Effectiveness of Telepractice by Smartphone App Technology in Preventing Voice Problems
- Conditions
- Prevention of Voice Disorders in Student Teachers
- Interventions
- Behavioral: Telepractice, Vocal Hygiene and Vocal EducationBehavioral: Telepractice Global Voice Prevention ModelBehavioral: In-person Global Voice Prevention Model
- Registration Number
- NCT02873130
- Lead Sponsor
- West Chester University of Pennsylvania
- 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.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 103
- 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
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Behavioral: Telepractice, Vocal Hygiene and Vocal Education Telepractice, Vocal Hygiene and Vocal Education Participants will complete Vocal Hygiene and Vocal Education through West Chester University's Desire 2 Learn (D2L) software program. Asynchronous learning opportunities are provided through D2L over a one week period. Behavioral: Telepractice Global Voice Prevention Model Telepractice Global Voice Prevention Model Participants will complete the Global Voice Prevention Model (GVPM) through West Chester University's Desire 2 Learn (D2L) software program. Synchronous and asynchronous learning opportunities are provided through D2L over a four week period. The GVPM includes vocal hygiene, vocal education, and vocal training. Behavioral: In-person Global Voice Prevention Model In-person Global Voice Prevention Model Participants will complete the Global Voice Prevention Model (GVPM) at West Chester University in-person. The GVPM will meet for 2 hours once a week for four weeks. The GVPM includes vocal hygiene, vocal education, and vocal training.
- Primary Outcome Measures
Name Time Method 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 Outcome Measures
Name Time Method 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.
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.
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.
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.
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: 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.
Perceptual: Voice Handicap Index AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. Quality of life 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.
Perceptual: Vocal Fatigue Index AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. Vocal fatigue questions
Trial Locations
- Locations (1)
Elizabeth Grillo
🇺🇸West Chester, Pennsylvania, United States