Interprofessional Voice Labs to Develop an Actor-Centered Voice Intervention Model: Comparing Two Student Cohorts of Speech-Language Pathology and Acting

Objectives: Acting voice coaches (AVCs) and speech-language pathologists (SLPs) use dynamic teaching methods and intervene using motor learning principles. Both display instructional flexibility based on actor/client’s needs. With these criteria, we developed a virtual three-hour professional voice lab to promote team-based learning between SLP graduate students and Master of Fine Arts (MFA) student actors.

Methods: In spring 2022, professional voice lab contained three phases: prebrief (50 min), case-study simulation (1.5 hours), and debrief (30 min). The students completed pre- and post-evaluation surveys to reflect on their learning experience. During the prebrief, the roles of AVCs and SLPs in actor’s voice habilitation and rehabilitation respectively were discussed along with the special vocal needs of stage actors. The learners completed a comprehensive voice evaluation on “Maria Horseman”, a 23-year-old professional actor with a voice disorder in small interprofessional groups. The provided template offered a holistic approach to explore speaking-singing-acting vocal activities, vocal behaviors, physical demands/cardiorespiratory load, training/practice regimen, lifestyle changes (medication effect), and voice ergonomics. A customized client-centered voice intervention plan was developed by considering Maria’s best interests and stimulability. In spring 2023, we trained standardized patient “Marias” to work with the students using a telehealth model.

Results: Two different surveys (15 items in Performance voice diagnostics or self-perception confidence scale-PVCS and 20 items in modified Casey-Fink Readiness to Practice- mCFRP) were used to compare the differences in self-confidence levels in intervening professional voice disorders. A statistically significant difference was found between pre- and post-surveys for both cohorts [2022: PVCS-SLP:Mpre=68.89,SD=32.04; Mpost=32.04,SD=25.02; t-value=9.60, p<0.001; PVCS-MFA:Mpre=100.50,SD=21.98; Mpost=126.60,SD=18.54; t-value=6.56, p<0.001; mCFRA-SLP:Mpre=68.24,SD=11.17; Mpost=82.51,SD=10.57; t-value=12.62, p<0.0001; mCFRA-MFA:Mpre=69.78,SD=8.90; Mpost=77.87,SD=12.96; t-value=1.80, p=0.09]. Simulation design and effectiveness were also analyzed using post-evaluation scales. For the 2023 cohort, the PVCS-SLP mean raw scores pre- and post- training were 68.56 and 104.75 and for actors, 119.22 and 134.17 respectively, indicating a consistent significant difference in the outcomes.

Conclusions: A team-based learning approach on voice rehabilitation would help SLPs to consider special vocal demands of professional voice users in their evaluation methods. This may lead to preventive early intervention by increasing vocal awareness and knowledge on phonatory function in professional actors.