Vanderbilt Wins Grant to Boost Toddler Speech Aid

Researchers aim to improve speech and language outcomes for young children with cleft palate through caregiver-implemented interventions.

Published on Feb. 5, 2026

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Vanderbilt researchers Ann Kaiser and Tatiana Peredo have received a $586,000 grant from the National Institutes of Health to study caregiver-implemented speech and language interventions for toddlers with cleft palate. The study will pair speech-language pathologists with caregivers to teach them strategies to support their children's language development. The researchers aim to narrow the gap between the timing of surgical and therapeutic interventions, as well as expand access to more children in remote and rural areas.

Why it matters

Up to 75 percent of children born with cleft palate do not receive the speech-language support they need until grade school, putting them at risk of challenges with communication, social relationships, and academic performance. This study seeks to change the status quo by providing earlier interventions through a caregiver-coaching model that can reach more families, including those in underserved communities.

The details

The study, "Caregiver-implemented early speech and language intervention for toddlers with cleft palate," will provide remote training to caregivers of 2-year-old children with cleft palate, teaching them naturalistic speech and language teaching strategies. The researchers anticipate this approach will improve outcomes for these children, based on their previous studies. The study will include toddlers from diverse socioeconomic and linguistic backgrounds, many of whom may not have access to specialized cleft care in their communities. The goal is to offer a more accessible and sustainable alternative to traditional in-person therapy.

  • The initial funding is for the first two years, which are dedicated to planning and currently underway.
  • There will be an additional five years to conduct the full study.

The players

Ann Kaiser

Dr. Susan Gray Endowed Professor and professor of special education at Vanderbilt University, a field leader in research and interventions for children with speech and language challenges.

Tatiana Peredo

Research assistant professor of special education at Vanderbilt University, who has worked with children facing language delays and adapted interventions to be culturally and linguistically appropriate.

Nancy Scherer

A leading cleft specialist and professor of speech and hearing science at Arizona State University, who is a co-principal investigator on the study.

Kelly Cordero

Collaborator from Phoenix Children's Hospital.

Elizabeth Alvarez-Montoya

Collaborator from Phoenix Children's Hospital.

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What they’re saying

“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. But we want to see the landscape shift to incorporate speech-language therapy earlier via caregiver-implemented approaches.”

— Tatiana Peredo, research assistant professor of special education (Mirage News)

“Developmentally catching up is not the same thing as having been on the same developmental trajectory. Children with cleft palate have different life experiences when they begin to use language and speak clearly later than expected. They haven't had the same access to learning opportunities as typical children. Socially, to not be a clear-speaking child until you're 8 years old is not a good experience in the world with peers, friends or family. Earlier is not only better-it might be essential.”

— Ann Kaiser, Dr. Susan Gray Endowed Professor and professor of special education (Mirage News)

What’s next

The study will take place in Nashville and Phoenix, providing caregivers with a series of 24 weekly coaching sessions that last about 45 minutes each.

The takeaway

This study aims to improve speech and language outcomes for young children with cleft palate by empowering their caregivers to implement early interventions, which can help narrow the gap in access to specialized care and support these children's social and academic development.