The Effect of Group Voice Therapy via Telepractice on Voice Fatigue in Preschool Teachers

Abstract

ABSTRACT Background Although in‐person and face‐to‐face voice therapies have been used for years in professional voice users with voice fatigue, limited research examining the outcomes of group voice therapy via telepractice is available. Aims This study investigated the effectiveness of group voice therapy via telepractice among preschool teachers with voice fatigue. Methods and Procedures Forty women preschool teachers with voice fatigue were recruited and randomly assigned to eight groups of five participants each in this prospective longitudinal design. The 45‐min group voice therapy sessions were conducted via telepractice for eight weeks, utilizing both indirect (vocal hygiene training) and direct (Lax Vox Voice Therapy) techniques. Pre‐ and post‐therapy and follow‐up evaluations were performed using subjective, aerodynamic, and acoustic analyses. Outcomes and Results Our results showed no significant differences between groups in terms of acoustic, aerodynamic, and subjective evaluations. However, significant differences were found between the time periods. Pairwise comparisons revealed that this effect was evident between the pre‐therapy and other evaluation periods. Additionally, the study found that voice hygiene behaviours were maintained during the follow‐up evaluations. Conclusions and Implications The results indicate that group voice therapy via telepractice could reduce voice fatigue in preschool teachers and increase their voice awareness and quality of life. It is recommended that this study be replicated in other professional voice users and patients with dysphonia. WHAT THIS PAPER ADDS What is already known on this subject Voice fatigue is common among preschool teachers due to prolonged voice use and unfavorable vocal environments. Previous studies have shown that voice therapy, including vocal hygiene education and direct voice techniques, can alleviate voice problems in professional users. However, most studies have focused on individual face‐to‐face therapy, while evidence regarding group voice therapy delivered via telepractices remains limited. What this paper adds to the existing knowledge This study demonstrated that group voice therapy delivered via telepractice significantly reduced voice fatigue among preschool teachers over time. Improvements were observed in subjective, acoustic, and aerodynamic measures between pre‐therapy and later evaluation periods, and participants maintained vocal hygiene behaviours during follow‐up. These findings provide evidence that telepractice‐based group voice therapy is an effective and sustainable intervention for professional voice users. What are the potential or actual clinical implications of this work? Group voice therapy delivered via telepractice may be a cost‐effective and accessible intervention for preschool teachers who experience voice fatigue. This approach may increase the awareness of vocal health and support long‐term vocal hygiene. Telepractice‐based group interventions should be considered in preventive voice care programmes for professional voice users.