Preparation of the Speech-LanguagePathologist Specializing in Voice: An Educational Survey

Editorial Note Preparation of the Speech-Language Pathologist Specializing in Voice: An Educational Study This manuscript generated an unusual amount of controversy among the Editorial Review Board, and has been accepted for publication over the objections of some reviewers. Concerns included the contention that the study is not directed toward “students specializing in voiceâ€‌ as the title suggests, but is designed rather “to determine the baseline understanding of normal voice production, voice disorders, and voice therapy techniques for the new masterʹs graduate in speech-language pathology.â€‌ The critical reviewers argue that finding that there is little academic training in voice production at the graduate level was entirely predictable. The Educational Training Board (ETB) of the American Speech-Language-Hearing Association (ASHA) dictates the curricula of accredited programs and guides which courses are given at the undergraduate level, and which courses are given at the masterʹs level. By decision, programs in speech-language pathology offer instruction on the laryngeal anatomy and physiology and aerodynamic-acoustic studies of normal voice at the undergraduate level. The critical reviewers concurred with the studyʹs conclusion that greater clinical practicum experience in voice is needed in speech-language pathology training programs, but challenged the methodology of this survey study in proving the point. Other reviewers believe not only that this study addresses important concerns, but that it has, in its present form, sufficient merit to warrant publication, and the insightful interpretation of our readers. Robert Thayer Sataloff, M.D., D.M.A. This study investigates the academic and clinical preparation a speech-language pathologist receives in the area of voice. The purpose is to determine how to structure continuing education and specialty training in vocology, defined as the science and practice of voice habilitation. Surveys were sent to the graduate programs in speech-language pathology accredited by the American Speech-Language-Hearing Association (ASHA) in 1994, and again in 1999. Results from the 1994 survey indicated that students received limited information and clinical experience in handling typical voice cases. Although most programs required a voice disorders course, fewer mandated coursework in normal voice production or clinical experience with voice patients. The follow-up survey showed that the educational environment in 1999 is similar to that in 1994. It is evident that the programs are in compliance with the Educational Training Board model developed by ASHA for basic clinical competence, but no structure for specialty training has yet emerged.