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This study aimed to explore factors, perceived by students themselves, that help or hinder development of competency in voice.Focus group interviews were conducted with a convenience sample of 14 speech pathology students (93% female, mean age 22 years). Interviews were transcribed verbatim and analysed using template analysis.Students' perceptions of influencing factors were grouped into two major themes: (1) personal factors, and (2) educational factors. A key finding was that many participants perceived a student's own voice to be a major factor impacting their development and attainment of clinical competency in voice, and that mindsets towards the (un)changeability of students' own voices varied across participants. Students with a performance background were considered to be at an advantage in terms of performing vocal tasks and suitability to work with specific populations. Key facilitatory educational factors included access to and experience of demonstrations (face-to-face and video), additional training workshops, peer learning, and simulation.This study identified a number of personal and educational factors that students perceive to impact the development of competency in voice. Consideration of these holistic factors may assist speech-language pathology educators to deliver optimally effective voice-related curricula.

Background/aim It is widely believed that ‘creaky voice’ (‘creak’, ‘vocal fry’, ‘glottal fry’) is increasingly prevalent among some English speakers, particularly among young American women. Motivated by the widespread and cross-disciplinary interest in the phenomenon, this paper offers a systematic review of peer-reviewed research (up to January 2019) on the prevalence of creaky voice in varieties of English. The review aimed to understand whose and what speech has been studied, how creaky voice prevalence has been measured, and what the findings collectively reveal. Method Literature was located by searching four electronic databases (ProQuest, PubMed, SCOPUS, Web of Science) and the proceedings of two recurrent conferences (‘ICPhS’ and ‘SST’). Studies were included if they reported the prevalence of creaky voice in naturalistic samples of English spoken by vocally-healthy speakers. Reference lists of included studies were cross-checked. Results Only ten studies meeting inclusion criteria were identified. All studies sampled a small number of speakers and/or short durations of speech. Nine were recent studies of American-English speakers, and many of these sampled young, female, college students. Across the ten studies, creaky voice was detected using three types of methods, and prevalence was calculated using five different formulae. The findings show that prevalence varies across groups, individuals, and contexts. However, the precise nature of this variability remains unclear due to the scarcity and methodological heterogeneity of the research. Conclusions This paper illustrated the application of systematic literature review methods in sociophonetic research—a field in which such methods are not common. The review found that creaky voice prevalence in English is not well understood, and that widespread claims of its recent increase among young American women have not been empirically confirmed. A number of specific limitations in the existing research are highlighted, which may serve as a guide for future research design.

Summary Objectives (1) To quantify acute changes in acoustic parameters of the voices of group fitness instructors (GFIs) before and after exercise instruction. (2) To determine whether these changes are discernible perceptually by the instructor. Study Design This is a pilot prospective cohort study. Methods Participants were six female GFIs, based in Brisbane, Australia. Participants performed a series of vocal tasks before and after instruction of a 60-minute exercise class. Data were obtained pertaining to fundamental frequency (pitch), intensity (volume), jitter, shimmer, harmonic-to-noise ratio (HNR), maximum duration of sustained phonation (MDSP), and pitch range. Additionally, self-ratings of voice quality were obtained before and after instruction. Data were analyzed using the Wilcoxon signed rank test. Results Significant increases ( P ≤ 0.05) were found in fundamental frequency and intensity after instruction. No significant changes in jitter, shimmer, HNR, or MDSP were found before and after instruction. For the group, no significant change in self-ratings of voice quality occurred before and after instruction. Conclusions Statistically significant changes in pitch and volume were found on acoustic analysis. However, these subtle changes remained within the limits of what is considered normal and representative of the participant's age and gender. Further research into the effects of exercise instruction on the voice is needed.