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The article profiles the speech-language pathology program at the University of Akron in Akron, Ohio. The program was developed in order to provide specialty training for speech-language pathologists (SLPs) who work with hearing impaired and deaf infants, toddlers and children. The author describes the interdisciplinary educational approach used by the program which includes specialists in practice areas including early intervention, social work, audiology, special education and listening and spoken language.

Proposes a practical method of evaluating program efficacy based on data evaluating the school performance of children enrolled in an auditory-verbal early intervention program. Use of the Screening Instrument for Targeting Educational Risk; Positive experiences of children with hearing losses who attend mainstream classes.

Describes the rationale for and the use of individual and sound-field FM technology for children with various degrees of hearing loss. Limitations of hearing aids; Features and capabilities; Invisible acoustic filter effect of hearing impairment; Effort of hearing-impaired children to learn from classroom instruction.

Surveys parents of hearing impaired children taught through the auditory verbal approach concerning their children's development. Theories in the field of language development; Language as in reading process; Number determination of children taught under the auditory verbal approach.

The article discusses a study that examined the status of graduates of auditory-verbal practitioners and programs throughout the world using an online consumer survey. Study highlights include recruitment of participants through social media with posts on various social media groups, percentage of participants who reported having vision difficulties aside from hearing loss, and the frequency at which participants attended auditory-verbal therapy.

This article discusses the AG Bell Academy for Listening and Spoken Language - an organization designed to build capacity of certified Listening and Spoken Language Specialists (LSLS) by defining and maintaining a set of professional standards for LSLS professionals and thereby addressing the global deficit of qualified LSLS. Definitions and descriptions will be presented as the journey to identifying professionals highly qualified in auditory-based practices unfolds - a journey that will prepare professionals to better serve children who are deaf or hard of hearing and their families now and in the future. [ABSTRACT FROM AUTHOR]