Voice disorders in teachers have a significant impact on communication, quality of life, and economic costs to the healthcare system. We need to advance the prevention of voice disorders in teachers by testing an online telepractice model with synchronous (in real-time) and asynchronous (stored and accessed later) methods. The current study will investigate the effectiveness of the theoretically-driven Global Voice Prevention Model (GVPM) delivered by two methods; 1) online telepractice (synchronous and asynchronous) and 2) traditional, in-person for vocally healthy physical education and vocal music student teachers. Effectiveness of the model will be assessed by voice-related measures captured daily on a smartphone app during student teaching, matching the asynchronous aspects of the telepractice model and representing the effects of vocal loading from teaching.
Study Type
INTERVENTIONAL
Allocation
NON_RANDOMIZED
Purpose
PREVENTION
Masking
NONE
Enrollment
103
Elizabeth Grillo
West Chester, Pennsylvania, United States
Presence and frequency of a voice problem
Question will be asked twice a day before and after teaching.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Acoustic: fundamental frequency
Participants will record sustained aaaahhh, we were away a year ago, and describe their voice for 15 seconds twice a day before and after teaching.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Acoustic: standard deviation of fundamental frequency
Participants will record sustained aaaahhh, we were away a year ago, and describe their voice for 15 seconds twice a day before and after teaching.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Acoustic: jitter%
Participants will record sustained aaaahhh, we were away a year ago, and describe their voice for 15 seconds twice a day before and after teaching.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Acoustic: shimmer%
Participants will record sustained aaaahhh, we were away a year ago, and describe their voice for 15 seconds twice a day before and after teaching.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Acoustic: cepstral peak prominence
Participants will record sustained aaaahhh, we were away a year ago, and describe their voice for 15 seconds twice a day before and after teaching.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Perceptual: Voice Handicap Index
Quality of life questions.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Perceptual: Vocal Fatigue Index
Vocal fatigue questions
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Perceptual: perceptions of voice
Perceptions of voice based on the Consensus-auditory Perceptual Evaluation of Voice.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Aerodynamic: sustained aaaaahhhhh
Participants will say aaaaahhhh as long as they can to determine how well they are managing airflow with phonation twice a day before and after teaching.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
Aerodynamic: s/z ratio
Participants will say s and z as long as they can to determine how well they are managing airflow with phonation twice a day before and after teaching.
Time frame: AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.