[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-461065-105":59,"doc-detail-461065-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","assessment-of-voice-and-resonance-guidance","Assessment of Voice and Resonance - Guidance","","Guidance document focused on assessing voice and resonance disorders in school-aged students, defining speech or language impairment and describing how voice impairment may present without acute infection or temporary physical factors. It outlines relevant characteristics including volume, pitch, voice quality, and resonance (hypernasality, hyponasality, and mixed forms). The resource emphasizes comprehensive evaluation methods combining subjective perceptual judgments and objective instrument or standardized measures, along with academic activity observations, SLP probes, case history, and appropriate criterion- and norm-referenced assessments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-voice-and-resonance-guidance/461065/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-voice-and-resonance-guidance/461065.png","ImageObject",300,407,{"name":92,"@type":93},"EvelynWrites","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What qualifies as a voice impairment for school evaluation purposes?","Question",{"text":112,"@type":113},"A voice disorder is described as an impairment of speech or sound production and may include issues with volume, pitch, voice quality, or resonance. It is identified based on characteristics of impairment after considering age, culture, language background, and dialect, and is not due to acute respiratory infection or temporary physical factors such as short-term vocal abuse or allergies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What should a comprehensive voice and resonance examination include?",{"text":117,"@type":113},"A comprehensive examination should combine subjective measures (such as perceptual ratings and clinical impressions from speech samples) and objective measures (such as standardized tests or instrument evaluations). Observations should occur in both low and high vocal demand situations.",{"name":119,"@type":110,"acceptedAnswer":120},"Which assessment information sources are recommended for the IEP team?",{"text":121,"@type":113},"The IEP team is advised to gather information from academic activities (including observation), contextualized measurement, SLP probes, and appropriate criterion-referenced and norm-referenced assessments as needed. The documentation should also show that the disorder adversely affects educational performance (academic, social, emotional, or vocational).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},461065,1791035078,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212989558,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","S P E C IA L E D U CAT I O N  \nASSESSMENTS  \nAssessment of Voice and Resonance  \nWisconsin Department of Public Instruction (DPI) would like to thank Maia Braden for her significant contributions to this resource.  \nDEFINITION PI 11.36(5)(a), Wisconsin Administrative Code Speech or Language Impairment means: An impairment of speech or sound production, voice, fluency, or language that adversely affects educational performance or social, emotional, or vocational development.  \nAdministrative Rule: Voice Disorder  \nThe child's voice is impaired in the absence of an acute, respiratory virus or infection and not due to temporary physical factors such as allergies, short term vocal abuse, or puberty.  \nFollowing consideration of the child's age, culture, language background, or dialect, the child demonstrates characteristics of a voice impairment, which include any of the following:  \na. The child's vocal volume, including loudness.  \nb. The child's vocal pitch, including range, inflection, or appropriateness.  \nc. The child's vocal quality, including breathiness, hoarseness, or harshness.  \nd. The child's vocal resonance, including hypernasality.  \nThe purpose of this document is to provide guidance in the areas of voice and resonance disorders. The document provides guidance in assessment of voice and resonance disorders, including recommendations for a comprehensive assessment, definitions of terms, and resources for further information.  \nTABLE OF CONTENTS  \nKey Ideas for Voice and Resonance Disorders  \nProcedures and Tools for Assessing Voice and Resonance  \nAcademic Activities  \nEngage in Discussion with Classroom Teacher(s)  \nObservation Tips and Tools  \nContextualized Measurement  \nSLP Probes  \nCase History and Interviews  \nCriterion-Referenced Assessments  \nSpeech Samples: Perceptual Assessment of Voice  \nDynamic Assessment  \nOther Criterion-Referenced Assessments  \nNorm-Referenced Assessments  \nCollaborating with the Medical Team  \nUnderstanding Academic Language and Adverse Effect  \nSummarizing Assessment Data  \nFrequently Asked Questions  \nReferences  \nAppendices of Resources and Tools  \nKey Ideas for Voice and Resonance Disorders  \n● The following are relevant terms and their definitions:  \n○ Voice quality: voice quality refers to the overall sound of the voice. Abnormal voice quality is sometimes described as hoarse, breathy, rough, gravelly, raspy, scratchy, squeaky. A voice quality that draws negative attention, is unusual for the age, gender, or culture of the student, or interferes with intelligibility is considered disordered.  \n○ Resonance: resonance is the amount of sound energy in the oral or nasal cavity. Too much sound in the nasal cavity is hypernasal. This may occur in cases ofcleft palate, velopharyngeal dysfunction, and velopharyngeal mislearning. Not enough sound energy in the nasal cavity is hyponasality. This often sounds like someone has a cold or plugged nose. It is also possible to have mixed resonance (both hyper-and hypo-nasal resonance), and “cul-de-sac” resonance, which sounds as if there is an obstruction in the back of mouth or throat.  \n○ Volume: this is the perceptual loudness of the voice. It can be too loud for the situation, too quiet for the situation, or have inappropriate variability.  \n○ Pitch: pitch is the perceptual correlate of frequency, and refers to tone, how high or low the voice is. Pitch is judged by appropriateness for age, and for appropriate variability.  \n● Obtain information about voice and resonance in all languages spoken by the student . Parents and caregivers can give important information regarding whether or not the student’s voice quality and resonance in their native language differs from what is expected.  \n● “A comprehensive voice and resonance examination should include information obtained from both subjective measures (e.g., perceptual ratings and clinical impressions based on observations and analysis of speech samples) and objective measures (e.g., standa","cbCaioSQOvjFv4Bp","https://ap.wps.com/l/cbCaioSQOvjFv4Bp","pdf",338496,14,"English","# Key Ideas for Voice and Resonance Disorders\n## Procedures and Tools for Assessing Voice and Resonance\n## Academic Activities\n## Engage in Discussion with Classroom Teacher(s)\n## Observation Tips and Tools\n## Contextualized Measurement\n## SLP Probes\n## Case History and Interviews\n## Criterion-Referenced Assessments\n## Speech Samples: Perceptual Assessment of Voice\n## Dynamic Assessment\n## Other Criterion-Referenced Assessments\n## Norm-Referenced Assessments\n## Collaborating with the Medical Team\n## Understanding Academic Language and Adverse Effect\n## Summarizing Assessment Data\n## Frequently Asked Questions\n## References\n## Appendices of Resources and Tools","[{\"question\":\"What qualifies as a voice impairment for school evaluation purposes?\",\"answer\":\"A voice disorder is described as an impairment of speech or sound production and may include issues with volume, pitch, voice quality, or resonance. It is identified based on characteristics of impairment after considering age, culture, language background, and dialect, and is not due to acute respiratory infection or temporary physical factors such as short-term vocal abuse or allergies.\"},{\"question\":\"What should a comprehensive voice and resonance examination include?\",\"answer\":\"A comprehensive examination should combine subjective measures (such as perceptual ratings and clinical impressions from speech samples) and objective measures (such as standardized tests or instrument evaluations). Observations should occur in both low and high vocal demand situations.\"},{\"question\":\"Which assessment information sources are recommended for the IEP team?\",\"answer\":\"The IEP team is advised to gather information from academic activities (including observation), contextualized measurement, SLP probes, and appropriate criterion-referenced and norm-referenced assessments as needed. The documentation should also show that the disorder adversely affects educational performance (academic, social, emotional, or vocational).\"}]","Assessment of Voice and Resonance - Guidance | PDF",1790760515,35]