Here, My Voice 2 Voice Lessons Pilot
- Conditions
- Hearing Loss
- Interventions
- Behavioral: Voice lessons
- Registration Number
- NCT05336747
- Lead Sponsor
- University of Southern California
- Brief Summary
Active music engagement has been shown to provide unique benefits for both pediatric and adult cochlear implant (CI) users. Here, My Voice 2 (HMV 2) project will build upon the 2021 pilot program and provide personalized voice lessons to members of the hard-of-hearing (HOH) community in order to support the (re)discovery of their voice as a tool of self-expression. Over the course of 12 weeks, participants from the HOH community will partner with students from USC's Thornton School of Music to practice expressive vocal techniques in one-on-one individual lessons. At the conclusion of the lessons, HLAA will host a communal session with a recital in which each team will present what they have worked on. Data will be collected via self-assessment surveys, vocal assessment measures, and interviews at the beginning, middle, and end of the program, as well as a 3 month follow-up. This data will be quantified/coded using qualitative coding, as appropriate, and the findings will be published in relevant conferences and journals. The data will also be used to evaluate the merits of this program to improve the format in future iterations.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 15
- Adults, English speaking, who experience profound hearing loss and use cochlear implants or/and hearing aids.
- Ability to use voice without discomfort and without causing any health issues.
- Ability to commit one hour a week over a 12-week period and an additional 10 min period of daily training.
- People with medical conditions such as tracheostomy, which makes using voice difficult and potentially threatens their health
- People taking part in other training programs for vocal, musical or auditory skills in the same time period
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- SINGLE_GROUP
- Arm && Interventions
Group Intervention Description Voice Lessons "Here, My Voice 2" Program Voice lessons Voice Lessons "Here, My Voice 2" Program Voice Lessons "Here, My Voice 3" Program Voice lessons Voice Lessons "Here, My Voice 3" Program
- Primary Outcome Measures
Name Time Method Change in Goldsmiths Musical Sophistication Index (Gold MSI) Change between baseline and 1 week post voice lessons The Goldsmiths Musical Sophistication Index measures musical attitudes, behaviours, and skills
Change in Auditory Skills Change between baseline and 1 week post voice lessons Speech and music perceptual abilities via TeamHearing software.
Change in Quality of Life in Neurological Disorders (Neuro-QoL) Questionnaire Change between baseline and 1 week post voice lessons The specific domains assessed in Neurological Disorders (Neuro-QoL) Questionnaire will include: ability to participate in social roles and activities, positive affect and well-being, and satisfaction with social roles and activities.
Change in Self Esteem Change between baseline and 1 week post voice lessons The Rosenberg Self Esteem Scale is a10-item self-reported questionnaire designed to measure self-esteem. It includes 10 statements related to a person's feelings of self-worth or self-acceptance. A four-point scale ranging from "strongly agree" to "strongly disagree" is used to answer the questions (Rosenberg Self-Esteem Scale, n.d). The RSES is a reliable instrument as indicated by its Guttman scale coefficient of reproducibility of 0.92, which indicates excellent internal consistency. Test-retest reliability has correlations of 0.85 and 0.88 over a 2-week period, which indicates appropriate stability. The validity of the RSES is demonstrated by its concurrent, predictive, and constructive validity using known groups. The RSES correlates significantly with other measures of self-esteem such as the Coopersmith Self-Esteem Inventory as well as with the predicted direction of measures of depression and anxiety (Rosenberg, 2006).
Change in Vocal Confidence Change between baseline and 1 week post voice lessons Vocal confidence will be measured using a questionnaire developed by USC's Bionic Ear Lab researchers combined with Singing Voice Handicap Index (SVHI) to measure levels of self-esteem as well as physical and emotional experiences related to singing.
Change in Vocal Skills of Audio Recordings of Participants Change between baseline and 1 week post voice lessons Pitch matching, interval matching, and rhythm matching abilities will be rated automatically for accuracy by Praat speech analysis software and additional characteristics of vocal quality and singing accuracy (melodic contour, diction, tempo, tone, phrasing, and breath) will be rated by voice teachers on a Likert-type scale (0-5 with higher being more accurate).
- Secondary Outcome Measures
Name Time Method Change in Goldsmiths Musical Sophistication Index (Gold MSI) Change between 1 week post voice lessons and 3 months post voice lessons The Goldsmiths Musical Sophistication Index measures musical attitudes, behaviours, and skills
Engagement of the participants Up to 12 weeks Voice teachers will keep a teaching log reflecting upon participants' attendance, motivation, and engagement.These notes will be compiled and coded following the program to qualitatively track vocal progress of participants throughout the study.
Change in Auditory Skills Change between 1 week post voice lessons and 3 months post voice lessons Speech and music perceptual abilities via TeamHearing software
Change in Quality of Life in Neurological Disorders (Neuro-QoL) Questionnaire Change between 1 week post voice lessons and 3 months post voice lessons The specific domains assessed in Neurological Disorders (Neuro-QoL) Questionnaire will include: ability to participate in social roles and activities, positive affect and well-being, and satisfaction with social roles and activities.
Change in Vocal Skills of Audio Recordings of Participants Change between 1 week post voice lessons and 3 months post voice lessons Pitch matching, interval matching, and rhythm matching abilities will be rated automatically for accuracy by Praat speech analysis software and additional characteristics of vocal quality and singing accuracy (melodic contour, diction, tempo, tone, phrasing, and breath) will be rated by voice teachers on a Likert-type scale (0-5 with higher being more accurate)
Changes in Music Experience UCMLQ Questionnaire Change between baseline and 1 week post voice lessons University of Canterbury Music Listening Questionnaire (UCMLQ) questionnaire will measure participants music experience with Hearing Aids or/and Cochlear Implants
Participation motivation, experience, and goals Up to 14 weeks Semi-structured interviews will be used to assess participant motivation and quality of experience within the program. Responses will be qualitatively coded and compared from baseline to the end of the program.
Changes in Vocal Skills of Participants Up to 12 weeks Voice teachers will keep a teaching log reflecting upon student progress and which techniques, vocal warm-ups, or other learning methods proved most effective during lessons. These notes will be compiled and coded following the program to qualitatively track vocal progress of participants throughout the study.
Changes in Vocal Confidence Change between 1 week post voice lessons and 3 months post voice lessons Vocal confidence will be measured using a questionnaire developed by USC's Bionic Ear Lab researchers combined with Singing Voice Handicap Index (SVHI) to measure levels of self-esteem as well as physical and emotional experiences related to singing.
Change in Self Esteem Change between 1 week post voice lessons and 3 months post voice lessons The Rosenberg Self Esteem Scale is a10-item self-reported questionnaire designed to measure self-esteem. It includes 10 statements related to a person's feelings of self-worth or self-acceptance. A four-point scale ranging from "strongly agree" to "strongly disagree" is used to answer the questions (Rosenberg Self-Esteem Scale, n.d). The RSES is a reliable instrument as indicated by its Guttman scale coefficient of reproducibility of 0.92, which indicates excellent internal consistency. Test-retest reliability has correlations of 0.85 and 0.88 over a 2-week period, which indicates appropriate stability. The validity of the RSES is demonstrated by its concurrent, predictive, and constructive validity using known groups. The RSES correlates significantly with other measures of self-esteem such as the Coopersmith Self-Esteem Inventory as well as with the predicted direction of measures of depression and anxiety (Rosenberg, 2006).
Trial Locations
- Locations (1)
University of Southern California
🇺🇸Los Angeles, California, United States