Feedback, Cueing, and Practice: Motor Learning in Vocal Rehabilitation
In the world of voice rehabilitation and habilitation, particularly with singers, it’s easy to get caught up in the complexity of teaching vocal technique. During our recent Singing Voice for the Speech-Language Pathologist course, we were inspired by the valuable feedback and observations from participants during demo sessions. This reinforced the critical role motor learning theory plays in creating meaningful and lasting patient outcomes. Here are three immediately implementable strategies grounded in motor learning principles that can be applied today!
1. Feedback: Varied and Timely Adjustments
Providing feedback is an essential part of any voice session. However, how we deliver this feedback can significantly impact learning. Varied feedback – shifting the focus from external cues to internal feedback – can help clients fine-tune their awareness and control. For example, a singer may first receive external cues like “Feel the sound resonance in your mouth or face.” As they gain confidence and proficiency, reducing feedback encourages intrinsic adjustments, empowering singers to self-monitor and correct. By strategically decreasing feedback over time, we allow for the internal shaping of motor skills, leading to deeper retention and application.
2. Cueing: Less Can Be More
As clinicians, we often find ourselves providing detailed instructions, but sometimes the most impactful cues are brief and to the point. As Anna reminded us during the course, consider how few words you can use to elicit a desired behavior. Instead of long explanations, a simple “Think light” or “Forward focus” can shift vocal output. Precision in cueing not only reduces cognitive load but also encourages clients to internalize changes more quickly.
3. Practice: The Power of Blocked Repetition
Motor skill acquisition, especially in singing voice tasks, thrives on repetition. Blocked practice without continuous feedback offers clients a chance to repeat a behavior until it becomes more automatic. For singers working on a potentially challenging vocal pattern or skill, this could mean repeating an exercise multiple times without interruption. This method allows the motor pathways to strengthen and engrain the new skill, fostering lasting changes in voice production. As clinicians, knowing when to step back and let practice run its course can be as vital as active guidance.
Singing Voice for the Speech-Language Pathologist will be available for REPLAY until December 31st, 2024 and available for 0.5 ASHA CEUs. Additional details can be found on the course page.
Thank you for being a part of the voice care community! At VoiceProEd, we seek to provide support to all voice clinicians. Check out our other blog posts or visit our courses page for additional learning resources.
