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presented by Maia Nystrum Braden, MS, CCC-SLP
Financial: Maia Nystrum Braden receives a salary from University of Wisconsin Medical Foundation. She also receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Maia Nystrum Braden has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
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Speech-language pathologists in both school and medical settings encounter children with voice disorders and may lack confidence in their knowledge and skills in dealing with this specific population. Resonant voice therapy, also known as voice therapy using forward resonance, is based on well supported physiologic and learning principles and is effective in treating dysphonia in children. While a previous course introduced the approach, part four of this four-course series will provide more in-depth knowledge and training.
Maia Nystrum Braden, MS, CCC-SLP
Maia Braden, MS, CCC-SLP, is a speech-language pathologist with eleven years of experience working in voice and voice disorders. She became interested in speech pathology as a singer and earned her MS in Communicative Disorders at the University of Wisconsin, Madison. From there, she completed a clinical fellowship in voice at the Emory Voice Center.…
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1. Overview of Resonant Voice Therapy
Resonant voice therapy is based on the source filter theory of voice production as well as principles of motor learning. In the introduction, we will review how the subsystems of voice work together, and how changing one can influence the others. We will also provide a brief overview of principles of motor learning and how these apply to voice therapy.
2. Resonant Voice Therapy for Children
Achieving optimal forward resonant voice in children presents unique challenges and opportunities. In this section, participants will observe and have opportunities to practice resonant voice activities, and the instructor will demonstrate activities at different levels of difficulty. We will discuss how to work within a flexible hierarchy adapting to the child’s individual strengths and needs.
3. Generalization and Carryover
How do we “make it stick?” Generalization to outside the therapy room can be one of the greatest challenges to success in therapy. In this chapter, we will address how to bring resonant voice strategies into connected speech and to carryover in all environments. Facilitators of adherence for children and families will be addressed as well.
4. Troubleshooting
In this chapter, the instructor provides strategies for meeting specific challenges often found in resonant voice therapy.
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