University Practicum for Transgender Voice Modification: A Motor Learning Perspective The student clinician who wishes to develop the clinical skill to work in the area of transgender voice modification requires a strong theoretical framework and a supportive relationship with the supervisor. Given the stresses that the trans individual and the novice clinician must cope with during the client's transition, a ... Article
Article  |   October 12, 2017
University Practicum for Transgender Voice Modification: A Motor Learning Perspective
Author Affiliations & Notes
  • Celia Faye Stewart
    Department of Communicative Sciences and Disorders, New York University, New York, NY
  • Irene Frances Kling
    Kling Voice and Speech-Language Pathology Services, New York, NY
  • Disclosures
    Disclosures ×
  • Financial: Celia Faye Stewart and Irene Frances Kling have no relevant financial interests to disclose.
    Financial: Celia Faye Stewart and Irene Frances Kling have no relevant financial interests to disclose.×
  • Nonfinancial: Celia Faye Stewart and Irene Frances Kling have no relevant nonfinancial interests to disclose.
    Nonfinancial: Celia Faye Stewart and Irene Frances Kling have no relevant nonfinancial interests to disclose.×
Article Information
Special Populations / Transgender / Professional Issues & Training / Speech, Voice & Prosody / Part 2
Article   |   October 12, 2017
University Practicum for Transgender Voice Modification: A Motor Learning Perspective
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 102-108. doi:10.1044/persp2.SIG10.102
History: Received January 17, 2017 , Revised March 8, 2017 , Accepted March 22, 2017
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 102-108. doi:10.1044/persp2.SIG10.102
History: Received January 17, 2017; Revised March 8, 2017; Accepted March 22, 2017

The student clinician who wishes to develop the clinical skill to work in the area of transgender voice modification requires a strong theoretical framework and a supportive relationship with the supervisor. Given the stresses that the trans individual and the novice clinician must cope with during the client's transition, a perspective that explains the cognitive demands and variation in motor behavior is of paramount importance. Motor learning theory emphasizes not only the necessity for repetition and practice during the acquisition of a new motor skill, but rationalizes the temporary instability as one modifies, stabilizes, and consolidates the sought-after vocal identity.

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