Erratum to “The Effectiveness of a Voice Treatment Approach for Teachers With Self-Reported Voice Problems” Journal of Voice. 2006;20:423–431

Abstract

The authors have recently become aware that this article was published with some typographical errors. The errors are in Tables 3 and 4, where we have reported baseline and post-treatment values for a number of voice parameters. We present the change between baseline and post-treatment, but unfortunately we have performed each subtraction the wrong way. For example, a change from 6.4 to 6.9 is reported as a change of −0.5 units. This error has been propagated to the calculation of effect sizes, which also have the wrong sign. The reported mean, standard deviation, and P values are correct, as is the discussion of the results. Nevertheless we cannot deny that the data are potentially confusing. There is an additional typographical error in Table 4 where the baseline scores for “control of voice” should be 22.3 units and not 2.3 units. We apologize for any confusion or inconvenience this may have caused. The Effectiveness of a Voice Treatment Approach for Teachers With Self-Reported Voice ProblemsJournal of VoiceVol. 20Issue 3PreviewTeachers are considered the professional group most at risk of developing voice-problems, but limited treatment effectiveness evidence exists. We studied prospectively the effectiveness of a 6-week combined treatment approach using vocal function exercises (VFEs) and vocal hygiene (VH) education with 20 teachers with self-reported voice problems. Twenty subjects were randomly assigned to a no-treatment control (n = 11) and a treatment group (n = 9). Fibreoptic endoscopic evaluation was carried out on all subjects before randomization. Full-Text PDF