Effect of MP4 Therapy Videos on Adherence to Voice Therapy Home Practice in Children With Dysphonia

• Published in: Journal of voice Vol. 31; no. 1; pp. 114.e17 - 114.e23
• Main Authors: Braden, Maia N, van Leer, Eva
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.01.2017; Elsevier Science Ltd
• Subjects: adherence; Adolescent; Adolescent Behavior; Age Factors; Audiovisual Aids; Child; Child Behavior; Children; Cross-Over Studies; Dysphonia; Dysphonia - diagnosis; Dysphonia - physiopathology; Dysphonia - psychology; Dysphonia - therapy; Equipment Design; Female; Health Knowledge, Attitudes, Practice; Hearing; Humans; Interviews as Topic; Male; Otolaryngology; Patient Compliance; Patients; pediatric; Qualitative research; Research design; Speech therapy; therapy; Time Factors; Treatment Outcome; Video Recording - instrumentation; Voice; Voice disorders; Voice Training; voice; adherence; therapy; pediatric; dysphonia
• ISSN: 0892-1997; 1873-4588
• DOI: 10.1016/j.jvoice.2016.03.015

Summary Objectives/Hypothesis Voice disorders in children are often treated with behavioral voice therapy, which requires home practice of exercises. Previous studies with adults demonstrated increased practice frequency when patients were given videos of a clinician and patient performing therapy tasks. The purpose of this study was to determine whether videos of practice exercises would increase adherence to therapy in children. Study Design The study used a randomized double crossover research design. Methods Twenty-eight patients, aged 6–18, referred for voice therapy were included in the study. Two conditions were alternated on a weekly basis: standard-of-care therapy and standard-of-care therapy with video models added. Participants recorded practice frequency and participated in semi-structured interviews, which were analyzed for themes. Results Participants practiced an average of 1.79 times per day without videos and 1.72 with videos ( P  = 0.743), indicating no significant difference between conditions. There was also no age group effect ( P  = 0.314). Qualitative analysis of interview responses established the following themes: (1) I knew how to do my exercises, (2) I didn't like seeing/hearing myself, (3) Videos helped me remember to practice, (4) I didn't like the video player itself, (5) The videos didn't make a difference with practice, and (6) Practicing was no fun. Conclusions Video models of therapy tasks do not appear to influence adherence to home practice frequency in children with voice disorders, in contrast to findings in adults. Videos were found useful by several participants as reminders to practice.