SpeechPathology.com Phone: 800-242-5183


Progressus Therapy

Velopharyngeal Insufficiency After Tonsillectomy

Ann Kummer, Ph.D,CCC-SLP

August 30, 2010

Share:

Question

I am currently studying Music at Rhodes University, Grahamstown South Africa. I am in my third year with Alto Saxophone as my major instrument. In December 2009 I was tested and confirmed to have glandular fever, and from there is when things started goin

Answer

The velopharyngeal valve consists of the velum (soft palate) and pharyngeal walls (walls of the throat). During speech, the velum raises and closes against the posterior pharyngeal wall. The lateral pharyngeal walls move medially, to close either against or behind the velum. These structures therefore serve as a valve to close off the nose from the mouth during speech, sucking and blowing.

Velopharyngeal insufficiency (VPI) is a structural problem that affects the function of the velopharyngeal valve. The term "velopharyngeal incompetence" is sometimes used interchangeably, but we use it to mean a neurophysiological basis for poor velopharyngeal function. Regardless, both are abbreviated as VPI so we will use that for the rest of this discussion. For more information about VPI, go to www.cincinnatichildrens.org/vpi.

VPI is a risk with adenoidectomy because with children, the adenoids often provide extra bulk for firm velopharyngeal closure. VPI is very rare after tonsillectomy alone. When it does occur, it may be due to unconscious "protecting" of the velopharyngeal mechanism from the postoperative pain. This abnormal pattern may disappear after 4-6 weeks, but it can persist as a habit, requiring speech therapy. In each case of this that has been reported, this also results in severe hypernasality during speech.

The other known cause of VPI after tonsillectomy is scarring, particularly of one or both of the posterior faucial pillars (the back of the two drapes that are on each side of the back of the mouth). This pillar includes a muscle that is important for velopharyngeal closure.

The best thing to be done right now is to see a speech pathologist and ENT that are associated with a craniofacial team. They need to do a nasopharyngoscopy (also called nasendoscopy or videonasendoscopy). That way, they can see the opening while you are playing the saxophone and determine the cause. A surgical procedure may be necessary to fix it, but since the opening is probably small, it should be a relatively minor surgery.

Visit the SpeechPathology.com eLearning Library to view all of our live, recorded, and text-based courses on a variety of topics.

Dr. Kummer is Senior Director of the Speech Pathology Department at Cincinnati Children's and Professor of Clinical Pediatrics and Professor of Otolaryngology at the University of Cincinnati Medical Center. She does many lectures and seminars on a national and international level. She is the author of many professional articles, 16 book chapters, an inventor of the Oral and Nasal Listener, and author of the SNAP nasometry test. She is also the author of the text entitled Cleft Palate and Craniofacial Anomalies: The Effects on Speech and Resonance, 2nd Edition, Clifton Park, NY: Delmar Cengage Learning, 2008. She is an ASHA Fellow.


Ann Kummer, Ph.D,CCC-SLP


Related Courses

Treatment Approach Considerations for School-Aged Children with Speech Sound Disorders
Presented by Kathryn Cabbage, PhD, CCC-SLP
Video

Presenter

Kathryn Cabbage, PhD, CCC-SLP
Course: #9472Level: Intermediate1 Hour
  'Knowledgeable presenter who provided a lot of evidenced based material'   Read Reviews
This course will address the theoretical underpinnings and research base related to differential diagnosis and treatment of articulation and phonological deficits in children with speech sound disorders. Special considerations for how to tailor evaluation and intervention to meet the needs of school-age children will be discussed.

Back to Basics: Down Syndrome
Presented by Theresa Bartolotta, PhD, CCC-SLP
Video

Presenter

Theresa Bartolotta, PhD, CCC-SLP
Course: #8975Level: Introductory1 Hour
  'I like how it was organized and each area of speech and language was addressed'   Read Reviews
This course serves as a primer on Down syndrome for practicing speech-language pathologists. The basics of the syndrome and common speech, language, voice, and fluency issues are addressed. Effective treatment strategies for improving communication across the lifespan are discussed.

20Q: Dynamics of School-Based Speech and Language Therapy Variables
Presented by Kelly Farquharson, PhD, CCC-SLP, Anne Reed, MS, CCC-SLP
Text

Presenters

Kelly Farquharson, PhD, CCC-SLPAnne Reed, MS, CCC-SLP
Course: #10002Level: Advanced1 Hour
  'great information'   Read Reviews
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.

Sleuthing for /s/ and /r/: Facilitating Strategies for Residual Sound Errors
Presented by Lynn Berk, MA, CCC-SLP
Video

Presenter

Lynn Berk, MA, CCC-SLP
Course: #9237Level: Introductory2 Hours
  'Instructor is clearly very knowledgeable'   Read Reviews
This course will discuss the rationale and strategies for teaching production of /s/ and /r/ for upper elementary school-age children and older. Errors on these two sounds are considered residual when production continues to be inaccurate beyond the developmental age of acquisition.

20Q: A Continuum Approach for Sorting Out Processing Disorders
Presented by Gail J. Richard, PhD, CCC-SLP
Text

Presenter

Gail J. Richard, PhD, CCC-SLP
Course: #10008Level: Intermediate1 Hour
  'I liked the organization and straightforward presentation of the information that was presented in a written format'   Read Reviews
There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.

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