Be prepared for referrals to treat children with typical voice disorders with this book of tools, techniques, methods, and materials.
- Correctly interpret and integrate the components of a voice evaluation
- Understand various vocal pathologies and their implications for voice treatment
- Design treatment sessions that target a variety of vocal behaviors
- Students understand vocal hyperfunction and abuse, respiration, and oral-nasal resonance problems and what to do
This book is a great reference for the busy clinician looking for "need to know" information and organizational helps in one handy place.
Chapter 1: Describes the kinds of things that can go wrong with the voice and gives descriptions of problems related to voice abuse. Medically-related causes of voice problems (e.g., GERD, upper respiratory infections) are also addressed as well as congenital medical disorders with related voice problems (e.g., cleft plate, cerebral palsy).
Chapter 2: Reviews the clinical (i.e., non-instrumental voice assessment) and includes a Clinical Voice Evaluation Checklist, observation form, case history form, and educational handout.
Chapter 3: Gives an overview of instrumental evaluation measures and how to interpret them.
Chapter 4: Includes helps for implementing appropriate interventions with sample forms and treatment plans, and a master list of goals and treatment objectives. Suggestions are given for addressing the challenges of:
- helping the child understand his/her voice problem
- utilizing a behavior change reinforcement system
- determining prognosis and length of treatment
Chapter 5: Covers treatment of the hyperfunctional voice (voice produced with too much tension). The types of hyperfunction and their respective treatments are discussed. Illustrated exercises and take-home activities are included.
Chapter 6: Describes specific strategies for helping children replace vocal abuses with good vocal hygiene techniques as well as techniques to address the aspects of respiration, phonation, and resonance that effect vocal hyperfunction. Suggestions for motivating the child, goals and objectives, and specific treatment methods with data collection forms and illustrated exercises are provided.
Chapter 7: Shows how to teach children to use a better respiratory pattern and includes illustrated activities.
Chapter 8: Focuses on three aspects of phonation that may be problematic for children: volume, pitch, and voice onset. Sample treatment goals, a sequence of activities, and illustrated activities are included.
Chapter 9: Deals briefly with hypernasality and covers tone focus in detail. Treatment techniques are reviewed and illustrated activities are included.
Chapter 10: Gives information on paradoxical vocal fold dysfunction (PVFD). Although PVFD is not a voice disorder, its treatment requires a knowledge of respiration and phonation.
Copy the student activity pages or print them from the FREE CD. An educational PowerPoint presentation on How to Keep a Healthy Voice is also included on the CD.
Copyright © 2005
I'm a school speech therapist working in the Sierra Nevada Foothills. I have been using The Source for Children's Voice Disorders with a hearing impaired student with chronic hoarseness & a small nodule. It's been a wonderful tool in my work with him. He loves the drawings and charts and has taken great responsibility for his vocal hygiene program. I can happily say that he has eliminated abusive behaviors by about 90%. Thank you for providing such a valuable resource for my therapy!
Dyann Castro-Wehr, SLP
Nevada City, CA
- ASHA (2005) supports voice therapy for treatment of dysphonia. Voice therapy is a preferred behavioral intervention before pursuing invasive medical interventions, such as vocal fold injections or surgery. Voice therapy can improve surgical outcomes with certain types of etiologies, such as vocal fold nodules.
- Ramig and Verdolini (1998) found evidence to support voice therapy for voice disorders of various etiologies. Speech-language pathologists (SLPs) have the educational training and clinical experience to assist an individual with a voice disorder improve his/her voice, leading to improved functional communication, social interactions, willingness to participate in school, and psychological well-being.
- Effective voice therapy for children needs to involve multiple components, including education on how the voice functions, etiology, contributing behaviors, vocal hygiene, and direct voice therapy. A multidisciplinary team approach, including parents, teachers, and medical professionals, will produce the most comprehensive results (Hooper, 2004).
- Use of instrumentation and verbal feedback from the SLP is highly desirable for a child to learn correct and incorrect use of voice production (Harvey, 1996).
- Paradoxical vocal fold motion is often diagnosed in children and adolescent athletes who are labeled "high achievers." The SLP can play an important role in education and intervention for this complex and often misdiagnosed disorder (Mathers-Schmidt, 2001).
The Source for Children's Voice Disorders incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2005). The use of voice therapy in the treatment of dysphonia [Technical Report]. Retrieved August 4, 2009, from www.asha.org/policy
Harvey, G.L. (1996). Treatment of voice disorders in medically complex children. Language, Speech, and Hearing Services in Schools, 27, 282-291.
Hooper, C.R. (2004). Treatment of voice disorders in children. Language, Speech, and Hearing Services in Schools, 35, 320-326.
Mathers-Schmidt, B.A. (2001). Paradoxical vocal fold motion: A tutorial on a complex disorder and the speech-language pathologist's role. American Journal of Speech-Language Pathology, 10, 111-125.
Ramig, L.O., & Verdolini, K. (1998). Treatment efficacy: Voice disorders. Journal of Speech, Language, and Hearing Research, 41, S101-S116.