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Comparison of the Global Voice Prevention and Therapy Model with the Estill Voice Model and Conversation Training
1Department of Communication Sciences and Disorders, West Chester University of Pennsylvania, West Chester, PA.
Purpose:
This study compared the Global Voice Prevention and Therapy Model (GVPTM) with the Estill Voice Model (EVM) to Conversation Training Therapy (CTT) using an alternating treatment single-subject design to evaluate four voice therapy concepts defined by the Rehabilitation Treatment Specification System (RTSS) framework.
Methods:
Ten professional and student teachers, with and without speech/voice complaints, completed both the GVPTM and CTT. Outcome measures included fundamental frequency (fo), self-ratings of overall vocal quality (OVQ), roughness (R), and strain (S), the Voice Handicap Index-10 (VHI-10), Vocal Fatigue Index (VFI), survey questions, and open-ended responses during exit interviews.
Results:
For teachers with speech/voice complaints, GVPTM improved fo and self-ratings of OVQ, R, and S, while CTT did not. For teachers without voice complaints, both the GVPTM and CTT were successful in improving fo and self-ratings of OVQ, R, and S. Teachers with speech/voice complaints preferred the GVPTM over CTT, while teachers without voice complaints indicated no clear preference.
Conclusions:
GVPTM with EVM was more effective than CTT for teachers with speech/voice complaints and was preferred over CTT. Findings from the current study support four voice therapy concepts defined by the RTSS framework: 1) training multiple voice targets, 2) using an integrated implicit-explicit instructional approach, 3) switching between voice targets, and 4) a bottom-up speech hierarchy.
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