ABSTRACT
Evidence-based techniques found to be useful specifically for deaf students have been incorporated in the smiLE Therapy delivery model. Dismantling and separating out communication skills into teachable, manageable parts is essential for deaf students. The simplest modules look at the small component skills belonging to these entering and leaving sections only, while the other modules have additional sections in the 'middle'. The practitioner tests the student for that particular skill or knowledge before teaching begins and again tests what students have learned at the end. Important use of filming is as a tool within the therapy session itself, to facilitate the students in the task of self-evaluating. By self-evaluating, they are taking responsibility and ownership for their learning. Hummel considers structured learning approaches, which involve modelling appropriate talker–listener behaviour and role playing, to be effective teaching tools. Every smiLE Therapy session teaches practises and reinforces Active Listening.
