In 1993, the first study of outcomes of auditory-verbal graduates was published in the Journal of the American Academy of Audiology (JAAA). The stated purpose of the research at that time "was to document the status of graduates of one aural habilitation option; auditory-verbal" (p. 190, Goldberg & Flexer). A follow-up study was…

Describes the rationale for, and the routine use of, individual and sound-field FM technology with children having all degrees of hearing loss. This technology is seen as enhancing acoustic accessibility in home and school environments for children of all ages. (DB)

This document supplements a series of training modules that provides a basic introduction to using assistive technology with young children (ages 2 to 7) who have severe disabilities in more than one area of development. The supplement contains suggestions about hearing technologies and listening strategies that improve a child's opportunities to…

Results of a previously published study, which involved 157 individuals with hearing impairments who were graduates of auditory-verbal programs, are summarized. Results indicate that the auditory-verbal approach provided subjects with the opportunity to grow up in regular learning and living environments that enabled them to become independent…

A survey of parents of 54 school-age children with prelingual hearing loss being taught through the auditory-verbal approach revealed that 85% of children were estimated to read better than or as well as average normal hearing children. Of 37 children for whom standardized test scores were supplied, 30 scored at the 50th percentile or higher. (JDD)