Effects of training in voice auditory-perceptual skills

IF 1.5 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

International Journal of Language & Communication Disorders Pub Date : 2024-08-16 DOI:10.1111/1460-6984.13103

Maria Claudia Franca, Valerie Elise Boyer, Prativa Tripathee

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引用次数: 0

Abstract

Purpose

This study was designed based on the need to verify the effectiveness of education in the vocology area concerning refining perceptual auditory skills. The purpose of the project described in this paper was to examine the effect of knowledge and skills training during a 2-week voice disorders graduate course on auditory-perceptual skills of pre-professional speech-language pathologists. The training effect was evaluated by comparing pre- and post-course results of ratings of voice quality using auditory-perceptual measures.

Method

A cohort of 24 graduate students in speech-language pathology participated in this study. Each student rated a total of 24 voice samples of typical and disordered voice quality from a database using Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V). The same voice samples were rated before and after the training, in randomised order. The speakers ranged in age from 35 to 80 years; 16 identified as females and 8 as males. A total of 16 samples were associated with various degrees of dysphonia of organic and functional aetiologies; the remaining 8 voice samples included in the study were classified as normal. The training involved different components including knowledge and auditory-perceptual skills as part of a voice class offered as an intensive 2-week course with daily blocks of 4 h sessions. Exploratory comparisons of results to objective outcomes were conducted through comparisons with computer-generated indicators of the Cepstral Spectral Index of Dysphonia (CSID), a component of the Analysis of Dysphonia in Speech and Voice (ADSV) software from Pentax for capturing the CSID.

Results

There was a significant increase in ratings of roughness, breathiness, loudness, pitch and overall severity after the course. Furthermore, there was a significant increase in the intra- and interrater reliability post training. Statistically significant positive indications were found in correlations between mean perceptual ratings and the acoustic measure of CSID. Reliability of data was measured by using Pearson's correlations. Intrarater reliability resulted in values of ≥0.90 in all parameters. Similar findings were demonstrated by intraclass coefficients used to estimate interrater consistency: all values were >0.90 but in the Loudness parameter [r (22) = 0.60].

Conclusion

Effectiveness of the training in improving the auditory perceptual skills of students was based on the increased reliability of ratings. Indications of successful implementation and outcomes on auditory-perpetual training procedures in classroom environments will support the development of effective educational methods, which will in turn lead to increased efficacy of service delivery in voice disorders.

WHAT THIS PAPER ADDS

What is already known on this subject

The effects of training on perceptual assessment performance have been indicated in the literature. Past evidence has demonstrated that various types of training produce a significant impact on auditory perceptual skills. Although dedicated research has been advancing over the past decade, further aspects of auditory-perceptual reliable assessment include queries about specific training approaches, optimal duration, and interval time for recalibration.

What this paper adds to existing knowledge

While past research suggests that increased exposure in identifying voice characteristics impacts assessment skills, there are limited published data on the relationship of knowledge and skill in association with teaching and learning environments, particularly at the pre-professional stage. Practical data from actual classroom application constitute an ideal scenario for inspecting effectiveness of graduate training in voice disorders involving acquiring knowledge and applied skills, including auditory-perceptual voice evaluation. This study is an attempt to expand on previous literature, particularly by examining effects of auditory-perceptual skills training in graduate students following teaching and learning in a systematic 2-week voice disorders course.

What are the clinical implications of this work?

Outcomes indicative of successful training procedures in a classroom environment will support the development of effective educational methods to increase efficacy of service delivery in voice disorders.

查看原文本刊更多论文

嗓音听觉感知能力训练的效果。

目的：本研究的设计是基于验证职业领域中有关提高听觉感知技能的教育效果的需要。本文所述项目旨在研究为期两周的嗓音障碍研究生课程中的知识和技能培训对职业前言语病理学家听觉感知技能的影响。培训效果通过比较课程前和课程后使用听觉知觉测量方法对嗓音质量进行评分的结果来评估：本研究由 24 名语言病理学研究生组成。每位学生使用嗓音听觉知觉评估共识（CAPE-V）对数据库中的 24 个典型和失常嗓音样本进行评分。同样的声音样本在培训前后以随机顺序进行评分。说话者的年龄从 35 岁到 80 岁不等；其中 16 人为女性，8 人为男性。共有 16 个样本患有不同程度的器质性和功能性发音障碍，其余 8 个样本属于正常嗓音。培训内容包括知识和听觉感知技能，是嗓音课程的一部分，为期两周，每天集中授课 4 小时。通过与计算机生成的发音障碍epstral Spectral Index（CSID）指标进行比较，将结果与客观结果进行探索性比较：结果：课程结束后，粗糙度、呼吸感、响度、音调和总体严重程度的评分均有明显提高。此外，培训后评分者内部和评分者之间的可靠性也有明显提高。平均感知评分与 CSID 声学测量之间的相关性在统计学上有明显的正相关。数据的可靠性通过皮尔逊相关性进行测量。所有参数的内部可靠性均≥0.90。用于估算训练者间一致性的类内系数也显示了类似的结果：除响度参数[r (22) = 0.60]外，所有参数值均大于 0.90：培训在提高学生听觉感知能力方面的效果取决于评分可靠性的提高。在课堂环境中成功实施听觉持续训练程序并取得成果的迹象将有助于开发有效的教育方法，进而提高嗓音障碍方面的服务效率：关于这一主题的已知内容文献中已经指出了训练对知觉评估成绩的影响。过去的证据表明，各种类型的培训对听觉知觉技能有显著影响。尽管在过去的十年中，专门的研究一直在进步，但听觉知觉可靠评估的更多方面还包括对具体训练方法、最佳持续时间和重新校准间隔时间的疑问。本文对现有知识的补充虽然过去的研究表明，增加对声音特征识别的接触会影响评估技能，但关于知识和技能在教学环境中的关系，特别是在职业前阶段，公开发表的数据很有限。来自实际课堂应用的实践数据是检验嗓音疾病研究生培训效果的理想场景，其中涉及获取知识和应用技能，包括听觉-知觉嗓音评估。本研究试图在以往文献的基础上进行扩展，特别是通过在为期两周的系统性嗓音疾病课程教学中对研究生进行听觉感知技能培训的效果进行检验。这项工作的临床意义是什么？课堂环境中成功培训程序的结果将有助于开发有效的教育方法，以提高嗓音障碍方面的服务效率。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Language & Communication Disorders AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION

CiteScore

3.30

自引率

12.50%

发文量

116

审稿时长

6-12 weeks

期刊介绍： The International Journal of Language & Communication Disorders (IJLCD) is the official journal of the Royal College of Speech & Language Therapists. The Journal welcomes submissions on all aspects of speech, language, communication disorders and speech and language therapy. It provides a forum for the exchange of information and discussion of issues of clinical or theoretical relevance in the above areas.