Prevention of Voice Disorders in Student Teachers Clinical Trial
Official title:
Effectiveness of Telepractice by Smartphone App Technology in Preventing Voice Problems
| Verified date | September 2020 |
| Source | West Chester University of Pennsylvania |
| Contact | n/a |
| Is FDA regulated | No |
| Health authority | |
| Study type | Interventional |
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.
| Status | Completed |
| Enrollment | 103 |
| Est. completion date | June 1, 2020 |
| Est. primary completion date | June 1, 2020 |
| Accepts healthy volunteers | Accepts Healthy Volunteers |
| Gender | All |
| Age group | 18 Years to 60 Years |
| Eligibility |
Inclusion Criteria: - 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 Exclusion Criteria: - |
| Country | Name | City | State |
|---|---|---|---|
| United States | Elizabeth Grillo | West Chester | Pennsylvania |
| Lead Sponsor | Collaborator |
|---|---|
| West Chester University of Pennsylvania |
United States,
| Type | Measure | Description | Time frame | Safety issue |
|---|---|---|---|---|
| Primary | Presence and frequency of a voice problem | Question will be asked twice a day before and after teaching. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Acoustic: fundamental frequency | 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. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Acoustic: standard deviation of fundamental frequency | 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. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Acoustic: jitter% | 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. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Acoustic: shimmer% | 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. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Acoustic: cepstral peak prominence | 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. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Perceptual: Voice Handicap Index | Quality of life questions. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Perceptual: Vocal Fatigue Index | Vocal fatigue questions | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Perceptual: perceptions of voice | Perceptions of voice based on the Consensus-auditory Perceptual Evaluation of Voice. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Aerodynamic: sustained aaaaahhhhh | 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. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. | |
| Secondary | Aerodynamic: s/z ratio | 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. | AM (before teaching) and PM (after teaching) 5 days a week for up to 3 months. |