Vanderbilt Researchers Secure $586,000 NIH Grant for Cleft Palate Support

Researchers at Vanderbilt Peabody College have received a substantial $586,000 grant from the National Institutes of Health to enhance speech-language support for toddlers with cleft palate. This funding aims to address a significant gap in care, as up to 75 percent of children born with this condition do not receive necessary speech-language interventions until they reach grade school. Delaying these services can lead to difficulties in communication, social interactions, and academic performance.

The study, titled “Caregiver-implemented early speech and language intervention for toddlers with cleft palate,” is spearheaded by Ann Kaiser, Dr. Susan Gray Endowed Professor, and Tatiana Peredo, research assistant professor of special education. Their innovative approach will involve pairing speech-language pathologists with caregivers of young children who have cleft palates, either with or without cleft lips. Through remote training, caregivers will learn to implement naturalistic speech and language teaching strategies with their children, who are typically around two years old.

Innovative Approach to Early Intervention

According to the researchers, previous studies have indicated that caregiver-provided interventions can significantly improve outcomes for children with cleft palates. Cleft palate is a congenital anomaly characterized by a split in the roof of the mouth, which can lead to speech delays. While surgical procedures can address physical aspects early in life, many children face ongoing challenges in speech and language development.

Peredo emphasized the need to shift focus from solely medical and surgical interventions to include speech-language therapy at an earlier stage. “Early care for kids with cleft palate has been really focused on medical and surgical interventions. Those things have come so far and are really important,” she stated. “But we want to see the landscape shift to incorporate speech-language therapy earlier via caregiver-implemented approaches.”

Kaiser added, “Developmentally catching up is not the same thing as having been on the same developmental trajectory. Earlier is not only better—it might be essential.”

This study aims not only to narrow the gap between surgical and therapeutic interventions but also to expand access to care for children in both urban and rural settings. “There’s very little cleft-specialized care outside of major urban medical centers,” Peredo noted. The remote, teletherapy approach will allow for greater accessibility to children from diverse backgrounds, including those who speak English and Spanish.

Comprehensive Support for Families

The study will involve children from various socioeconomic backgrounds, many of whom may lack access to specialized cleft care in their communities. Kaiser expressed optimism about learning how this innovative approach can fill crucial gaps for families. “I think we’ll learn a lot about access and about whether this approach fills that gap for families,” she said.

In addition to enhancing accessibility, the research aims to offer a sustainable, lower-cost alternative to traditional in-person therapy sessions with speech-language pathologists. Kaiser and Peredo are working alongside Nancy Scherer, a leading cleft specialist from Arizona State University, to implement a series of 24 weekly coaching sessions lasting approximately 45 minutes each. Initial funding will support the first two years dedicated to planning, followed by an additional five years for conducting the study.

Key collaborators include professionals from Phoenix Children’s Hospital and Vanderbilt University Medical Center, enhancing the breadth of expertise and resources involved in this initiative.

Both Kaiser and Peredo are esteemed faculty members at the top-ranked Peabody College Department of Special Education. Their research not only prioritizes teaching but also actively improves the lives of children with developmental disabilities. Through this project, they aim to leverage decades of research on language growth and caregiver strategies to support children with cleft palate.

As they embark on this important study, their commitment to making a meaningful impact on children’s lives is evident. The research promises to contribute significantly to the field of speech-language therapy, potentially transforming outcomes for countless children facing the challenges of cleft palate.