Teachers' Perceptions of Adolescent Females With Voice Disorders Purpose The purpose of this study was to explore teachers' attitudes toward, and perceptions of personality traits of, female adolescents who presented with voice disorders. Method For this comparative study consisting of a 25-item web-based semantic differential survey, teachers rated voice recordings of 4 female adolescents (considered normophonic, ... Research Article
Research Article  |   April 01, 2013
Teachers' Perceptions of Adolescent Females With Voice Disorders
 
Author Affiliations & Notes
  • Stephanie R. C. Zacharias
    University of Cincinnati, OH
    Children's Hospital Medical Center, Cincinnati, OH
  • Lisa N. Kelchner
    University of Cincinnati, OH
    Children's Hospital Medical Center, Cincinnati, OH
  • Nancy Creaghead
    University of Cincinnati, OH
  • Correspondence to Stephanie R. C. Zacharias: stephanie.zacharias@cchmc.org
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Katherine Verdolini Abbott
    Associate Editor: Katherine Verdolini Abbott×
Article Information
Speech, Voice & Prosodic Disorders / Voice Disorders / School-Based Settings / Speech, Voice & Prosody / Research Articles
Research Article   |   April 01, 2013
Teachers' Perceptions of Adolescent Females With Voice Disorders
Language, Speech, and Hearing Services in Schools, April 2013, Vol. 44, 174-182. doi:10.1044/0161-1461(2012/11-0097)
History: Received November 21, 2011 , Revised May 22, 2012 , Accepted December 14, 2012
 
Language, Speech, and Hearing Services in Schools, April 2013, Vol. 44, 174-182. doi:10.1044/0161-1461(2012/11-0097)
History: Received November 21, 2011; Revised May 22, 2012; Accepted December 14, 2012
Web of Science® Times Cited: 8

Purpose The purpose of this study was to explore teachers' attitudes toward, and perceptions of personality traits of, female adolescents who presented with voice disorders.

Method For this comparative study consisting of a 25-item web-based semantic differential survey, teachers rated voice recordings of 4 female adolescents (considered normophonic, mildly, moderately, and severely dysphonic, respectively) on 18 personality traits and 6 teacher attitude parameters. A flyer with a link to the survey was distributed via e-mail to teachers at 8 middle and high schools in Ohio.

Results Thirty-two teachers completed the survey. Results revealed differences in teachers' perceptions of female adolescents with a normal voice compared to those with voice disorders.

Conclusion Adolescent female students with voice disorders may be at risk for academic, social, and vocational difficulties. These results highlight and support the need to inform teachers, speech-language pathologists, students, and families about the potential for subtle biases and negative perceptions of students with voice disorders by teachers. Furthermore, teaching self-advocacy to students who have voice disorders may help them obtain an optimal education experience.

Acknowledgment
The authors would like to thank the adolescent participants in the voice clinic voice registry and the teachers who participated in this study. We also appreciate the work of Linda Levin, who assisted with the statistical analyses.
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