Voice Rehabilitation: Testing Hypotheses and Reframing Therapy offersa patient-centered, hypothesis-driven framework for clinicians beginningto practice voice rehabilitation as well as practicing clinicians who continueto develop their skills. This valuable resource integrates motor learningtheory with the physiological underpinnings of voice production to make therehabilitation process more accessible and cohesive. Dialogues betweenthe patient and the clinician interwoven with the voice clinician’s internalmonologue provide insight into the active clinical reasoning process. A review of the etiologies and physiological changes associated with frequently diagnosed laryngeal pathologies provides a useful reference.
• Video clips featuring in-session demonstration and modification of
• Step-by-step description of voice exercise and rationales for their implementation
• Special chapter devoted to the singer, transgender client, and patient who suffers from spasmodic dysphonia
• Framework for group voice therapy
• Counseling to address adherence, readiness for change, and generalization
• Comprehensive discussion of risk factors for professional and customary voice users
• Chapter Objectives, Review of Laryngeal Pathologies, Voice Evaluation Protocol
• Instructor’s Manual, featuring frameworks for class discussions; Case Studies; and a SAMPLE SYLLABUS
Chapter 1 Introduction and Clinical Orientation
Chapter 2 Theoretical Basis for Clinical Reasoning
Chapter 3 Patient-Centered Care in Voice Therapy
Chapter 4 Assessment: What is the Problem?
Chapter 5 Risks to Vocal Health
Chapter 6 Coordination of the Voice Production Subsystems
Chapter 7 Special Considerations
Chapter 8 Voice Rehabilitation in a Group Setting
Appendix A Voice Evaluation Form
Appendix B Overview of Laryngeal Patholog
Celia F Stewart, PhD-Associate Professor, Communicative Sciences
and Disorders, New York University, New York, New York.
Celia Stewart is an Associate Professor in the Department of Speech Language Pathology and Audiology at New York University. She earned her B.S. from Colorado State University, her M.S. from Phillips University, and her Ph.D. from New York University. She holds Clinical Certification from ASHA and licensure from New York State in Speech-Language Pathology. She has performed research at Mount Sinai Medical Center in the Department of Neurology and at the Columbia-Presbyterian Medical Center in the Department of Neurology. She has worked clinically in the Department of Neurology at Mount Sinai Medical Center, the Departments of Neurology and Speech and Hearing at New York Presbyterian Medical Center, the Communications Reconstruction Center in New York, the Community Speech and Hearing Center in Spartanburg, South Carolina, and the Teszler Learning Adjustment School in the Charles Lea Center in South Carolina. She is a member of the American Speech- Language and Hearing Association, New York State Speech-Language and Hearing Association, New York City Speech-Language and Hearing Association, International Society of Phonetic Sciences, ASHA Special Interest Divisions: Neurophysiology and Neurogenic Speech and Language Disorders, Voice and Voice Disorders, Swallowing and Swallowing Disorders.
Irene F Kling, PhD-Assistant Professor, Mannes College, The New School for Music, New York, New York, Private Practice, Kling Voice & Speech-Language Therapy Services, PLLC, New York, New York