Supporting Kids with Irritability In Language Learning (SKILL): Adapting and implementing evidence-based emotion/behavior management techniques in early language intervention

About This Grant

PROJECT SUMMARY The purpose of this Mentored Patient-Oriented Research Career Development Award application is to prepare Brittany Manning, PhD, CCC-SLP, for a career as an independent clinician-scientist with expertise in implementation science. The proposal includes specialized activities, mentorship, and research to support training in (1) community-engaged, co-design methods, (2) clinical trials of early language intervention, and (3) embedded implementation science frameworks. With specialized training in implementation science, Dr. Manning will build on her expertise in the intersection of early language delays and mental health vulnerabilities to adapt and implement interventions to support the complex needs of real-life children with language delays/disorders. Children with language delays are twice as likely to display elevated levels of irritability as their non-language-delayed peers. Elevated child irritability (i.e. a low threshold for frustration and disruptive behaviors) makes it difficult for speech-language pathologists (SLPs) to engage children in language facilitating interactions in intervention sessions. Evidence-based emotion/behavior management techniques are effective in reducing child irritability. However, despite adaptations for other settings (home, school) and implementers (parents, teachers), evidence-based emotion/behavior management techniques and training materials have not been adapted with early language intervention in mind. Thus, the objective of this research proposal is to create SKILL: Supporting Kids with Irritability in Language Learning, an intervention package of adapted emotion/behavior management techniques for early language intervention and a brief, online training for SLPs. Equipping SLPs with evidence-based irritability management techniques is critical for supporting language learning during early language intervention sessions. The research project will pursue the following aims: (1) Using a community-engaged, co-design process, adapt evidence-based emotion/behavior management for early language intervention with iterative input from SLPs, mental health clinicians, and parents; (2) conduct a pilot hybrid effectiveness-implementation type 1 trial to examine the feasibility/acceptability/preliminary effectiveness of SKILL in improving early language intervention outcomes; (3) elucidate barriers/facilitators and implementation strategies to support SKILL’s uptake. Results from the pilot study will inform the optimization of SKILL and the design of subsequent, fully powered hybrid effectiveness-implementation type 1 trial submitted under an R01 mechanism. This work has the potential to improve care for a substantial portion of children with language delays/disorders, improve SLP confidence and satisfaction in working with children with complex needs, and advance implementation science in the field of Communication Disorders.