While the Auditory-Verbal approach has been a popular intervention option for children with hearing loss since the 1940s. few empirical studies have evaluated the communication and academic outcomes of those children who have participated in this intervention approach. The focus of this article is to discuss the standards of evidence-based practice and to examine the existing evidence that supports Auditory-Verbal therapy (AVT) as an intervention approach. Various types of evidence are categorized in terms of the scientific strength they provide in favor of treatment approaches. The evidence that currently exists in support of AVT is presented through a review of seven studies examining various outcomes associated with this intervention approach. The article concludes with a discussion of the types of evidence that are still needed to support the outcomes of AVT and a call for collaboration in the generation of such evidence.