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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 published in 2001, also in JAAA, and findings of both studies revealed that the majority of the participants were integrated into regular/typical learning and living environments. The latter study suggested that the early fitting of sensory aids and cochlear implant technology, coupled with family-focused early intervention emphasizing auditory learning, helped to provide for even greater independence and community participation of these later graduates. Now, over 25 years after the initial auditory-verbal graduate study, this current research project replicates and provides an update of graduates of auditory-verbal teaching from around the world. (Participants in the earlier studies were solely from the United States and Canada.) Results from over 200 graduates continue to reinforce the positive outcomes reported in the earlier studies.

A collaborative team of faculty from The University of Akron (UA) in Akron, Ohio, and Kent State University (KSU) in Kent, Ohio, were awarded a federal grant from the U.S. Department of Education to develop a specialty area in the graduate speech-language pathology (SLP) programs of UA and KSU that would train a total of 32 SLP students (trainees) over a period of 4 years (eight per year) to work with children who have hearing loss and are acquiring listening and spoken language. The Grant Program is conducted by a faculty of eight professors, four from each university, with a co-director for the Grant Program assigned to each university. The Grant Program has an interdisciplinary and transdisciplinary framework that includes specialists in early intervention, special education, psychology, social work, and preschool education as well as SLPs, audiologists, and auditory-verbal therapists certified as listening and spoken language specialists (LSLS). In addition, university and community-based professionals highly experienced in providing services to infants, toddlers, and children with hearing loss and their families mentor and supervise practicum experiences while providing classroom instruction. Personnel who are involved in supervision and instruction have an extensive background working with students with hearing loss and have established consistent records of positive course ratings from past students. The Grant Program's primary goal is to improve the quality of SLP pre-professional training to ensure that trainees are capable, upon graduation, of accurate assessment and management of the listening and spoken language needs of infants, toddlers, and children with hearing loss.

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. (Contains 2 figures and 2 tables.)