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Injection laryngoplasty (IL) has become a mainstay in the treatment of unilateral vocal fold paralysis due to technical ease and avoidance of open surgery. The duration of IL effect depends on the injected material and has not been defined clearly. We aimed to define the effective duration of IL and to investigate the associated factors. Fifty-nine patients who underwent IL for unilateral vocal fold paralysis were included. IL was performed using a cricothyroid membrane approach under local anesthesia. During follow-up, in cases that developed subjective hoarseness with objective glottic insufficiency, a second IL was performed, and loss of IL effect was recorded. The duration of IL was analyzed using Kaplan-Meier estimates, and the associations between duration of effect and various factors such as postinjection voice therapy, injected material, and cause of paralysis were investigated using log-rank test. Of 59 patients, 20 (33.9 %) received a second IL. The median time interval between the first and second IL was 3.3 months (95% CI, 0.4∼27.8 months). The mean duration of effect after IL was 42.5 months (95% CI, 32.1∼52.9 months), and the rate of persisting effect was 63.4% at 1-year after IL (1-year effect rate) and 59.4% at 2 years after IL. The 1-year effect rate was 80.8% in cases with postinjection voice therapy and 57.8% in those without postinjection voice therapy (P = 0.084). Injected material, DM, HTN, patient age and sex, and cause of paralysis had no effect on the 1-year effect rate. The mean duration of IL effect was 42.5 months, and the rate of persisting effect was 63.4% at 1-year after IL. There were no significant factors affecting the duration of effect, although the duration tended to be slightly longer in cases with postinjection voice therapy. Further study with a prospective, randomized design is needed. [ABSTRACT FROM AUTHOR]

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bamboo nodes (BNs) is a rare disease detected in the Department of Otorhinolaryngology. Here, we reported two cases of BNs, highlighting a potential association of BNs with autoimmune diseases. Upon presentation, the primary concerns of both patients were hoarseness and foreign body sensation. In both cases a co-existence between BNs and an autoimmune disease was identified. In one case, BNs were initially diagnosed while undifferentiated connective tissue disease was later identified by serological testing. In contrast, the other patient did not show any BN-related symptom until two months of therapy for undifferentiated connective tissue disease. Both cases received oral administration of medicines for immunotherapy, with one taking voice training. Both recovered from the larynx symptoms after 10 to 12 months of therapy. This report reminded us of the potential association of BNs with autoimmune diseases. Voice training may be an effective adjuvant intervention for the treatment of BNs.

Today, the perceptions of individuals who are performing the teaching profession are very considerable. The objective of this research is to examine the metaphorical perceptions that conservatory students have regarding the concept of singing. The study is a qualitative study, and the data is examined by content analysis. As a data collection tool, eighty-two conservatory students were asked, 'Singing it is like....... Because......' They were asked three times to complete the sentence. In accordance with the results of the study; the number of metaphors produced by conservatory students are forty-two and all are valid. The created metaphors are collected in nine diverse categories. By the results of the study, it was observed that the conservatory students who participated in the study produced metaphors frequently in the categories of freedom, breathing, life, and heart. It was seen that the participants mostly created positive metaphors concerning the singing. [ABSTRACT FROM AUTHOR]

This article deals with voice, one of the most pressing issues in status singing, and its correct implementation in practice. Information about types of sound, resonator, articulating apparatus, and pronunciation of letters is given. Issues related to the period of mutation are considered. Vocal exercises are provided in sheet music as a recommendation. Valuable advice on singing practice and voice education is given. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Quite often, when one evokes the main contributions of the Stanislavsky System, the "method of physical actions" immediately comes to mind. Voice training remains a little-explored area and is often seen as the last step of Stanislavsky's work in his opera-dramatic studio. The aim of my essay is to show, on the contrary, that voice training was an early preoccupation for Stanislavsky, who places his search for a natural voice in the wake of a Russian tradition born at the dawn of the 19th century. At the beginning of his career, Stanislavsky was primarily concerned with restoring all the nuances and possibilities that the voice has in life, even if this meant breaking with the codes of decency and with theatrical conventions. The voice is treated like a noise in the sound score and like a mood indicator devoid of clichés and based on the nuances of intonation. Then, as he fine-tunes his System, Stanislavsky develops the sound capacities of the voice and details the laws of speech that he has his students work on relentlessly. The combination of singing and acting training in his latest studio is the logical culmination of a research that has always combined work on the voice with work on the body. In the 1930s, the training by "études" leaves the actor free to find the right intonation, the right strength of voice by himself, because rigorous daily training has given him the tools to use them with as much ease as a singer in front of his score. [ABSTRACT FROM AUTHOR]

To investigate the effects of auditory training with synthesized voices on intra- and inter-rater agreement of the auditory-perceptual voice analysis of roughness and breathiness. This was an experimental study consisting of four auditory training sessions. The sample consisted of twenty raters, students from a Speech-Language Pathology course, who had previous experience with auditory-perceptual assessment. The raters participated in the four training sessions with a seven-day break in between sessions. Each training consisted of three tasks: 1) Pre-training activity: Participants were asked to rate 20 natural voices, normal and dysphonic, from zero to three, according to the parameters of roughness and breathiness; 2) Training activity: Synthesized voice anchor stimuli were presented, and participants were asked to rate them from zero to three. Four stimuli were related to roughness and four to breathiness. Participants heard 20 voice stimuli and were instructed to pair the natural voice with the synthesized anchor stimulus that most resembled it; and 3) Post-training activity: the 20 voices from the pre-training activity were randomized and participants rated the same voices, without prior knowledge that these were repeated. Statistical analysis of data was performed using the AC 2 test, to assess the extent of agreement between raters, and the Friedman test to compare the training sessions. A 5% significance level was considered. For the auditory-perceptual voice analysis of roughness, intra-rater agreement results ranged from 79% to 86% between the first and fourth auditory training session, with improvement in intra-rater agreement from the fourth session forward (P = 0.005). For the analysis of breathiness, results ranged from 88% to 92% between the first and fourth auditory training sessions, with improvement from the fourth session forward (P = 0.036). Inter-rater agreement results for the auditory-perceptual analysis of roughness ranged from 23% to 34%, and from 48% to 61% for breathiness, with no differences regarding training (P = 0.855). The auditory-perceptual breathiness parameter had a higher AC 2 indicator compared to the roughness parameter, suggesting better agreement. The intra-rater agreement showed improvement starting from the fourth auditory training session for the assessment of roughness and breathiness. The auditory training program did not show a positive inter-rater agreement impact. [ABSTRACT FROM AUTHOR]

Introduction. Guidance on vocal health promotion can benefit teachers; however, the impact of presenting such guidance in videos is not well understood. Objective. To evaluate the self-reported effects of vocal health promotion videos on a cohort of teachers. Method. Cross-sectional observational study. Two videos containing speech therapy guidance for voice management in both remote and resuming in-person classes during the COVID-19 pandemic were distributed to 1081 teachers. Subsequently, an online questionnaire was administered to the teachers to assess their learning from the videos, changes in vocal habits resulting from the content, specific behavioral changes, and suggestions for additional health promotion initiatives. Descriptive and inferential analyses were performed using the Mann-Whitney U test and Fisher's exact test. Results. Thirty-three teachers participated in the study. Participants positively evaluated the videos and reported implementing changes in their vocal habits and teaching practices. They also noted post-viewing improvements in their voices. Changes in behavior included reduced smoking, increased water intake, decreased shouting and throat clearing, improved relaxation and reduced tension during classes, and improved eating habits. Most teachers indicated that remote speech therapy guidance was more accessible than in-person consultations. Conclusion. The videos promoted self-perception and facilitated positive changes, improving the teachers’ vocal health and communication.

AbstractPresentations to audiences are often seen as challenging by university students, causing physiological reactivity on cortisol levels and heart rate, for example. Many students perceive that they have difficulties expressing themselves or do not consider themselves to be good communicators. With the thought that efficient communication is able to bring well-being and more confidence, it is understood that a communication skills training could mitigate adverse effects on the body during public speaking. This study aimed to verify whether a communicational improvement training can improve physiological parameters and perception when speaking in public among university students. This was a prospective, blinded, controlled, and randomized trial. Students from colleges and universities were recruited for this study. Invitations were either in person or via social networks and/or e-mail. There were 39 university students who completed the tasks, ages between 18 and 30. There were two groups: the intervention group (IG) and control group (CG). The intervention group participated in a communicational improvement program for six weeks to work on breathing, articulation, speech rhythm, pneumophonoarticulatory coordination, expressiveness and non-verbal communication. Data of heart rate measures, salivary cortisol analysis, self-perception of public speaking, and presentation ratings were collected. The intervention group presented with lower heart rates and cortisol levels, better presentation ratings, and higher self-perception of public speaking than the control group after participating in the communication improvement training. In this study it was possible to verify the efficiency of a communicational improvement training, being able to improve cortisol levels, heart rate, and perception when speaking in public in university students. Based on the results presented, new studies are suggested: (a) measuring the individual effect of the workshops demonstrated here and (b) comparing this type of intervention with other types of treatment used in the health area (medication, psychotherapeutic, holistic, etc.). [ABSTRACT FROM AUTHOR]

In addition to the artistic aspect of professional voice performance, the sportive aspect is also important. The voices of professional voice actors, who are considered just like an athlete, should be strong, flexible and durable against long-term use. Also called vocal athletes, voice performers need processes such as muscle and skill development, voice warm up and cool down as in the applications expressed as periodization in sports medicine. Vocal training should aim to prepare the student for the stage not only with its artistic aspect but also with its sportive aspect. In the vocal training process, it is important to raise the awareness of the students from the very beginning of the education and to make the sportive discipline a behavior in the name of sustainable professional vocal use. It is unacceptable for a professional athlete to do some warm-up and cool-down movements with random movements or ignorance. The same is true for seeking vocal exercises for the singer. Exercise programs structured on a physiological basis both give predictable results, and the singer knows what to do and can ensure the performance. The most important components of the conscious training program that creates vocal periodization are vocal warming-up and cooling-down. Contrary to vocal warm-up exercises, studies on vocal cool-down are not sufficient both in the literature and in vocal training. It is an important necessity to apply vocal cool-down exercises in the same routine for the tissue recovery and to return to the speaking tone after the performance and to achieve tissue recovery under appropriate conditions. Vocal cool-down exercises are basically based on stretching and slowing down. In addition to metabolic effects such as blood flow changes, decreasing the muscle tonus, and removal of metabolites from the tissue; physiological effects such as providing a comfortable low larynx position and relaxation are targeted. Vocal cool-down techniques include semi-occluded vocal tract exercises, descending arpeggios, formant maneuvers, yawn&sigh, and chewing approach. In this study, the literature on vocal cool-down exercises has been reviewed, and ideal cool-down conditions and exercises have been presented in parallel with sports physiology. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación e Innovación en Ciencias de la Salud (RIICS) is the property of Fundacion Universitaria Maria Cano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación e Innovación en Ciencias de la Salud (RIICS) is the property of Fundacion Universitaria Maria Cano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Music (TM) / Türk Müziği is the property of Young Wise Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study aimed to investigate the immediate effects of cervical mobilization on acoustic properties and performance in female voice training students. Material-Method: Fifteen female volunteer students participated in the research. The study evaluated the acoustic properties of the voice, performance, and cervical mobility. A single session of cervical mobilization was administered by an experienced physiotherapist, after which assessments were repeated. Results: There was a significant increase in cervical flexion-extension (p=0.002), rotation (p=0.001), and lateral flexion (p=0.006) range of motion measurements after treatment compared to pre-treatment measurements. Head register analysis revealed a significant increase in mean pitch frequency measurements after treatment compared to pre-treatment measurements (p=0.036). Expert opinions obtained through interviews indicated a significant improvement in acoustic performance in the post-treatment status compared to the pre-treatment status (p=0.001). Conclusion: This study observed that a single session of cervical mobilization positively affected both acoustic performance and cervical mobility. [ABSTRACT FROM AUTHOR]

In this study, which was conducted to determine the mindfulness levels of voice training students, the sample consisted of 120 students who continued their education in state universities in the 2022-2023 academic year and were willing to participate in the study. The data were collected by e-survey method with demographic information and Mindfulness Scale (MAAS). In the analysis of the data, the data of the e-survey from the link sent to the voice educators at the universities in and outside the province of Istanbul to apply to their students were brought together on the google forms system and percentage frequency analyzes were taken. In addition, ANOVA test was applied to the data, t-test was applied, correlations were analyzed and standard deviations were calculated. There was no significant difference in mindfulness levels according to class levels. 30% were at low income level, 50% were at middle income level and 20% were at high income level. In the sample group, there were the least participants from the Southeastern Anatolia Region and the most participants from the Marmara Region. Participants from the Aegean region had a high level of mindfulness. Looking at the average scores of voice training students' perceived mindfulness levels, it can be said that X =3.90, which is at a medium level but partially at a high level of mindfulness. According to gender, the mean mindfulness scores of female students (X=3.9722) were higher than those of male students (X=3.7986); when the mindfulness levels of the students were analyzed according to their age and classes in the faculty, all of them were at the Partially high-Moderate level; when the mindfulness levels of the students were analyzed according to their family income level, all of them were at the Partially high-Moderate level, but the mindfulness level of the students at low income level was lower than that of the students at high income level; when the mindfulness levels of the students were analyzed according to the region where they were born, the Eastern Anatolia region was the lowest (X=3.2000) and the highest in the Aegean region (X=4.5244); when analysed of the mindfulness levels of the students according to the institution they studied, it is seen that the Faculty of Education students (X =3.9904) have higher scores than the conservatory students (X =3.7515). [ABSTRACT FROM AUTHOR]

ABSTRACT Purpose: to determine the structure of treatment goals set by expert voice-specialized speech-language pathologists in treatment plans for patients with vocal needs. Methods: a cross-sectional documentary research was conducted to analyze 129 treatment goals proposed in treatment plans by 30 expert voice-specialized speech-language pathologists. These goals were thematically analyzed and organized according to the therapeutic content addressed. The goals including the notion of patient in their wording, the statement of a specific purpose, the method for achieving it, and the presence of outcome criteria, were evaluated. Results: most treatment goals analyzed correspond to those aimed at modifying vocal parameters (67.4%). The contents referring to muscle tone (13.8%), vocal hygiene and education (10%), breathing (7.75%), and posture (1.55%) are represented to a lesser extent. From the total number of treatment goals analyzed, 82.17% include the notion of patient, 88.37% indicate the method, 100% indicate the purpose, 52.71% state the outcome criteria used, and 17.05% include other components in their structure. Conclusions: diversity in goal setting shows different visions by the professionals involved in the therapeutic process.

Copyright of Hudební Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, there have been international references to the vocal approach for the specific group of transgender individuals, although the Latin American literature is still very timid on this matter. The purpose of this article is to identify the current norms, statistics, and vocal approach towards transgender individuals in Chile and Argentina, considering the experience of two speech and language pathologists with more than twenty years of experience on voice therapy. Reflections were made on the transgender reality in these countries, the limitations in the implementation of the depathologization of the transgender group were outlined, some current and unreliable statistics were presented, some innovative actions in the public system were highlighted, and the lack of knowledge about the benefits of vocal work for transgender men and women was discussed. The identified aspects could benefit from multicenter research that strengthens speech therapy actions with this group, contributing to depathologization and positive approach.

Objectives. To present a simple form of vocal and breathing conditioning for voice professionals based on concepts from vocal science. The vocal conditioning program called Voice Athletes Conditioning uses the principles of exercise physiology to gradually improve vocal and respiratory overload to achieve endurance, power, and flexibility. Methods. Due to our personal experience with high voice users, we synthesized a vocal conditioning program (AVCP) that combines voice science, exercise physiology, sports science and physical therapy principles. This is an 8-week program of daily vocal and breathing exercises with overload enhancement each week using different types of breathing devices and semi-occluded vocal tract exercises, designed and developed according to the specific requirements and performance of the voice professional. Reflections. Professional voice users often experience episodes of vocal fatigue that can directly affect their performance and vocal health. As with physical training for athletes, voice exercises can also contribute to improving vocal conditioning, preventing voice disorders, as well as helping to obtain better performance, greater tolerance to fatigue and shorter recovery time. Conclusions. AVCP is an approach that considers the principles of muscle training aimed objectively at the respiratory and vocal muscles, carried out with a variety of breathing devices and specific vocal exercises in search of greater performance time, less physiological stress, and shorter recovery time in the professional use of the voice.

Copyright of Medical Journal / Medicinski Časopis is the property of Serbian Medical Society, Section Kragujevac and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RAST Musicology Journal / Rast Muzikoloji Dergisi is the property of RAST Musicology Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. Due to the communicative requirements inherent to the profession, the legal professional benefits from speech therapy monitoring for the proper use of the voice and to avoid the occurrence of vocal disorders. The development of specific instruments will contribute with more relevant data to guide this monitoring. Objective. To verify the applicability of the General Dysphonia Risk Screening Protocol (DRSP-G) and the Specific Dysphonia Risk Screening Protocol for Legal Professionals (DRSP-LP) and to correlate the average scores of both with vocal deviation, sex, age, professional performance time, vocal signs and symptoms, and vocal self-assessment. Methods. Fifty legal professionals participated. All participants completed the DRSP-G and DRSP-LP and recorded their voices for detection of the presence of altered vocal quality. Results. Most participants presented a high risk of dysphonia, which was higher in men. Altered vocal quality was observed in 34% of the participants. The items with the highest scores in the DRSP-G were talking a lot (76%), excessive daily coffee intake (70%), contact with smokers (60%), and insufficient hydration and sleep (48%); in the DRSP-LP, alcohol consumption (68%) and exposure to air conditioning (64%). There was no correlation between risk scores and the degree of dysphonia, or with age or length of professional experience. The DRSP-G score correlated with vocal signs and symptoms and vocal self-perception. Conclusions. The joint application of the DRSP-G and the DRSP-LP enabled a quantitative and qualitative analysis of risk factors for dysphonia in legal professionals.

ABSTRACT Purpose: to evaluate the effects of the Comprehensive Vocal Rehabilitation Program associated with the application of transcutaneous electrical nerve stimulation through digital kymography in singers with vocal complaints. Methods: an experimental intrasubject comparative study in 24 singers, who underwent the rehabilitation program associated with transcutaneous electrical nerve stimulation. They were assessed with laryngeal high-speed videoendoscopy before and after vocal rehabilitation. The paired t-test and Wilcoxon test were used to compare the two assessments. The significance level was set at 5%. Results: significant differences were found in the maximum opening, dominant amplitude of the opening variation and dominant frequency of the opening variation of the right vocal fold in the posterior glottic region, and in maximum opening, mean opening, dominant amplitude of the opening variation of the left vocal fold and dominant frequency of the opening variation of both vocal folds in the anterior glottic region. Conclusion: the results showed that the Comprehensive Vocal Rehabilitation Program associated with transcutaneous electrical stimulation decreased the opening amplitude of the vocal fold, increased the vibration frequency, and improved glottal closure in the anterior and posterior glottic regions.

ABSTRACT Purpose: to investigate the practice of Brazilian speech-language-hearing therapists in voice therapy for older adults focused on breathing and verify possible associations between taking specific courses and having knowledge of respiratory parameters, between using incentive spirometers and respiratory devices, and between age and the use of these instruments. Methods: the sample had 156 specialists in voice, contacted via email, who answered a form in Google Forms. Specialists in voice with 3 or more years of experience were included, whereas those who did not fill out the questionnaire completely were excluded. The analysis addressed absolute and relative frequencies and associations with the chi-square test. Significance was set at 5%. Results: most participants took courses on respiratory approach. The use of facilitating sounds, vocal function exercises, and respiratory instruments stood out, with reported vocal improvements. The use of incentive spirometers was associated with respiratory devices, and age was associated with the use of respiratory instruments. Conclusion: speech-language-hearing therapists with expertise in voice provide voice therapy for dysphonic older people focusing on a respiratory approach. Professionals who use incentive spirometers also use respiratory devices. Older therapists are the ones who most use respiratory instruments and taking specific courses was not associated with knowledge on respiratory parameters.

Objective: This study aimed to assess the effects of surface electrical stimulation plus voice therapy on voice in dysphonic patients with idiopathic Parkinson's disease. Method: Patients were assigned to 3 treatment groups (n = 28 per group) and received daily treatment for 3 weeks on 5 days a week. All three groups received voice therapy (usual care). In addition, two groups received surface electrical stimulation, either motor-level or sensory-level stimulation. A standardised measurement protocol to evaluate therapeutic effects included the Voice Handicap Index and videolaryngostroboscopy. Results: Voice Handicap Index and videolaryngostroboscopic assessment showed statistically significant differences between baseline and post-treatment across all groups, without any post-treatment differences between the three groups. Conclusion: Intensive voice therapy (usual care) improved idiopathic Parkinson's disease patients' self-assessment of voice impairment and the videolaryngostroboscopic outcome score. However, surface electrical stimulation used as an add-on to usual care did not improve idiopathic Parkinson's disease patients' self-assessment of voice impairment or the videolaryngostroboscopic outcome scores any further. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación e Innovación en Ciencias de la Salud (RIICS) is the property of Fundacion Universitaria Maria Cano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación e Innovación en Ciencias de la Salud (RIICS) is the property of Fundacion Universitaria Maria Cano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. Proper voice production requires coordinated, synchronous and efficient functioning of the larynx, respiratory, resonance and articulation mechanisms. Phonotrauma is trauma to the laryngeal mechanism and includes any behavior that results in injury to the vocal folds. The aim of this research was to identify and describe the characteristics of voice disorders in children that occur as a result of phonotrauma, approaches and techniques in speech and language therapy of these speech disorders, and the effects of their application. The characteristics of phonotrauma in children reflect the characteristics of hyperfunctional voice disorders, as they usually arise as a result of voice abuse. Speech and language therapy of children with phonotrauma includes identification and reduction, i.e. elimination of the vocal behavior that had caused the voice disorder. In addition, treatment focuses on a vocal hygiene program and the use of various direct treatment techniques to achieve appropriate voice production. Effects of applying direct and indirect treatment techniques is demonstrated by the reduction of the size of the lesion, the degree of dysphonia and voice disorders, hoarseness, breathiness in the voice, the absence of recurrence, and the achievement of optimal values of the acoustic parameters of the voice. Conclusion. In most cases, children can master the correct way of producing speech after a short period of speech and language therapy. However, in order to achieve this goal, it is necessary to actively involve children, their parents, and other people from the immediate and wider social environment. [ABSTRACT FROM AUTHOR]

Acoustic parameters of voice were studied in music majors throughout 18 months of training to understand the influence of voice training on voice. Twenty-three students from Xiamen Music School between 12 and 15 years old were enrolled. Acoustic examination was performed three times– every 6 months for 18 months. Various traditional acoustic parameters were measured, including dysphonia severity index (DSI), jitter, and D-value of vocal range. Nonlinear dynamic measures were also measured, including diffusive chaos to construct voice type component profiles (VTCPs), spectrum convergence ratio, and nonlinear energy difference ratio. The results were analyzed by multivariate analysis of variance. Over the study duration, there was an improvement of DSI (P = 0.002), and D-value of vocal range (P = 0.000). Among nonlinear parameters, only voice type component data demonstrated significant changes during the study duration. Both Voice Type Component 1(VTC1) and VTC3 values differed from Time 1 to Time 2 as well as from Time 1 to Time 3. The proportion of VTC1 in samples generally decreased, while VTC3, representative of aperiodicity, increased. Both nonlinear energy difference ratio and spectrum convergence ratio exhibited no significant changes throughout the study. Professional voice training can improve DSI and D-value of vocal range in singers' voices. These parameters have potential to be used for voice training evaluation and screening. Many nonlinear parameters did not detect differences in the healthy voices studied, but VTCPs created using intrinsic dimension present a valuable new method, visualizing increases in aperiodicity of the speaking voices after professional voice training. [ABSTRACT FROM AUTHOR]

This article explores how the pluralities of vocal behaviours and vocal aesthetics in present-day musical theatre are understood and manoeuvred in the context of teaching musical theatre voice. Transcribed interviews with six elite voice teachers in the Broadway community are analysed and placed into a conceptual framework of the 'omnivorous voice' (based on sociologist Richard Peterson's writings on cultural omnivorousness and sociologist Antoine Hennion's writings on tastes); the article also engages with Braun and Clarke's reflexive thematic analysis. Four central themes are generated and discussed: (1) understanding omnivorous code-switching and shape-shifting as a fundamental potential of the voice, (2) manoeuvring vocal omnivorousness by carefully attending to sonic information, (3) searching for authenticity in an omnivorous vocal world and (4) expanding and diversifying vocal aesthetics beyond musical styles and genres. This article contributes to the fields of performing arts pedagogy and voice training in musical theatre, and aims to provide insights into how vocal technique and vocal aesthetics are influenced by, taught in, and created in dialogue with the communities and societies in which our voices exist. The last is especially explored in light of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gender affirming voice training is a service provided by speech language pathologists to members of the trans and gender diverse community. While there is some evidence to support the effectiveness of this training, the evidence base is limited by a lack of prospective studies with large sample sizes. Finally, there has been only limited research investigating the effectiveness of this training when delivered on intensive (compressed) schedules, even though such schedules are used in clinical practice and may have practical benefits such as increasing service access for this vulnerable population. This study aimed to investigate and compare the effectiveness gender affirming voice training among 34 trans individuals presumed male at birth aiming to develop a perceptually feminine/female-sounding voice. Among these 34 participants, 17 received their training on a traditional schedule (one 45-minute session per week over 12 weeks) and 17 on an intensive scheduled (three 45-minute sessions per week over 4 weeks). Building on a previous mixed methodological study which indicated that these two training groups were equally satisfied with training outcomes, the current study utilised a wide range of self-report, acoustic, and auditory-perceptual outcome measures (including self-ratings and listener-ratings of voice) to investigate training effectiveness. Results from this study indicated that both training programs were similarly effective, producing positive statistically significant change among participants on a range of outcome measures. Participants in both groups demonstrated significant auditory-perceptual and acoustic voice change and reported increased satisfaction with voice, increased congruence between gender identity and expression, and a reduction in the negative impact of voice concerns on everyday life. However, as has been the case in past studies, training was not sufficient for all participants to achieve their goal of developing a consistently feminine/female-sounding voice. This study provides evidence to suggest that gender affirming voice training for transfeminine clients may be similarly effective whether delivered intensively or traditionally. This study provides evidence to support the practice of using a wide range of outcome measures to gain holistic insight into client progress in gender affirming voice training programs. [ABSTRACT FROM AUTHOR]

Background/purpose: Voice therapy is frequently recommended as the first-line treatment for benign voice disorders. This study investigated the clinical effectiveness of voice therapy and the prognostic factors of treatment outcomes. Methods: We recruited 103 consecutive patients with voice disorders, namely vocal nodules, polyps, and muscle tension dysphonia (MTD), from September 2014 to July 2016. All the patients received voice therapy as the primary treatment. Treatment outcomes were evaluated using auditory perceptual evaluation, acoustic analysis, maximum phonation time, and 10-item voice handicap index (VHI-10). Clinical effectiveness of voice therapy was defined by either 1) a posttreatment VHI-10 score ≤ 10 points or 2) decline of VHI-10 ≥ 4 points. Results: After voice therapy, VHI-10 and perceptual rating of voice quality improved significantly (p

When teaching voice for actors, much of the teacher's work dwells in the realm of perceptual skills and assessment. Acting voice pedagogy often requires students to imagine physiological processes using the teacher's descriptive imagery. Students' progress may benefit from the incorporation of technology to teach and envision aspects of the voice that cannot be seen or are difficult to imagine. Acoustic assessment using computer software offers potential opportunities for making the intangible or imperceptible more precise and perceivable. Acoustic measures provide objective information to correlate with auditory perceptual judgments of vocal quality, discriminate between normal and disordered vocal quality, and are sufficiently stable to assess change in performance across time. For the acting voice teacher interested in exploring acoustic assessment, this paper introduces the parameters of acoustic analysis and envisions its potential uses in the studio or classroom. The teacher who explores acoustic assessment may discover new ways to discuss voice production and new tools to describe and vivify voice work using an unexpected artistic source: data. In concert with clinicians on the actor's voice care team, the acting voice teacher versed in acoustic voice analysis may offer their students an enhanced approach to acting and speaking voice habilitation. [ABSTRACT FROM AUTHOR]

Though methods of somatic education such as the Feldenkrais Method are becoming more widely recognized as complementary approaches in vocal and choral pedagogy, there is little research that examines the experiences of singers who participate in such mind–body approaches. With the intent of exploring pedagogical implications of somatic education in music education, the purpose of this phenomenological study was to examine the experiences of undergraduate vocal music education majors enrolled in an elective, 7-week Feldenkrais course. Specifically, how do singers describe in their participation in Feldenkrais Awareness Through Movement lessons, and how do these experiences inform their understanding of how they sing? Data were gathered from questionnaires, weekly journals, and semi-structured interviews. Phenomenological data analysis following Moustakas's approach revealed three themes reported as textural and structural descriptions: (a) improved quality of movement, (b) heightened awareness of singing, and (c) enhanced practice. The overall essence of participants' experience may be summarized as a process of self-discovery that provided individualized benefits for singing. Discussion includes pedagogical implications of somatic teaching and learning in PreK through university contexts as well as suggestions for future research. [ABSTRACT FROM AUTHOR]

Mobile applications for transgender voice training seek to help trans people alter their speaking voices, often with the goal of alignment with one or another pole of binary gender expression (i.e., voice 'feminization' or 'masculinization'). These apps offer instruction, audio tools and feedback mechanisms that allow users to record, evaluate and track their progress relative to a desired – and gendered – goal. As with digital technologies generally, however, these apps draw on and reproduce particular ideas of both the needs and capacities of imagined users and broader social and political phenomena – in this case, voice, gender expression and gender transition. In the following paper, we undertake a critical discourse analysis of five mobile voice training apps for transgender people. We find that rather than offering expansive or open-ended conceptions of gender, these apps reproduce ideals of gender as not only binary but also white, affluent and able-bodied. We also offer a critique of the apps' characterization of transition as reifying the normative authority of clinical and technoscientific knowledge and conditioning 'authenticity' on an ability to conform to (racialized, classed and ableist) binary gender norms. [ABSTRACT FROM AUTHOR]

Background/Aim: Scales used to collect perceptual ratings related to a speaker's gender are widely used in gender affirming voice training for trans individuals. Such scales may be used as outcome measures to gain insight into whether training has helped clients meet personal goals related to gender expression. These scales are also widely used in general research investigating the relationship between vocal characteristics and perceptions of speaker gender. However, past studies in these areas have varied in the terminology used to label rating scales and the impact of this variation is currently unknown. Additionally, research has not yet fully explored the relationship between self- and listener ratings of trans participant voices and trans participant satisfaction with voice, and whether or not these relationships change after trans participants undertake gender affirming voice training. This research paper aimed to explore these relationships and address these research gaps. Methods: A group of 34 trans participants were asked to rate their voices before and after participating in gender affirming voice training. Trans participant voice samples from before and after training were also presented to a group of 25 listeners for rating. Perceptual ratings were made on two visual analogue scales (VAS) with anchors "very feminine/very masculine" and "very female/very male." Trans participants also rated their satisfaction with their current voice on a VAS with anchors "very satisfied/very unsatisfied." Correlation coefficients were calculated to investigate the relationship between collected ratings. Results: Differences in scale labels were found to have minimal impact on ratings made by both trans participants and listeners. Trans participant self-ratings were found to correlate with listener ratings, but this correlation was not strong. Trans participant self-ratings had a consistently stronger relationship with their self-rated vocal satisfaction. The study contributed new findings that these differences may be more pronounced after trans participants have completed voice training. Discussion/Conclusion: This study suggests that results from past studies that have used differently labelled scales to collect ratings related to gender perception based on voice are suitable to compare. This study also discusses the implications reported differences between trans participant self-ratings and listener ratings may have for research and clinical practice. [ABSTRACT FROM AUTHOR]

Introduction: Semi-occluded vocal tract exercises (SOVTEs) are widely used as a therapeutic tool to create flow resistance in the upper airway. The current study was a randomized controlled clinical trial to establish the efficacy of two SOVTE protocols, flow-resistant tube (FRT) and Lessac-Madsen Resonant Voice Therapy (LMRVT). Exploratory investigations included a noninferiority analysis of FRT to the widely adopted therapy protocol (LMRVT), as well as examining the dosing required to improve acoustic measures and subjective ratings., Method: Sixty-seven participants with voice disorder were randomized into one of five groups: 4-week FRT ( n = 14), 8-week FRT ( n = 19), 4-week LMRVT ( n = 15), 8-week LMRVT ( n = 5), and control ( n = 14). Voice Handicap Index (VHI) and Vocal Fatigue Index scores were collected pre- and posttreatment. Acoustic analysis using the Acoustic Voice Quality Index was completed. We compared VHI between controls and 8-week FRT and LMRVT, adjusting for pre-VHI using linear regression. We examined the efficacy of 4-week protocols relative to controls and conducted a noninferiority comparison of FRT (4 and 8 weeks) to LMRVT (4 and 8 weeks) using 5- and 10-point margins. Finally, we compared the 4- versus 8-week sessions for both therapies., Results: A statistically significant reduction of VHI in both 8-week FRT relative to controls (-10.60, 95% CI [-19.80, -1.40], p = .025) and 8-week LMRVT (-15.74, 95% CI [-29.40, -2.08], p = .025) was found. We also found an improvement in 4-week FRT relative to controls (-10.11, 95% CI [-20.03, -0.20], p = .046), but the 4-week LMRVT result was not statistically significant ( p = .057). FRT was found to be noninferior to LMRVT in terms of VHI using a 10-point margin (FRT - LMRVT: 0.69, 95% CI [-5.76, 7.15], p = .01), but not using a 5-point margin ( p = .054). There were no statistically significant differences in VHI scores between 4- and 8-week sessions for either therapy., Conclusions: Both FRT and LMRVT improved VHI scores relative to controls. FRT was noninferior to LMRVT in terms of VHI scores. There were no statistically significant differences in VHI scores between 4- and 8-week therapy sessions.

Objective: Measuring patient motivation for voice therapy is an important component of determining prognosis and estimating compliance. Voice stimulability testing is assumed to influence the patient's motivation by improving their perception of the sound and/or feel of the voice. The purpose of this study was to validate a Voice Therapy Motivation and Voice Perception Inventory and to determine whether stimulability testing elicits improvements in motivation and patient-perceived voice status., Method: Seventy-five patients who underwent initial voice therapy evaluation completed a four-item inventory that queried their commitment to voice therapy, confidence that they could change their voice through voice therapy, perception of their voice severity, and ratings of their vocal effort. Inventories were completed shortly before and after stimulability testing. A psychometric analysis of the survey was conducted, including the internal consistency of each construct of the inventory along with content, predictive, and concurrent validity. Paired-samples statistical analyses were conducted to determine differences before and after stimulability testing, and Spearman correlations between voice and motivation ratings were conducted to determine relationships between the patient's perception of their voice and their motivation for voice therapy., Results: Internal consistency reliability was acceptable to good for each construct, particularly after stimulability testing. Motivation scales were predictive of returning for voice therapy sessions, subjective improvement of voice by the first therapy session, and likelihood of the patient practicing the home practice program. Patient ratings of voice severity and effort were positively correlated with clinician ratings of overall severity. Motivation and voice impairment perception improved following stimulability testing. Reduction in vocal effort was related to improved motivation, but change in voice severity was not., Conclusions: Voice stimulability testing can influence patient motivation for voice therapy and patient-perceived voice improvements. It should be considered a critical part of the voice evaluation.

Purpose: Floating ball voice therapy (FBVT) is a voice-controlled virtual environment based on a common treatment component across multiple evidence-based therapies: improved vocal efficiency (target) via practicing voicing with modified resonance and airflow (ingredient). This study preliminarily tested FBVT's effects on outcomes and the potential for its novel variability metrics to predict individual patient generalization., Method: Ten patients with nonphonotraumatic vocal hyperfunction (NPVH) practiced FBVT for 10 days. Outcomes were assessed by a vocal efficiency ratio, a validated NPVH index, the patient-reported Voice-Related Quality of Life (V-RQOL), and forced-choice auditory judgments of overall severity. Exploration in early practice (Day 1) was estimated by how the patient's two-dimensional variability (mean airflow and intensity) related to error (difference between the patient-produced and normative vocal efficiency ratio). Generalization from the game to spontaneous speech was evaluated using the validated NPVH index., Results: Ten days of FBVT were associated with improved vocal efficiency (Cohen's d = 1.3), NPVH index ( d = -1.1), V-RQOL total score ( d = 0.9), and overall severity (odds ratio = 2.5). Patients who generalized on Day 10 exhibited airflow/intensity exploration that was more aligned with the error gradient on Day 1 ( d = 0.6-1.2)., Conclusions: A relatively small dosage of FBVT (i.e., 10 practice sessions) was associated with multiple improved voice therapy outcomes. The FBVT variability metrics on Practice Day 1 demonstrated strong potential to predict which patients generalized to connected speech. Future work can more thoroughly evaluate effects on outcomes and characterizing the quality of vocal exploration with a larger patient population., Supplemental Material: https://doi.org/10.23641/asha.27040873.