Prevention of Voice Disorders in Student Teachers
Conditions
Brief summary
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.
Interventions
BEHAVIORALTelepractice Global Voice Prevention Model
BEHAVIORALIn-person Global Voice Prevention Model
BEHAVIORALTelepractice, Vocal Hygiene and Vocal Education
Sponsors
West Chester University of Pennsylvania
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to 60 Years
Healthy volunteers
Yes
Inclusion criteria
* senior at West Chester University as of fall 2016 and fall 2017, * student teaching during spring 2017 or 2018, * healthy voice user, * owns a smartphone
Exclusion criteria
\-
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Presence and frequency of a voice problem | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | Question will be asked twice a day before and after teaching. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Acoustic: standard deviation of fundamental frequency | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | 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. |
| Acoustic: jitter% | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | 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. |
| Acoustic: shimmer% | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | 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. |
| Acoustic: cepstral peak prominence | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | 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. |
| Acoustic: fundamental frequency | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | 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. |
| Perceptual: Vocal Fatigue Index | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | Vocal fatigue questions |
| Perceptual: perceptions of voice | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | Perceptions of voice based on the Consensus-auditory Perceptual Evaluation of Voice. |
| Aerodynamic: sustained aaaaahhhhh | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | 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. |
| Aerodynamic: s/z ratio | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | 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. |
| Perceptual: Voice Handicap Index | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | Quality of life questions. |
Countries
United States
Outcome results
None listed