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This survey study describes rates of utilization of evidence-informed auditory-verbal strategies among 132 professionals (teachers of the deaf, speech-language pathologists, audiologists, early interventionists, and others) working with children who are deaf or hard of hearing who use listening and spoken language. Relationships between provider characteristics (e.g., years of experience, possession of advanced credentials) and rates of strategy utilization were explored. Providers certified as a Listening and Spoken Language Specialist (LSLS) were found to use all 19 strategies most frequently, followed by those who were in the certification process. Non-LSLS certified professionals were least likely to use the strategies. Statistically significant differences in utilization rates based on certification status were found for asking, "What did you hear?"; motherese; and whispering. Results of the study may inform advocacy for highly qualified professionals to serve children with hearing loss whose parents desire a listening and spoken language outcome.
INTRODUCTION
A variety of professionals serve children with hearing loss and their families: teachers of the deaf, speech-language pathologists, audiologists, early interventionists, educational interpreters, and others. These professionals vary widely in their training and professional background (Ammerman & Nevins, 2017; Compton et al., 2009; Page et al., 2018). For families who desire a listening and spoken language outcome for their children with hearing loss, use of evidence-based auditory-verbal (AV) strategies may be linked to better listening, speech, and language skills (Eriks-Brophy et al., 2020; MacIver-Lux et al., 2020). The current study investigates the hypothesis that providers who are certified as a Listening and Spoken Language Specialist (LSLS) are more likely to report higher rates of AV strategy utilization and thus may assist parents in identifying (and advocating for services provided by) highly qualified professionals.
In the United States, over 85% of parents of children with hearing loss choose a listening and spoken language communication outcome for their children (Alberg et al., 2006; D. Doak, personal communication, October 3, 2016). However, deaf education teacher preparation programs disproportionately prepare their students to use primarily visual methods of communication. Of teacher preparation programs accredited by the Council on Education of the Deaf (CED) in 2010, 11 had a listening and spoken language focus (Lenihan, 2010). In 2018, six of the 52 CED-accredited programs in the United States listed their program philosophy as...