Logopedics Phoniatrics Vocology最新文献

The early intervention Språkstart Halland targets children aged 0-3 years. During home visits at 6 and 11 months, library staff deliver gift-packs containing books, toys, songs, and rhymes to promote early language stimulation. Parents are encouraged to engage in 'talk, play, sing, read' activities to support language development. The aim of the present study was to examine parents' experiences of the 6- and 11-month visits and develop an understanding of their general impressions and thoughts regarding the perceived impact of the visits. Parents (n = 15) were interviewed in four focus groups and two one-on-one interviews. Data was analysed using qualitative content analysis. The findings show that the intervention changed the parents' mindset and increased their knowledge regarding early language stimulation. Tools and strategies benefitting the parent-child interaction were gained. A positive experience and personal guidance created motivation for the parents to carry out the language stimulating activities after the visit. Social gains were described. The findings imply usefulness of the intervention in supporting children's language and literacy development.

Understanding the impact of listening effort (LE) and fatigue has become increasingly crucial in optimizing the learning experience with the growing prevalence of online classrooms as a mode of instruction. The purpose of this study was to investigate the LE, fatigue, and voice quality experienced by students during online and face-to-face class sessions. A total of 110 participants with an average age of 20.76 (range 18-28) comprising first year undergraduate students in Speech and Language Therapy and Audiology programs in Turkey, rated their LE during the 2022-2023 spring semester using the Listening Effort Screening Questionnaire (LESQ) and assessed their fatigue with the Multidimensional Fatigue Inventory (MFI-20). Voice quality of lecturers was assessed using smoothed cepstral peak prominence (CPPS) measurements. Data were collected from both online and face-to-face sessions. The results revealed that participants reported increased LE and fatigue during online sessions compared to face-to-face sessions and the differences were statistically significant. Correlation analysis showed significant relationships (p < 0.05) between audio-video streaming quality and LE-related items in the LESQ, as well as MFI sub-scales and total scores. The findings revealed a relationship between an increased preference for face-to-face classrooms and higher levels of LE and fatigue, emphasizing the significance of these factors in shaping the learning experience. CPPS measurements indicated a dysphonic voice quality during online classroom audio streaming. These findings highlight the challenges of online classes in terms of increased LE, fatigue, and voice quality issues. Understanding these factors is crucial for improving online instruction and student experience.

Purpose: Although numerous patient-reported outcome measures have been developed and validated to quantify the impact of voice problems on different aspects of life, to our knowledge no screening instrument exists that specifically captures voice disorders in a retrospective fashion. The aim of the present study was to examine the psychometric properties and diagnostic validity of a retrospective voice screening method, Screen11, according to the COSMIN framework for health-related, patient-reported outcome measures. The items in Screen11 have been used to establish the prevalence of voice disorders in both general and occupation-specific populations in the Nordic countries. However, the instrument has not been validated.

Methods: The voice patient group (n = 54) in this study comprised of patients from the Turku University Central Hospital phoniatric outpatient clinic seeking help for their voice problems. For these voice patients, we recruited voice-healthy controls (n = 61) who matched in terms of gender, age, and occupation. The participants responded to the Screen11 questionnaire along with the VHI and the VAPP.

Results: The results of the initial exploratory factor analysis showed that all the Screen11 items loaded on a common underlying latent factor. Furthermore, Screen11 had high internal consistency (α = .93) and correlated sufficiently with other voice questionnaires.

Conclusions: The results indicate that Screen11, which screens for possible voice disorders at an early stage, was successfully validated. With respect to its diagnostic validity, the Screen11 sum score is preferable. A threshold of ≥ 15 should be used for differentiating patients with possible voice disorders from those with healthy voices.

The everyday lives of young children with speech sound disorder (SSD) are not well described, with few studies taking a holistic view with interaction in focus. The aim of this study was to investigate how SSD affects communicative activity and participation in everyday life of four children in a Swedish context. The study involved 4 triads: 4 children with SSD aged 4 to 7, their parents (n = 4), grandmothers (n = 2) and pedagogues, i.e. preschool teachers (n = 2). The research design was a case series, including speech language tests, questionnaires and structured interviews. The International Classification of Functioning, Disability and Health (ICF) served as an analytical framework. Results showed reduced speech intelligibility in all children. Interrupted thought processes, tantrums and social withdrawal were negative effects of the SSD. Having a friend in the out-of-home environment was a facilitating factor, enabling the children with SSD use their full capacity in social interaction. When knowledge about SSD is shared in all environments, all forces that influence the child positively may be aligned in a collaborative effort and a holistic understanding can be reached. To accomplish this, ICF serves as a valuable conceptual framework.

Objective: The first aim of the study, to determine the effects of a vocal loading task (VLT) involving reading a passage at a level of 80-85 dBA_(30 cm) for 10 minute (min) on voice. The second aim is to identify the effects of three different therapeutic strategies performed immediately after the VLT on voice.

Method: The sample of the study included 32 normophonic female participants. The research procedure involved three different therapeutic strategies: sterile water nebulization, voiced oral high-frequency oscillation (VOHFO) and the combined application following three different vocal loading tasks performed for 10 min. The assessments were made using acoustic, electroglottographic, perceived vocal effort (Borg CR-10) measurement methods.

Results: The 10 min VLT did not significantly affect the acoustic (except for fundamental frequency-Fo) or electroglottographic parameters of the habitual voice, while it led to an increased level of perceived vocal effort scores and Fo values. Perturbation and perceptual effort decreased after all three therapeutic interventions, but Fo remained higher than baseline; EGG-contact quotient (CQ) decreased after VOHFO-inclusive therapeutic interventions and perceptual effort level did not decrease after nebulization but decreased after VOHFO-inclusive interventions.

Conclusion: The 10 min VLT, which was of a short duration, led to an increased level of perceived vocal effort scores and Fo values. In addition, all therapeutic interventions were found to decrease perturbation and perceived vocal effort. However, according to the EGG-CQ data, the addition of therapeutic factors such as VOHFO to superficial vocal fold hydration procedures may further enhance their beneficial effects on the voice.

Introduction: This descriptive study investigated the immediate individual effects of intensive group speech intervention on speech, health-related quality of life, and satisfaction in adolescents born with a cleft (lip and) palate (CP ± L) in the Philippines.

Methods: Four Filipino adolescents with a repaired CP ± L (age range = 17 to 23 years) were included. They presented with at least one cleft-related speech sound error. They received 6 h of intensive group speech intervention over 4 consecutive days (i.e. 1 h and 30 min of therapy each day). Pre- and post-intervention outcomes were collected for speech, health-related quality of life, and satisfaction with group intervention. Individual participant data were reported.

Results: The speech of all four participants improved to a clinically relevant degree for the percentage correctly produced consonants (PCC). Speech understandability and acceptability also improved in every participant. PCC scores of two participants were on a level with peers following the group sessions.

Discussion: Speech and health-related quality of life outcomes improved in all four participants after intensive group intervention. However, not everyone reached the level of peers following 6 h of intervention. Participants who presented with a combination of cleft-related speech sound errors might have benefited from a larger intervention dosage.

Purpose: The analysis of acoustic parameters contributes to the characterisation of human communication development throughout the lifetime. The present paper intends to analyse suprasegmental features of European Portuguese in longitudinal conversational speech samples of three male public figures in uncontrolled environments across different ages, approximately 30 years apart.

Participants and methods: Twenty prosodic features concerning intonation, intensity, rhythm, and pause measures were extracted semi-automatically from 360 speech intervals (3-4 interviews from each speaker x 30 speech intervals x 3 speakers) lasting between 3 to 6 s.

Results: Twelve prosodic parameters presented significant age effects at least in one speaker. Group mean comparisons revealed significant differences between the youngest (i.e. 50 years) and the oldest age groups (i.e. 80 years) in seven parameters. The results from the analysis point to a lower and less variable fo, higher fo minimum, wider fo peaks, more vocal effort and more variable global intensity, slower speech and articulation rate, and also more frequent and longer pauses in older ages.

Conclusion: This longitudinal study has the potential to contribute to the characterization of the normal aging process, proving to be significant in the domains of human-machine communication, speech recognition systems, applied linguistics, or the implementation of strategies in communicative contexts with older adults.

Purpose: Sound pressure level (SPL), fundamental frequency (F₀), time dose (D_t), cycle dose (D_c), and distance dose (D_d) are components affecting a vocal demand response. The study aimed to investigate the impact of sound field amplification systems (SFAS) on teachers' vocal parameters and determine the user comfort of SFAS use in teachers.

Methods: Twenty female teachers underwent long-term voice dosimetry with Vocal Holter Med (PR.O.Voice Srl) during everyday teaching activities. The SFAS PentaClassRuna (Certes) was installed in classrooms. Voice dosimetry was provided in two different acoustical conditions-without the use of SFAS (one to two days) and with SFAS (one to three days). Teachers underwent voice acoustic and laryngoscopic evaluation before voice dosimetry. Two teachers' groups were formed: teachers with and without vocal nodules. The visual analogue scale measured the user comfort of SFAS.

Results: There were no significant differences in vocal parameters and vocal doses between teachers with and without vocal nodules. Voice amplification significantly decreased average F₀(-4.4 Hz), D_t%(-3.1%), D_c (-0.4 kcycles), and D_d (-1.3 m) in teachers without vocal nodules and F₀ (-8.9 Hz) in teachers with vocal nodules. Vocal doses (D_t%, D_c, D_d) significantly decreased in classrooms with longer reverberation time. The user comfort of the SFAS during the lessons was high in both teachers groups.

Conclusions: SFAS was a mediator between the classroom's environment and the teacher's vocal demand response; it changed teachers' voice production parameters and reduced vocal demand response to satisfy the communication requirements. In addition, voice amplification was more beneficial for teachers without vocal fold lesions.

Objective: The present study aims at investigating the immediate effects of the Semi-Occluded Bubble Mask Technique (SOBM) performed with the device VocalFeel® as a vocal warm-up in a group of professional singers.

Study design: A randomized controlled study was carried out.

Methods: Forty-four vocally healthy professional singers were randomly divided into two groups on recruitment: an experimental group and a control group. The same vocal warm-up exercise was performed by the experimental group with the SOMB technique and by the control group without semi-occlusion. Self assessments, acoustic analysis and aerodynamic analysis of Peak Nasal Inspiratory Flows (PNIF) and Peak Oral Inspiratory Flows (POIF) were performed.

Results: Significant improvements after the SOBM technique were detected in the experimental group concerning some acoustic parameters (Jitt%; Shimm%) and aerodynamic measures (PNIF and POIF). No significant improvements after the warm-up exercise were observed in the control group. Significant differences between the experimental and the control group were found for ΔJitt%, ΔShimm%, ΔNHR, ΔPOIF and self assessments.

Conclusions: The results of the present study support the efficacy of a vocal warm-up performed with the SOBM technique using VocalFeel® device in terms of acoustic quality, aerodynamic measures and perceived phonatory comfort in professional singers.

Presentations to audiences are often seen as challenging by university students, causing physiological reactivity on cortisol levels and heart rate, for example. Many students perceive that they have difficulties expressing themselves or do not consider themselves to be good communicators. With the thought that efficient communication is able to bring well-being and more confidence, it is understood that a communication skills training could mitigate adverse effects on the body during public speaking. This study aimed to verify whether a communicational improvement training can improve physiological parameters and perception when speaking in public among university students. This was a prospective, blinded, controlled, and randomized trial. Students from colleges and universities were recruited for this study. Invitations were either in person or via social networks and/or e-mail. There were 39 university students who completed the tasks, ages between 18 and 30. There were two groups: the intervention group (IG) and control group (CG). The intervention group participated in a communicational improvement program for six weeks to work on breathing, articulation, speech rhythm, pneumophonoarticulatory coordination, expressiveness and non-verbal communication. Data of heart rate measures, salivary cortisol analysis, self-perception of public speaking, and presentation ratings were collected. The intervention group presented with lower heart rates and cortisol levels, better presentation ratings, and higher self-perception of public speaking than the control group after participating in the communication improvement training. In this study it was possible to verify the efficiency of a communicational improvement training, being able to improve cortisol levels, heart rate, and perception when speaking in public in university students. Based on the results presented, new studies are suggested: (a) measuring the individual effect of the workshops demonstrated here and (b) comparing this type of intervention with other types of treatment used in the health area (medication, psychotherapeutic, holistic, etc.).