Boot Camp: A Novel Intensive Approach to Voice Therapy

It is well known in the disciplines of neurobiology, exercise physiology, motor learning, and psychotherapy that desirable learning and behavior changes occur primarily from practice that involves high-intensity overload, variability, and specificity of training. We propose a novel treatment approach called intensive short-term voice therapy that uses these practice parameters for recalcitrant dysphonia. Intensive short-term voice therapy involves multiple sessions with a variety of clinicians, incorporating multiple simultaneous therapeutic approaches. The intensive short-term voice therapy approach is characterized by voice therapy for 1–4 successive days each with an average of 5 hours of therapy and five clinicians. This form of intensive voice therapy provides rigorous practice, involving not only overload but also opportunities for specificity and individuality thereby facilitating better transfer of learned skills. This article discusses the conceptual, theoretical, and practical foundations of this novel therapy approach.     

A Comparison of Two Perceptual Voice Evaluation Training Programs for Naive Listeners

Studies have raised concerns about the reliability of traditional clinical perceptual voice evaluation. References, training, and the analysis-by-synthesis method were proposed to improve this reliability. However, no study has directly compared the effectiveness of these methods. This study compared two training programs that are based on an anchors method and a paired comparison method. The aim of the programs was to improve the ability of naive listeners to detect subtle differences in breathiness. This study found that trained listeners showed significant improvement after training. Equivocal results were found as to which of these training methods was more effective. However, it is suggested that listeners should be trained before they use the analysis-by-synthesis method. The findings of this study provided more information on developing the theoretical framework proposed by Kreiman et al, in particular the "nature" of the internal representations of voice quality. An exemplar-based approach for processing breathiness is proposed.     

Voice Signal Typing Using a Pattern Recognition Approach

Voice signal classification in three types according to their degree of periodicity, a task known as signal typing, is a relevant preprocessing step before computing any perturbation measures. However, it is a time consuming and subjective activity. This has given rise to interest in automatic systems that use objective measures to distinguish among the different signal types. The purpose of this paper is twofold. First, to propose a pattern recognition approach for automatic voice signal typing based on a multi-class linear Support Vector Machine, and using rather well-known parameters like Jitter, Shimmer, Harmonic-to-Noise Ratio, and Cepstral Prominence Peak in combination with nonlinear dynamics measures. Two novel features are also proposed as objective parameters. Second, to validate this approach using a large amount of signals coming from two well-known corpora using cross-dataset experiments to assess the generalizability of the system. A total amount of 1262 signals labeled by professional voice pathologists were used with this purpose. Statistically significant differences between all types were found for all features. Accuracies over 82.71% were estimated in all intra-datasets and inter-datasets using cross-validation. Finally, the use of posterior probabilities is proposed as a measure of the reliability of the assigned type. This could help clinicians to make a more informed decision about the type assigned to a voice. These outcomes suggest that the proposed approach can successfully discriminate among the three voice types, paving the way to a fully automatic tool for voice signal typing in the future.     

The Effectiveness of a Voice Treatment Approach for Teachers With Self-Reported Voice Problems

SUMMARY: Teachers are considered the professional group most at risk of developing voice-problems, but limited treatment effectiveness evidence exists. We studied prospectively the effectiveness of a 6-week combined treatment approach using vocal function exercises (VFEs) and vocal hygiene (VH) education with 20 teachers with self-reported voice problems. Twenty subjects were randomly assigned to a no-treatment control (n = 11) and a treatment group (n = 9). Fibreoptic endoscopic evaluation was carried out on all subjects before randomization. Two self-report voice outcome measures were used: the Voice-Related Quality of Life (VRQOL) and the Voice Symptom Severity Scale (VoiSS). A Voice Care Knowledge Visual Analogue Scale (VAS), developed specifically for the study, was also used to evaluate change in selected voice knowledge areas. A Student unpaired t test revealed a statistically significant (P < 0.05) improvement in the treatment group as measured by the VoiSS. There was not a significant improvement in the treatment group as measured by the V-RQOL. The difference in voice care knowledge areas was also significant for the treatment group (P < 0.05). This study suggests that a voice treatment approach of VFEs and VH education improved self-reported voice symptoms and voice care knowledge in a group of teachers.