Please contact GWUvoice@gwu.edu for
information about this research or to
participate in a study.


OPEN FOR PARTICIPATION

* If you are interested in multiple studies we can schedule them together.*

1. Glottal Physiology and Gender Perception of Transgender Speakers

**This study is funded by the National Institutes of Health (NIH)**

2. Effects of Hormonal Therapy on the Transgender Voice

3. Physiology and Health of the Aging Transgender Voice

**This study is funded by Clinical and Translational Science Institute**

4. Synthetic Vocal Folds for Normal and Aging Voice

**This study is funded by the GW Institute for Biomedical Engineering**



PUBLICATIONS AND PRESENTATIONS

TRANSGENDER COMMUNICATION AND VOICE
Hancock, A.B. & Rubin, B.A. (available online, May 2014). Influence of communication partner’s gender on language. Journal of Language and Social Psychology.

Hancock, A.B. & Gross, H.E. (in press). Acoustic and aerodynamic measures of the voice in pregnancy. Journal of Voice.

Hancock, A.B., Colton, L. & Douglas, F. (2014). Intonation and gender perception: Applications for transgender speakers. Journal of Voice, 28(2).

Hancock, A.B. & Garabedian, L. (2013). Transgender voice and communication treatment: A retrospective chart review of 25 cases. International Journal of Communication Disorders, 48(1), 54-65.

Hancock, A.B. & Helenius, L. (2012). Adolescent Male-to-Female transgender voice and communication therapy. Journal of Communication Disorders, 45, 313-324.

Hancock, A.B., Krissinger, J. & Owen, K. (2011). Voice perceptions and quality of life of transgender individuals. Journal of Voice, 25(5), 553-558.

Owen, K. & Hancock, A.B. (2010). The role of self-and-listener perceptions of femininity in voice therapy. International Journal of Transgenderism, 12(4), 272-284.

World Professional Association for Transgender Health (WPATH) 2009: Presentation

2008 Voice Symposium: Presentation


PEDAGOGY
Ekmekci, O., Hancock, A.B., Swayze, S. (2012). Teaching research methods to graduate students: Lessons learned from three different degree programs. International Journal of Teaching and Learning in Higher Education, 24(2), 272-279.

Hancock, A.B. & Brundage, S.B. (2010). A rubric for formative assessment of students in communication science and disorders programs. Journal of Allied Health. Editor's Award for Journal of Allied Health

Hancock, Stone, Brundage, & Zeigler (2009). Public speaking attitudes: Does curriculum make a difference? Journal of Voice, 24(3), 302-307.


MOTOR SPEECH
Youmans, S., Youmans, G., & Hancock, A.B. (2011). The social validity of script training related to the treatment of apraxia of speech. Aphasiology, 25(9), 1078-1089

Youmans, G., Youmans, S., & Hancock, A.B. (2011). Script training treatment for adults with apraxia of speech. American Journal of Speech-Language Pathology, 20(1), 23-27.

Friedman, I., Hancock, A., Bamdad, M., & Schulz, G. (2010). Using principles of motor learning to treat apraxia of speech after traumatic brain injury. Journal of Medical Speech-Language Pathology, 18(1), 1-12.

2008 DCSHA Winter Conference: Motor Learning Guided Handout


COGNITIVE-LINGUISTIC
Hancock, A.B., Schulz, G., & Whelan, B. (2011). Language production by patients with Parkinson disease before and after posteroventral pallidotomy. Journal of Medical Speech-Language Pathology, 19(4), 59-72

Hancock, A.B., LaPointe, L.L., Stierwalt, J.A.G., Bourgeois, M.S., Zwaan, R.A. (2007). Stimulus modality and interstimulus intervals as variables in computerized assessment. Contemporary Issues in Communication Disorders. Editor’s Award in Contemporary Issues in Communication Sciences and Disorders.



PUBLICATIONS IN PROGRESS

Gender and Language
Recent research presents a picture of diminishing gender differences in language. In this paper, two experiments are used to examine whether language use can predict perceptions of gender and femininity. None of the variables were strongly correlated with perceptual scores, so regression analysis was used to determine how combinations of linguistic variables predict female/feminine ratings. Results from these two studies demonstrate that gender-related differences in language use for two contexts (picture description and personal narrative) are limited, and that any relationship of language to perceptions of gender and femininity is complex and multivariate. This information can guide the role of language targets in communication training for people who want to better align their communication style with their gender presentation.

Effectiveness of Intensive Treatment Model for Voice Feminization
Within the past year, service delivery methods for voice and communication feminization at GW have grown to include full- and half-day workshops called “Transitional Voice Training Intensives”. Acoustic and perceptual measures are collected at the start and end of the workshop. Preliminary analysis confirms significant gains from this short, intense service delivery model … and delighted clients!

Voice-Related Quality of Life for Transgender Americans
Voice-related quality of life (VQOL) for a diverse group of 81 male-to-female (MTF) and 23 female-to-male (FTM) Americans was measured using the Voice Handicap Index, Voice-Related Quality of Life Scale, and the relatively recent Transgender Self-Evaluation Questionnaire (TSEQ). Overall, VQOL results from this study indicate that TG speakers do report a range of quality and some are severely impacted by voice and communication concerns. Impacts of gender, age, stage of transition, and other demographic characteristics are addressed in results. Psychometric evaluation of the TSEQ using this sample revealed excellent content and convergent validity, test-retest reliability, and internal consistency. The TSEQ provides a suitable measure of VQOL, one that could be used to justify voice and communication services and to measure treatment efficacy for this population negatively affected by voice concerns.

Speech-language pathologists’ LGBTQ knowledge and skill
A survey of knowledge and attitudes (foundational stages of cultural competency) was completed by 279 SLPs from four countries. Mean scores on LGBTQ culture questions neared 50%. Self-ratings indicated more comfort than knowledge, and generally positive feelings toward LGBTQ subgroups. 51% did not know how to describe transgender communication therapy. Acknowledging that transgender patients are particularly vulnerable in health care, it is apparent that there is a need to promote LGBTQ awareness within speech-language pathology. This study provides direction for improving LGBTQ cultural competence among SLPs.