Prospective Study of Treatment of Voice Problems in Teachers: Preliminary Results

Speech-Language Pathology Session IBPurpose: To assess the value of a novel web-based voice hygiene education (VH) versus voice hygiene + voice production training (VH+VP) for the treatment of voice problems in teachers. Methods: N= 108 student and professional teachers in the US and Hong Kong, who self-identified as having a voice problem were enrolled in a prospective therapy program, and received either a personalized VH intervention; VH+VP interventions (similar to Lessac-Madsen Resonant Voice Therapy), or no intervention. The VH and VH+VP groups received one intervention face-to-face, during a single day, followed by a four-week internet monitoring period with personalized feedback. One year later, participants received a web-based booster of their assigned intervention, followed by an internet monitoring period. Follow-up measures were collected 1, 3, 12, and 24 months after their first intervention date. The VHI served as the primary outcome measure. Results: Considering the greatest change from baseline in VHI scores across all follow-up time-points, all groups showed some evidence of improvement over time. For the greatest change parameter, the VH+VP group showed the most improvement (M = -11, SE = 3), followed by the VH (M = -8, SE = 5) and the control group (M = -2, SE = 2), p < .05 for all comparisons. All three groups showed improvement in VHI at all follow-up time-points (1 mo, 3 mo, 12 mo, 24 mo). The VH+VP group saw the biggest improvement (largest VHI decreases) starting at 12 mo, and this trend continued through the 24 mo mark. Conclusions: Preliminary results indicate that a significant decrease in self-perceived voice handicap occurs following a personalized voice hygiene program combined with voice production training in teachers with voice problems. Results were consistent across institutions. Results indicate that a unique voice training program combining live and web-based interventions may be beneficial for teachers with voice problems.published_or_final_versio

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

Objectives/Hypotheses: To assess the utility of a targeted voice hygiene (VH) program compared to VH plus voice training intervention (VH + VT) for the prevention and treatment of voice problems in student teachers. Study Design: Prospective, randomized. Methods: Thirty-one student teachers with low (good) and high (poor) voice handicap index (VHI) scores in Pittsburgh and Hong Kong were randomly assigned to (1) a targeted, individually tailored VH program, (2) the VH program plus resonant VT (VH + VT), or (c) a control group. Participants assigned to intervention groups were monitored for their adherence to their programs for their first 4 weeks of student teaching. VHI data were collected again 4 weeks postintervention (both sites) and 8 weeks postintervention, following a no-contact washout period (Pittsburgh). Results: Descriptive data analysis indicated that across both sites, for initially healthy participants, the VH program was sufficient to prevent worsening of VHI scores that occurred in all control participants over the first 4-8 weeks of student teaching. The addition of VT did not consistently enhance protective benefits over VH alone. In contrast, for participants with initially poor VHI scores, the VH program failed to produce VHI benefits over the control condition. The addition of VT was required to optimize results for that cohort. Conclusions: Preliminary data suggest that a minimalist, individually tailored VH program may be sufficient to prevent voice problems from teaching in healthy student teachers. However, for student teachers with existing voice problems, VT may be required to optimize results of intervention. © 2012 The Voice Foundation.link_to_subscribed_fulltex