Voice problems are the most common communication disorder, impacting approximately 7.5 million people in the USA. The main goal of voice therapy is to optimize the dynamic interactions between the respiratory, laryngeal, and resonating sub-systems for an improved vocal output across all communication tasks. Considering that each client presents with unique anatomy and physiology of phonation, we need the flexibility to determine the most effective voice production technique that will be used in therapy. We also need a voice therapy model that will facilitate generalization and maintenance of the "new" voice. The Global Voice Therapy Model (GVTM), grounded in motor learning principles, is dedicated to achieving and maintaining the "new" voice in all communication tasks independent of a specific voice production technique. This course will explore the components of the GVTM, motor learning principles applied to the GVTM, research related to the GVTM, and application of the GVTM to clinical practice. The content of the course is for all SLPs in private practice, schools, and medical settings servicing children and adult clients. Offered for 0.2 ASHA CEUs – 2 contact hours.
Run Time: 2:00:03
2. Components of the GVTM
3. Motor learning principles in the GVTM
4. Research related to the GVTM
5. Application of the GVTM
The content of this online CE course does not focus exclusively on any specific proprietary product or service, however, it does present information on the GVTM which was created by the presenter using funds from a faculty professional development grant. Presenter financial and non-financial disclosures may be found by clicking on the Presenter & Disclosures tab.
Video PowerPoint presentation with author narration & downloadable handout.
Elizabeth U. Grillo, PhD, CCC-SLP, is an associate professor in the Department of Communication Sciences and Disorders at West Chester University of Pennsylvania (WCU). After earning a bachelor's of music in voice performance from Indiana University, she pursued a career change to speech-language pathology by earning a M.S. at Teachers College Columbia University and a Ph.D. at the University of Pittsburgh. Her clinical expertise is in voice disorders and in medical speech-language pathology. Currently, her research related to voice is addressing aerodynamic measures, the Global Voice Prevention and Therapy Model, apps, and telepractice. Her research has been supported by grants at WCU and an R15 from the National Institute on Deafness and Other Communication Disorders (NIDCD) of the National Institutes of Health. Her work has been disseminated through peer-reviewed publications and presentations at local, state, and national conferences.
Financial — Elizabeth Grillo is an employee of West Chester University (WCU); receives salary. Pilot work of the Global Voice Prevention and Therapy Model (GVTM) was funded by a WCU Faculty Professional Development Grant. Dr. Grillo’s work related to telepractice is funded through the NIDCD, grant number R15DC014566.
Financial — Elizabeth Grillo is presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Nonfinancial — Elizabeth Grillo is the developer of the Global Voice Prevention and Therapy Model (GVPTM).
This program is offered for 0.2 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of CEUs is noted above. Note that 0.1 CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
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ASHA CE Registry Submission: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
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Certificate of completion: A certificate displaying participant name, date of course completion (based on the Eastern Standard Time Zone), and the number of contact hours earned is presented to participants once a score of 80% or greater is earned on the post test. Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry: Northern Speech will provide CEU information to the ASHA CE Registry for you. At the time of course enrollment if you select that you are taking the course for ASHA Credit and if you provide your ASHA Member Number, Northern Speech will automatically submit your hours to the CE Registry after you successfully complete the post test. Please allow 45-60 days from the date of course completion for your hours to appear on your CE transcript. Note that ASHA will record your CEUs as earned on the last day of the month in which you completed your course. For example, if you completed your course on Nov 7, the CE Registry will reflect course completion as Nov 30.
Number of CEUs offered: We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs: NSS is an ASHA CE Provider and most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
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"I enjoyed the examples of goals and that the course was easy to take with a flexible schedule." – D.P. (Feb. 2018)
"I liked the practical information with organized material and handout as well as the video examples and demonstration." – M.E.M. (Jan. 2018)
"The discussions on negative practice, the contrast of OLD vs NEW voice to facilitate faster generalization, and the maintenance of the improved vocal output were most beneficial. I liked the clips of therapy with actual patients demonstrating the various techniques." – P.T. (Nov. 2017)
"I appreciated the application of the various treatment techniques within the GVTM protocol. I liked the organized manner with which it was presented coupled with audio and visual samples of the treatment method. I thought the course was excellent but would have liked to view a child sample." – S.L. (Oct. 2017)
"I really liked how the presenter described each vocal therapy technique and provided examples. I was unfamiliar with chest resonance and twang. The demonstrations of these techniques and others helped clarify how to use these with patients. I really feel like I have the tools to improve my voice therapy skills and implement the Global Voice Therapy Model." – L.A.P. (Sept. 2017)
"The video and audio examples demonstrating stimulability testing and concise review of various vocal treatment methods were excellent." – L.N. (Aug. 2017)
"I appreciated the specific description of techniques and how to present to clients/patients." – C.T. (July 2017)
"The GVTM model for therapy was most beneficial. The course was very relative to my tx practice. I have incorporated similar techniques into my practice." – R.B. (June 2017)
"I appreciated the discussion of new versus old voice practice and the discussion of various voice techniques." – S.T. (May 2017)
"I liked the examples of real clients, verbal explanations of techniques, and the treatment hierarchy." – R.S. (Apr. 2017)
"I enjoyed the breakdown on the use of treatment approach in a session as well as the review of stimulability techniques with demonstration. I liked that the course covered practical knowledge that is clinically geared." – A.K. (Feb. 2017)
"All the actual treatment examples were helpful. Thank you to Elizabeth Grillo for not being fearful of presenting herself in the midst of actual treatment and for demonstrating everything. This course was very well done, covered the theoretical basis for GVTM but then went on to clearly describe and demonstrate every step so that it could be clearly understood and implemented in practical treatment. Thank you so much!" – L.V.Z. (Dec. 2016)
"The course addressed many of the questions I had about effective voice intervention. Presenter was confident and knowledgeable. The stimulability trials using variety of techniques were very valuable." – K.K. (Nov. 2016)
"I enjoyed the different components of the GVTM. I have not been doing all these things with my current voice pts. It is something that is applicable to my practice and I can incorporate these strategies immediately." – T.G. (Oct. 2016)
"I like that the course material is fairly easy to apply and enjoyed the audio and video examples. The voice techniques can be hard to learn about and teach, so it's great to hear from real people." – L.J. (Sept. 2016)
"I greatly appreciated the stimulability exercises, vocal hygiene strategies, use of random practice for generalization of new skill. I liked the provided examples of appropriate long term and short term goals for voice therapy." – G.M.W. (Aug. 2016)
"The addition of steps in practice hierarchy to promote carry over of new voice was the most beneficial discussion." – V.K. (Aug. 2016)
"The overall concept of GVTM was very useful." – H.Y. (July 2016)
"Learning about different voice production techniques was incredibly helpful. I liked the simple, easy to follow instructions/plan." - K.P. (June 2016)
"I appreciated the treatment techniques and examples built into the framework." – A.K. (June 2016)
"The detail on stimulability testing with examples of each technique was most beneficial. I liked that the course was very descriptive with good demonstrations of all techniques described." – A.W. (May 2016)
"Very informative with practical information that I was able to incorporate immediately into my sessions." – K.S. (Apr. 2016)
"The discussion on blocked and random practice was most beneficial." – A.M. (Apr. 2016)
"I liked the various techniques that were discussed. I would have liked more examples with children." – M.M. (Apr. 2016)
"The examples of different voice techniques and specific treatment plan to follow were very helpful." – C.O. (Apr. 2016)
"The instructor was very knowledgeable and provided wonderful examples and opportunity to practice." – S.F. (Mar. 2016)
"I found the discussion on Stimulability Testing, going over the videos of the various techniques, the most helpful." – T.M. (Feb. 2016)
"Good pace and good information. The review of the treatment techniques and the examples to facilitate them was beneficial." – N.L. (Feb. 2016)
"I enjoyed that it was very simple and straightforward - it was a simple basic model to use." – D.B. (Jan. 2016)
"I really benefitted from the treatment hierarchy which allows for efficient organized progression in treatment." – J.H. (Jan. 2016)
"Comparing old and new voice hard glottal attack methods and when to apply were very helpful." – A.F. (Jan. 2016)
"I liked the specific examples of treatment techniques with clients, video and audio recordings." – K.S.C. (Jan. 2016)
"I liked how other voice therapies are discussed." – J.P. (Jan. 2016)
"Excellent clinical examples utilized and I can start using immediately in therapy." – J.R. (Jan. 2016)