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

TitleProspective Study of Treatment of Voice Problems in Teachers: Preliminary Results
Authors
Issue Date2014
PublisherThe Voice Foundation (VF).
Citation
The Voice Foundation 43rd Annual Symposium: Care of the Professional Voice, Philadelphia Westin, USA, 28 May-1 June 2014, p. abstract no. SLP25 How to Cite?
AbstractPurpose: 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.
DescriptionSpeech-Language Pathology Session IB
Persistent Identifierhttp://hdl.handle.net/10722/201620

 

DC FieldValueLanguage
dc.contributor.authorGillespie, GIen_US
dc.contributor.authorChan, KMKen_US
dc.contributor.authorBarton, Fen_US
dc.contributor.authorVerdolini Abbott, Ken_US
dc.date.accessioned2014-08-21T07:32:10Z-
dc.date.available2014-08-21T07:32:10Z-
dc.date.issued2014en_US
dc.identifier.citationThe Voice Foundation 43rd Annual Symposium: Care of the Professional Voice, Philadelphia Westin, USA, 28 May-1 June 2014, p. abstract no. SLP25en_US
dc.identifier.urihttp://hdl.handle.net/10722/201620-
dc.descriptionSpeech-Language Pathology Session IB-
dc.description.abstractPurpose: 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.en_US
dc.languageengen_US
dc.publisherThe Voice Foundation (VF).-
dc.relation.ispartofThe Voice Foundation Annual Symposiumen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleProspective Study of Treatment of Voice Problems in Teachers: Preliminary Resultsen_US
dc.typeConference_Paperen_US
dc.identifier.emailChan, KMK: karencmk@hku.hken_US
dc.identifier.authorityChan, KMK=rp00893en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros235142en_US
dc.publisher.placePhiladelphia, PA, USA-

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