Peer Perceptions of Normal and Voice-Disordered Children

Lass, Norman J.; Ruscello, Dennis M.; Stout, Laura L.; Hoffmann, Faye M.

doi:10.1159/000266098

Cited by 69 publications

(30 citation statements)

References 18 publications

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“…1 Specifically, dysphonic children were judged more negatively than their nondysphonic peers on all but two bipolar comparisons of physical and personality characteristics, such as ''dirty-clean,'' ''bad-good,'' ''cruel-kind,'' ''worthless-valuable,'' ''dishonest-honest,'' ''sick-healthy,'' ''sad-happy,'' and ''wrong-right.'' 1 Very similar results were found when normal-speaking children (ages 9-11 years) served as judges, 2 and also for children with Down syndrome. 3 It can be inferred from these reports that voice disruptions have a negative effect on how children are perceived by adults and by their peers.…”

Section: Introductionsupporting

confidence: 52%

“…These age groupings coincided with those from the PedsQL 4.0, a validated measure of general HR-QOL. 23,30 Inclusion criteria included: (1) presence of at least mild dysphonia, as assessed by a speech-language pathologist, for at least the previous 6 months, (2) cognitive and/or language skills that allow responses to structured interviews or written questionnaires, although limited responses by toddlers were considered acceptable, (3) effective speakers of English, and (4) free from other comorbid conditions at time of interview. Prior voice treatment or medical/surgical management for laryngeal diseases or disorders was not exclusionary.…”

Section: Methodsmentioning

confidence: 99%

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Attitudes of Children With Dysphonia

Connor¹,

Cohen²,

Theis³

et al. 2008

Journal of Voice

211

125

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Section: Introductionsupporting

confidence: 52%

Section: Methodsmentioning

confidence: 99%

Attitudes of Children With Dysphonia

Connor¹,

Cohen²,

Theis³

et al. 2008

Journal of Voice

211

125

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“…6 Furthermore, it has been shown that childhood dysphonia has an adverse effect on the listener's perception of the child: they are judged more negatively with regard to their physical appearance, their personality, and their cognitive skills by peers and adolescent and adult judges. [10][11][12] The results from a recent study involving teachers as judges go in the same direction. 13 This can, of course, have adverse educational and psychosocial implications for the child.…”

Section: Introductionmentioning

confidence: 69%

Voice-Related Complaints in the Pediatric Population

et al. 2011

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Subjective evaluation of the voice by the patient is routinely assessed in the adult dysphonic population; this is, however, not the case in the pediatric population. There were three objectives of this study: the first goal was to study the ability of children aged 5-13 years to express themselves about physical, emotional, and sociofunctional aspects of their voice. The second goal was to explore if specific voice-related complaints were expressed by dysphonic children as compared with normophonic children. The third goal was to compare the dysphonic children's voice-related complaints with those of their mothers. The overall objective was to set the grounds for the elaboration of a standardized questionnaire in French concerning subjective evaluation of voice in children. Twenty-five dysphonic children with vocal complaint (15 nodules, one polyp, one microweb, eight unspecified) and 55 normophonic children aged 5-13 years were interviewed. The interviews were semistructured based on a canvas of voice-related questions. The dysphonic children's mothers were interviewed with the mean of a written questionnaire and were invited to discuss their answers orally with the examiner. The results were analyzed qualitatively and statistically. A Chi-square test and the Fisher's test were used to analyze the differences between the complaints expressed by the dysphonic and the normophonic children, and a binomial test was used to compare the children's answers with their mothers' answers. The qualitative analysis of the interviews suggests that children are capable of reflecting over their own voice and of giving autonomous information about different aspects of their voice. It also appeared that voice is a complex phenomenon and that it needs to be clearly and cautiously defined to the children. We identified 27 different complaints related to the voice, out of which 17 were significantly more expressed by dysphonic than by normophonic children (P<0.05). Three of the 27 identified complaints show significant discordances between the mothers and the dysphonic children. The results suggest that children are capable of making a subjective and autonomous evaluation of their voice and that dysphonic children experience significantly more voice-related discomfort than nondysphonic children. The complaints expressed by the dysphonic children and their mothers are not all in concordance. The main conclusion is that a standardized subjective evaluation of the voice, not only by the parents but also by the child him/herself, would be relevant in the assessment of pediatric dysphonia.

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“…To date no studies have formally evaluated the impact of vocal problems on children's listening and learning performance. There is some evidence that pupils may react more negatively to a teacher who has impaired vocal quality compared with one with normal voice (5,18,28). Just like background noise, hoarseness, commonly referred to as dysphonia, may contribute negatively by reducing pupils' attention span and concentration, thereby adversely affecting their listening and learning ability (17).…”

Section: Introductionmentioning

confidence: 99%

The impact of impaired vocal quality on children's ability to process spoken language

Morton¹,

Watson²

2001

Logopedics Phoniatrics Vocology

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This paper investigated the effect of voice quality on children's ability to process spoken language. A group of 24 children, mean age 11 years 5 months, listened to a series of recorded short passages, half spoken by a female with normal voice and half spoken by a female with a classic vocal impairment (dysphonic voice). The children were tested for their ability to recall words and to draw a final target inference. Children performed better on both preceding indices when listening to the normal voice. The implications of the findings are discussed, with particular reference to the classroom situation.

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Peer Perceptions of Normal and Voice-Disordered Children

Cited by 69 publications

References 18 publications

Attitudes of Children With Dysphonia

Attitudes of Children With Dysphonia

Voice-Related Complaints in the Pediatric Population

The impact of impaired vocal quality on children's ability to process spoken language

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