Auditory-Perceptual Assessment of Gender Expression in Voice (PAGE-V)

Development and initial evaluation of a clinical rating protocol

Författare

DOI:

https://doi.org/10.58986/al.2025.41653

Nyckelord:

auditory-perceptual voice assessment, listener training, voice quality, resonance, intonation

Abstract

Könsbekräftande röstbehandling syftar till att hjälpa transpersoner och personer med varierande könsidentiter att nå en röst som bättre överensstämmer med deras könsidentitet. Vi beskriver och utvärderar protokollet ”Auditory-Perceptual Assessment of Gender Expression in Voice” (PAGE-V) för att bedöma röst- och talegenskaper av betydelse för att utvärdera könsbekräftande röstbehandling. Utvärderingen av protokollet genomfördes i två steg. Först granskade sju logopeder PAGE-V baserat på deras erfarenhet av att ge könsbekräftande röstbehandling. Därefter genomgick sex logopeder en lyssnarutbildning och bedömde 45 röster enligt PAGE-V. Resultaten visar att enskilda logopeder betygsatte protokollets egenskaper relativt konsekvent, men att överenstämmelsen mellan logopederna var lägre. PAGE-V sågs av logopederna som ett kliniskt användbart verktyg, och återkopplingen stärker vidareutvecklingen av PAGE-V. Lyssnarträning kommer dock att krävas för att säkerställa god konsensus i användning av protokollet.

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Författarbiografier

Jenny Holmberg, Umeå Universitet

Department of Clinical Sciences, Division of Speech and Language Pathology, Umeå University, Umeå, SE-901 87, Sweden

Maria Södersten, Karolinska institutet

Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm SE-171 77, Sweden

Medical Unit Allied Health Professionals, Section Speech and Language Pathology Karolinska University Hospital, Stockholm SE-141 86, Sweden

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Publicerad

2025-09-11

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Holmberg, J., Södersten, M., & Nylén, F. (2025). Auditory-Perceptual Assessment of Gender Expression in Voice (PAGE-V): Development and initial evaluation of a clinical rating protocol. Acta Logopaedica, 2. https://doi.org/10.58986/al.2025.41653

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