Instructor’s Resource Manual: Overview, Learning Objectives and Classroom Activities
Chapter 1: An Introduction to Voice Disorders and their Management
Chapter overview
In this chapter we look at voice and the larynx in the biologic viability of the individual, as a tool in emotional expression, and in its complicated and extensive role in spoken human communication.  We review the prevalence of voice disorders in the general population and in specific subpopulations. We see that there appear to be three causal factors in the development and maintenance of voice disorders:  functional, organic, and neurogenic. The child or adult with a voice problem is evaluated by the SLP who uses instrumental and non-instrumental approaches for various respiratory and acoustic measures in the attempt to identify causal factors and define aspects of voice production. “Diagnostic probes,” the application of trial therapy approaches, are then used to determine the efficacy of a particular therapy technique for improving the patient’s voice productions.  The patient’s self-perception of the handicapping impact of the voice disorder on his or her life is then recorded.  If evaluation measures indicate that the patient can profit from therapy, the SLP then provides needed voice therapy.  At the conclusion of voice therapy, therapy success is determined by comparing pre- and post-therapy measures, providing needed outcome data.

Learning objectives:

After reading this chapter, the student should be able to:
1.	List and describe the biological, emotional and linguistic functions of the larynx.
2.	List and describe the kinds of voice disorders.
3.	Describe the incidence and prevalence of voice disorders in the general population.
4.	Describe the incidence and prevalence of voice disorders in specific populations.
5.	Describe the types of intervention for voice disorders.  
 

Classroom activities
1.	 To appreciate biological action of the larynx, place your index finger gently on your thyroid cartilage and swallow. Note the ascension and forward movement. Now, describe how this movement can interrupt the emotional and linguistic functions of the larynx.  Turn to Chapter 7, Voice Facilitating Approaches, and identify three approaches that may lower the larynx for improved voicing and speaking.  
2.	To appreciate the emotional function of the larynx, select three classmates. Write different emotion states on single slips of paper and place in a cup. Emotional states can be happy, sad, angry, excited, etc. As each student selects a piece of paper, the student speaks a neutral phrase, such as, “I had eggs for breakfast.” However, the student speaks the phrase with the emotional overlay as specified on the piece of paper. How many of your peers are able to identify the emotional state just from the changes in your voice and prosodic intent? 
3.	To develop a solid understanding of incidence and prevalence, turn to Chapter 4, Organic Voice Disorders, or Chapter 5, Neurogenic Voice Disorders. Select a pathology, and then look up the pathology’s incidence and prevalence on a peer-reviewed website. One example of a peer reviewed website is PubMed. Investigate and then share your findings with your peers in class.  
4.	Provide three reasons why you think that the majority of children who require voice intervention in the schools are not receiving it. You may need to look in other chapters to complete this question. 
5.	Review the chapter section on voice disorders in teacher and student teachers. Then investigate Elimination of Abuses in Chapter 7. Generate an “Elimination of vocal abuses” chart that can be distributed to teachers and student teachers. Compare your chart with those generated by your peers. How are they the same? Different?  
Page keys to Classroom activities
1.	Page 2 and Chapter 7			4.  Page 7 and Chapter 8
2.	Page 3					5.  Page 8 and chapter 7
3.	Page 5 and Chapters 4 and 5