Behavioral Treatment of Voice Disorders in Teachers
Folia Phoniatrica et Logopaedica
Ziegler, A., Gillespie, A. I., et al. (2010).
Folia Phoniatrica et Logopaedica, 62(1-2), 9-23.
This review investigates the effect of behavioral voice treatment on symptom severity in teachers with voice disorders or with characteristics consistent with a voice disorder.
National Institute on Deafness and Other Communication Disorders
From 1998 to October 2008
Published, English-language studies (not further specified)
11
<div>Evidence from group and individual studies suggests that various forms of Resonant Voice Therapy may improve vocal function in teachers when delivered as a single-treatment modality and also may be helpful when combined with other voice therapy techniques.</div>
<div>Findings from two studies indicated favorable results on the Voice Handicap Index and self-ratings of symptom severity following a 6-week voice amplification treatment.</div>
<div>There is limited evidence to support the use of generic vocal hygiene programs to improve voice outcomes in teachers with voice problems. Findings from three studies reported poorer outcomes following a standard vocal hygiene intervention compared to direct intervention or an indirect voice amplification approach.</div>
<div>Overall, evidence on Vocal Function Exercises (VFE) is promising for the treatment of voice disorders in teachers. However, treatment effects may be strongest when applying the program in a 1:1 format with adequately trained clinicians and clients. "The evidence has been more consistently favorable when the VFE have been used in combination with other [voice] treatment approaches" (p. 18).</div>
