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Instructions: During these simulations, you will be completing an auditory-perceptual evaluation of the voice using the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V). The CAPE-V is an instrument developed for the perceptual analysis of voice and allows a numeric description of the extent to which vocal attributes deviate from the norm, based on a visual-analog scale. However, Conversational speech samples were not focused on the patient's voice disorder, as recommended in the CAPE-V instructions, to eliminate this potential biasing factor on perceptions of voice disorder severity. Each CAPE-V simulation includes auditory samples of the traditionally used CAPE-V sentences, conversational speech, and a sustained /a/ and /i/. A history for each patient is also provided. These histories are very detailed and may be used separately from the actual CAPE-V tasks. For example, the case histories may provide opportunities for class discussion or individual reflection on the manner in which particular symptoms, medical conditions or other factors may relate a patient's vocal functioning, and the types of further assessment information that is required for a complete voice evaluation and treatment plan.

When performing the CAPE-V for the 9 groups of 5 cases (a total of 45) each, your job is to mark where you believe the patient’s severity falls along a 100 millimiter line. The more severe you perceive each parameter, the closer your mark will fall to the end of the line. You will also want to indicate whether these parameters are consistent or inconsistent. If they are inconsistent, it is helpful to identify where these inconsistencies occur within your report. The parameters to be thinking about include overall dysphonia, roughness, breathiness, volume, pitch, and strain.  Perceptual ratings are subjective, and it may take you some time before you feel that you are able to accurately distinguish each parameter. Be aware of factors that may bias your opinion such as the history of the patient, the recency effect, and how the auditory signal may be affected if it is recorded and not in real time.

Below you will see some questions next to each group of CAPE-V simulations. These are meant to spur thoughts and discussion. Many of these questions will apply to all or most of the CAPE-V simulations.

Please see the following statement about the CAPE-V for further information about how to use it and how the main parameters are defined: http://www.asha.org/NR/rdonlyres/C6E5F616-972F-445A-AA40-7936BB49FCE3/0/CAPEVprocedures.pdf.

Simulation 1
  1. Go!What perceptual characteristics might you associate with adductor spasmodic dysphonia? With abductor SD?
  2. What features /characteristics of voice help distinguish an older person from a younger person?
  3. What perceptual features help differentiate between the conditions of spasmodic dysphonia versus muscle tension dysphonia?
  Simulation 2
  1. Go!What does strain sound like?
  2. Do you hear additional voice features such as diplophonia, breath holding, voice breaks, or pitch breaks?
  Simulation 3
  1. Go!Do these patients’ reported ages correspond with their voices?
  2. How would you define roughness?
  3. What affects vocal pitch?
Simulation 4
  1. Go!What constitutes a normal voice? A disordered voice? A good speaking voice?
  2. How do the case histories influence your perceptual judgments?
  3. Can volume be reliably judged from recorded audio samples?
  Simulation 5
  1. Go!What are some reasons that a voice might be breathy?
  2. Do these patients’ articulation and prosody affect your perceptions of their voice?
  Simulation 6
  1. Go!Is there a difference between tremor and just a shaky voice?
  2. What are some voice disorders that result in voice and pitch breaks?
Simulation 7
  1. Go!What are some voice disorders that might elevate vocal pitch?
  2. What features/characteristics of voice help distinguish a younger person from an older person?
  Simulation 8
  1. Go!Just based on what you hear, do you think that some of these patients might benefit from therapy? Why?
  2. How does resonance/ nasality affect these patients’ voices?
  Simulation 9
  1. Go!What kind of conditions might affect the strength of the voice?
  2. How do these patients’ voices differ in severity? Think about which voices are mildly dysphonic versus more severe.