SpeechPathology.com Phone: 800-242-5183


eLuma Online Therapy - Own Boss - May 2023

Voice and Message Banking

Kim Winter, MA, CCC-SLP

October 27, 2016

Share:

Question

What is the difference between voice banking and message banking?

Answer

There is very much a clinical difference between the two options.  The biggest difference between the two methods, is that voice banking is the process of creating a synthesized version of a user’s voice. The benefit of this method is that the user can use any text to speech communication program, and the voice would be a synthesized version of their premorbid voice. In contrast, message banking is simply digitized recordings of a person's speech. If you remember audio cassette recorders, this is basically the same thing.  The patient records a message, and the intonation, prosody and verbiage that is used is not modifiable unless it is rerecord.

A similar concept to message banking is message banking by proxy.  This is when an individual that has a voice sounding similar in nature to the patient's voice is utilized.  This might be a good option for somebody who's unable to complete message banking due to the severity of their dysarthria. The patient may ask a family member of the same gender or a friend to help them out with that process.

Finally, there is legacy messages and story banking which is the idea of recording personal stories or sayings that are unique to that individual. It would include personal or intimate messages, such as, “I love you”, etc.

There are several options a person can use for voice banking and message banking. However, clients will need to understand that, regardless of the voice banking method that is used, it is not something they can accomplish in 1-2 hours.  For example, the Model Talker is a voice banking program that requires the individual to record approximately 1,600 sentences to create their synthesized voice.  It is thought to take about 4-6 hours over the course of 3-4 days to record the full inventory. It is definitely a time commitment.

It is important to encourage clients to do some message banking even if they have a primary interest in voice banking.  The synthesized voices are decent in terms of quality and similarity to their typical voice, however it is not going to sound exactly like their own voice.  The only way to ensure that any personal messages sound like their own voice is to message bank them.  

Kim Winter is a Speech-Language Pathologist at Hospital for Special Care in New Britain, CT.  She has 20 years of experience, working exclusively with adults in the medical setting.  Kim provides services in the Outpatient Department, as well as the Neuromuscular and Movement Disorders Clinics, providing interventions to individuals with motor neuron diseases, muscular dystrophies and Parkinsonian disorders. 


kim winter

Kim Winter, MA, CCC-SLP

Kim Winter is a Speech-Language Pathologist at Hospital for Special Care in New Britain, CT.  She has 20 years of experience, working exclusively with adults in the medical setting.  Kim provides services in the Outpatient Department, as well as the Neuromuscular and Movement Disorders Clinics, providing interventions to individuals with motor neuron diseases, muscular dystrophies and Parkinsonian disorders.  Much of her career has been spent providing AAC services to adults with a wide variety of both acquired and developmental disabilities.  She has served as a guest lecturer for the graduate level AAC class at the University of Connecticut and in 2011 was selected as a co-presenter on ALS and Management of Dysphagia at the ASHA National Convention.


Related Courses

AAC: Taking the ‘OMG’ out of Report Writing and Treatment Planning
Presented by Kim Winter, MA, CCC-SLP
Video

Presenter

Kim Winter, MA, CCC-SLP
Course: #10536Level: Intermediate1.5 Hours
  'The presenter shared a wealth of information that is important for using AAC in outpatient care and other settings'   Read Reviews
This course describes how to document augmentative/alternative communication (AAC) assessment outcomes and treatment planning for adult clients, in order to obtain funding of a speech-generating device (SGD) via Medicare or other third-party payers. Medicare SGD coverage, access methods to assess, required evaluation report elements, and client competencies to target in goals and treatment are discussed.

AAC Considerations and Challenges: Adult Case Reviews
Presented by Kim Winter, MA, CCC-SLP
Video

Presenter

Kim Winter, MA, CCC-SLP
Course: #10730Level: Advanced1.5 Hours
  'Great for referencing difficult adult cases!'   Read Reviews
Assessment and treatment considerations for clinicians providing augmentative/alternative communication (AAC) services to adults with complex communication needs are discussed in this course. Case studies are used to describe AAC options, clinical decision making and use of evidence-based practice methods, as well as common practice limitations that clinicians face when providing such services.

Behavioral Frameworks for Dementia Management
Presented by Mary Beth Mason, PhD, CCC-SLP, Robert W. Serianni, MS, CCC-SLP, FNAP
Video

Presenters

Mary Beth Mason, PhD, CCC-SLPRobert W. Serianni, MS, CCC-SLP, FNAP
Course: #9473Level: Intermediate1 Hour
  'Instructors provided detailed examples and researched information'   Read Reviews
This course will focus on cognitive-communication intervention strategies for various dementia presentations and will provide a review of evidence-based treatment. Behavioral frameworks along with their rationales will be introduced and applied across several dementia types and mild, moderate and severe levels of impairment.

Dysphagia in Neurodegenerative Disease
Presented by Debra M. Suiter, PhD, CCC-SLP, BCS-S
Video

Presenter

Debra M. Suiter, PhD, CCC-SLP, BCS-S
Course: #9732Level: Intermediate1 Hour
  'Clear explanation'   Read Reviews
Dysphagia is common in individuals with amyotrophic lateral sclerosis (ALS) and Parkinson’s disease. This course discusses the underlying pathophysiology and appropriate treatment programs for each disease, as well as use of alternate methods of nutrition/hydration.

Textbook: Achieving Communication Competence
Presented by Yvonne Gillette, PhD, ASHA Fellow
Text

Presenter

Yvonne Gillette, PhD, ASHA Fellow
Course: #10517Level: Advanced15 Hours
  'the way everything is so organized and makes sense'   Read Reviews
Based on the textbook, Achieving Communication Competence, this course describes a three-step process to create an effective intervention plan for people with severe communication disabilities. Assessment of environmental factors and communication skills, implementation and modification of intervention plans, and progress reporting are discussed.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.