Marcus Lauren, Kiernan Barbara, Barkmeier-Kraemer Julie M
Department of Speech, Language, and Hearing Sciences, University of Arizona, Tucson, Arizona, USA.
Semin Speech Lang. 2013 May;34(2):103-15. doi: 10.1055/s-0033-1342981. Epub 2013 Apr 30.
Voice problems in children can occur as early as infancy. Early onset of voice problems can carry social and academic penalties, and negatively affect voice in adolescence or adulthood. Unfortunately, only 1% of school-aged children receive voice therapy despite a 6 to 24% prevalence of voice disorders in school-aged children. One alternative may be to use a classroom-based voice education curriculum to effectively reduce yelling frequency, the most common behavior associated with phonotrauma-related voice problems in children. A classroom-based voice education curriculum was administered to preschool children by the preschool speech-language pathologists in a university-affiliated program. Classroom teachers provided cueing and reinforcement of curriculum strategies for 8 weeks following the program. Baseline frequencies of participant yelling behaviors were compared with postprogram frequencies. Results demonstrated significant reduction in yelling frequencies from pre- to postprogram, particularly in those judged as high-frequency yellers prior to the program. Important factors for future consideration are discussed.
儿童嗓音问题早在婴儿期就可能出现。嗓音问题的早期出现会带来社交和学业方面的不利影响，并对青少年期或成年期的嗓音产生负面影响。不幸的是，尽管学龄儿童中嗓音障碍的患病率为6%至24%，但只有1%的学龄儿童接受嗓音治疗。一种替代方法可能是采用基于课堂的嗓音教育课程，以有效降低喊叫频率，这是与儿童嗓音创伤相关嗓音问题最常见的行为。一所大学附属项目中的学前语言病理学家为学龄前儿童实施了基于课堂的嗓音教育课程。课堂教师在课程结束后的8周内对课程策略进行提示和强化。将参与者喊叫行为的基线频率与课程后的频率进行比较。结果表明，从课程前到课程后，喊叫频率显著降低，尤其是在课程前被判定为高频喊叫者中。文中讨论了未来需要考虑的重要因素。
