Guiding Principles and Essential Practices of Listening and Spoken Language Intervention in the School-Age Years

Abstract

Listening and spoken language (LSL) intervention and education have emerged as the preferred terms representing an intervention perspective that promotes “auditory oral” outcomes for many of today's children who are deaf or hard of hearing (D/HH), including those who are English learners. Practitioners (including speech–language pathologists, educational audiologists, and teachers) working with students who are D/HH require access to evidence-based principles of LSL. A deep understanding of general principles will inform practitioners' development of intervention to promote outcomes for school-aged students who are D/HH or D/HH and English learners. The purpose of this article is to identify principles and practices foundational to developing LSL. Knowledge, skills, and dispositions for practitioners are discussed; descriptions and examples of strategies and resources associated with LSL are included.

Demystifying the Specific Roles and Challenges of Educational Audiologists: A Narrative Review

“…According to Soman and Nevins, hearing aid function assessment, appropriate hearing aid fitting, and periodic speech perception testing (using sounds, words and/or sentences) should be conducted by audiologists [20]. They emphasized the evidence-based principles of listening and spoken language (LSL) intervention and the involvement of practitioners such as SLPs, educational audiologists, and teachers when dealing with hearing-impaired school-age children.…”

“…They emphasized the evidence-based principles of listening and spoken language (LSL) intervention and the involvement of practitioners such as SLPs, educational audiologists, and teachers when dealing with hearing-impaired school-age children. The proposed LSL interventions were: (i) learning through listening; (ii) language and literacy development; (iii) individualized, systematic, and multidimensional; (iv) interprofessional practice, and (v) family involvement [20]. They also stated the importance of collaboration and consultation with educational audiologists to maximize the auditory ability in all learning environments and the listening needs of students.…”

“…Meanwhile, according to Stach, the (re)habilitation should be carried out based on a patient-centered approach which includes communication needs, self, and family assessment of disability, selection of goals, and non-auditory needs assessment (physical abilities, psychosocial status, and financial status) [20][21][22][23]. In this regard, educational audiologists may consider this approach as a guideline for providing the respective (re)habilitation.…”