Connecting Auditory-Perceptual Prompts Used in Voice Therapy to Anatomy and Physiology: Application to the Estill Voice Model and the Rehabilitation Treatment Specification System.

Purpose: This clinical tutorial will present the concept of applying auditory-perceptual prompts (implicit instruction) typically used in voice therapy to the anatomy and physiology of the voice production system (explicit instruction) via the Estill Voice Model (EVM) and the Rehabilitation Treatment Specification System (RTSS).

Methods: EVM offers an integrated implicit-explicit instructional approach to voice training allowing for isolated practice of vocal structures (explicit) that interact to produce functional voice qualities (implicit), such as modal speech and louder projected voice qualities. In EVM, voice quality is correlated with the specific anatomy and physiologic adjustments via 13 Estill Figures and Options (eg, Larynx Figure has three options: High, Mid, and Low).

Normative Values of Client-Reported Outcome Measures and Self-Ratings of Six Voice Parameters via the VoiceEvalU8 App.

Objectives: Ecological momentary assessments (EMA) and interventions (EMI) have the potential to assess and offer interventions repeatedly within the client's daily life through mobile app technology. Considering the development of the EMA VoiceEvalU8, the current work provided normative data by comparing traditional (i.e.

Functional Voice Assessment and Therapy Methods Supported by Telepractice, VoiceEvalU8, and Estill Voice Training.

Functional assessment and therapy methods are necessary for a client-centered approach that addresses the client's vocal needs across all environments. The purpose of this article is to present the approach with the intent to encourage discussion and implementation among educators, clinicians, researchers, and students. The functional approach is defined and its importance is described within the context of the World Health Organization's International Classification of Functioning, Disability, and Health with support provided by synchronous and asynchronous telepractice, the VoiceEvalU8 app, server, and web portal, and a framework that defines voice qualities (e.

A Nonrandomized Trial for Student Teachers of an In-Person and Telepractice Global Voice Prevention and Therapy Model With Estill Voice Training Assessed by the VoiceEvalU8 App.

Purpose This study investigated the effects of the in-person and telepractice Global Voice Prevention and Therapy Model (GVPTM) treatment conditions and a control condition with vocally healthy student teachers. Method In this single-blinded, nonrandomized trial, 82 participants completed all aspects of the study. Estill Voice Training was used as the stimulability component of the GVPTM to train multiple new voices meeting all the vocal needs of the student teachers.

An Assessment of Different Praat Versions for Acoustic Measures Analyzed Automatically by VoiceEvalU8 and Manually by Two Raters.

Introduction: The purpose of the study was to assess acoustic measures of fundamental frequency (f), standard deviation of f (SD of f), jitter%, shimmer%, noise-to-harmonic ratio (NHR), smoothed cepstral peak prominence (CPPS), and acoustic voice quality index analyzed through multiple Praat versions automatically by VoiceEvalU8 or manually by two raters. In addition, default settings to calculate CPPS in two Praat versions manually analyzed by two raters were compared to Maryn and Weenik procedures for CPPS automatically analyzed by VoiceEvalU8.

Methods: Nineteen vocally healthy females used VoiceEvalU8 to record three 5-s sustained /a/ trials, the all voiced phrase "we were away a year ago," and a 15-s speech sample twice a day for five consecutive days.

Building a Successful Voice Telepractice Program.

Purpose: Telepractice offers prevention, assessment, treatment, and consultation at a distance. This article provides an overview of telepractice with specific considerations and examples related to voice across licensure requirements, state and federal laws, reimbursement, documentation, and telepractice methods.

Conclusion: As technology continues to advance and as client demand for telepractice services increases, practitioners need to create successful telepractice programs.

Results of a Voice-Related Survey of Physical Education Student Teachers.

The current study investigated physical education (PE) student teachers' understanding of the vocal demands of their future profession, interest in participating in a voice-training program, and the current impact of the voice on quality-of-life by the Voice Handicap Index (VHI, Jacobson et al., 1997). Seventy-four PE student teachers completed a voice-related survey and the VHI.

A phrase captures aerodynamic and acoustic data in healthy voice users and in patients with voice disorders.

A voice evaluation typically involves aerodynamic and acoustic measures captured through repeated /pi/s. The current study addresses the need for a more functional utterance that better approximates connected speech. Healthy voice users and patients with voice disorders produced repeated /pi/s and a phrase, "Pooh, pay Pia pea pie," into the Phonatory Aerodynamic System across two trials.

Results of a Survey Offering Clinical Insights into Speech-Language Pathology Telepractice Methods.

A telepractice survey was administered to the American Speech-Language-Hearing Association Special Interest Group 18 Telepractice affiliates and attendees of the Waldo County General Hospital Speech-Language Pathology Telepractice Training program in Maine, USA over the summer of 2016. Sixty-seven respondents completed the survey. The survey explored demographics of clients and clinicians, costs and equipment, learning opportunities, use of the client's environment and caregivers/e-helpers, and method adaptations in telepractice.

An Online Telepractice Model for the Prevention of Voice Disorders in Vocally Healthy Student Teachers Evaluated by a Smartphone Application.

This article describes the Global Voice Prevention Model (GVPM) facilitated with student teachers at West Chester University and the VoiceEvalU8 smartphone application (app) used to assess the effectiveness of the GVPM. Twenty-one participants completed 1 of 3 conditions (i.e.

Influence of Smartphones and Software on Acoustic Voice Measures.

This study assessed the within-subject variability of voice measures captured using different recording devices (i.e., smartphones and head mounted microphone) and software programs (i.

Clinical investigation of the Global Voice Therapy Model.

The purpose of this study was to investigate the effect of the Global Voice Therapy Model (GVTM) on acoustic, aerodynamic, and perceptual voice measures of four adults seeking voice therapy for a voice disorder. A speech-language pathologist facilitated speaking voice therapy with the four participants using the GVTM. Participants completed acoustic, aerodynamic, and perceptual voice measures at pre- and post-therapy time points.

Voice characteristics of female physical education student teachers.

In this study, the subjective and objective voice measures of seven female physical education student teachers during a semester of student teaching were investigated. The participants completed the voice measures at three data collection time points: baseline, middle, and end of the semester. The voice measures included acoustic and aerodynamic data, perceptual rating scales of vocal quality and vocal fatigue, an end-of-semester questionnaire, and the Voice Handicap Index.

Effects of masking noise on laryngeal resistance for breathy, normal, and pressed voice.

Purpose: The purpose of the present study was to explore the effects of masking noise on laryngeal resistance for breathy, normal, and pressed voice in vocally trained women.

Method: Eighteen vocally trained women produced breathy, normal, and pressed voice across 7 fundamental frequencies during a repeated CV utterance of /pi/ under normal and masked auditory feedback. Dependent variables were mean and standard deviation of laryngeal resistance (LR; cmH2O/l/s).

Laryngeal resistance distinguished pressed, normal, and breathy voice in vocally untrained females.

The purpose of this study was to determine if pressed, normal, and breathy voice can be distinguished by laryngeal resistance (LR) in vocally untrained females. Twelve adult females, with no vocal expertise or training, produced each of the voice qualities on the pitch A3 (220 Hz) during a repeated consonant-vowel utterance of /pi/ into a Rothenberg vented face-mask with attached microphone, pressure, and air-flow transducers. Results indicated that LR was successful in distinguishing pressed, normal, and breathy voice in vocally untrained females.

Evidence for distinguishing pressed, normal, resonant, and breathy voice qualities by laryngeal resistance and vocal efficiency in vocally trained subjects.

The purpose of this study was to determine if pressed, normal, resonant, and breathy voice qualities can be distinguished from one another by laryngeal resistance (LR; cm H(2)O/l/s) and/or vocal efficiency (VE; dB/cm H(2)O x l/s) in vocally, trained subjects. The experimental design was a within-subjects repeated measures design. Independent variables were pressed, normal, resonant, and breathy voice qualities.