Effectiveness of Telepractice by Smartphone App Technology in Preventing Voice Problems
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 103
- 试验地点
- 2
- 主要终点
- Presence and frequency of a voice problem
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 60 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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
排除标准
- 未提供
研究组 & 干预措施
Behavioral: 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.
干预措施: Telepractice Global Voice Prevention Model (Behavioral)
Behavioral: 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.
干预措施: In-person Global Voice Prevention Model (Behavioral)
Behavioral: 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.
干预措施: Telepractice, Vocal Hygiene and Vocal Education (Behavioral)
结局指标
主要结局
Presence and frequency of a voice problem
时间窗: 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.
次要结局
- Acoustic: fundamental frequency(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Aerodynamic: sustained aaaaahhhhh(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Acoustic: jitter%(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Acoustic: shimmer%(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Aerodynamic: s/z ratio(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Acoustic: standard deviation of fundamental frequency(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Acoustic: cepstral peak prominence(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Perceptual: Voice Handicap Index(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Perceptual: perceptions of voice(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
- Perceptual: Vocal Fatigue Index(AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months.)
研究者
Elizabeth Grillo
Associate Professor
West Chester University of Pennsylvania