Johan Sundberg 1 , Laura Enflo 1 , Friedemann Pabst 2

1 KTH, Speech Music Hearing, Stockholm

2 Krankenhaus Dresden-Friedrichstadt, , Dresden

Phonation threshold pressures (PTP) have been commonly used for obtaining a quantitative measure of vocal fold motility. However, as these measures are quite low, it is typically difficult to obtain accurate data. As the amplitude of an electroglottograph (EGG) signal decreases substantially at the loss of vocal fold contact, it is mostly easy to determine the collision threshold pressure (CTP) from an EGG signal. In an earlier investigation (Enflo & Sundberg, forthcoming) we measured CTP and compared it with PTP. Results showed that CTP was on average about 4 cm H₂O higher than PTP.

The PTP has been found to increase during vocal fatigue. In the present study we compare PTP and CTP before and after vocal fatigue induced in singer and non-singer voices by a vocal loading procedure previously used by Pabst. The subjects repeated the vowel sequence /a,e,i,o,u/ at an SPL of at least 80 dB @ 0.3 m for 20 min. During the measurements the subjects produced a diminuendo repeating the syllable /pa/. Oral pressure during the /p/ occlusion was used as a measure of subglottal pressure. The accuracy of the measurement of both thresholds will be compared and discussed.

Christina SHEWELL 1,2

1 University College London, The Division of Psychology and Language Sciences, London

2 Southmead Hospital, Speech and Language Therapy, Bristol

Sataloff (1997) writes that although professional voice users ‘span a broad range of vocal sophistication and voice needs, they share a dependence upon vocal endurance and quality for their livelihoods’.

There have been extensive studies into particular working groups whose voices are essential for their working lives, but the literature about professional voice users has tended to use a primary binary division into public speakers and performers. There are however important differences within that broad division in terms of the voice skills required and the aims and most suitable methods of voice training; protection and extension vocal skills will be needed to different degrees with different groups of workers (Shewell 2009). Such work is vital to protect the voice of the speaker for ‘even the act of daily phonation causes a mild superficial layer vocal fold tissue injury, a repetitive stress injury’ (Casper 2007). It is also important for the effective communication of the message to listeners (Rogerson 2005).

This presentation introduces a classification of professional voice users into six main groups, organised according to the nature of the demands on their voices. These are:  Supporters, Callers, Transmitters, Informers, Leaders and Sellers, Performers. The name of each group refers to a prime motivation for their voice use. The motivations are not exclusive but are a guide to each group’s core vocal demands. There are naturally crossovers; some workers change motivation roles throughout a day, others as they move through their careers. Such a classification refines and specifies the nature of voice work needed so that it can be maximally effective.

 Typical voice use for each group is described, and related voice work aims are defined, with examples from specific professions. Related ideas from research literature and voice pedagogy are used  appropriately to illustrate the relevance of this new classification in both voice coaching and voice therapy.

 

Casper J. (2007) From the sacred urine of cows to the laying on of hands and beyond – the G.Paul Moore Lecture. Journal of Voice. 21, 2-11.

Rogerson J. and Dodd B. (2005). Is There an Effect of Dysphonic Teachers' Voices on Children's Processing of Spoken Language? Journal of Voice 19, 47-60.

Shewell C. (2009). Voice Work: Art and Science in Changing Voices. Oxford: Wiley-Blackwell.

Sataloff R.T. (2005) Professional Voice: The Science and Art of Clinical Care, third edition. San Diego, CA: Plural Publishing Inc.

Diane Hazlett 1 , Orla Duffy 2 , Anne Moorhead 1

1 University of Ulster, School of Communication, Newtownabbey

2 University of Ulster, School of Health Sciences, Newtownabbey

INTRODUCTION: There is a growing number of the labour force relying on their voice for employment thus increasing the risk of occupational dysphonia. Therefore, preventive strategies for occupational dysphonia such as voice training are required. At present, there is no published review focusing solely on voice training for occupational voice users including studies with various designs. Therefore, the aim was to review the current published research of voice training for occupational voice users to provide recommendations for health and further research.

METHODS: A systematic search of the literature was conducted using the following electronic databases: CSA Illumina (earliest to 2009), Cochrane Library (earliest to 2009), CINAHL (1981 to 2009), ISI Web of Knowledge:Web of Science (1970 to 2009), Embase (1980 to 2009), Medline (1950 to 2009), PsychINFO (1967 to 2009), and PubMeb Central (earliest to 2009). In total, 10 studies with various study designs that investigated the effect of a voice training intervention as a preventive strategy among occupational voice users were selected for this review.

RESULTS: The 10 studies ranged from observational to RCTs with mainly small sample sizes (N=11-60), and the occupations were teaching, customer-service, singing, and audiovisual communication and graduate students. From the 10 studies, nine showed that voice training significantly (P<0.05) improved at least one voice related measurement from the several investigated from baseline. Five studies reported that voice training significantly (P<0.05) improved at least one measurement compared to control group, i.e. no training. Three studies investigated and reported that voice training continued to have a positive effect on voice after the intervention was completed.

CONCLUSION: This review indicates that there is no conclusive evidence that voice training improves the voice of occupational voice users. However, some studies did show that vocal training significantly improved the knowledge, awareness and quality of voice. Therefore, there is a need for robust research with powered sample sizes to confirm that voice training is beneficial for the voice of occupational voice users. Evidence on the occupational risk factors and the effectiveness of preventive voice training for vocal health among occupational voice users will contribute to occupational safety and health policies such as the UK Industrial Injuries Advisory Council.

leo meulenbroek 1

1 Hogeschool van Arnhem/Nijmegen, education, Arnhem

OBJECTIVE: The aim of this study was to investigate the relation between trainee experience and voice handicap, coping and psychosomatic well-being in student teachers.

METHODS: A longitudinal survey was performed among 43 starting female student teachers, becoming a professional teacher in primary education. A comparison was made of the students scores before and after the first two trainee periods. Furthermore, students with an increased VHI score after two trainee periods were compared to students with equal or dercreased score regarding coping and psychosomatic well-being.

RESULTS: The study demonstrated that 23% of the students showed increased VHI total scores after two trainee periods. The majority of student teachers showed higher SCL-90 subscale scores on agoraphobia (95%) and anxiety ( 88%), at the start of the first year, compared to the scores after the training periods. One fifth of the students showed a more active coping attitude, more expression of emotions (33%) and  more social contacts (42%), after two trainee periods. Students teachers with a higher VHI score after two trainee periods, had a higher relative risk of depression (OR 4.8, also reflected in significantly higher score: p=0.047), somatic complaints (OR 2.3, p= 0.236), interpersonal sensitivity (OR 10.0 and p=0.004) and hostility (OR 7.3 and p=0.010), compared to the students with no higher biopsychosocial impact of the voice. Students with increased  VHI scores after training, had a more passive coping attitude (OR 4.6 and p=0.039). Most students with an active coping attitude had a lower VHI score after two trainee periods.

CONCLUSION: Starting student teachers, with an increased voice handicap after the first two trainee periods, appeared to have a more passive coping attitude and more problems in psychosomatic well-being. These findings may call for a different attitude of the (university) speech therapist. They should take into account that together with changing the voice handicap, factors of psychosomatic well-being may play a role in coaching student teachers. Speech therapists should also be encouraged to change the students passive coping behaviour into a more active attitude and to stimulate the student to implement this attitude into new trainee activities.

Key words:  student teachers,  trainee experience, voice disability, psychosomatic well-being,  coping