Folia Phoniatrica et Logopaedica最新文献

Introduction: Tele-assessment (TA) has the potential to enhance access to speech therapy. This preliminary study aimed to investigate the impact of assessment mode (face-to-face [FTF] vs. TA) on the microstructure level and chosen topics of personal narratives produced by Arabic-speaking and Hebrew-speaking school-age children living in Israel. We also investigated whether performance variations, if evident, could be attributed to the children's language/culture.

Methods: Eighty-nine 10-year-old children, 38 Arabic-speaking and 51 Hebrew-speaking, living in Israel, participated in this study. Forty participants were assigned to a TA group (via Zoom) and 49 to a FTF group. All participants were assessed using the Global TALES protocol, generating six personal narratives each. The narratives were analyzed regarding the following microstructural measures: total number of words, total number of utterances (TNU), number of different words, and mean length of utterance in words (MLU-W). Additionally, each narrative was categorized into a topic according to the Global TALES protocol.

Results: The analysis revealed no significant main effect of assessment mode on any of the microstructure measures. However, a significant interaction effect between language/culture and assessment mode was found for TNU and MLU-W, with a significant main effect for TNU exclusively in the Arabic narratives, with the Arabic-speaking children producing more utterances through FTF compared to TA. Across language/culture groups, there was a significant effect of assessment mode on the chosen topic. Additionally, there were significantly higher scores in the Hebrew compared to the Arabic narratives in all microstructure measures, and language/culture also influenced the chosen topics.

Conclusions: The results support the feasibility of TA mode for assessing personal narratives in school-aged children, using the Global TALES protocol. However, the results also suggest that TA results may be affected by the language/culture of the narrator. Finally, the findings highlight the potential influence of TA on the chosen topics of personal narratives, perhaps due to a decrease in the quality of communication in TA.

Background: In the past four to five decades, the field of swallowing science has made significant strides in the evaluation and treatment of swallowing disorders (dysphagia). Despite these strides, several gaps in knowledge remain and optimal approaches for dysphagia management have yet to be established. Part of this hindrance stems from our relatively limited understanding of the complex underlying swallowing mechanisms which further limits our ability to examine how these mechanisms may be altered in patients with dysphagia and how to optimally target them in therapy. To overcome this hindrance, it is critical that we develop sensitive new tools and methods that will allow for the precise and personalized examination of patients' complex swallowing control and neurophysiological changes, and for the direct targeting of this control to improve treatment effectiveness.

Summary: Herein, the advantages and limitations of current approaches in the study of swallowing biomechanics and central and peripheral swallowing control mechanisms are first summarized. Then, two examples of recent technological advances developed by the author's multidisciplinary team are described, including an integrative MRI sequence that allows for the simultaneous examination of oropharyngeal swallow and brain activity (SimulScan), and a novel wearable surface electromyography sensor technology (i-Phagia) designed for swallowing rehabilitation monitoring. The current state, limitations, and future applications of both technologies are discussed. Upon optimization and validation, such technological advancements can offer unprecedented opportunities to gain direct and precise insights on the swallowing mechanism. Information gained from these and similar new technologies can act as a catalyst for the future development of optimized personalized dysphagia care. By leveraging advances in current methods, multidisciplinary collaborations, and new digital age technologies, the field of dysphagia can take the next giant leap forward in improving clinical care and patient lives.

Key messages: There is a critical need to develop sensitive new tools and methods that will allow for the precise and personalized examination of the complex swallowing mechanism and lead to the development of physiology-based and more effective interventions. The digital age is the ideal time to begin leveraging the technological advancements of fields such as imaging, electrophysiology, wearables, and machine learning to advance dysphagia research and practice. A new integrative MRI sequence and a novel wearable surface electromyography sensor technology developed by the author's team are presented, as examples of recent technological advances that can play an important role in the future of personalized dysphagia care.

Introduction: The present study aimed to develop a new tool for the evaluation of singers with self-reported symptoms suggestive of laryngopharyngeal reflux (LPR) (the SVHI-12-LPR), by correlating RSI with SVHI in a population sample of 163 subjects (both professional and amateur singers), evaluated also by videolaryngostroboscopy. This study was a cross-sectional, double-observational study.

Methods: RSI and SVHI were administered to 159 singers (amateurs, singing students, and professional singers). All subjects underwent videolaryngostroboscopy to objectively identify four subgroups: normal subjects (41.5%), subjects with organic lesions occupying the glottic space (17.6%), subjects with functional dysphonia (18.2%), and subjects presenting solely signs suggestive of LPR (22.6%). Using the validated RSI threshold, 33.9% of participants presented an RSI total score >13, suggestive of LPR.

Results: Subjects with a suspected diagnosis of LPR at videolaryngostroboscopy presented a mean RSI significantly higher than other subgroups (p < 0.001). Moreover, the SVHI-36 score did not statistically differ between pathological subgroups. A significant positive relationship was observed between RSI and SVHI total score (Spearman's rank correlation coefficient [ρ] = 0.474, p < 0.001). 12 SVHI items (items 1, 2, 4, 5, 6, 7, 12, 20, 24, 25, 26, 30) showed a significant association with RSI pathology classification. Statistical analysis demonstrated for the 12 selected items (SVHI-12-LPR) acceptable specificity (0.691) and sensibility (0.833) for the suspected diagnosis of LPR with a cut-off of 15.

Conclusions: From the SVHI-36, 12 items were extracted that correlated with the specific impact that LPR has on the singer's voice (SVHI-12-LPR), as evaluated by RSI and videolaryngostroboscopy. Such questionnaire represents a new tool that could be applied to singers with symptoms suggestive of LPR to select which patients would benefit from a further phoniatric and videolaryngostroboscopic evaluation.

Introduction: Kindergarten teachers are exposed to numerous kinds of strains, such as noise, which can negatively affect their voices. This cross-sectional study investigates whether and to what extent the profession-specific high vocal demand is associated with the educators' mental health.

Methods: One hundred and ninety-two kindergarten teachers from Magdeburg, Germany and its surrounding areas aged 43.4 ± 12.8 years, voluntarily participated in a survey. Vocal demand and vocal demand response, general strain factors, and mental health were assessed by using questionnaires (self-check on voice demands, Rudow checklist, General Health Questionnaire, and Maslach Burnout Inventory). The statistical analyses were carried out using SPSS.

Results: The interviewed educators felt stressed by the excessive number of work tasks and children in each class, noisy work environment, and loud conversations. In addition, educators complained of headaches and neck pain (66%), while 28% of them experienced hoarseness and a burning throat. The mental health of 39 of the educators was impaired, and nine were at an increased risk of burnout. Self-reported voice effort correlated low with mental health (r = 0.287; p < 0.001) and burnout risk (r = 0.306; p < 0.001).

Conclusion: The vocal demands on educators in day care settings are very high, which is a major associated factor for the development of burnout syndrome and is also associated with headaches and neck pain. Measures for the prevention of occupational voice disorders and voice training should be a mandatory part of the educators' training and must be offered as in-service training.

Introduction: Students and professionals in communication sciences and disorders (CSD) need to exhibit good critical thinking (CT) skills when engaged in clinical tasks. CSD clinicians must make decisions that are free from biases and support their claim with facts. Thus, CSD clinicians need to be trained to question their clinical practices and to skeptically evaluate new practices that develop. A content-specific CT test can help determine if students are developing these skills. However, to date, no such content-specific CT assessment exists for CSD. The purpose of this study was to determine the reliability of the current version of a specific content CT assessment, the Critical Thinking in Communication Sciences and Disorders (CTCSD).

Methods: A sample of 150 CSD graduate students enrolled in three programs participated. They completed an online Qualtrics survey that consisted of the CTCSD. They completed the Qualtrics survey twice, once at the beginning of a semester and once at the end. The participant responses were independently scored by two research associates. The data were analyzed for reliability in three ways. Intra-subject reliability was assessed by comparing scores across the two testing sessions. Internal consistency of the items to measure a common construct was assessed using Cronbach's alpha and Guttman's Lambda 6. Inter-rater reliability was assessed using Cohen's Kappa coefficient. In addition, the time used to complete the survey was analyzed.

Results: The students from the three programs scored similarly on the CTCSD. High reliability ratings occurred for the intra-subject, internal consistency, and inter-rater measures.

Discussion/conclusion: The results indicate the reliability of the CTCSD. In combination with previous results indicating the face, construct, and criterion validity of the CTCSD, it appears to have psychometric strength. The CTCSD may help academic and clinical faculty select learning activities and focus feedback to their graduate students in order to reinforce skills the students exhibit and to develop other skills.

Introduction: SPEAK-OUT!® is a behavioral treatment for hypokinetic dysarthria in persons with Parkinson's disease (PD) that has become an alternative to the gold-standard Lee Silverman Voice Treatment (LSVT) in recent years. Acoustic evaluation of the efficacy of SPEAK-OUT!® therapy has focused on prosody. The purpose of this study was to investigate SPEAK-OUT!® efficacy in terms of vocal quality and its impact on quality of life. Vocal quality was measured acoustically using cepstral peak prominence (CPP) analysis and the Acoustic Voice Quality Index (AVQI) and perceptually using clinical ratings of speech performance. Impact on quality of life was measured with the Voice Handicap Index (VHI) and Voice-Related Quality of Life (V-RQOL). An additional goal of this study was to investigate whether dysarthria severity and disease duration were predictive of changes in voice quality due to SPEAK-OUT!®.

Methods: Pre- and post-therapy data included PD participants' acoustic and perceptual ratings of audio recordings. Demographic data included age, sex, diagnosis, duration of PD, and severity of dysarthria.

Results: Participants achieved significant improvement in the vowel and sentence CPP smoothed (CPPS) mean score as well as in their AVQI score post SPEAK-OUT!® treatment. Improvements in AVQI correlated negatively with disease duration and positively with dysarthria severity.

Discussion/conclusion: SPEAK-OUT!® is effective in improving voice quality in patients with hypokinetic dysarthria due to idiopathic PD. Patients with more severe dysarthria and with a shorter disease duration may benefit the most, supporting earlier intervention. As for the type of measurement, AVQI combines acoustics from both vowel and sentence contexts and may therefore be the measure of choice over CPPS (vowel) or CPPS (sentence).

Introduction: The feasibility of using a standard protocol, labelled as the Global TALES, to elicit personal stories was tested across 10 different countries between 2019 and 2021. Personal narratives have not been investigated in Iceland in a similar way. The aim was to explore personal narratives of monolingual children in Iceland by using the Global TALES (2018) protocol to investigate verbal productivity, semantic diversity, and narrative topics.

Methods: Twenty-seven children (ages 9; 8-10; 9) with typical language development produced personal stories in response to six emotion-based prompts contained in the protocol. The children were interviewed by using the Zoom platform because of COVID restrictions. Children's spoken language was analysed for total number of utterances (TNU), total number of words (TNW), number of different words (NDW), mean length of utterances in words (MLUw), and proportion of words with grammatical errors. The narrative topics were coded and documented.

Results: The spoken language measures showed that there was a large individual variability within the group on all metrics examined. The mean TNU was 62.1 (SD 20.2) utterances, the mean for TNW was 546 (SD 219) words, the mean for NDW was 206 (SD 62) words, and the MLUw was 8.6 (SD 1.5) words in an utterance. Despite the variability in spoken language performance, around 70-75% of the participants produced TNU, TNW, NDW, and MLUw within +/- 1 SD from the mean. The topics of the stories were most frequently related to personal achievement or relationships with the family or friends.

Conclusion: The Global TALES (2018) protocol can be used to elicit personal stories in 10-year-old children in Iceland. The results related to verbal productivity and the topics of interest were in line with previous studies around the world.

Introduction: Pharyngeal residue, defined as the material remaining in the pharynx post-swallow, is a sign of swallowing biomechanical impairment and a clinical predictor of aspiration. This study investigates the correlation between pharyngeal residue severity using the Mansoura FEES Residue Rating Scale (MFRRS) and penetration/aspiration scores using the penetration-aspiration scale (PAS) on FEES.

Methods: Two hundred ten (210) swallows were obtained during standard FEES assessments of thirty patients with poststroke dysphagia. Residue, in both vallecula and the pyriform sinuses' locations, and penetration/aspiration were scored using MFRRS and PAS, respectively. The Spearman's rank-order correlation was used to assess the correlation between residue and PAS scores. The significance of the obtained results was judged at the (p < 0.05) level.

Results: Significant strong positive correlations were demonstrated between PAS scores and each vallecular residue score (rs = 0.663, p = 0.000) and pyriform residue score (rs = 0.688, p = 0.001).

Conclusion: There is a significant strong positive correlation between residue severity and penetration/aspiration in each anatomical site evaluated (valleculae and pyriform sinuses). Our results do not designate one site as riskier than the other because either can contribute to aspiration, but rather demonstrate penetration/aspiration to better correlate with the overall severity of the residue, perhaps as a better marker for pharyngeal inefficiency. This study offers insight into the association of residue severity with swallowing safety and efficiency.

Introduction: Teachers stand out among occupational groups due to their contribution to modern societies, and their voice is the main form of interaction.

Objective: The aim of the study was to verify the changes in vocal and respiratory measurements from teachers with vocal and musculoskeletal complaints and with normal larynx after applying a musculoskeletal manipulation protocol of myofascial release using pompage.

Methods: Controlled and randomized clinical trial with 56 participants: 28 teachers in the study group and 28 teachers in the control group. Anamnesis, videolaryngoscopy, hearing screening, sound pressure and maximum phonation time measurements, and manovacuometry were performed. The musculoskeletal manipulation protocol of myofascial release using pompage consisted of a total of 24 sessions, 40 min for each session, three times a week, for 8 weeks.

Results: There was a significant improvement in the maximum respiratory pressure in the study group after the intervention. The sound pressure level and the maximum phonation time did not change significantly.

Discussion and conclusion: Musculoskeletal manipulation protocol of myofascial release using pompage had a direct effect on the respiratory measurements from female teachers, significantly increasing the maximum respiratory pressure but without affecting sound pressure level and the /a/ maximum phonation time.