| Abstract | Objectives: Supraglottic structures are routinely set into vibration in both pathological and healthy voice production. Supraglottic vibration phenotypes and functional categorisations, as well as differences between healthy and pathological use remains unclear. The present report reviews existing clinical and pedagogical literature to propose systematic and distinct phenotypes, a taxonomy of the vibrational function, and a comparison of three data sets representing the phenotypes across pathological speech and healthy professional voice use.
Methods: compare and contrast of three data sets: a case series including 5 patients using supraglottic structure vibrations, a longitudinal study of 20 professional singers singing with supraglottic structure vibrations, and a case-control study of 32 professional singers singing with supraglottic structure vibrations were assessed using stroboscopic, electroglottographic, and acoustic measures.
Results: supraglottic vibration can be separated into a taxonomy covering supplementary, compensatory, or substitutional functions of vibration with sub-categorisation into reversible and irreversible forms and uni-source and multi-source vibration types. Distinct phenotypes were identified according to the anatomical vibration source, including ventricular fold vibrations, arytenoid against arytenoid vibrations, cuneiform/arytenoid against epiglottis vibrations, and vibrations in the aryepiglottic free edge along with large vocal fold amplitude of vibrations. The study proposes hypotheses as to differences between healthy and pathological use of supraglottic vibrations along dimensions of laryngeal, respiratory, and resonatory technical ability and control allowing separation of supraglottic vibrations from vocal fold oscillation.
Conclusion: The study presents the first integrative systematic phenotyping for both pathological and healthy use of vibrations in supraglottic structures and proposes a supraglottic vibration taxonomy. Diagnostic, surgical, rehabilitative, preventative, and pedagogical relevance is discussed.
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