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Auditory-Verbal Studies (Graduate Diploma)

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The graduate diploma in Auditory-Verbal Studies program is offered by the Faculty of Health Sciences in conjunction with the Faculty of Graduate and Postdoctoral Studies (FGPS). The program seeks to provide in-depth training beyond what is currently offered through programs in Audiology, Speech-Language Pathology, and Education of Hearing-Impaired Children.

Graduates of the program will acquire a good foundation in the development of spoken communication in children with hearing impairment, and will learn the specialized skills and therapeutic/teaching strategies applied in auditory-verbal practice in clinical, community or school environments.

Teaching and practicum placements will focus on the development of listening and spoken communication from childhood to adolescence.

The graduate diploma operates within the framework of the master’s program in Audiology and Speech-Language Pathology and both are governed by the general regulations of the FGPS, which are posted on the website.

The diploma can be pursued either full- or part-time. The courses are offered in English and in French; the clinical placements may be in either language or in both. In accordance with the University of Ottawa regulation, assignments and examinations can be produced in either English or French.

Search all research fields for members of the teaching staff

The professors included in the list below are members of the Faculty of Graduate and Postdoctoral Studies. This means that they are authorized to supervise or co-supervise theses. A complete list of the faculty and staff members associated with the program can be found at




DUCHARME, Daphné, Assistant Professor
Language and communication disorders among Francophone children in minority communities, deafness and reading difficulties among children using Quebec sign language (LSQ); acquisition of language and reading skills among Francophone children in minority communities

FITZPATRICK, Elizabeth, Associate Professor
Cochlear implantation for children and adults; early identification of hearing loss in children; services for children (and families) affected by hearing loss; systematic reviews on hearing loss and cochlear implantation outcomes

GIGUÈRE, Christian, Full Professor
Speech perception and production in noisy environments, Warning sound design and perception, Sounds localisation and binaural hearing, Hearing protection, Hearing aids, Communication headsets, Instrumentation in Audiology

LAGACÉ, Josée, Assistant Professor
To develop a better understanding of the problems underlying the speech listening difficulties in noisy backgrounds, which would allow interventions to be better targeted and thus, more effective., Also interested in the different aspects of training in Audiology and the future of the profession in Canada.

LAROCHE, Chantal, Full Professor
the perception and localization of warning sounds (ex. audible pedestrians signals, fire alarms); potential discrimination against individuals with hearing losses; language or speech disorders;, the adaptation of workstations for people with communication disorders; noise and safety in the workplace; and the development of evaluation tools for communication disorders

LEFEBVRE, Pascal, Assistant Professor
Assessment of emergent literacy and language skills in preschoolers, the prevention of reading and writing difficulties, implementation of the response to intervention (RTI) model in elementary schools.

SUTTON, Ann, Full Professor
Syntactic aspects of utterances composed of graphic symbols; language devt in children who use augmentative and alternative communication (AAC) systems; intelligibility of voice synthesizers in French; acquisition of vocabulary and syntax in French

Admission to the graduate diploma in Auditory-Verbal Studies program is governed by the general regulations of the FGPS.

Applicants must have a master’s degree in Audiology, in Speech-Language Pathology, in Education of children with hearing impairment, or a diploma in the Education of children with hearing impairment.

It is essential to have studied acoustics/speech perception and successfully completed one course in basic concepts in Audiology. Students requiring this course must take it as a co-requisite.

The minimum average for admission is 70% (B), calculated in accordance with FGPS guidelines.

All applicants must be able to understand speak and write proficiently either English or French. Applicants whose first language is neither English nor French must provide proof of proficiency in one or the other. The list of acceptable tests is indicated in the “Admission” section of the general regulations of the FGPS.

Given that the scientific literature in the field is mainly published in English, it is necessary to have at least a passive knowledge of English.

The graduate diploma in Auditory-Verbal Studies program requires 15 credits, of which 9 are compulsory courses and 6 are practicum placements. If, prior to being admitted, a student has successfully completed one of the diploma courses at the University of Ottawa with “special student” or “out-of-program” status, that course will be recognized in the graduate diploma.

  • Compulsory courses (9 credits):
  • AVB6100 FUNDAMENTAL CONCEPTS IN AUDITORY-VERBAL STUDIES (3cr.)
    AVB6105 AUDITORY-VERBAL TECHNIQUES AND PROCEDURES I (3cr.)
    AVB6110 AUDITORY-VERBAL TECHNIQUES AND PROCEDURES II (3cr.)

  • Compulsory practica (6 credits):
  • AVB6900 PRACTICUM I / STAGE I (3cr.)
    AVB6905 PRACTICUM II /STAGE II (3cr.)

    Duration of the Program

    The requirements of the diploma are usually fulfilled within three years of initial registration to the program.

    Minimun Standards

    The passing grade in all courses is C+. Students who fail two courses (equivalent to 6 credits) or the same course twice are required to withdraw from the program.

    AVB6100 FUNDAMENTAL CONCEPTS IN AUDITORY-VERBAL STUDIES (3cr.)
    Foundations of auditory-verbal practice, including its history, philosophy and principles, as a means of facilitating spoken communication in children with hearing loss. Focus on the development of maximal use of residual hearing through the application of technology, the participation of parents as primary language facilitators, and the integration of auditory-verbal techniques and strategies into everyday life. Discussion of the evidence-base for an auditory-based approach to spoken communication development.

    AVB6105 AUDITORY-VERBAL TECHNIQUES AND PROCEDURES I (3cr.)
    Topics to include diagnostic evaluation and intervention in listening, speech, language, and communication for children with an emphasis on infants and preschool children. Interpretation of the results of formal assessments and identification of goals for intervention. Planning of family-centred auditory and linguistic experiences to facilitate the development of spoken communication. Demonstration of the application of auditory-verbal techniques and strategies in various teaching contexts.

    AVB6110 AUDITORY-VERBAL TECHNIQUES AND PROCEDURES II (3cr.)
    Topics to include the multidisciplinary assessment of school-age children, educational placement, academic and social functioning. Role of the auditory-verbal therapist in planning and facilitating the participation of children with hearing loss in regular classroom and social settings. Planning of school-based therapy sessions and education of school professionals. Discussion of the application of auditory-verbal therapy techniques with special populations (e.g., children with multiple disabilities and late-implanted adolescents and adults). This course will include problem-based learning through case discussions with a focus on the school-age population. Prerequisite : AVB6105

    AVB6500 CONCEPTS FONDAMENTAUX EN ÉTUDES AUDITIVE-VERBALES (3cr.)
    Éléments fondamentaux de la pratique auditive-verbale, incluant son histoire, sa philosophie et ses principes, comme moyen pour faciliter la communication orale chez les enfants avec déficience auditive. Accent particulier sur le développement de l’utilisation maximale des restes auditifs par l’application de technologies, la participation des parents comme facilitateurs principaux du langage, et l’intégration de techniques et stratégies auditive-verbales dans la vie de tous les jours. Discussion de la base factuelle pour une approche auditive au développement de la communication verbale.

    AVB6505 TECHNIQUES ET PROCÉDURES AUDITIVE-VERBALES I (3cr.)
    Les sujets abordés incluent les suivants : évaluation diagnostique et intervention dans l’écoute, la parole, le langage et la communication chez les enfants et particulièrement chez les nourrissons et les enfants d’âge préscolaire. Interprétation des résultats d’évaluations formelles et identification d’objectifs d’intervention. Planification d’expériences auditives et linguistiques centrées sur la famille pour faciliter le développement de la communication orale. Démonstration de l’application de techniques et stratégies auditive-verbales dans différents contextes d’enseignement.

    AVB6510 TECHNIQUES ET PROCÉDURES AUDITIVE-VERBALES II (3cr.)
    Les sujets abordés incluent les suivants : évaluation pluridisciplinaire d’enfants d’âge scolaire, le placement scolaire et le fonctionnement social et scolaire. Rôle du thérapeute auditif-verbal dans la planification et l’aide à la participation des enfants avec déficience auditive en milieu scolaire et social. Planification de sessions de thérapie en milieu scolaire et d’éducation pour les enseignants et autres professionnels. Discussion de l’application de techniques de thérapie auditive-verbale auprès de populations spéciales (e.g., enfants atteints de multiples incapacités et adolescents et adultes implantés tardivement). On encouragera l’apprentissage basé sur la résolution de problèmes et l’analyse des cas en mettant l’accent sur les enfants d’âge scolaire. Préalable : AVB6505

    AVB6900 PRACTICUM I / STAGE I (3cr.)
    Stage de 150 heures sous la supervision d’un thérapeute. Accent sur les enfants d’âge préscolaire avec déficience auditive. Ce stage permettra à l’étudiant d’intégrer la théorie et le travail pratique dans le but d’offrir des services en intervention auditive-verbale auprès des jeunes enfants et de leurs familles. Noté S/NS. Préalable: AVB 6500. Under the supervision of an auditory-verbal therapist, students will complete 150 hours of practicum with a focus on preschool age children with hearing impairment. This practicum will allow students to integrate theory and practical skills to provide auditory-verbal intervention services for young children and their families. Graded S/NS. Prerequisite: AVB 6100.

    AVB6905 PRACTICUM II /STAGE II (3cr.)
    Stage de 150 heures sous la supervision d’un thérapeute. Accent sur les enfants d’âge scolaire avec déficience auditive. Ce stage permettra à l’étudiant d’intégrer la théorie et le travail pratique dans le but d’offrir des services en intervention auditive-verbale en milieu scolaire. Noté S/NS Under the supervision of an auditory-verbal therapist, students will complete a 150 hours of practicum with a focus on school age children with hearing impairment. This practicum will allow students to integrate theory and practical skills to provide auditory-verbal intervention services in the school environment. Graded S/NS.

    Academic Unit Coordinates
    Faculty of Health Sciences, Graduate Studies Office, Auditory-Verbal Studies Program
    451 Smyth road, room 2016
    Ottawa, Ontario, Canada
    K1H 8M5
    Tel: 613-562-5310
    Fax: 613-562-5257
    sante.health@uottawa.ca