Vocal Pedagogues Training Dysphonic Voices: Treatment Seeking Approaches and Practices.

OBJECTIVE

This study examined the practices of current professional voice teachers' management of voice disorders.

TYPE OF STUDY: Survey.

METHODS

An online survey was developed and made available to vocal educators who had membership in organizations within the field of voice. Respondents rated their comfort with management of voice disorders, criteria for accepting a dysphonic student, and their approach within the multidisciplinary environment.

RESULTS

Of 786 responses from professional vocal educators, 48% had worked with a vocalist recovering from dysphonia, vocal surgery, or a vocal pathology. Two-thirds reported management of nodules, polyps, or cysts. The majority of respondents working with injured voices had advanced degrees in vocal performance, but few had cross-training as an speech-language pathologist. Pedagogues focused on breathing strategies while speech-language pathologist pedagogues focused on resonance and reduction of phonotrauma. Pedagogues sought information on voice science and medicine from scholarly journals, attending conferences, and medical professionals.

CONCLUSIONS

Vocal pedagogues were interested members of the interdisciplinary team with a desire to seek knowledge beyond their initial career training, even though additional continuing education or licensure is not mandated for vocal educators. Findings show a need for vocal degree programs to include anatomy and physiology and multidisciplinary management of voice disorders.