User talk:Nancy Zee/sandbox

My assignment is to edit the Dysphonia page. The following are some of the weaknesses my group and I have found with the article, and the changes we plan to make.

One clear weakness of this article is the lack of clarification on the different types of dysphonia. I plan to add a section explaining the two main classes (i.e. functional vs. organic) and how they differ in their etiology and subsequent treatment. Additionally, I will discuss some issues of classification in this section. Finally, I will explore different types of dysphonia within each broad class.

Another section that is lacking information is the treatment section; I plan to add a sub-section within the treatment section regarding prevention strategies for dysphonia. To complete these edits I plan to utilize the following sources:

1. Cohen, S. M., Kim, J., Roy, N., Asche, C. & Courey, M. (2012), Prevalence and causes of dysphonia in a large treatment-seeking population. The Laryngoscope, 122, 343–348.

2. Hazlett, D. E., Duffy, O. M., & Moorhead, S. A. (March 01, 2011). Review of the Impact of Voice Training on the Vocal Quality of Professional Voice Users: Implications for Vocal Health and Recommendations for Further Research. Journal of Voice, 25, 2, 181-191.

3. Ruotsalainen, J., Sellman, J., Lehto, L., & Verbeek, J. (2008). Systematic review of the treatment of functional dysphonia and prevention of voice disorders. Otolaryngology-Head and Neck Surgery, 138, 557-565.

4. Schwartz, S. R., Cohen, S. M., Dailey, S. H., Rosenfeld, R. M., Deutsch, E. S., Gillespie, M. B., Granieri, E., ... Patel, M. M. (January 01, 2009). Clinical practice guideline: hoarseness (dysphonia). Otolaryngology--head and Neck Surgery : Official Journal of American Academy of Otolaryngology-Head and Neck Surgery, 141, 3, 1.

5. Van Houtte, E., Van Lierde, K., & Claeys, S. (2011). Pathophysiology and treatment of muscle tension dysphonia: a review of the current knowledge. Journal of Voice, 25, 202-207.

6. American Speech-Language Hearing Association. Voice disorders. http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942600&section=Overview. Retrieved on Oct.2, 2016. Nancy Zee (talk) 20:28, 2 October 2016 (UTC)

Dysphonia Article Draft
Types of Dysphonia Voice disorders can be divided into 2 broad categories: organic and functional. The distinction between these broad classes stems from their etiology, whereby organic dysphonia results from some sort of physiological change in one of the subsystems of speech (for voice, usually respiration, laryngeal anatomy, and/or other parts of the vocal tract are affected). Conversely, functional dysphonia refers to hoarseness resulting from vocal use (i.e. overuse/abuse). Furthermore, according to ASHA, organic dysphonia can be subdivided into structural and neurogenic; neurogenic dysphonia is defined as impacted functioning of the vocal structure due to a neurological problem (in the central nervous system or peripheral nervous system); in contrast, structural dysphonia is defined as impacted functioning of the vocal mechanism that is caused by some sort of physical change (e.g. a lesion on the vocal folds). Notably, an additional subcategory of functional dysphonia recognized by professionals is psychogenic dysphonia, which can be defined as a type of voice disorder that has no known cause and can be presumed to be a product of some sort of psychological stressors in one’s environment It is important to note that these types are not mutually exclusive and much overlap occurs. For example, Muscle Tension Dysphonia (MTD) has been found to be a result of many different etiological factors including the following: MTD in the presence of an organic pathology (i.e. organic type), MTD stemming from vocal use (i.e. functional type), and MTD as a result of personality and/or psychological factors (i.e. psychogenic type). Nancy Zee (talk) 15:03, 15 October 2016 (UTC)

Dysphonia Article Draft 2
Preventative strategies

Given that certain occupations are more at risk for developing dysphonia (e.g. teachers) research into prevention studies have been conducted. Research into the effectiveness of prevention strategies for dysphonia have yet to produce definitive results, however, research is still ongoing. . Primarily, there are two types of vocal training recognized by professionals to help with prevention: direct and indirect. Direct prevention describes efforts to reduce conditions that may serve to increase vocal strain (such as patient education, relaxation strategies, etc.), while indirect prevention strategies refer to changes in the underlying physiological mechanism for voice production (e.g. adjustments to the manner in which vocal fold adduction occurs, respiratory training, shifting postural habits, etc.). Nancy Zee (talk) 15:11, 15 October 2016 (UTC)

Peer Review
Hi! I think your section of the dysphonia article is very informative!. You have chosen appropriate sources in the form of review articles and your information is presented very objectively. I just have a few suggestions for the article. '''Types of Dysphonia ''' 1) Perhaps breaking the below sentences into two smaller sentences will help make the information easier to understand and help the article flow a little better.

“The distinction between these broad classes stems from their etiology, whereby organic dysphonia results from some sort of physiological change in one of the subsystems of speech (for voice, usually respiration, laryngeal anatomy, and/or other parts of the vocal tract are affected), while functional dysphonia refers to hoarseness resulting from vocal use (i.e. overuse/abuse) [2].”

“Furthermore, according to ASHA, organic dysphonia can be subdivided into structural and neurogenic where the latter is defined as impacted functioning of the vocal structure due to a neurological problem (in the central or peripheral nervous system), and the former is defined as impacted functioning of the vocal mechanism that is caused by some sort of physical change (e.g. a lesion on the vocal folds) [2]”

2) I was a little confused about how you talk about the two main types of dysphonia (organic and functional) and then talk about an additional type (psychogenic dysphonia). To me this suggests that there are three main types of dysphonia and not two as it states in the first line of the section.

I really like the example you provided as to how muscle tension dysphonia can have three different etiologies.

'''Preventative Strategies ''' 1)	I would suggest having a reference to support that teachers are more at risk for dysphonia than other populations

“Given that certain occupations are more at risk for developing dysphonia (e.g. teachers) research into prevention studies have been conducted.”

2) The below sentence is a little confusing: “Although this research has not yet produced definitive evidence for the use of prevention strategies in dysphonia, the strategies themselves continue to be investigated.”

Consider re-wording it to something a little more direct such as ‘Research into the effectiveness of prevention strategies for dysphonia have yet to produce definitive results, however, research is still ongoing.’

3) I think it may be better to have a separate sentence describing indirect treatment approaches and direct treatment approaches.

I can’t wait to read the whole article! Let me know if you have any questions on my suggestions. Mel-SLP (talk) 20:31, 29 October 2016 (UTC)

Peer Review 2
Hiya! This is a well-informed article on an interesting topic! I agree that what you have here is well researched, and I think the general organization and flow of the article makes sense and works well.

The points that Melissa touched on, are most of what I had to say as well. Great info, but maybe breaking it down into more smaller chunks of information could clarify the presentation. Additionally, and maybe you were planning on doing this, I think it would be great to add links to the more complex points in your article. For example you could like some of the following: == Peer Review 2 ==

Hiya! This is a well-informed article on an interesting topic! I agree that what you have here is well researched, and I think the general organization and flow of the article makes sense and works well.

The points that Mel-SLP touched on, are most of what I had to say as well. Great info, but maybe breaking it down into more smaller chunks of information could clarify the presentation. Additionally, and maybe you were planning on doing this, I think it would be great to add links to the more complex points in your article. For example you could link some of the following: laryngeal anatomy, ASHA, peripheral nervous system, etc. I understand that expanding the acronym of ASHA to "American Speech and Hearing Association" is long and may take away from the point, but I think it's important to clarify what that is in the article. Linking the term to the wiki page could be a good way to inform the reader what ASHA is without writing it out.

Great job overall! Keep it up :) I.anastacia (talk) 20:22, 30 October 2016 (UTC)

Response to Peer Review
Hi everyone,

Thanks for the feedback on my article - I have integrated the suggestions in an updated version. I appreciate it! Nancy Zee (talk) 21:53, 6 November 2016 (UTC)