Auditory-Verbal Practice Course

In collaboration with

Access to Listening and Spoken Language (LSL) for Cochlear Implant Recipients

upcoming courses LSLS.jpg



 Course Introduction

This course will challenge both aspiring and advanced speech-language pathologists, teachers of the deaf, and early interventionists to improve listening and spoken language outcomes for children and adults following cochlear implantation. Topics include auditory skill development, specific intervention strategies and techniques following Auditory-Verbal practice to maximize the auditory potential of pediatric and adult cochlear implant recipients. Considerations to facilitate listening skills for special populations including the young implanted child, the older implanted child, the multiply challenged child and the child who is bilingual or has a spoken language in the home different than the community. Participants will develop knowledge and practical insights to coach and guide families and engage professionals in educational settings to support CI recipients.

This course is a collaborative endeavor of ICIT and Hearing First and includes 8 weekly modules of online curriculum and web discussions. It culminates in a three-month one-on-one individualized coaching experience with a Hearing First LSLS™ Certified Auditory-Verbal Therapist or Certified Auditory-Verbal Educator. The three-month coaching experience will provide participants personalized support to facilitate the transfer of theory and knowledge into practice.  After the course completion participants are encouraged to continue their learning in LSL practice in the Hearing First Community Professional Learning Community.

19 AG Bell Academy & 1.9 ASHA CEUs (pending)


Training Topics


  1. CI Evaluation, Candidacy, Assessment and Surgery

    Explain the CI evaluation, expanded candidacy, medical assessment and CI surgery

  2. Development of an Auditory Function

    Identify and describe the development of an auditory function in CI recipients and the diagnostic nature of aural (re)habilitation

  3. Speech Acoustics

    Explain the concepts of psychoacoustics (loudness, pitch, duration and localization) as they relate to auditory access in the development and production of speech

  4. Cochlear Implant Programming and the Role of the (Re)Habilitation Providers

    Describe CI programming relative to the role and responsibilities of an early interventionist, speech-language pathologist and educator of the deaf

  5. Auditory Teaching Strategies and Techniques in Family-Centered Intervention

    Explain how to implement auditory teaching strategies and techniques to guide and coach families of babies, toddlers and preschoolers

  6. Implementing Auditory Teaching Strategies with Special Populations

    Explain how to implement auditory teaching strategies in special populations including older implanted children; multiply challenged children; bilingual children

  7. Facilitating Cochlear Implant Rehabilitation with Adult CI Recipients

    Describe auditory teaching strategies, techniques and exercises to facilitate auditory skill development in adult CI recipients and older adults with cognitive  decline

  8. The Multidisciplinary Team

    Explain the importance of a multidisciplinary team in cochlear implantation to maximize the auditory potential of CI recipient


  Applying Theory to Practice: A Three-Month Coaching Experience

The three months of one-on-one coaching with a coach who is a LSLS Certified professional will focus on learner identified goals. The coaching experience will include:

  • Participation in an ICIT private group in the Hearing First Professional Learning Community which includes membership in the larger Hearing First Professional Learning Community.

  • An initial introductory session between the participant and the coach.

  • Three feedback sessions within the three-month timeframe with the coach to review the participant’s 15 to 30 minute intervention video submission. Video submissions of each intervention session will include a therapy / lesson plan, child case history with non identifying information, audiogram and a participant self-evaluation of the session.  

  • Participation in asynchronous discussions with other participants and coaches in the private group space.

  • Access to Hearing First’s extensive library of resources.

  • Completion of a feedback survey at the end of the coaching experience.

  • Continued connected learning with other professionals in the Hearing First Professional Learning Community long after the ICIT coursework and coaching experience is completed.


Program Instructors


Teresa H. Caraway, PhD, CCC-SLP, LSLS Cert. AVT
CEO, Hearing First
Course Director