Auditory-Verbal Practice: Toward a Family-Centered Approach

Johnson, Rose L.

doi:10.1179/146431510x12708100133045

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, studies consistently show that children with hearing impairment enrolled in an LSL EI programme attain significantly higher levels of language and learning outcomes relative to age-matched peers than children without EI (Davidson, Osman & Geers 2021). Positive outcomes prevail across auditory verbal centres; however, these data are based on limited empirical evidence (Rhoades 2010). Additionally, all the positive reviews and documented outcomes of AVT globally have emanated from studies conducted in highincome countries (HICs).…”

Section: Introductionmentioning

confidence: 99%

A comparative study of learning outcomes for hearing-impaired foundation phase learners

Casoojee,

Khoza-Shangase,

Kanji

2024

South African Journal of Childhood Education

View full text Add to dashboard Cite

Background: Two intervention approaches are implemented in South Africa to alleviate the deleterious consequences of congenital or early onset hearing impairment on language acquisition and subsequent poor learning outcomes.Aim: This study investigated the learning outcomes of foundation phase learners with severe to profound hearing impairment who received Listening and Spoken Language – South Africa (LSL-SA) (adapted Auditory Verbal Therapy) therapy compared to those who received Traditional Speech-Language Therapy (TSLT).Setting: The study was conducted at four early intervention (EI) schools for children with hearing impairment across three provinces in South Africa.Methods: Data were collected through record reviews of their Speech-Language Therapy Outcomes and South African National Department of Basic Education academic report cards. Data were analysed using quantitative statistics.Results: Findings demonstrated that children with hearing impairment enrolled in LSL-SA outperformed those enrolled in TSLT in achieving age-equivalent language outcomes. A higher percentage of learners enrolled in LSL-SA achieved meritorious to outstanding learning outcomes. While a comparable number of learners progressed to mainstream schooling, children with hearing impairment enrolled in LSL-SA are enrolled for a shorter duration until discharge than those enrolled in TSLT. This is an important finding, particularly in low-middle income countries (LMICs).Conclusion: Listening and Spoken Language – South Africa graduates achieved superior learning outcomes dependent on language attainment, providing contextually relevant evidence supporting the effectiveness of the LSL-SA EI approach.Contribution: These context-specific outcomes stress the obligation to upscale and fast-track EI services. Implications for investment in LSL-SA are proposed through collaboration between families, educators, and early interventionists.

show abstract

Section: Introductionmentioning

confidence: 99%