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lower risk of academic delays (Geers, 2003; Martineau, Lamarche, Marcoux, & Bernard, 2001). Low socioeconomic status has been reported as being associated with reduced academic opportunity and underachievement (Connor & Zwolan, 2004). Therefore it is suggested that if only children from high socioeconomic groups attended an education program, better outcomes for speech perception, language, reading, and writing would possibly result. As AVT is becoming more available to diverse family groups, the limitations of the generalized outcomes of this study must be acknowledged. Another limitation of this research is the fact that even though one child with mild cerebral palsy was included, two children had left the program in the first 9 months of the study because of the diagnosis of additional disabilities. It is acknowledged that the outcomes for the AVT group may not be applicable to today’s growing cohort of children newly diagnosed with hearing loss as a result of newborn hearing screening who also have other disabilities (Larroque, et al., 2008). In addition, similar comments are applicable to the generalizability of outcomes data for children who are not native English speakers, which is another increasing demographic group in the population of children with hearing loss. Whether AVT is effective for children and families across a wide socioeconomic range remains an important empirical question for future research. A further study limitation included the relatively small numbers of participants, particularly for reading and mathematics comparisons. Despite these limitations, the research goes some way towards providing a benchmark for minimum rate of progress for children with hearing loss acquiring listening and spoken language. Summary The results described here provide evidence that AVT is an effective intervention option for the AVT group. Speech perception improved significantly with moderate to high levels at 50 months after the start of the study. Although the group was identified at a mean age of 22.29 months, much later than the current “international gold standard” of 6 months of age (Joint Committee on Infant Hearing, 2007; Yoshinaga-Itano, et al., 1998), their language and speech attainments have been the same as a matched control group of children with TH over a 50 month time period. Reading, mathematics, and self-esteem outcomes were also comparable for both groups over the last 12 months of the study period. This study has provided a research model, utilizing a control group matched for language age, which could also be replicated across different languages, cultures, and countries and with different education approaches. Acknowledgements Financial support for this study has been provided by the Hear and Say Centre; School of Health and Rehabilitation Sciences, University of Queensland, 378 Dornan, Hickson, Murdoch, Houston, & Constantinescu
Brisbane, Australia; Queensland Council of Allied Health Professionals; and the Commonwealth of Australia through the Cooperative Research Centre for Cochlear Implant and Hearing Aid Innovation (CRC HEAR, Australia). The authors also wish to acknowledge the support of the staff and parents of the Hear and Say Centre, Ellen McKeering, Dr. Melody Harrison, and Peter Dornan. Statistical analysis was performed by Dr. Ross Darnell of the School of Health and Rehabilitation Sciences, University of Queensland, and Dr. Gabriella Constantinescu of the Hear and Say Centre. Special thanks are due to Jane Thompson and Renee O’Ryan who have helped in manuscript preparation. References AG Bell Academy for Listening and Spoken Language. (2007). Principles of LSLS auditory-verbal therapy. Retrieved November 29, 2010, from http:// www.agbellacademy.org . Agung, K.B., Purdy, S.C., & Kitamura, C. (2005). The Ling sound test revisited. The Australian and New Zealand Journal of Audiology, 27 (1), 33–41. Australian Council of Education Research. (2005). Progressive achievement tests in mathematics (PAT Maths) (3rd ed.), Melbourne, Australia: ACER Press. Bat-Chava, Y., Martin, D., & Kosciw, J. (2005). Longitudinal improvements in communication and socialization of deaf children with cochlear implants and hearing aids: Evidence from parental reports. The Journal of Child Psychology and Psychiatry, 46 (12), 1287–1296. Blamey, P.J., Barry, J., Bow, C., Sarant, J., Paatsch, L., & Wales, R. (2001). The development of speech production following cochlear implantations. Clinical Linguistics and Phonetics, 15 (5), 363–382. Blamey, P.J., Sarant, J.Z., Paatsch, L.E., Barry, J.G., Bow, C.P., Wales, R.J., et al. (2001). Relationships among speech perception, production, language, hearing loss, and age in children with impaired hearing. Journal of Speech, Language, and Hearing Research, 44 (2), 264–285. Boothroyd, A., & Boothroyd-Turner, D. (2002). Postimplantation audition and educational attainment in children with prelingually acquired profound deafness. Annals of Otology, Rhinology & Laryngology, 111, 79–84. Ching, T., Dillon, H., Day, J., Crowe, K., Close, L., Chisolm, K., et al. (2009). Early language outcomes of children with cochlear implants: Interim findings of the NAL study on longitudinal outcomes of children with hearing impairment. Cochlear Implants International, 10 (S1), 28–32. Ching, T., Psarros, C., & Incerti, P. (2003). Management of children using cochlear implants and hearing aids. The Volta Review, 103 (1), 39–57. Connor, C.M., & Zwolan, T.A. (2004). Examining multiple sources of influence on the reading comprehensive skills of children who use cochlear implants. Journal of Speech, Language and Hearing Research, 47 (3), 509–526. Is Auditory-Verbal Therapy Effective 379
Page 1 and 2: Volume 110, Number 3 Fall 2010 ISSN
Page 3: 2010 AG Bell Research Symposium Pro
Page 6 and 7: study looking at the effectiveness
Page 8 and 9: Introduction This longitudinal stud
Page 10 and 11: children with hearing loss that pla
Page 12 and 13: (SD = 1.15) and the mean age at the
Page 14 and 15: Table 2. Battery of assessments Tes
Page 16 and 17: assessed the children at pre- and p
Page 18 and 19: are age corrected ( z = -1.808, p =
Page 20 and 21: Table 5. Pre- and posttest raw scor
Page 22 and 23: consonant production for children w
Page 26 and 27: Damen, G.W., van den Oever-Goltstei
Page 28 and 29: Kelly, R.R., & Gaustad, M.G. (2007)
Page 30 and 31: Spencer, L.J., & Oleson, J.J. (2008
Page 32 and 33: RPT3, RPT4, RPT5, and RPT6 are simi
Page 35 and 36: The Volta Review, Volume 110(3), Fa
Page 37 and 38: (Leonard, 1998). As Kail and Saltho
Page 39 and 40: jag kakor. (Now eat I cookies.) An
Page 41 and 42: number of communication unit (C-uni
Page 43 and 44: conventions in the SALT program (Mi
Page 45 and 46: group of children with HL was simil
Page 47 and 48: Acknowledgements Our special gratit
Page 49 and 50: Lahey, M., & Bloom, L. (1994). Vari
Page 51 and 52: Appendix A : Target Narrative Swedi
Page 53 and 54: The Volta Review, Volume 110(3), Fa
Page 55 and 56: Methodology Participants The 7 part
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Page 59 and 60: A rapid review of the Ling Sounds (
Page 61 and 62: not consistently been met in New Ze
Page 63 and 64: Table 3. Means and standard deviati
Page 65 and 66: Language Individual pretherapy CELF
Page 67 and 68: Figure. Pretherapy versus postthera
Page 69 and 70: Participant 5 was 10 years old and
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• Establishing sound-letter assoc
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include assessment of these speech
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Wray, D., Flexer, C., & Vaccaro, V.
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and Youth Services, 2007; The Pedia
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Tony was referred to an intensive b
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to a reinforcer whereas responses c
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Figure. Mean percentage with hearin
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parse out the components of treatme
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The Volta Review, Volume 110(3), Fa
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aids for their child directly throu
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(Grason-Stadler GSI-61 Audiometer).
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hearing loss. After receiving the a
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make ear mold impressions on their
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Kimball, S. (2008b). Making earmold
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of information that will support th
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some assessments (e.g., neuroimagin
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The Volta Review, Volume 110(3), Fa
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through the fluid within the cochle
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at the House Ear Institute in Los A
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into hair cells when Notch signalin
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makes them so distinctively special
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An interesting line of inner ear re
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function presents a plethora of new
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Similarly, noise-induced hearing lo
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Figure 8 . Cre-loxP technologies fo
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and Deiters’ cells but not in pos
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Corwin J.T., & Oberholtzer J.C. (19
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