The aim of this study is to assess information on voice quality features and to ascertain the variability of these features in specified groups. Groups were created based on gender and status of vocal training, in order to study the influence of these grouping variables on selected voice quality features. Gender was chosen as a grouping variable, because previous investigations clearly demonstrated differences in voice quality characteristics between men and women. These differences have implications for the creation of a normative database, concerning its proposed function as a frame of reference. Vocal training was intentionally introduced to give direction to what might be regarded as good vocal characteristics, as compared to characteristics of subjects without vocal training. Characteristics of the vocal apparatus and voice quality features can be acquired in many ways. Four practicable methods, easily employed in a clinical environment and extensively outlining the vocal apparatus and voice function, are used in this study. Results of these investigations are described in the following chapters.
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The aim of the present investigation was to evaluate the effect of visual feedback on rating voice quality severity level and the reliability of voice quality judgment by inexperienced listeners. For this purpose two training programs were created, each lasting 2 hours. In total 37 undergraduate speech–language therapy students participated in the study and were divided into a visual plus auditory-perceptual feedback group (V + AF), an auditory-perceptual feedback group (AF), and a control group with no feedback (NF). All listeners completed two rating sessions judging overall severity labeled as grade (G), roughness (R), and breathiness (B). The judged voice samples contained the concatenation of continuous speech and sustained phonation. No significant rater reliability changes were found in the pre- and posttest between the three groups in every GRB-parameter (all p > 0.05). There was a training effect seen in the significant improvement of rater reliability for roughness within the NF and AF groups (all p < 0.05), and for breathiness within the V + AF group (p < 0.01). The rating of the severity level of roughness changed significantly after the training in the AF and V + AF groups (p < 0.01), and the breathiness severity level changed significantly after the training in the V + AF group (p < 0.01). The training of V + AF and AF may only minimally influence the reliability in the judgment of voice quality but showed significant influence on rating the severity level of GRB parameters. Therefore, the use of both visual and auditory anchors while rating as well as longer training sessions may be required to draw a firm conclusion.
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We developed and piloted a course, called Changemakers, that supported interdisciplinary student-led action groups to identify social and environmental sustainability challenges and influence systemic change. By exposing students to dynamic and complex issues from multiple stakeholder perspectives, Changemakers aimed to empower students to find and use their voice and agency to make a difference in society. Students need knowledge and skills to navigate societal challenges, address SDGs and build confidence and creativity to change the status quo (Lozano, 2017; Raelin, 2009). Changemakers provided a playful and safe learning environment to explore societal challenges, form inclusive and sensitive judgments, and enact interventions for change. Students developed self-efficacy (Bandura, 2001) that were encouraged to be autonomous and self-directed in their learning (Morris, 2019). Through learning-by-doing, students gained a set of leadership and change management skills that can be applied to a variety of professional settings in local and global contexts.
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OBJECTIVES: The main aim of this study was to assess the prevalence of Vocal Tract Discomfort (VTD) in the Flemish population without self-perceived voice disorders using the VTD scale and to examine the relationship between vocal load and VTD symptoms. In addition, consistency between the VTD scale and the Voice Handicap Index (VHI) and the Corporal Pain scale was evaluated. METHODS: A total of 333 participants completed the VTD scale, the VHI, and the Corporal Pain scale. Patient information about study and voice-related hobbies (for students), state of (non)professional voice user (for employees), smoking, shouting, allergy, and voice therapy was taken into account. RESULTS: A median number of three VTD symptoms was reported, and 88% of the participants showed at least one symptom of VTD. Dryness (70%), tickling (62%), and lump in the throat (54%) were the most frequently occurring symptoms. The frequency and severity of VTD were significantly higher in participants who followed voice-related studies, played a team sport, were part of a youth movement, shouted frequently, and received voice therapy in the past (P < 0.05). Finally, low correlations were obtained between frequency and severity of the VTD scale and total VHI score (r = 0.226-0.411) or frequency and intensity of the Corporal Pain scale (r = 0.016-0.408). CONCLUSIONS: The prevalence of VTD is relatively high in the Flemish population without self-perceived voice disorders, although the frequency and severity of the symptoms are rather low. Vocal load seems to influence the frequency and severity of VTD. Finally, the VTD scale seems to reveal clinically important information that cannot be gathered from any other protocol.
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People with voice problems can seek advice and therapy from a speech-language pathologist. Besides having problems with the speaking voice, a number of them are also amateur choristers. In addition to her standard examination, the speech-language pathologist has to specifically describe the use of the singing voice during choral singing and to assess the amount of mutual influence of speaking and singing voice. In therapy, a healthy phonation is learned. In today's practice, the therapist tends to confine herself to training the sepaking voice. It is known that pitch variation influences phonation. As pitch is a complicating factor in singing, the therapist could make the client aware of this influence by using exercises that alternate speaking and singing voice. Reference to and cooperation with singing teachers is essential. A network of speech-language pathologists 'with an ear for singers' and singing teachers should be built up.
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Objective In voice assessment, the evaluation of voice quality is a major component in which roughness has received wide acceptance as a major subtype of abnormal voice quality. The aim of the present study was to develop a new multivariate acoustic model for the evaluation of roughness. Method In total, 970 participants with dysphonia and 88 participants with normal voice were included. Concatenated voice samples of continuous speech and sustained vowel [a:] were perceptually judged on roughness severity. Acoustic analyses were conducted on the voiced segments of the continuous speech sample plus sustained vowel as well. A stepwise multiple linear regression analysis was applied to construct an acoustic model of the best acoustic predictors. Concurrent validity, diagnostic accuracy, and cross-validation were verified on the basis of Spearman correlation coefficient (rs), several estimates of the receiver operating characteristics plus the likelihood ratio, and iterated internal cross-correlations. Results Six experts were included for perceptual analysis based on acceptable rater reliability. Stepwise multiple regression analysis yielded a 12-variable acoustic model. A marked correlation was identified between the model and the perceptual judgment (rs = 0.731, P = 0.000). The cross-correlations confirmed a high comparable degree of association. However, the receiver operating characteristics and likelihood ratio results showed the best diagnostic outcome at a threshold of 2.92, with a sensitivity of 51.9% and a specificity of 94.9%. Conclusions Currently, the newly developed roughness model is not recommended for clinical practice. Further research is needed to detect the acoustic complexity of roughness (eg, multiplophonia, irregularity, chaotic structure, glottal fry, etc).
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Objective The evaluation of voice quality is a major component of voice assessment. The aim of the present study was to develop a new multivariate acoustic model for the evaluation of breathiness. Method Concatenated voice samples of continuous speech and the sustained vowel [a:] from 970 subjects with dysphonia and 88 vocally healthy subjects were perceptually judged for breathiness severity. Acoustic analyses were conducted on the same concatenated voice samples after removal of the non-voiced segments of the continuous speech sample. The development of an acoustic model for breathiness was based on stepwise multiple linear regression analysis. Concurrent validity, diagnostic accuracy, and cross validation were statistically verified on the basis of the Spearman rank-order correlation coefficient (rs), several estimates of the receiver operating characteristics plus the likelihood ratio, and iterated internal cross correlations. Results Ratings of breathiness from four experts with moderate reliability were used. Stepwise multiple regression analysis yielded a nine-variable acoustic model for the multiparametric measurement of breathiness (Acoustic Breathiness Index [ABI]). A strong correlation was found between ABI and auditory-perceptual rating (rs = 0.840, P = 0.000). The cross correlations confirmed a comparably high degree of association. Additionally, the receiver operating characteristics and likelihood ratio results showed the best diagnostic outcome at a threshold of ABI = 3.44 with a sensitivity of 82.4% and a specificity of 92.9%. Conclusions This study developed a new acoustic multivariate correlate for the evaluation of breathiness in voice. The ABI model showed valid and robust results and is therefore proposed as a new acoustic index for the evaluation of breathiness.
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During the past two decades, citizenship education has become an educational priority across Europe and in the United States, in policy, practice and research alike. Often this educational priority is understood through the lens of education’s contribution to the process of youth becoming citizens. In this theoretical study, the aim is to contribute to a growing body of studies seeking to reconceptualise youth as not just becoming citizens, but as being citizens and doing citizenship. This reconceptualization impacts the way the role of schools in light of citizenship education can, and should, be understood. We combine insights from Dewey’s work on experiential learning and democracy as ‘a mode of associated living’ and Mouffe’s agonistic model of democracy to further develop the understanding of the relation between the school context and youth citizenship. As an example of the implications of the reconceptualization of youth citizenship, we explore its relation with ‘voice’ in school. We conclude by reflecting on the implications of this conceptualisation of youth citizenship for researchers, educational practitioners and policymakers.
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This article is a plea for the structural use of the 'space in the throat'concept in voice therapy and in singers training.
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This handbook brings together scholarship from various subfields, disciplinary traditions, and geographic and geopolitical contexts to understand how student voice is operating in different higher education dimensions and contexts around the world. The handbook helps not only to map the range of student voice practices in college and university settings, but also to identify the common core elements, enabling conditions, constraints, and outcomes associated with student voice work in higher education. It offers a broad understanding of the methodologies, current debates, history, and future of the field, identifying avenues for future research.
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