BLOCK 1 - PROFESSIONAL PROFILE |
ITEMS |
INTERVIEWEES’ RESPONSES
|
1 |
What is your highest academic degree? |
Doctoral (n = 13, 59,1%)
|
Postdoctoral (n = 9, 40.9%)
|
2* |
What is the target public of your auditory-perceptual training of voice? |
Undergraduate degree (n = 19, 86.4%)
|
Specialization in voice (n = 7, 31.8%)
|
Master’s degree (n = 9, 40.9%)
|
Extension courses (n = 5, 22.7%)
|
Residence (n = 1, 4.5%)
|
3 |
If you teach undergraduate courses, is auditory-perceptual training to assess the voice quality part of the content in any required course? |
Yes (n = 15,68.2%)
|
No (n = 1, 4.5%)
|
NA (n = 6, 27.3%)
|
4* |
In what type of institution do you teach? |
Public (n = 18, 81.9%)
|
Private (n = 4, 18.2%)
|
Foundation (n = 1, 4.5%)
|
5 |
In what federative unit is the institution located? |
São Paulo (n = 10, 45.5%), Paraíba (n = 3, 13.6%), Pernambuco (n = 3, 13.6%), Minas Gerais (n = 2, 9.1%), Rio de Janeiro (n = 2, 9.1%), Federal District (n = 1, 9.1%), and Rio Grande do Norte (n = 1, 9.1%)
|
6 |
For how long have you been teaching? |
More than 10 years (n = 18, 81.1%)
|
Less than 10 years (n = 4, 18.2%)
|
BLOCK 2 - CONDITIONS FOR AUDITORY-PERCEPTUAL TRAINING |
ITEMS |
INTERVIEWEES’ RESPONSES
|
1 |
In what year of their undergraduate studies do students receive auditory-perceptual training at the institution where you teach? |
From the 2nd year on (n = 21, 95.5%)
|
2 |
Do you believe there is a better moment throughout the undergraduate program to provide auditory-perceptual training to speech-language-hearing students? |
Yes (n = 15, 68.2%)
|
All of them answered it should take place from the second year on
|
No (n = 7, 31.8%)
|
3 |
Is there any prerequisite for students to begin this training at the institution where you teach? |
Yes (n = 10, 45.5%)
|
No (n = 12, 54.5%)
|
BLOCK 3 - STRUCTURE OF THE AUDITORY-PERCEPTUAL TRAINING |
ITEMS |
INTERVIEWEES’ RESPONSES
|
1* |
Do you associate any other information regarding the voices presented in auditory-perceptual training? |
Age (n = 18, 81.1%)
|
Sex (n = 18, 81.1%)
|
Main complaint (n = 14, 63.6%)
|
Spectrogram (n = 11, 50%)
|
Laryngeal examination (n = 10, 45.4%)
|
2 |
How many total hours are there in classroom training? |
Less than 2 hours (n = 2, 9.1%)
|
From 2 to 4 hours (n = 5, 22.7%)
|
From 4 to 6 hours (n = 3, 13.6%)
|
From 6 to 8 hours (n = 5, 22.7%)
|
More than 8 hours (n = 4, 18.1%)
|
Other (n = 3, 13.6%)
|
3 |
Are the voices used in training human or synthesized? |
Humans (n = 17, 77.3%)
|
Human and Synthesized (n = 5, 22.7%)
|
4 |
How many voices do you use in training? |
Up to 20 voices (n = 8, 36.4%)
|
From 21 to 40 voices (n = 7, 31.8%)
|
More than 50 voices (n = 7, 31.8%)
|
5* |
Which speech tasks do you use in training? |
Number count (n = 21, 95.5%)
|
CAPE-V sentences (n = 17, 77.3%)
|
Spontaneous speech (n = 17, 77.3%)
|
Vowel “a” (n = 15, 68.2%)
|
Vowel “é” (n = 12, 54.5%)
|
6 |
Do you use CAPE-V (Kempster et al.(1616 Kempster GB, Gerratt BR, Abbott KV, Barkmeier-Kraemer J, Hillman RE. Consensus auditory-perceptual evaluation of voice: development of a standardized clinical protocol. Am J Speech Lang Pathol. 2009;18(2):124-32. http://dx.doi.org/10.1044/1058-0360(2008/08-0017). PMid:18930908. http://dx.doi.org/10.1044/1058-0360(2008...
)) in auditory-perceptual training? |
Yes (n = 18, 81.8%)
|
No (n = 4, 18.2%)
|
7 |
Do you use GRBAS (Hirano(1717 Hirano M. Clinical examination of voice. New York: Springer Verlag; 1981.)) in auditory-perceptual training? |
Yes (n = 20, 90.9%)
|
No (n = 2, 9.1%)
|
8 |
Do you use the Vocal Deviation Scale - VDS (Yamasaki et al.(1818 Yamasaki R, Madazio G, Leao SHS, Padovani M, Azevedo R, Behlau M. Auditoryperceptual evaluation of normal and dysphonic voices using the voice deviation scale. J Voice. 2017;31(1):67-71. http://dx.doi.org/10.1016/j.jvoice.2016.01.004. PMid:26873420. http://dx.doi.org/10.1016/j.jvoice.2016....
)) in auditory-perceptual training? |
Yes (n = 13, 59.1%)
|
No (n = 9, 40.9%)
|
9** |
Suppose there are 3 hierarchical levels of complexity in auditory-perceptual training. Please, list them in the order you would use them in training. |
1st Level: Identifying the presence of vocal deviation (n = 20, 90.9%)
|
2nd Level: Assessing the predominating vocal quality (n = 15, 68.2%)
|
3rd Level: Assessing the general degree of vocal deviation (n = 12, 54.5%)
|
10* |
Which parameters do you address in training? |
Roughness (n = 22, 100%)
|
Breathiness (n = 22, 100%)
|
Strain (n = 22, 100%)
|
11#
|
How do you define to students the auditory characteristics expected from a rough voice? |
Nonspecific responses when defining auditory characteristics or defining them with physiological/anatomical correlates:
|
“Irregular vibration”, “noise”, “dirty voice”, “sandy voice”
|
12#
|
How do you define to students the auditory characteristics expected from a breathy voice? |
The responses mentioned “Any audible air escape during voice production”
|
13#
|
How do you define to students the auditory characteristics expected from a strained voice? |
Nonspecific responses when defining auditory characteristics or defining them with physiological/anatomical correlates:
|
“Tight sensation”, “vocal effort”, “vocal hyperfunction”
|
14 |
How many hours of training would you consider enough to improve students’ performance (rate of correct answers) and reliability in auditory-perceptual evaluation? |
Up to 4 hours (n = 3, 13.6%)
|
From 5 to 8 hours (n = 5, 22.7%)
|
More than 8 hours (n = 14, 63.3%)
|
15 |
Do you use any type of game or simulator in auditory-perceptual training? |
Yes (n = 1, 4.5%)
|
No (n = 21, 95.5%)
|
BLOCK 4 - ASSESSMENT OF AUDITORY-PERCEPTUAL TRAINING EFFECTS |
ITEMS |
INTERVIEWEES’ RESPONSES
|
1 |
Do you assess students’ reliability in auditory-perceptual evaluation after auditory-perceptual training?
|
Yes (n = 9, 40.9%) |
No (n = 13, 59.1%) |
2# |
How do you assess the effects of auditory-perceptual training on the students’ performance and reliability?
|
The responses mention: “Interrater and intrarater agreement tests; observing and discussing evaluations; a formal test” |
3 |
Do you have difficulties assessing the effects of auditory-perceptual training? (If you do not assess training effects, check "NA")
|
Yes (n = 5, 22.7%) |
No (n = 6, 27.3%) |
Not assessed (n = 11, 50%) |
4#
|
Can you point out any difficulty(ies) in assessing the effects of auditory-perceptual training?
|
The difficulties include: “Lack of comparison parameters; lack of calibrating instruments for training; laborious procedures with statistical tests” |
5 |
How do you define students’ correct answers concerning the general degree of vocal deviation using CAPE-V or VDS?
|
When the markings in CAPE-V or VDS coincide with the reference judge’s values or are 10 mm above or below this value (n = 13, 59.1%). |
When the markings in CAPE-V or VDS coincide with the reference judge’s values or are 5 mm above or below this value (n = 2, 9.1%).
|
When the markings in CAPE-V or VDS coincide with the reference judge’s values, with no margins of error (n = 2, 9.1%).
|
I do not use CAPE-V or VDS (n = 4, 18.2%).
|
Other: (n = 1, 4.5%) “I never used these criteria”.
|
6 |
How do you assess students’ correct answers when assessing the general degree using GRBAS?
|
When they coincide (n = 10, 45.5%) |
When they coincide or is one degree above or below (n = 10, 45.5%) |
I do not use GRBAS (n = 2, 9%) |
7 |
To what extent do you consider auditory-perceptual training important to speech-language-hearing students’ initial training, on a scale from 0 - (not important) to 5 - (very important)?
|
5 (n = 19, 86.4%) |
4 (n = 2, 9.1%) |
3 (n = 1, 4.5%) |