Outcome of Resonant Voice Therapy for Female Teachers With Voice Disorders: Perceptual, Physiological, Acoustic, Aerodynamic, and Functional Measurements

Chen, Sheng Hwa; Hsiao, Tzu-Chien; Hsiao, Li-Chun; Chung, Yu-Mei; Chiang, Shu Chiung

doi:10.1016/j.jvoice.2006.02.001

Cited by 114 publications

(66 citation statements)

References 58 publications

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“…RVT was used as a single-therapy approach in work by Roy et al [42] and Chen et al [47] . It was used in combination with other direct and indirect treatment approaches by Bovo et al [48] and Niebudek-Bogusz et al [35] .…”

Section: Direct Treatment Vocal Function Exercisesmentioning

confidence: 99%

“…Chen et al [47] conducted a prospective, nonrandomized study on RVT for teachers, without a control group. Teachers with at least one voice symptom occurring frequently received a group form of RVT modeled after a formal standardized version of it now called Lessac-Madsen Resonant Voice Therapy (LMRVT; early versions described in Verdolini-Marston et al [45] and Verdolini [49] ).…”

Section: Direct Treatment Vocal Function Exercisesmentioning

confidence: 99%

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Behavioral Treatment of Voice Disorders in Teachers

Ziegler

Gillespie²,

Abbott³

2010

Folia Phoniatr Logop

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Introduction: The purpose of this paper is to review the literature on the behavioral treatment of voice disorders in teachers. The focus is on phonogenic disorders, that is voice disorders thought to be caused by voice use. Methods: Review of the literature and commentary. Results: The review exposes distinct holes in the literature on the treatment of voice problems in teachers. However, emerging trends in treatment are noted. For example, most studies identified for review implemented a multiple-therapy approach in a group setting, in contrast to only a few studies that assessed a single-therapy approach with individual patients. Although the review reveals that the evidence around behavioral treatment of voice disorders in teachers is mixed, a growing body of data provides some indicators on how effectively rehabilitation of teachers with phonogenic voice problems might be approached. Specifically, voice amplification demonstrates promise as a beneficial type of indirect therapy and vocal function exercises as well as resonant voice therapy show possible benefits as direct therapies. Finally, only a few studies identified even remotely begin to meet guidelines of the Consolidated Standards of Reporting Trials statement, a finding that emphasizes the need to increase the number of investigations that adhere to strict research standards. Conclusions: Although data on the treatment of voice problems in teachers are still limited in the literature, emerging trends are noted. The accumulation of sufficient studies will ultimately provide useful evidence about this societally important issue.

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Section: Direct Treatment Vocal Function Exercisesmentioning

confidence: 99%

Section: Direct Treatment Vocal Function Exercisesmentioning

confidence: 99%

Behavioral Treatment of Voice Disorders in Teachers

Ziegler

Gillespie²,

Abbott³

2010

Folia Phoniatr Logop

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“…This finding favors the traditional method in teaching resonant voice, which specifically relies on the physical sensation at the nasal bridge. 2,9,17,29 Proprioceptive sensation of resonance is one of the features of resonant voice training. 2 Individuals are always asked to feel the vibration using their fingers at the nasal bridge.…”

Section: Auditory-perceptual Resonance and Vibrationmentioning

confidence: 99%

“…3,4 When used as a therapy technique, this laryngeal posture is believed to reduce the overall vocal effort, thus allowing lesions, if any, on the vocal folds to take time to heal. [14][15][16] A number of studies have investigated the outcome of resonant voice training and evaluated the general voice condition after resonant voice therapy using auditory-perceptual voice quality evaluation, 14,17,18 acoustic quality changes, 17,18 aerodynamic analysis, 17 vocal fold vibratory pattern, 11,17 and speakers' self-perception of functional impact using the Voice Handicap Index. 2,17 It should be noted that these studies only measured the general voice quality before and after the resonant voice training and not specifically measuring the resonant voice itself.…”

Section: Introductionmentioning

confidence: 99%

“…[14][15][16] A number of studies have investigated the outcome of resonant voice training and evaluated the general voice condition after resonant voice therapy using auditory-perceptual voice quality evaluation, 14,17,18 acoustic quality changes, 17,18 aerodynamic analysis, 17 vocal fold vibratory pattern, 11,17 and speakers' self-perception of functional impact using the Voice Handicap Index. 2,17 It should be noted that these studies only measured the general voice quality before and after the resonant voice training and not specifically measuring the resonant voice itself. Indeed, there are very little, if any, quantitative data on the resonant voice itself in the literature, with the exception of an aerodynamic study by Peterson et al 19 and an acoustic study by Titze 20 using a physics model.…”

Section: Introductionmentioning

confidence: 99%

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Vibratory and Perceptual Measurement of Resonant Voice

Yiu¹,

Chen²,

Lo³

et al. 2012

Journal of Voice

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Interventions for preventing voice disorders in adults

Ruotsalainen

Sellman

Lehto

et al. 2007

Cochrane Database of Systematic Reviews

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We found no evidence that either direct or indirect voice training or the two combined are effective in improving self-reported vocal functioning when compared to no intervention. The current practice of giving training to at-risk populations for preventing the development of voice disorders is therefore not supported by definitive evidence of effectiveness. Larger and methodologically better trials are needed with outcome measures that better reflect the aims of interventions.

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Outcome of Resonant Voice Therapy for Female Teachers With Voice Disorders: Perceptual, Physiological, Acoustic, Aerodynamic, and Functional Measurements

Cited by 114 publications

References 58 publications

Behavioral Treatment of Voice Disorders in Teachers

Behavioral Treatment of Voice Disorders in Teachers

Vibratory and Perceptual Measurement of Resonant Voice

Interventions for preventing voice disorders in adults

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