A total of 14 laryngeal tuberculosis patients were enrolled. Laryngeal tuberculosis was established either by biopsy and histopathological examination or by rapid regression of the laryngeal lesions after antituberculosis medication. Before and after treatment, all patients were evaluated perceptually (on a scale of zero to three), and 12 assessed their own voices using the voice handicap index-10 scale. Acoustic analysis was performed to allow objective evaluation.Results:Patients' ages ranged from 21 to 72 years (mean, 41). The male to female ratio was 12:2. Eight patients (57 per cent) had tuberculous involvement of the epiglottis, four (28 per cent) had involvement of the aryepiglottic fold and eight (57 per cent) had involvement of the false vocal folds. The glottis was the less commonly involved part of the larynx, including true vocal folds (28 per cent, n = 4) and posterior commissure (14 per cent, n = 2). Perceptual evaluation, on a scale of zero to three, gave the patients a median score of six; after commencement of treatment, the median score decreased to two. The mean voice handicap index-10 score decreased from 24 to 12 after treatment. An obvious improvement in acoustic analytical parameters was also found following treatment.Conclusions:Antituberculosis treatment clearly improved the voice outcomes of laryngeal tuberculosis patients, according to self-assessment, perceptual analysis and acoustic analysis.

How Graduate Students With Vocal Fry Are Perceived by Speech-Language Pathologists

2021 ◽  
pp. 1-12
Author(s):  
Sally K. Gallena ◽  
James A. Pinto
Keyword(s):  
Graduate Students ◽  
Online Survey ◽  
Voice Quality ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Chi Square ◽  
Work Settings ◽  
Language Pathology ◽  
Geographical Locations ◽  
Tests Of Independence

Purpose Vocal fry (VF), a low-pitched, grating voice quality, appears to be trending among young women. Current research lacks consensus of listeners' perceptions associated with VF. This study investigated practicing speech-language pathologists' (SLPs) perceptions of graduate speech-language pathology students who speak with VF. Method Thirty-two graduate students were recorded reading the Rainbow Passage and providing a brief monologue. VF was detected perceptually and acoustically for all 32 students' recordings. For the 127-syllable passage, percent of VF (%VF) ranged from 2.36% (three syllables) to 40.16% (51 syllables) with an average of 12.25% (15 syllables). Twelve recorded passages were selected and sorted into two statistically significant groups ( p = .001; seven with the most %VF and five with the least). Passage samples were randomly uploaded into a Qualtrics survey. Practicing SLPs listened to each sample and provided categorical and visual analog ratings for voice pleasantness and perceived speaker competence, education, hirability, and professionalism. Results The online survey was completed by 150 experienced SLPs who spanned differing geographical locations, work settings, and years of experience. Chi-square tests of independence and independent-samples t tests revealed statistically significant findings for all rated characteristics, indicating that VF samples were less pleasant, and their users less competent, hirable, educated, and professional. Conclusions These findings support those of Gottliebson et al. (2007), whereby 32% of our cohort had ≥ 15 instances of VF during passage reading, and those of Anderson et al. (2014), that VF negatively impacts how a speaker is perceived. Speech-language pathology graduate students should be cognizant of VF use, as they seek to secure competitive externships and jobs.

The Impact of Cumulative Vocal Demands on Vocal Performance of Student Clinicians in Speech-Language Pathology

2017 ◽  
Vol 2 (3) ◽  
pp. 119-131 ◽  
Author(s):  
Maria Claudia Franca ◽  
Valerie Elise Boyer
Keyword(s):  
Extended Period ◽  
Vocal Performance ◽  
Speech Language Pathology ◽  
Satisfactory Level ◽  
Voice Performance ◽  
Language Pathology ◽  
Level Of Knowledge ◽  
Reported Data ◽  
Natural Settings ◽  
The Impact

Effects of cumulative vocal demands on voice performance of student clinicians majoring in speech-language pathology were observed at three distinct points over the period of an academic semester. Acoustic and aerodynamic voice parameters were monitored in controlled and natural settings; participants also provided subjective information related to their voice usage. Comparisons of voice parameters in student clinicians repeatedly measured throughout an extended period of time did not lead to statistically significant differences. Self-reported data revealed a satisfactory level of knowledge and awareness regarding voice concerns in this population. These outcomes suggested consistent voice stability in this group, over the cycle of an academic semester.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

A Family With Autosomal-Dominant Progressive Sensorineural Hearing Loss

1996 ◽  
Vol 5 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Chris Halpin ◽  
Barbara Herrmann ◽  
Margaret Whearty
Keyword(s):  
Speech Production ◽  
Hearing Aids ◽  
Role Models ◽  
Speech Intelligibility ◽  
Large Scale ◽  
Speech Language Pathology ◽  
The Family ◽  
Patient Will ◽  
Language Pathology

The family described in this article provides an unusual opportunity to relate findings from genetic, histological, electrophysiological, psychophysical, and rehabilitative investigation. Although the total number evaluated is large (49), the known, living affected population is smaller (14), and these are spread from age 20 to age 59. As a result, the findings described above are those of a large-scale case study. Clearly, more data will be available through longitudinal study of the individuals documented in the course of this investigation but, given the slow nature of the progression in this disease, such studies will be undertaken after an interval of several years. The general picture presented to the audiologist who must rehabilitate these cases is that of a progressive cochlear degeneration that affects only thresholds at first, and then rapidly diminishes speech intelligibility. The expected result is that, after normal language development, the patient may accept hearing aids well, encouraged by the support of the family. Performance and satisfaction with the hearing aids is good, until the onset of the speech intelligibility loss, at which time the patient will encounter serious difficulties and may reject hearing aids as unhelpful. As the histological and electrophysiological results indicate, however, the eighth nerve remains viable, especially in the younger affected members, and success with cochlear implantation may be expected. Audiologic counseling efforts are aided by the presence of role models and support from the other affected members of the family. Speech-language pathology services were not considered important by the members of this family since their speech production developed normally and has remained very good. Self-correction of speech was supported by hearing aids and cochlear implants (Case 5’s speech production was documented in Perkell, Lane, Svirsky, & Webster, 1992). These patients received genetic counseling and, due to the high penetrance of the disease, exhibited serious concerns regarding future generations and the hope of a cure.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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