hyperfunction, voice disorders, serious gaming, school age children
The purpose of the present study is to test the feasibility of implementing a video-game based intervention protocol as a means to improve therapy compliance in school age children with hyperfunctional voice disorders. Three levels of modification were made to an existing entertainment software program in order to implement the therapeutic protocol and test compatibility. The third level of modification included a two-phase quasi-experimental single subject design with a school age participant receiving the video game therapy protocol and traditional therapy for equal time. The independent variables for this study included the mode of voice therapy delivery (traditional vs. video game). The dependent variables included therapy compliance, perceptual evaluations and acoustic measures. This study found that a purely entertainment video game can be implemented as a therapeutic protocol for a school age child diagnosed with a vocal pathology. Results illustrated no change in compliance with non-traditional therapy versus traditional therapy. However, perceptual measures improved post treatment for breathiness, strain and overall severity, as well as significant differences for mean amplitude. Discussion will focus on implications of employing video game based therapy and design of future studies.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Master of Arts (M.A.)
College of Health and Public Affairs
Communication Sciences and Disorders
Communication Sciences & Disorders
Length of Campus-only Access
Masters Thesis (Open Access)
King, Suzanne, "A Model Of Treating Hyperfunctional Voice Disorders For School Age Children Within A Serious Gaming Environment" (2009). Electronic Theses and Dissertations. 4068.