RESUMEN
Hyperacusis is highly prevalent in the autism spectrum disorder (ASD) population. This auditory hypersensitivity can trigger pragmatically atypical reactions that may impact social and academic domains. Objective: The aim of this report is to describe the relationship between decreased sound tolerance disorders and the ASD population. Topics covered: The main topics discussed include (1) assessment and prevalence of hyperacusis in ASD; (2) etiology of hyperacusis in ASD; (3) treatment of hyperacusis in ASD. Conclusions: Knowledge of the assessment and treatment of decreased sound tolerance disorders within the ASD population is growing and changing.
RESUMEN
There is a high incidence of dysphonia reported in teachers, which has been shown to indicate the teacher's ability to instruct as well as students' ability to comprehend. Factors such as extra vocal load, poor classroom acoustics, and health issues may increase a teacher's risk of acquiring a voice disorder that impacts his or her career. A common approach to treating or preventing voice disorders is the use of vocal hygiene training. Many studies have addressed different types of voice training with mixed results due to lengthy training programs, poor implementation, and other factors related to teacher motivation. The purpose of this study was to determine whether education on vocal hygiene practices would impact teachers' willingness to modify vocal behaviors. A group of 26 teachers from preschool to high school was sent pre- and post-training surveys to determine demographics, daily vocal use, and history of voice issues. The survey also assessed participants' likelihood to modify their behaviors to incorporate vocal hygiene practices into their daily lives. Between the pre- and post-training surveys, teachers received a one-hour training on vocal hygiene practices. This training consisted of basic information regarding the anatomy and physiology of the voice, healthy, and unhealthy vocal behaviors and the impact of phonotrauma behaviors, and positive effects of vocal hygiene techniques. Results showed that the impact of vocal hygiene training on teachers' willingness to incorporate vocally hygienic behaviors was statistically significant (d ≥ 0.80). Increases in study participant perceived desire to engage in vocal hygiene behaviors by virtue of vocal hygiene training was manifested in nearly 90% of the targeted vocal hygiene behaviors. In conclusion, teachers appear to benefit from receiving education on voice use and vocal hygiene techniques and show willingness to incorporate these techniques into their repertoires.