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date: 18 November 2019

Abstract and Keywords

A longstanding debate attempts to identify the best approach to language learning for children who are deaf or hard of hearing. Empirical evidence has not provided an answer. Each communication approach has been demonstrated to work with some children; it then becomes the responsibility of an early interventionist or educator to participate in the selection of an approach that supports the development of effective and age-appropriate communication and language for the individual child. This chapter describes the language approaches available to children with hearing loss. Historical approaches and recent adaptations are presented according to the modality or modes that are used. An extensive review of procedures, old and new, dedicated to the use of objective and prescriptive procedures to select an approach is discussed. A recent movement to use evidence-based practices (EBP) to document developmental outcomes of children is described, along with the challenges associated with implementing this practice.

Keywords: early intervention, communication approaches, efficacy of early intervention, evidence-based practice

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