Children with hearing loss are increasingly being identified at an early age and receiving family-centered intervention from infancy. This means that they are more likely to follow typical developmental sequences of learning. Therefore, professionals working with them need to be aware of developments in the scholarly literature that drive intervention with children who have typical hearing. This paper addresses some of these developments including: family-centered services, the centrally of intent, language functions, social-based intervention, theory of mind, rational evidence, and ecologically valid services. (Contains 1 table.)