Voice complaints
Timbre change
Pitch
Loudness
Hoarseness
Episodes of voice loss
Onset and nature of problems
Sudden/prolonged
Acute/chronic
Duration of symptoms
Presence of fatigue voice
Changes of voice quality during course of the day
Complaints accompanying phonation
Pharyngolaryngeal paraesthesia
Dryness, irritation
Sensation of having foreign body in the throat
Comorbidities
Respiratory tract infections
Gastro-laryngeal reflux
Neurological diseases, the use of medication
Habits, e.g. smoking cigarettes
Hormonal status (menstrual cycles, hormonal medications)
Occupational ailments
Onset and nature of voice complaints
Daily loading of vocal organ
Working conditions
Number of working years
History taking should regard any complaints that may accompany phonation, such as pharyngolaryngeal paraesthesia, dryness, irritation or a sensation of having a foreign body in the pharynx and larynx. Moreover, questions in the medical interview should concern comorbidities, particularly respiratory tract infections, gastro-laryngeal reflux, neurological diseases, the use of medications, as well as any habits, especially cigarette smoking. In women, history taking should also involve the hormonal status: the regularity of menstrual cycles and the possible use of hormonal medications, including contraceptives or hormone replacement therapy. As far as professional voice users are concerned, it is necessary to establish the onset (after how many hours of using the voice) and the nature of voice complaints, the daily loading of the vocal organs, the working conditions and the number of years in the profession. In addition, information about systematic voice training during education and any former voice therapy may be useful (Aronson and Bless 2009).
6.1.3 Physical Examination Including Respiration and Velopharyngeal Competence
Any ENT examination should routinely pay special attention to the morphology of the vocal organ. Predominantly, palpation of the neck should be performed, with respect to the position of the larynx in relation to the other anatomical structures. The laryngeal skeleton and the surrounding structures should be palpated on respiration, phonation and swallowing. In particular, one should observe the formation of the thyroid cartilage and the laryngeal prominence, commonly known as the Adam’s apple, more apparent in men. Furthermore, the neck examination includes observing any enlarged thyroid gland as well as the laryngeal vertical mobility (e.g. upwards on swallowing). The Bresgen grip is a frontal pressure on the thyroid cartilage notch. In cases of mutational falsetto, as a result of compression of the flexible thyroid cartilage, the voice drops immediately about an octave down into the chest register owing to relaxation of the overtensed vocal folds. It does not occur when the cartilage is calcified, e.g. due to age or hormonal disorders.
The physical examination assessing vocal functions of the larynx should include a routine examination of the larynx (see Sect. 6.3); voice emission technique including breathing; body posture; voice projection strategies; coordination between respiration, phonation and articulation; the indication of aerodynamic parameters (in particular, the maximum phonation time); and voice self-assessment (see Sect. 6.2). The examination of the larynx with an endoscope or a laryngeal mirror as indirect laryngoscopy should be performed at the very beginning. For phoniatric purposes, attention should be focused on the oropharynx – the valleculae epiglotticae and the shape of the epiglottis; on the hypopharynx – its shape, the size and symmetry of piriform sinuses and the glossoepiglottic and aryepiglottic folds; and on the larynx – the arytenoids cartilage region, vestibular folds, ventricles, colour, length, width and movement of the vocal folds, the shape of the glottis during phonation and the subglottal area, as well as the colour, moisture of the mucosa and the presence of any abnormal tissue.
In the process of voice assessment, it is essential to examine not only the larynx but the whole vocal tract: the oral and nasal cavities and naso-, oro- and hypopharynx. These cavities significantly contribute to the timbre and the proper resonance of the voice. The closure of the nasopharynx due to muscle obstruction of the soft palate on articulation of oral consonants prevents pathological nasality. The evaluation requires the estimation of the size of these cavities, the condition of the mucosa and any possible morphological changes. One should observe the following criteria:·the shape, symmetry and mobility of the tongue; the symmetry and mobility of the lips; the arrangement of the teeth and occlusion; the mobility of jaws and the mandible; the condition and the relationship of the hard and soft palate; the presence of abnormal movements as myoclonus; the symmetrical mobility of the soft palate and the uvula; the size and symmetry of the palatine tonsils, hypertrophy and signs of possible inflammation; the size of the adenoids; the condition of the nasal cavity and nasal turbinates; possible nasal obstruction; the presence of allergic symptoms including swelling and bruising of the turbinates; colour and moisture of the mucosa; and any pathological contents in the nasal cavities or in the nasopharynx.
The evaluation of conditions by means of the phonation technique should first assess the activity of extrinsic and intrinsic laryngeal muscles. One should assess whether the voice is produced freely without any hypercontraction of muscles. In case of vocal hyperfunctionality, there is an excessive, pathological muscle tension and distension of the veins of the neck. In the opposite condition, i.e. vocal hypofunction, phonation is carried out with a weakening of the laryngeal muscle activity (Sataloff 2005b).
6.1.4 Examination of Types of Respiration
Proper breathing technique is an essential condition for the normal voice, in particular for professional voice users. Significant also is the use of the appropriate manner of respiration (inhalation/exhalation). There are three patterns of breath support: upper thoracic/clavicular, abdominal/diaphragmatic and mixed thoracic/abdominal.
A properly produced voice should manifest the ability to use the whole resonator of the vocal tract. On clinical examination it is possible to evaluate the function of head resonators on phonation of memoranda combined with a vowel phonation [mmae], [mmo], and [mmi].
6.1.5 Examination of Velopharyngeal Competence
On phonation of oral sounds, when the velopharyngeal valving is not properly controlled and the airflows into the nose, the vowels and nonnasal consonants have an improper hypernasal resonance (open nasality). In hyponasality, the velopharyngeal valving is also improperly controlled, which results in the absence of a nasal resonance on nasal consonants. The closed nasality (rhinophonia clausa—hyponasality) arises as a consequence of a difficult passage of air through the nose. Most frequently, this happens as a consequence of mucosal oedema or polyps in the nose as well as adenoid hypertrophy. The nasal sounds /m/ and /n/ sound like /b/ and /d/, and the voice becomes muted. If there is both velopharyngeal insufficiency and nasal obstruction, the nasality can be mixed.
The Gutzmann test, which consists of pronouncing the vowel /a/ several times on compression and release of the wings of the nose, which normally does not change the sound. In case of the open nasality, the vowel sound on compression varies and is clearly darker.
The Czermak mirror test involves placing an unheated mirror in front of the nostrils, and the patient is asked to pronounce the syllables composed of vowels and explosive consonants such as /pa-pa, ba-ba/. If open nasality occurs, the air is released through the nose in the form of a mist cloud visible on the mirror.
In the Seeman test, one olive of the otoscope is placed in the patient’s nostrils, and the second one in the examiner’s ear, while pronouncing vowels or consonants. If open nasality occurs, the murmur of the escaping through the nose can be heard (Pruszewicz 1992).
Otoscopy, performed as part of the ENT examination, may indicate possible changes in the middle ear, which as a possible cause of hearing loss may be the cause of abnormal phonation by means of its insufficient self-control. A pure tone audiogram should be performed in all cases of voice disorders owing to the feedback of hearing and voice.
6.1.6 Perceptual Evaluation of Voice Quality
The clinical evaluation of phonation (non-instrumental) should be started by identifying the timbre of spoken voice in the perceptual examination. Voice quality is a subjective concept from the auditory point of view. During the first contact with the patient, the assessment of voice disorders, as well as the evaluation of the efficacy of the treatment, is performed on the basis of the perceptual psychoacoustic evaluation of the voice (Bassich and Ludlow 1986). Hoarseness is the most common word that describes the quality of the voice characterised by noticeable noise components. It is a non-specific symptom caused mainly by irregularities of the normally almost periodic vibration of the vocal folds or lack of closure and most frequently accompanies organic diseases of the larynx (De Krom 1995). It can also be a symptom of innervation disorders of the larynx and occurs as a result of disturbed mechanisms of phonation in functional dysphonia. In addition, voice qualities are often described by the following words: harsh, breathy, rough, strained or squeezed.
It is important to mention that the same disease may lead to quite different manifestations in voice quality, and the same voice quality may have quite different causes of the underlying pathology (Kreiman et al. 1992, 1993). Thus, any deviant voice requires a complete physical examination (Bless and Baken 1992).
In order to standardise the terminology used to define dysphonia, a variety of perceptual scales have been developed to describe the quality of the voice (Dejonckere et al. 1993). Many phoneticians (Laver 1980), voice and speech physiologists and phoniatricians are convinced that it is necessary to create a universal scale for assessing perceptual voice. Currently, of many scales of subjective evaluation (de Bodt et al. 1996, 1997), e.g. the Stockholm Voice Evaluation Approach (Hammarberg 2000), Buffalo Voice Profile System (Wilson 1987), Laver’s Vocal Profile Analysis Scheme (Laver et al. 1992), Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) (Karnell et al. 2007) and Newcastle Audio Ranking (NeAR) (Gould et al. 2012), the best known and the most widely used is the scale of the Japan Society of Logopaedics and Phoniatrics, the GRBAS scale (Hirano 1989).
The GRBAS scale describes the voice disorder with the use of five well-defined parameters: G, the grade of hoarseness; R, roughness, an audible impression of irregularities of the vibration of the vocal folds; B, breathiness, an audible impression of the air leakage through the insufficient glottal closure; A, an asthenic voice; and S, a strained voice. This scale has four degrees of intensity of disturbances, where ‘0’ indicates a normal voice, ‘1’ mild disturbance, ‘2’ moderate disturbance, and ‘3’ severe disturbance, with respect to all the parameters. Thus, a normal voice is described as follows: G0R0B0A0S0, which means a sonorous voice, without rough elements, produced with a soft attitude, and with a complete glottis closure, produced freely without any excessive muscle tension. Dejonckere et al. (2000) proposed to expand this scale with another parameter: I—instability of the voice (i.e. variability over time)—and then the scale will have the GIRBAS form. The shortened modification of the GRBAS scale excluding A and S owing to the proven low inter- and intra-rater reliability is the RBH scale (Wendler et al. 1986), where /R/ is roughness, /B/ breathiness and /H/ hoarseness. In research the perceptual evaluation should be performed by at least three independent examiners/judges, and then all the results should be averaged (Gerratt et al. 1993; Fang-Ling and Matteson 2014).
Additionally, it should be noted (Bough et al. 1996) that the features of an individual voice depend on the number of certain properties, and therefore apart from the personality and emotional state, one should take into consideration the current body temperature, the degree of rest and rehydration of the body and even the time elapsed from the last meal.
Moreover, the phoniatrician should estimate perceptually whether the pitch of the spoken voice is appropriate for the patient’s age and gender and whether it is stable. The speech tasks for perceptual voice assessment is generally limited to a 5-s sustained phonation of the vowel sounds /ɑ/ and /i/, as well as a short reading of phonetically balanced texts, e.g. the Rainbow Passage for English language. The mean speaking pitch is different in male and female adults, and it changes with age. It is approximately 260 Hz (200–260 Hz, g-c1) and 130 Hz (100–130 Hz, G-c) in younger females and in males, respectively. The vocal pitch range, calculated as the difference between sung sounds at the lowest and highest pitch possible, should cover 1.5–2 octaves, and reaches, depending on the voice type, from d/c1 to d2/c3 for females and D/c to d1/c2 for males. In running speech, an area of one octave is generally covered. Clinical observations are usually performed with respect to the patient’s habitual pitch while speaking, in order to check whether it is too low or too high. Pitch is of striking importance for all kinds of professional speaking, especially for teachers, lecturers and public speakers. The physiological reference is the so-called indifference level, a pitch that is generated by a well-balanced action of all muscles involved with an optimal relation of muscular tension and vocal output. It is located at the transition area from the lower to the middle third of the pitch range.
This is the pitch that should be kept during speaking as the average or mean speaking pitch or at least to which it should be regularly brought back. Permanent upward deviation does not only mean an overloading of the speakers’ voice apparatus but also that of the listener. As an effect of the so-called functional listening, listeners unconsciously mimic the speakers’ muscular tension, get strained and tired and lose their attention.
For the purposes of complete voice evaluation, it is important to determine the register of the voice. The term ‘register’ means the type of voice, especially while singing, although the term may also refer to the mode of vibration (Niimi and Miyaji 2000). The laryngeal register reflects a specific mode of phonation. The physiological register (modal), called the chest tone, occurs because of the normal vibrations of the vocal folds and is a record of the fundamental frequencies that appear mainly while speaking. The term ‘falsetto’ (head tone) occurs at very high frequencies and is often slightly breathy with an incomplete glottal closure and vibration of the only free edges of the vocal fold, with the tension of the posterior part. A creaky voice, or glottal fry, occurs at very low frequencies by means of the vibration of the frontal parts of the vocal folds and a tight closure of the glottis (see also Sect. 4.5).
A normal voice is produced with the appropriate loudness, not too loud and not too weak, and indicates the ability of the free and dynamic modulation of the volume.
The most important aerodynamic parameter of phonation is the measurement of the maximum phonation time (MPT) and the s/z ratio (Gelfer and Pazera 2006). MPT is the ability to pronounce the vowel /a/ freely at full exhaustion for as long as possible at a comfortable pitch and volume. According to Kent et al. (1987), for persons aged 17–41 years, on average it fluctuates between 15 s for women and 23 s for men and is reduced with age. Values depending on the age can range as low as 17.25–34.6 s for men and 12.10–26.5 s for women. The s/z ratio makes it possible to compare the ability to control airflow on phonation of the voiceless /s/ and voiced /z/, which is important for establishing the way in which the patient controls exhalation. In individuals with normal voices, the s/z ratio is near 1.0. Vital capacity (VC), measured parametrically by spirometry, is not a direct measurement of phonation but is used indirectly as a measure of lung function indicating the amount of air that can be used for phonation. Vital capacity is a combination of inspiratory reserve volume, expiratory reserve volume and tidal volume—this is total volume of air that can be inspired after total expiration (see Sect. 6.7). The average values of the normal vital capacity reach approximately 4800 mL for men and 3500 mL for women.
The phonation quotient (PQ) indicates the amount of air consumed on phonation and is obtained by division of the vital lung capacity by the maximum phonation time: PQ = VC/MPT. The normal values for this parameter vary from 145 to 269 mL/s for men and from 137 to 233 mL/s for women. Raes and Clement (1996) in their work presented the following results: for adult men at MPT 22.2 s and VC 4.800 mL, the PQ value was 269 mL/s; for women at MPT 18.4 s and VC 3.500 mL, the PQ was 233 mL/s.
The next issue to examine is voice attacks. There are three kinds of attack: the preferred soft mode—simultaneous, when the breath and the vibration occur at the same time; glottal, when vocal folds push against each other too strongly, making it difficult for them to vibrate; and breathy, when the breath occurs first and then the vocal folds begin to vibrate, but a gap in the incompletely closed glottis causes a portion of the air to be converted to the noise, rather than to the acoustic wave.
6.1.7 Articulation
Owing to the permanent interaction between vocal tract configuration and glottal function, proper articulation is also part of the specific technique of producing a normal voice. It should be characterised by a distinctive pronunciation of vowels and consonants, a moderate rate of speech and a mouth open wide with a suitable lowering of the mandible. What seems important is the ability of the correct movement of the lips, the palate (lifting and lowering) and the tongue.
6.1.8 Screening Methods
Screening is an investigation carried out in normal individuals to detect diseases in their early, subclinical stages. Screening of voice quality provides assessments to professional voice users, as well as candidates and students for occupations with special voice quality demands, or any lay person experiencing voice problems. Voice screening is also important for identification and early management of paediatric voice disorders, which can affect the child’s education and psychosocial development. A screening method as a first step is usually based on a review of voice history to identify any potential problems or on questionnaire concerning vocal symptoms. It can be administered by health-care personnel in order to select persons for further examination by a phoniatrician and should include the assessment of voice quality and visualisation of vocal fold function. There are screening tests that can be used to measure different aspects of voice rapidly. They are generally based on questionnaire data and voice analysis, i.e. the assessment of the quality of voice, pitch, loudness, maximum phonation time, respiration and resonance. Questionnaires usually contain typical questions concerning voice complaints, duration of intensive voice and speech use, smoking, subjective voice function assessment (e.g. GRBAS scale) and voice self-assessment (e.g. VHI). Both questionnaire and voice analysis are non-invasive multi-parameter monitoring tools for early detection of potential voice disorders and therefore very useful in preventive health care in phoniatrics.
Methods of screening presented by scientists are based on a questionnaire and voice analysis that concern various groups of adults and children, e.g. the Voice Assessment Protocol for Children and Adults (VAP) (Haynes et al. 2006), Boone Voice Program for Children (Boone 1993; Boone et al. 2005), Quick Screen for Voice (Lee et al. 2004) and Screening Index for Voice Disorders (SIVD) (Ghirardi et al. 2013). There are also other voice screening tests based on only one parameter, e.g. the Glottal to Noise Excitation Ratio presented by Spanish scientists (Godino-Llorente et al. 2010). They confirmed that this acoustic parameter is a good choice for screening purposes in discriminating normal and pathological voices. Johnson et al. (2014) presented a voice screening over the telephone; it can differentiate spasmodic dysphonia from other voice disorders. Ohlsson et al. (2012) performed screening in teacher students using questionnaire Screen6 (Simberg et al. 2001) and the Swedish Voice Handicap Index. They found an association between the number of potential vocal risk factors and the number of voice symptoms.
There is no doubt that laryngoscopy is the most important information source for screening voice disorders. Awan et al. (2016) presented voice screening with the Cepstral Spectral Index of Dysphonia (CSID), which contains three reference standards: auditory perceptual estimation, Voice Handicap Index and laryngoscopic description. They suggested that this CSID method with acoustic voice analysis could be used as a potential screening tool for voice disorder identification. Pernambuco et al. (2016a, b) presented in Portuguese (there is not yet an English translation) a new tool for epidemiological screening voice in older adults: the Rastreamento de Alteracoes Vocais em Idosos (RAVI), i.e. Screening for Voice Disorders in Older Adults. This test consists of 16 questions related to sensations and perceptions associated with the voice. The authors emphasise that RAVI is the first voice-related self-reported questionnaire for identifying voice disorders in older adults. Several other countries, e.g. Scandinavian countries and Austria, have introduced many preventive programmes for professional voice users (Vilkman 2004; Schneider-Stickler et al. 2012).
Some of these screening procedures are useful practically and can be recommended, for example, the Quick Screen for Voice (Lee et al. 2004). It is a rapid and widely administered (by SPL) screening test for children that contains many aspects of voice, respiration and resonance; it has been validated in a large group of kindergarten and preschool children and is used as part of a comprehensive speech, language and hearing screening. The Screening Index for Voice Disorders (SIVD) has been proved to be an efficient tool for screening occupational voice disorders and can be used as an instrument of epidemiologic vigilance (Ghirardi et al. 2013).
Voice screening procedures allow early detection of voice disorders in the subclinical stage and the administration of the treatment, rehabilitation and prevention; they can, if necessary, be used to dissuade people with voice dysfunction from the so-called voice professions.
6.2 Self-Administered Questionnaires for the Assessment of Voice Disorders in Normal and Professional Users
6.2.1 Introduction
Self-administered questionnaires are used to assess the impact of the health problems on the quality of life of the patients. The World Health Organization (1971) defines disability as:
and handicap as
a restriction or lack of ability manifested in the performance of daily tasks
a social, economic, or environmental disadvantage resulting from an impairment or disability.
Measuring the quality of life in case of a health problem, in addition to the physical examination, allows physicians to understand better the point of view of the patient related to his individual experience of a certain disease. An example of the different impacts produced by a voice problem follows: a vocal disability could increase when a patient is not able to speak at a certain pitch or loudness and a vocal handicap when a patient loses money because his voice becomes ineffective in communicating or performing. There is not necessarily a correlation between the results of the evaluation of dysphonia obtained by means of perceptive evaluation, video-laryngostroboscopy and acoustic/aerodynamic parameters and the severity of the subjective disturbance perceived by the patient in his daily life. Self-perceived impairment largely depends on how a person uses his voice. A professional speaker will be more strongly impaired by a breathy voice than a computer engineer; in the same way, a singer will face more serious consequences than a painter when his voice is hoarse. Self-assessment instruments, indeed, take into account the type of social activity, the environment where the voice is more utilised, the family habits, education, sex, gender, psychological traits and life style. The impact on the quality of life of a dysphonic problem is an important factor for clinicians not only to obtain a global evaluation but also to take the best therapeutic decision, in a field in which the prognosis is not with respect to life (quoad vitam) but with respect to health (quoad valetudinem). Moreover, questionnaires should be useful in providing a further element for measuring the outcomes of a voice treatment, be it surgical, pharmacological or rehabilitative.
6.2.2 List of Self-Assessment Questionnaires Utilised in Practice
In the literature, the administration of different types of questionnaire, all validated by means of statistical methodology, has demonstrated satisfactory psychometric qualities in terms of high internal consistency and test-retest reliability. Questionnaires are usually constituted by items individually scored on an ordinal scale from 0 to N, on the basis of how often each statement is experienced from the patient in daily life. The total score gives an indication of how the voice disorder creates annoyance in the life of the patient. The majority of questionnaires are also divided into subscales that score some specific aspects of the perception of the voice disturbance, such as the emotional, the physical or the social. The most well-known self-administration questionnaires include the Voice-Related Quality of Life (V-RQOL), the Voice Handicap Index (VHI), the Vocal Performance Questionnaire (VPQ), the Voice Activity and Participation Profile and the Voice Symptom Scale. There follows a brief description of each of these instruments.
Voice Handicap Index (VHI)
0 | 1 | 2 | 3 | 4 | ||
---|---|---|---|---|---|---|
1 | My voice makes it difficult for people to hear me | |||||
2 | I run out of air when I talk | |||||
3 | People have difficulty understanding me in a noisy room | |||||
4 | The sound of my voice varies throughout the day | |||||
5 | My family has difficulty hearing me when I call them throughout the house | |||||
6 | I use the phone less often than I would like | |||||
7 | I’m tense when talking with others because of my voice | |||||
8 | I tend to avoid groups of people because of my voice | |||||
9 | People seem irritated with my voice | |||||
10 | People ask, ‘What’s wrong with your voice?’ | |||||
11 | I speak with friends, neighbours or relatives less often because of my voice | |||||
12 | People ask me to repeat myself when speaking face-to-face | |||||
13 | My voice sounds creaky and dry | |||||
14 | I feel as though I have to strain to produce voice | |||||
15 | I find other people do not understand my voice problem | |||||
16 | My voice difficulties restrict my personal and social life | |||||
17 | The clarity of my voice is unpredictable | |||||
18 | I try to change my voice to sound different | |||||
19 | I feel left out of conversations because of my voice | |||||
20 | I use a great deal of effort to speak | |||||
21 | My voice is worse in the evening | |||||
22 | My voice problem causes me to lose income | |||||
23 | My voice problem upsets me | |||||
24 | I am less outgoing because of my voice problem | |||||
25 | My voice makes me feel handicapped | |||||
26 | My voice ‘gives out’ on me in the middle of speaking | |||||
27 | I feel annoyed when people ask me to repeat | |||||
28 | I feel embarrassed when people ask me to repeat | |||||
29 | My voice makes me to feel incompetent | |||||
30 | I’m ashamed of my voice problem |
Jacobson et al. (1997) found that VHI has good psychometric properties and a correlation with patient judgment of the voice-disorder severity. Furthermore, VHI demonstrates a high correlation with the Dysphonia Severity Index (Wuyts et al. 2000), and it is a good index of the self-perception of the voice modification after vocal fold surgery. Available online since 2013 (Herbst et al. 2015), the DigitalVHI, a free open-source software application for obtaining Voice Handicap Index (VHI) and other questionnaire data, can be used when filling in the information. The software makes the VHI scores directly available for analysis in a digital form. Reduced versions of the VHI have also been validated, such as the VHI-10 (Rosen et al. 2004) and the VHI-9i (Nawka et al. 2009), comprised, respectively, of 10 and 9 items extracted from the original version, that can be comfortably utilised for their brevity and ease of administration. Another questionnaire that obtained similar results to those of the VHI-10 in terms of psychometric properties is the Voice-Related Quality of Life (V-RQOL) (Hogikyan and Sethuraman 1999), developed and validated in 1999, comprising ten items, divided into socio-emotional and functional-physical subscales. The Voice Symptom Scale (VoiSS) (Wilson et al. 2004) is a 30-item questionnaire developed in 2004 and able to assess communication problems, psychological impact, perception of voice characteristics and other respiratory symptoms. The Voice Activity and Participation Profile (VAPP) (Ma and Yiu 2001) is a 28-item questionnaire consisting of five subscales focused on the self-perception of the severity of voice disturbances, impact on job activity and daily communication and impact on social relationships and emotional life. The answers are provided by the patient on a visual analogue scale (VAS).
The self-assessment instruments can play an important role in creating, in a brief time, an empathic relationship between dysphonic patients and clinicians, helping the latter to understand the real effect of a voice problem on daily living and functioning. In addition, it has to be taken into account that questionnaire answers are affected by several individual variables, such as family and community support, cultural background and so on. It is necessary to include the self-assessment evaluation in a multistep evaluation of voice, as recommended by ELS Guidelines (Dejonckere et al. 2001). Self-administered questionnaire results must be considered as an aspect of the multidimensional evaluation of a voice disorder, also including perceptual, videostroboscopic, acoustic and aerodynamic assessments. The utilities of the self-administration questionnaires must be considered in the diagnostic phase, when the idea of how the patient perceives the voice disorder can improve the clinician’s choice on the best treatment. Moreover, by analysing the results, the clinician can help the patient to become aware of his problem and manage it. Comparison of the answers pre- and post-treatment, rehabilitative or surgical, indicates the level of satisfaction of the patient with the results of therapy.
6.2.3 Questionnaires for Special Kinds of Voice Disorders
Self-assessment protocols must be specific for special categories of patients with voice disorders. This is the reason that some special instruments have been created and validated for particular groups of dysphonic people. It has already been reported that self-evaluation questionnaires are influenced by several factors such as age, sex, specific disease patterns, occupation and others. Considering the age factor, it cannot be neglected that children’s voice disorders must be evaluated with specific self-assessment instruments able to take into account the impact of dysphonia on daily paediatric life. The Pediatric Voice Handicap Index (pVHI) (Zur et al. 2007), comparable to adult VHI, is characterised by high internal consistency and high test-retest reliability. It is able to measure the impact of child’s voice quality on overall communication, development, education, social and family life. It is composed of 21 items divided into three subscales, functional, physical and emotional, concerning how much the parents perceive the impact of their child’s voice disturbance on his or her daily life. In this case, indeed, the questionnaire must be filled in by the child’s parents. Ricci-Maccarini et al. (2013) validated a self-assessment questionnaire in Italian specific for children from 8 to 14 years of age, in which each child fills in the interview autonomously. It demonstrated good clinical validity and responsiveness to treatment in case of paediatric dysphonia. In 2012 Verduyckt et al. (2012) created and validated a new self-assessment questionnaire for paediatric use, capable of measuring in parallel the impact of children’s voice disorders by themselves and their parents, the Pediatric Voice Symptom Questionnaire (PVSQ). It is valid, reliable and easy to administer in children from 6 years of age, when they are conscious of their vocal symptoms (Verduyckt et al. 2011). Another category of people usually affected by voice disorders in terms of low satisfaction with their voice parameters comprises transgenders, who often perceive their pitch too low and their voice disorder as a problematic factor in social life. In 2013 Dacakis et al. (2013) validated the Transgender Self-Evaluation Questionnaire able to provide a reliable self-report measure of vocal functioning in male-to-female transsexuals. It is structured as a self-administered interview composed of 30 items scored from 1 to 4 concerning voice problems in daily use experienced when living as a female. Another factor that must be taken in account is the awareness of the patient about his voice problem and his availability to modify his vocal strategies through a voice therapy. Some self-assessing instruments were created to be particularly useful in evaluating some variables important for the therapeutic choices. In particular, Epstein et al. (2009) created and validated the Voice Disability Coping Questionnaire (VDCQ), able to measure the coping processes in different patient groups. It is constituted by four coping subscales: ‘social support’, ‘passive coping’, ‘avoidance’ and ‘information seeking’ measured over 15 items. Coping in psychological medicine refers to the way in which people deal with the stress of illness. In case of voice disorders, this instrument helps people understand how to cope with voice problems. The questionnaire should be administered before voice therapy in order to address modification of coping and put it in relation to the outcomes.
6.2.4 Self-Administered Questionnaires for Professional Users
Singing Voice Handicap Index (SVHI) (Reprinted with kind permission of Prof. Seth Cohen, Durham, North Carolina, USA)
0 | 1 | 2 | 3 | 4 | ||
---|---|---|---|---|---|---|
1 | It takes a lot of effort to sing | |||||
2 | My voice cracks and breaks | |||||
3 | I am frustrated by my singing | |||||
4 | People ask ‘What is wrong with your voice?’ when I sing | |||||
5 | My ability to sing varies day to day | |||||
6 | My voice ‘gives out’ on me while I am singing | |||||
7 | My singing voice upsets me | |||||
8 | My singing problems make me not want to sing/perform | |||||
9 | I am embarrassed by my singing | |||||
10 | I am unable to use my ‘high voice’ | |||||
11 | I get nervous before I sing because of my singing problems | |||||
12 | My speaking voice is not normal | |||||
13 | My throat is dry when I sing | |||||
14 | I’ve had to eliminate certain songs from my singing/performances | |||||
15 | I have no confidence in my singing voice | |||||
16 | My singing voice is never normal | |||||
17 | I have trouble making my voice do what I want it to | |||||
18 | I have to ‘push it’ to produce my voice when singing | |||||
19 | I have trouble controlling the breathiness in my voice | |||||
20 | I have trouble controlling the raspiness in my voice | |||||
21 | I have trouble singing loudly | |||||
22 | I have difficulty staying on pitch when I sing | |||||
23 | I feel anxious about my singing | |||||
24 | My singing sounds forced | |||||
25 | My speaking voice is hoarse after I sing | |||||
26 | My voice quality is inconsistent | |||||
27 | My singing voice makes it difficult for the audience to hear me | |||||
28 | My singing makes me feel handicapped | |||||
29 | My singing voice tires easily | |||||
30 | I feel pain, tickling or choking when I sing | |||||
31 | I am unsure of what will come out when I sing | |||||
32 | I feel something is missing in my life because of my inability to sing | |||||
33 | I am worried my singing problems will cause me to lose money | |||||
34 | I feel left out of the music scene because of my voice | |||||
35 | My singing makes me feel incompetent | |||||
36 | I have to cancel performances, singing engagements, rehearsals or practices because of my singing |
The SVHI has demonstrated higher sensitivity to clinical changes than the VHI in singers, proving the validity of the SVHI in measuring outcomes in the singing population. In fact, VHI may underestimate the level of handicap related to voice problems in performers, especially for certain pathologies able to produce severe consequences for the professional activity, for example, reflux or allergies. These disturbances affect the singing voice more severely than the speaking voice, so it is necessary to have a specific tool able to measure the impact of any kind of voice problem peculiar to the singing activity. It is important for a self-assessment instrument to recognise changes in singing voice health status after surgical, pharmacological or rehabilitative treatments, and the SVHI demonstrates these properties in terms of clinical validity. The original English version of the SVHI has been translated into and validated in several languages, and it is utilised in different countries. Also developed and validated is an abbreviated version of the SVHI, the SVHI-10 (Cohen et al. 2009), composed of 10 items extracted from the 36 original, on the basis of the item-total correlation and better self-assessment of the voice disorders. SVHI-10 can be easily utilised to facilitate the assessment of the perceived handicap related to a singing voice problem, especially in the case of repeated administration or multidimensional assessment when the time for the evaluation is reduced.
Classical Singing Voice Handicap Index (CSVHI)
0 | 1 | 2 | 3 | 4 | ||
---|---|---|---|---|---|---|
1 | I have difficulties during the performance in the theatre with modification of my vocal efficiency | |||||
2 | My vocal warm up has to be prolonged | |||||
3 | I am forced to modify my vocal technique because my voice problem influences my usual technical control | |||||
4 | My singing problem forces me to modify or limit my repertoire | |||||
5 | My singing problem forces me to limit my usual study time | |||||
6 | I have difficulties during my performance with modification of my vocal efficiency | |||||
7 | I have to prolong the vocal rest between two performance | |||||
8 | I have to avoid changes in the vocal intensity during the pianissimo execution to mask my voice problem | |||||
9 | To mask my singing problem, I am forced to undergo continuous medical therapy | |||||
10 | My singing problem forces me to limit the use of my voice in my social life | |||||
11 | I feel more anxious than usual before performances | |||||
12 | People around me do not recognise my singing voice problem | |||||
13 | I am subjected to justified criticism from people around me | |||||
14 | I get nervous and less sociable because of my singing problems | |||||
15 | I get worried when someone asks me to repeat a vocalism or a sung phrase | |||||
16 | I feel that my career is in danger because of my singing difficulties | |||||
17 | My colleagues, managers and critics have noticed my singing difficulties | |||||
18 | I have to cancel performances and other professional commitments | |||||
19 | I avoid planning my next professional commitments | |||||
20 | I avoid speaking to people | |||||
21 | I have trouble managing my breathing | |||||
22 | I feel my sung emission breathy and weak | |||||
23 | I feel my sung emission is rough, with noise | |||||
24 | I have difficulties in controlling the intensity of the sound (vocal breaks) | |||||
25 | My vocal range is reduced | |||||
26 | I have difficulties in balancing vocal registers and resonance | |||||
27 | I feel I have to force to produce my voice | |||||
28 | The voice quality goes down during the performance | |||||
29 | My speaking voice is tired and worse after the performance | |||||
30 | The vocal efficiency is reduced at certain times of the day |
Modern Singing Voice Handicap Index (MSVHI)
0 | 1 | 2 | 3 | 4 | ||
---|---|---|---|---|---|---|
1 | I feel vocal fatigue from the beginning of the performance | |||||
2 | My speaking voice is hoarse and tired during a performance | |||||
3 | I am forced to modify my vocal technique because my voice problem influences my usual technical control | |||||
4 | My singing problem forces me to eliminate or limit certain songs from my repertoire, also with transposition of tonality | |||||
5 | My singing problem forces me to limit my usual study time | |||||
6 | I have difficulties during my performance with modification of my vocal efficiency | |||||
7 | I cannot stand more than two consecutive performances | |||||
8 | I have to ask the sound engineer for help to hide the alterations of my voice | |||||
9 | To mask my singing problem, I am forced to undergo continuous medical therapy | |||||
10 | My singing problem forces me to limit the use of my voice in my social life | |||||
11 | I feel more anxious than usual before performances | |||||
12 | People around me do not recognise my singing voice problem | |||||
13 | I am subjected to justified criticism from people around me | |||||
14 | I get nervous and less sociable because of my singing problems | |||||
15 | I get worried when someone asks me to repeat a vocalism or a sung phrase | |||||
16 | I feel that my career is in danger because of my singing difficulties | |||||
17 | My colleagues, managers and critics have noticed my singing difficulties | |||||
18 | I have to cancel performances and other professional commitments | |||||
19 | I avoid planning my next professional commitments | |||||
20 | I avoid speaking to people | |||||
21 | I have trouble managing my breathing | |||||
22 | My vocal performance changes throughout the day | |||||
23 | I feel that my voice is breathy and weak | |||||
24 | I feel that my voice is rough | |||||
25 | I have to strain to produce my voice | |||||
26 | My vocal efficiency varies in an unpredictable manner during the performance | |||||
27 | I try to modify my voice to make it better | |||||
28 | It takes a lot of effort to sing | |||||
29 | My voice is worse in the evening | |||||
30 | My voice tires easily during a performance |
CSVHI and MSVHI are two specific instruments able to measure the level of handicap related to the singing voice differently for classical and modern styles and to evaluate peculiar aspects of the singing activity related to the singing style engaged.
In conclusion, the most utilised self-assessment questionnaires are the VHI for common dysphonic diseases, the PVHI for paediatric voice disorders and the SVHI for dysphonia in voice professional users.
6.3 Laryngoscopy, Stroboscopy, High-Speed Video and Phonovibrogram
6.3.1 Light Sources
6.3.1.1 Cold Light
Light projectors for medical endoscopy have been built since the 1930s. All techniques of light production have a common problem: the brighter the light, the higher the temperature of the equipment from unwanted heat generated. A heat-absorbing glass is built into endoscopy light projectors for the protection of the patient. Because of this, this equipment is not quite as hot, and the promotionally euphemistic name ‘cold light source’ is now applied. Clinically available cold light sources use light generated by excited halogen (F, Cl, Br) or inert (Xe, Kr) gas molecules and have a typical power consumption of 250–300 W. Halogen light is ‘warm white’ and is therefore more comfortable for the doctor during an examination. When working with a Xe or Kr source, the doctor must, however, first accustom himself and his perception to the blueish ‘cold white’ light.
6.3.1.2 LED
Currently, cold light source technology is being superseded by LED (light-emitting diode) light. Coloured LEDs (green, red, etc.) have been on the market for decades, but white light LEDs of sufficient luminance have only recently become available. LEDs are very suitable for clinical use: they need less power and generate much less heat than cold light technology, meaning that the tip of the endoscope does not become hot over time. Current LEDs (in 2015) do not have quite the same degree of brightness as conventional xenon cold light sources. LED light sources have another advantage for laryngoscopy: in contrast to cold light sources, LEDs do not fluctuate with the 50 Hz mains voltage. LEDs are therefore ideal light sources for high-speed video recording (HSV).
6.3.1.3 Stroboscopic Light
A Stroboscopy only targets periodic (i.e. non-disturbed) vocal fold vibration during sustained phonation. The more irregular the vibration, the less effective the stroboscopy.
B The virtual slow-motion movement of stroboscopy is a visual illusion only. A quantitative evaluation is technically possible but physically meaningless.
In technical terms, stroboscopy violates the Nyquist condition of Shannon’s sampling theorem. Nonetheless, stroboscopy has been an important element of the diagnostic investigation of the voice since 1960.
6.3.2 The Endoscope
An endoscope is defined as an optical instrument that can be used to view a cavity from the inside through a narrow opening. The superposition principle of geometrical optics is utilised, which states that two crossing beams of light do not influence each other. Illumination and observation occur simultaneously in the same optical system. The size of an endoscope is given in ‘mm diameter’ (D) and sometimes in the older Charrière (Ch) unit of measurement, which corresponds to ‘mm circumference’ (conversion: D = Ch/π, with π = 3.14159 … the circle constant). The length of the endoscope is unimportant for laryngeal endoscopy.
There are two main types of endoscope: rigid and flexible.
6.3.2.1 Rigid Endoscopy
The image is observed through a magnifying eyepiece lens through which one can either directly look or to which a video camera can be attached. The eyepiece usually has fourfold magnification.