The Use Of Chant Therapy Help Increase And Avoid The Symptoms Of Vocal Fatigue

This study includes the results from the three participants, Mathew, Mark and Luke. The figures will be represented by the X- axis, which will show the sessions, and the Y-axis, which will display the number of times the participant engaged in the vocal stereotypy during the sessions. All data from the IOA agreement was calculated for 25% of each participant and will be included within the recoding. The ESE teacher was the second observer and was trained in all aspects of the study to assist with procedural fidelity. Social validity was taken into consideration by the results rendered from the parent’s observation and recordings.

CSD 363 is a practicum course that gives students the opportunity to provide schools with free speech and hearing screenings. This class is mutually beneficial, seeing that students have an undergraduate opportunity to start practicing skills typically developed in graduate school, and that families receive valuable services for free. The screenings given are comprised of two parts: the Fluharty Speech and Language test, and an audiology pure tone screening including a look in the ears with an otoscope. Under the supervision of a licensed supervisor, students will be giving these screenings and making recommendations about further evaluations if necessary.

On Thursday, December 3rd, 2015 at 2:00 PM I observed an hour and forty five minute secession at East Stroudsburg’s Speech and Hearing Center. East Stroudsburg’s Speech and Hearing Center is located on campus, in the town of East Stroudsburg PA, on the second floor of Monroe (building). The clinic at ESU was very clean and organized. It had multiple therapy and diagnostic rooms that were set up nicely and welcoming for a client. The types of population seen at the ESU’s clinic range from any age for speech therapy or audiological visits. The clinical audiologist I observed was Susan Dillmuth- Miller Au.D., CCC-A, FAAA..

CAPE-V is an auditory method of evaluating voice quality. The CAPE-V was created to provide a consistent scale and consistent parameters for professionals evaluating the voice while also allowing clinicians to identity differences among a client’s voice (Nagle, 2016, 47). Clinicians determine if a person has a voice disorder or if a person has a normal voice. Six voice qualities are specifically examined when a CAPE-V is used; however, the evaluation includes blank lines to allow a clinician to write additional voice features he or she perceives that are not originally listed on the CAPE-V form. Qualities examined by a professional utilizing a CAPE-V are overall severity, roughness, breathiness, pitch, and loudness. A tick mark is placed on a visual analog scale to denote the severity of each vocal quality; the left portion of the scale signifies a normal vocal quality, while the right portion of the scale represents an extreme deviance in voice parameters. The assessment requires the client sustain vowels /a/ and /i/, read six sentences, and speak in a conversational manner to the statement, “Tell me about your voice.” Prolonged vowels enable a clinical to hear a client’s voice with no articulatory influences, speaking the sentences permits a professional to evaluate specific voice qualities, and conversational speech allows a clinician to further assess a client’s voice for abnormalities (Kempster et al., 2009, pp. 126-127). Clinicians agree that

Through videoing myself at the beginning of week one and then at the end of week two I compared the reflection I made watching these videos (Appendix E). In week one when answering questions, I felt I had to answer immediately in week one (Appendix E), compared to week two where I felt I could pause construct the answer then speak with confidence. This has enable me to speak at a comfortable volume without having to strain my voice. I also noticed that with an increase in confidence in what I was saying, students were more likely to engage in class which eliminated a lot of chatter that occurred in week one. I understand that voice is something I must continually work on. My voice will improve once I become more confident in my own ability to assist students when they have questions. Speaking at a lower volume could be less effective in larger classes. I tried this with my year thirteen class which only has fifteen students. As class size increases I will need to implement other strategies which engage all students and reduces the behavioural

The opportunity to observe the work overview of a Speech Pathologist, has tremendously solidified my interest in this field. At the Diana Rogovin Speech Center at Brooklyn College, I observed clients of various ages with different speech language disorders including articulation, language, voice, fluency and accent modification. Observing clinicians at the speech center gave me the opportunity to learn how important client-clinician interaction is for the session and how essential it is to build a good relationship with the client. Although I learned the

After moving to New York City to pursue an acting career, I continued to work on my singing voice through professional voice lessons. As I learned more about my own voice, I became very interested in the science behind singing and speaking. This led to an independent inquiry for knowledge that quickly took me beyond the scope of singing pedagogy, and I began to rely on vocal anatomy and speech pathology text

For example, students were asked to sing a glissando up and down the scale, intone “Ah” for as long as possible, practice diaphragmatic breathing, and other vocal exercises (see Appendix B for an example of directed exercises). Although students were initially reluctant to use their voices, the justification for these activities was that the clinician must demonstrate a procedure or task for the client so that the client understands what is required. If the clinician is tentative in using his or her voice or if the clinician’s model is flawed, the client will also behave tentatively and the output will be equally flawed. Practice produced proficiency so that students were able to provide an efficient model for the voice client. Moreover, students were counseled to learn to love their voices. This was necessary because an informal survey on session one of the class revealed that every student, without exception, did not like the sound of their voice. To be a potential voice specialist, students needed to be unashamed of their voices and to behave as if they were performance artists. This appeared to have a positive effect on their voice use in class and in the clinical settings. Many students reported that they were more comfortable working with voice

At first I could barely project my voice for the entire hornline to hear, I was always self conscious and afraid of messing up. My public speaking skills were questionable at best and my fear of messing up in front of everyone made them even worse. Dealing with my eight person section(including myself) wasn’t as taxing but relaying instructions effectively was my biggest problem. Teaching new material as well as

During the first therapy session the most obvious behavior that I observed was the way the student would make noises whenever he was working on activities. The student would make a chirping sound with his mouth whenever he was working on activities with the speech pathologist. This student’s session was interrupted by lunch time, so I was only able to observe the second half of the class. In the ten minute

Some of the duties of a speech pathologist are, but are not limited to, evaluate patients’ levels of speech, language, or swallowing difficulty, identify treatment options, teach patients how to make sounds and improve their voices, work with patients to develop and strengthen the muscles used to swallow, and counsel patients and families on how to cope with communication and swallowing disorders (Duties, www.bls.org, 2015). ‘If the speech-language pathologists work in medical facilities, they work with physicians and surgeons, social workers, psychologists, and other healthcare workers’ (Duties, www.bls.org, 2015).

There were five different attention getters that Rob Pelvin summarized and demonstrated that he believes are the most effective ways to lower the voice level in your class or to get their attention for further instruction. Of the five, there were only three that I felt would be the most helpful because they are more direct and versatile. Pelvin talked about how a noise maker gets the students attention because it can be silly. I think that this is a good way to get students attention, especially if you changed up the sounds that they heard. By doing this, they would never know what sound to listen for, so the voice level would naturally be lower because they would be eager to see what silly noise maker the teacher was going to use.

One of teacher trainees I have observed got only mark just around the border line score. The reason is that her voice is too soft. Last but not least, pronunciation, it is very important for us as the language teacher especially when teaching vocabulary and we have to pronounce words correctly. I could see that almost all associate teachers and supervisors always focus on and tell every teacher trainee before and after he or she teaches. I myself have been given comments related to this problem from both my associate teacher and supervisor during my teaching. Actually, I am also aware of this issue and it is clear I could not get full mark for this from my lectures. However, I will to improve my pronunciation so I will be better my teaching in the future.

Using voice to emphasize an important point or even an incident that is being discussed can be very valuable in creating excitement for the students. When a teacher moves about the room, one will notice that the students will focus on the teacher and their eyes will follow. Simply moving their eyes to follow the teacher’s pattern of movements can be effective in keeping the student’s attention. A teacher could even reenact or act out using body actions for various topics. This would make the

Despite him trying out various vocal exercises with different therapists, it is made obvious to us that the