File Download
There are no files associated with this item.
Supplementary
-
Citations:
- Appears in Collections:
Conference Paper: Identifying voice problems in school-age children: A comparison between teacher, parent and speech pathologist reports
Title | Identifying voice problems in school-age children: A comparison between teacher, parent and speech pathologist reports |
---|---|
Authors | |
Issue Date | 2013 |
Publisher | Medical Healthcom spol. s r.o. |
Citation | The 10th Pan European Voice Conference (PEVOC), Prague, Czech Republic, 21-24 August 2013. In Book of Abstracts of the 10th Pan European Voice Conference (PEVOC), 2013, p. 405, abstract no. p51 How to Cite? |
Abstract | Background
Voice problems are common in children with high prevalence figures reported in the literature. A reliable referral
source of voice cases is one of the important factors that determine whether children with voice disorders can receive
appropriate and timely voice evaluation and therapy. Unfortunately, due to limitation of clinical resources, it is
difficult for speech pathologist to screen every child for voice disorder. If parents and teachers, who have plenty of
opportunities to observe and interact with the child, possess the ability to accurately detect abnormal voice quality
and identify voice disordered cases that requires referral for further voice evaluation, they can partner with speech
pathologists in voice screening for their children.
Objective
To evaluate untrained parents’ and teachers’ ability to detect voice problems in children by comparing their judgments
with speech pathologists’ judgments.
Method
Parents and teachers of 64 grade one students in Hong Kong completed a screening questionnaire for each of their
own child or student. They were asked to rate perceptual overall voice severity of the child’s voice on a 6-point
equal-appearing interval scale with 0 as “no problem at all” and 5 as “extremely severe”. They were also asked to
make a decision of referral for further evaluation of the child’s voice condition. Four practicing speech pathologists,
who did not know the students, made their own judgments using the same questionnaire based on recorded connected
voice samples of the students.
Results
Results revealed poor correlations and agreements in ratings between parents and speech pathologists, as well as
between teachers and speech pathologists.
Conclusions
The results suggest that parents and teachers may not reliably identify dysphonia among their children. Training
may need to be provided for parents and teachers before fully involving them in screening for voice problems in
school-age children.
Acknowledgement
This study was supported by a grant from the Hong Kong Research Grant Council General Research Fund (HKU
774110M). |
Description | Conference theme: Celebrating Interdisciplinary Collaboration Poster session 4 Category: Voice Therapy Topic: Child’s Voice |
Persistent Identifier | http://hdl.handle.net/10722/187780 |
ISBN |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Ma, EPM | en_US |
dc.contributor.author | Cheung, AHS | en_US |
dc.date.accessioned | 2013-08-21T07:14:04Z | - |
dc.date.available | 2013-08-21T07:14:04Z | - |
dc.date.issued | 2013 | en_US |
dc.identifier.citation | The 10th Pan European Voice Conference (PEVOC), Prague, Czech Republic, 21-24 August 2013. In Book of Abstracts of the 10th Pan European Voice Conference (PEVOC), 2013, p. 405, abstract no. p51 | en_US |
dc.identifier.isbn | 9788026048329 | - |
dc.identifier.uri | http://hdl.handle.net/10722/187780 | - |
dc.description | Conference theme: Celebrating Interdisciplinary Collaboration | - |
dc.description | Poster session 4 | - |
dc.description | Category: Voice Therapy | - |
dc.description | Topic: Child’s Voice | - |
dc.description.abstract | Background Voice problems are common in children with high prevalence figures reported in the literature. A reliable referral source of voice cases is one of the important factors that determine whether children with voice disorders can receive appropriate and timely voice evaluation and therapy. Unfortunately, due to limitation of clinical resources, it is difficult for speech pathologist to screen every child for voice disorder. If parents and teachers, who have plenty of opportunities to observe and interact with the child, possess the ability to accurately detect abnormal voice quality and identify voice disordered cases that requires referral for further voice evaluation, they can partner with speech pathologists in voice screening for their children. Objective To evaluate untrained parents’ and teachers’ ability to detect voice problems in children by comparing their judgments with speech pathologists’ judgments. Method Parents and teachers of 64 grade one students in Hong Kong completed a screening questionnaire for each of their own child or student. They were asked to rate perceptual overall voice severity of the child’s voice on a 6-point equal-appearing interval scale with 0 as “no problem at all” and 5 as “extremely severe”. They were also asked to make a decision of referral for further evaluation of the child’s voice condition. Four practicing speech pathologists, who did not know the students, made their own judgments using the same questionnaire based on recorded connected voice samples of the students. Results Results revealed poor correlations and agreements in ratings between parents and speech pathologists, as well as between teachers and speech pathologists. Conclusions The results suggest that parents and teachers may not reliably identify dysphonia among their children. Training may need to be provided for parents and teachers before fully involving them in screening for voice problems in school-age children. Acknowledgement This study was supported by a grant from the Hong Kong Research Grant Council General Research Fund (HKU 774110M). | - |
dc.language | eng | en_US |
dc.publisher | Medical Healthcom spol. s r.o. | - |
dc.relation.ispartof | Pan European Voice Conference | en_US |
dc.title | Identifying voice problems in school-age children: A comparison between teacher, parent and speech pathologist reports | en_US |
dc.type | Conference_Paper | en_US |
dc.identifier.email | Ma, EPM: estella.ma@hku.hk | en_US |
dc.identifier.authority | Ma, EPM=rp00933 | en_US |
dc.identifier.hkuros | 216810 | en_US |
dc.identifier.spage | 405, abstract no. p51 | - |
dc.identifier.epage | 405, abstract no. p51 | - |
dc.publisher.place | Czech Republic | - |