References [1] NDCS ‘Information about deaf children and young people in the UK,’ retrieved from dcyp-in-the-uk-info-sheet.pdf (Accessed April 2025) [2] https://www.unicef.org.uk/wp-content/uploads/2019/10/UNCRC_summary-1_1.pdf (Accessed February 2025) [3] https://www.fcei.at/dl/mlmoJmoJKOkkJqx4KJKJmMJKlKln/FINAL-FCEI-GuideBook-print_pdf [4] Moeller, M. P., Carr, G., Seaver, L., Stredler-Brown, A., & Holzinger, D. (2013). Best practices in family-centered early intervention for children who are deaf or hard of hearing: An international consensus statement. Journal of deaf studies and deaf education, 18(4), 429-445. [5] https://www.fcei.at/dl/mlmoJmoJKOkkJqx4KJKJmMJKlKln/FINAL-FCEI-GuideBook-print_pdf [6] Yoshinago-Itano, C., Sedley, A. L., Coulters, D. K., Mehl, A. L. (1998). Language of early and later identified children with hearing loss. Pediatrics, 102, 1161-1171. [7] Ching, T.Y.C., Dillon, H., Button, L., Seeto, M., Van Buynder, P., Marnane, V., Cupples, L., and Leigh, G. (2017) Pediatrics, 140 (3) e20164274; DOI: https://doi.org/10.1542/peds.2016-4274 [8] Wilkins, M., & Ertmer, D. (2002). Introducing young children who are deaf or hard of hearing to spoken language: Child’s Voice, an Oral School. Language, Speech, and Hearing Services in Schools, 33(3), 198-204. [9] Hoffman, M. F., Cejas, I., Quittner, A. L., & CDaCI Investigative Team. (2016). Comparisons of longitudinal trajectories of social competence: Parent ratings of children with cochlear implants versus hearing peers. Otology & Neurotology, 37(2), 152-159. [10]https://www.gov.uk/government/publications/screening-tests-for-you-and-your-baby/hearing-loss (accessed February 2025) [11] British Deaf Association. (2015). Fast Facts about the Deaf Community. Retrieved from https://bda.org.uk/fast-facts-about-the- deaf-community/ (Accessed 11 September 2023) [12] Fortnum, H. M., Davis, A., Summerfield, A. Q., Marshall, D. H., Davis, A. C., Bamford, J. M., ... & Hind, S. (2001). Prevalence of permanent childhood hearing impairment in the United Kingdom and implications for universal neonatal hearing screening: questionnaire based ascertainment studyCommentary: Universal newborn hearing screening: implications for coordinating and developing services for deaf and hearing impaired children. Bmj, 323(7312), 536. [13] Consortium for Research into Deaf Education. (2023) CRIDE report on 2023 survey on educational provision for deaf children [PDF file]. Retrieved from https://www.ndcs.org.uk/media/9505/cride-2023-uk-wide-summary-final.pdf [14] Consortium for Research into Deaf Education. (2019) CRIDE report on 2019 survey on educational provision for deaf children [PDF file]. Retrieved from https://www.ndcs.org.uk/information-and-support/being-deaf-friendly/information-for-professionals/ research-and-data/consortium-for-research-into-deaf-education-cride-reports/ (Accessed 11 September 2023) [15] https://www.nice.org.uk/guidance/ta566/chapter/2-Clinical-need-and-practice (Accessed 07.02.25) [16] Werfel, K. L., Reynolds, G., & Fitton, L. (2022). Oral Language Acquisition in Preschool Children Who are Deaf and Hard-of-Hearing. Journal of deaf studies and deaf education, 27(2), 166–178. [17] The Ladder Lab (2024, April 29). The Literacy and Deafness Development Research Lab. https://ladder-lab.com/ [18] Herman, R., Roy, P., & Kyle, F. E. (2017) Reading and Dyslexia in Deaf Children [PDF file]. Retrieved from https:/www.city.ac.uk/ data/assets/pdf_file/0011/382529/Reading-and-Dyslexia-in-Deaf-Chidren-Herman-Roy-Kyle 2017-FINAL.pdf (Accessed 11 September 2023) [19] National Deaf Children’s Society. (2022) NDCS note on Department for Education figures on attainment for deaf children in 2022 (England). Retrieved from https://www.ndcs.org.uk/media/8720/ndcs-note-on-attainment-data-2022.pdf (Accessed 11 September 2023) [20] Young, A., Green, L., & Rogers, K. (2008). Resilience and Deaf Children: a literature review, Deafness & Education International 10(10), 40-55. [21] https://deafnessresourcecentre.org/news/deaf-children-falling-behind-peers-in-early-years/ (Accessed March 2025) [22] Department of Health (2004) Mental health and deafness: Towards equality and access. Retrieved from:https://webarchive.nationalarchives.gov.uk/ukgwa/20060109185716/http://www.dh.gov.uk/assetRoot/04/10/40/05/04104005.pdf (Accessed 11 September 2023). [23] Peterson, C. C., O’Reilly, K., & Wellman, H. M. (2016). Deaf and hearing children’s development of theory of mind, peer popularity, and leadership during middle childhood. Journal of experimental child psychology, 149, 146-158. [24] Hogan A, Shipley M, Strazdins L, Purcell A, Baker E. Communication and behavioural disorders among children with hearing loss increases risk of mental health disorders. Aust N Z J Public Health. 2011 Aug;35(4):377-83. doi: 10.1111/j.1753-6405.2011.00744.x. PMID: 21806734. [25] Gentili N, Holwell A. Mental health in children with severe hearing impairment. Advances in Psychiatric Treatment. 2011;17(1):54-62. doi:10.1192/apt.bp.109.006718 [26] https://rnid.org.uk/get-involved/research-and-policy/facts-and-figures/facts-and-statements-on-employment/ [27] https://www.baaudiology.org/about/media-centre/facts-about-hearing-loss-and-deafness/ [28] https://www.ehima.com/wp-content/uploads/2021/01/Hear-it-Report-Hearing-Loss-Numbers-and-Costs-2019.pdf [29] World Health Organisation (2021). World Reports on Hearing. Retrieved from: https://www.who.int/publications/i/item/world-report-on-hearing (Accessed 11 September 2023) [30] Sharma, A., Dorman M., Spahr, A. (2002). A sensitive period for the development of the central auditory system in children with cochlear implants: implications for age of implantation. Ear & Hearing, 23, 532-53 [31] Center on the Developing Child at Harvard University (2021).Three Principles to Improve Outcomes for Children and Families, 2021 Update. https://developingchild.harvard.edu/resources/three-early-childhood-development-principles-improve-child-fami-ly-outcomes/ (Accessed 11 September 2023) [32] Topping, K., Dekhinet, R., & Zeedyk, S. (2012). Parent–infant interaction and children’s language development.Educational Psychology, 33(4), 391-426. [33] Suskind, D., Suskind, B., & Lewinter-Suskind, L. (2015). Thirty million words: Building a child’s brain. New York, NY: Dutton Adult. [34] Sharma, A., & Glick, H. (2016). Cross-modal re-organization in clinical populations with hearing loss. Brain sciences, 6(1), 4. [35] What Percentage of the World’ https://www.newsdle.com/blog/world-population-bilingual-percentages Population is Bilingual? | Newsdle (Accessed March 2025) [36] Moeller, M. P., & Tomblin, J. B. (2015). An introduction to the Outcomes of Children with Hearing Loss study. Ear and hearing, 36, 4S-13S. [37] Richard T. M., Hay-McCutcheon, M., Iler Kirk, K., Houston, D., and Bergeson-Dana, T. (2008) Language Skills of Profoundly Deaf Children who Received Cochlear Implants under 12-months of Age: A Preliminary Study. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2823127/ (Accessed 11 September 2023) [38] Sharma, A., Campbell J., Cardon, G. (2015) Developmental and cross-modal plasticity in deafness: Evidence from the P1 and N1 event related potentials in cochlear implanted children. International Journal of Psychophysiology 95, 135-144. [39] Bavin, E. L., Sarant, J., Prendergast, L., Busby, P., Leigh, G., & Peterson, C. (2021). Positive Parenting Behaviors: Impact on the Early Vocabulary of Infants/Toddlers With Cochlear Implants. Journal of Speech, Language, and Hearing Research, 64(4), 1210-1221. [40] Brown, P. M., & Watson, L. M. (2017). Language, play and early literacy for deaf children: the role of parent input. Deafness &Education International, 19(3-4), 108-114. [41] Erbasi, E., Scarinci, N., Hickson, L., & Ching, T. Y. (2018). Parental involvement in the care and intervention of children with hearing loss. International journal of audiology, 57(sup2), S15-S26. [42] Geers, A. E., Mitchell, C. M., Warner-Czyz, A., Wang, N. Y., Eisenberg, L. S., & CDaCI Investigative Team. (2017). Early sign language exposure and cochlear implantation benefits. Pediatrics, 140(1), e20163489 [43] Bleses, D., Makransky G., Dale, P., HØJEN, A. and Ari, B., 2016. Early productive vocabulary predicts academic achievement 10 years later. Applied Psycholinguistics, 37(6), pp.1461-1476. [44] Department For Education, 2011. Investigating the role of language in children’s early educational outcomes. [PDF file] Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181549/ DFE-RR134.pdf (Accessed 11 September 2023) [45] Meinzen-Derr, J., Altaye, M., Grove, W., Folger, A. T., & Wiley, S. (2022). Association of Age of Enrollment in Early Intervention with Emergent Literacy in Children Who Are Deaf or Hard of Hearing. Journal of Developmental & Behavioral Pediatrics, 43(2), 104-110. [46] Hintermair, M. (2015). The Role of Language in Deaf and Hard-of-Hearing Children’s. The Oxford Handbook of Deaf Studies in Language, 62. [47] Ling, D. (1993). Auditory-verbal options for children with hearing impairment: Helping to pioneer an applied Science. The Volta Review, 95(3), 187-196. [48] Binos, P., Nirgianaki, E., & Psillas, G. (2021). How effective is auditory–verbal therapy (AVT) for building language development of children with cochlear implants? A systematic review. Life, 11(3), 239. [49] Noel,A., Manikandan, M., & Kumar, P (2023) Efficacy of auditory verbal therapy in children with cochlear implantation based on auditory performance – A systematic review, Cochlear Implants International, 24:1, 43-53, DOI: 10.1080/14670100.2022.2141418 [50] Thomas, E. S., & Zwolan, T. A. (2019) Communication Mode and Speech and Language Outcomes of Young Cochlear Implant Recipients: A Comparison of Auditory-Verbal, Oral Communication, and Total Communication, Otology & Neurotology 40 (10) p e975-e983 doi: 10.1097/MAO.0000000000002405 [51] Eriks-Brophy, A., Ganek, H. & DuBois, G. (2020). Evaluating the research examining outcomes of Auditory-Verbal Therapy: moving from evidence-based to evidence-informed practice. Auditory-Verbal Therapy: Science, Research and Practice, p.59. [52] Monshizadeh, L., Vameghi, R., Sajedi, F., Yadegari, F., Hashemi, S. B., Kirchem, P., & Kasbi, F. (2018). Comparison of social interaction between cochlear-implanted children with normal intelligence undergoing auditory verbal therapy and normal-hearing children: a pilot study. The journal of international advanced otology, 14(1), 34. [53] https://foundations.org.uk/ (Accessed June 2025) [54] Early Intervention Foundation Guidebook. Retrieved from: https://guidebook.eif.org.uk/programme/auditory-verbal-therapy (Accessed 11 September 2023) [55] Behl, D. D., Blaiser, K., Cook, G., Barrett, T., Callow-Heusser, C., Brooks, B. M., ... & White, K. R. (2017). A multisite study evaluating the benefits of early intervention via telepractice. Infants & Young Children, 30(2), 147-161. [56] Houston, K. T. (2020). Using Telepractice to Improve Outcomes for Children who are Deaf or Hard of Hearing & their Families. In L. R. Schmeltz (Ed.), A Resource Guide for Early Hearing Detection and Intervention (pp. 283 304). Logan: National Center or Hearing Assessment and Management. [57] Pollard, R., & Hogan, S. (2021). Parental and practitioner views of telepractice for pediatric auditory verbal habilitation at a time of global pandemic. Perspectives of the ASHA Special Interest Groups, 6(6), 1832-1856. [58]Clark, F., Ashton, L., Kenely, N., & Hogan, S. (2021). International Telepractice for Therapy and Training: Auditory Verbal UK’s Perspective. Perspectives of the ASHA Special Interest Groups, 1-5. [59] Hitchins, A. R., & Hogan, S. C. (2018). Outcomes of early intervention for deaf children with additional needs following an Auditory Verbal approach to communication. International journal of pediatric otorhinolaryngology, 115, 125-132. [60] Hogan, S., Stokes J., White C., Tyszkiewicz E. & Woolgar A. (2008). An evaluation of Auditory Verbal Therapy using rate of early language development as an outcome measure. Deafness & Education International, 10, 143–167 [61] Cupples, L., Ching, T.Y., Button, L., Leigh, G., Marnane, V., Whitfield, J., Gunnourie, M. & Martin, L. (2018). Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age. International Journal of Audiology, 57(sup2), pp.S93-S104 [62] Estabrooks, W, Ashton, L., Quayle, R., Clark, F McIver-Lux, K. Tannenbaum, S., Katz, L., & Sindrey, D. (2020) The Auditory Verbal Session: Planning, Delivery, and Evaluation. In Estabrooks W., McCaffrey Morrison H., MacIer-Lux K. (Eds) Auditory Verbal Therapy Science, Research and Practice. San Diego, CA. Plural Publishing. [63] Ritter, K., Hayward, D.V., Estabrooks, W., Kenely, N., & Hogan, S. (2020) Children with additional challenges and Auditory Verbal therapy. In Estabrooks W., McCaffrey Morrison H., MacIver-Lux K. (Eds) Auditory Verbal Therapy Science, Research and Practice. San Diego, CA. Plural Publishing. [64] Hogan, S. (2023) Stepping Stones to Literacy. Retrieved from: https://www.avuk.org/Handlers/Download.ashx?IDMF=63518c59-4268-4b1f-a868-921d29cdeeb3 [Accessed 11 September 2023] [65] Wright, E., Stojanovik, V., & Serratrice, L. (2022). Spoken language multilingualism in deaf children: Parental decision- making. Deafness & Education International, 1-20. [66] Dornan, D. I., Hickson, L., Murdoch, B., & Houston, T. (2007). Outcomes of an auditory-verbal program for children with hearing loss: A comparative study with a matched group of children with normal hearing. The Volta Review, 107(1). [67] Dornan, D., Hickson, L., Murdoch, B., & Houston, T. (2009). Longitudinal study of speech perception, speech, and language for children with hearing loss in an auditory-verbal therapy program. The Volta Review, 109(2-3), 61-85. [68] Fulcher, A., Purcell, A. A., Baker, E., & Munro, N. (2012). Listen up: children with early identified hearing loss achieve age-a propriate speech/language outcomes by 3 years-of-age. International Journal of Pediatric Otorhinolaryngology, 76(12), 1785-1794. [69] Rhoades, E. A., & Chisholm, T. H. (2000). Global language progress with an auditory-verbal approach for children who are deaf or hard of hearing. The Volta Review, 102(1), 5-24. [70] First Voice. (2015) Sound Outcomes: First Voice speech and language data [PDF file]. Retrieved from https:/www.firstvoice.org.au/reports-papers/ (Accessed 11 September 2023) [71] Dornan, D., Hickson, L., Murdoch, B., Houston, T., & Constantinescu, G. (2010). Is Auditory-Verbal Therapy effective for children with hearing loss? The Volta Review,110, 361-387. [72] Wolfe, J. et al. (2021) ‘Factors associated with speech-recognition performance in school-aged children with cochlear implants and early auditory-verbal intervention’, Journal of the American Academy of Audiology, 32(7): 433-444 [73] https://www.firstvoice.org.au/reports-papers/ [74] Grover, Goldblatt & Hogan (2020) Cost-Benefit of Auditory-Verbal Therapy. In Estabrooks W, McCaffrey Morrison H, Ma er Lux K (Eds) Auditory Verbal Therapy Science, Research and Practice San Diego CA, Plural Publishing [75] Evaluation of the 3-year Auditory Verbal Therapy (AVT) program 2017-2021, Retrieved from: https://decibel.dk/evaluation-of-the-3-year-auditory-verbal-therapy-avt-program-2017-2021 [76] Kirsten Aaberg, Ida Jensen Friis, Camilla Bennick Slynge, Anders Britze, Louise Devantier, (2025) ‘Differences in language outcomes after cochlear implantation in children: Exploring the impact of auditory verbal therapy duration (0, 1, or 3 years)’, International Journal of Pediatric Otorhinolaryngology, Volume 194, [77] Bell, N. (2018) Literacy Development in Children with Cochlear Implants. Thesis submitted for PhD to University of Queensland, Australia [78] Smolen, E.R., Hartman, M.C. and Wang, Y., 2020. Reading achievement in children with hearing loss who use listening and spoken language: Results and implications from a 2-year study. Perspectives of the ASHA Special Interest Groups, 5(6), pp.1380-1387. [79] Goldblat, E., & Pinto, O. Y. (2017). Academic outcomes of adolescents and young adults with hearing loss who received auditory-verbal therapy. Deafness & Education International, 19(3-4), 126-133. [80] https://www.firstvoice.org.au/wp-content/uploads/2016/09/First-Voice-Graduate-Outcomes-Report.pdf [81] Lim, S. R., Goldberg, D. M., & Flexer, C. (2018). Auditory-Verbal Graduates-25 Years Later: Outcome Survey Of The Clinical Effectiveness Of The Listening And Spoken Language Approach For Young Children With Hearing Loss. The Volta Review, 118(1/2), 5-40. [82] A social cost-benefit analysis: Early intervention programs to assist children with hearing loss develop spoken language - Social Value UK [83] https://www.firstvoice.org.au/wp-content/uploads/2016/09/First-Voice-Deloitte-Access-Economics-Cost-Benefit-Analysis.pdf [84] https://www.firstvoice.org.au/wp-content/uploads/2016/09/First-Voice-Graduate-Outcomes-Report.pdf [85] Signe Wischmann 1,*, Cecilia Fernandez Samar 1 , Marianne Kyhne Hestbæk 1 , Stefania Serafin 2 , Per Cayé-Thomasen 1 and Lone Percy-Smith. (2025). ‘from Quality Assurance of a Hospital-Based Auditory Verbal Intervention for Children with Hearing Loss’. [86] Emilia de Melo et al, (2022) ‘Listening and Spoken Language Specialist Auditory-Verbal Certification: Self-Perceived Benefits and Barriers to Inform Change,’. [87] Josvassen, J. L., Percy-Smith, L., Tanning, T. L., Dieleman, E., Sandager, T. P., Hallstrøm, M., & Cayé-Thomasen, P. (2019). Parental perceptions of auditory-verbal therapy-A longitudinal study of danish children with hearing loss. The Volta Review, 119(1), 4-28. [88] Wolfe, J. et al. (2021) ‘Factors associated with speech-recognition performance in school-aged children with cochlear implants and early auditory-verbal intervention’, Journal of the American Academy of Audiology, 32(7): 433-444 [89] https://www.firstvoice.org.au/wp-content/uploads/2016/09/First-Voice-Deloitte-Access-Economics-Literature-Review.pdf [90] YouGov Plc. Total sample size was 2072 adults. Fieldwork was undertaken between 26th – 27th March 2025. The survey was carried out online. The figures have been weighted and are representative of all UK adults (aged 18+). [91] Auditory Verbal UK (2025) Research shows that only 33% of UK adults believe a child born profoundly deaf today can learn to speak as well as a child without hearing loss. Figures from YouGov. Total sample size was 2072 adults. Fieldwork was undertaken between 26th – 27th March 2025. The survey was carried out online. The figures have been weighted and are representative of all UK adults (aged 18+). [92] Investing in a sound future for deaf children: A cost benefit analysis of auditory verbal therapy at Auditory Verbal UK: https://www.avuk.org/Handlers/Download.ashx?IDMF=d3a9f385-8d03-4580-900f-41cb00562397 [93] Economic analysis, carried out externally on a pro-bono basis 2021 Manage Cookie Preferences