SPONSORED RESEARCH: Supporting Kids with Irritability In Language Learning (SKILL): Adapting and Implementing Evidence-Based Emotion/Behavior Management Techniques in Early Language Intervention

June 15, 2026

Read a Q&A Below 

Brittany Manning, PhD, CCC-SLP and the team at Northwestern University’s Feinberg School of Medicine Department of Medical Social Sciences (MSS) received a K23 award from the National Institute on Deafness and Other Communication Disorders (NIDCD) titled, “Supporting Kids with Irritability In Language Learning (SKILL): Adapting and Implementing Evidence-Based Emotion/Behavior Management Techniques in Early Language Intervention.” The project mentorship team includes Lauren Wakschlag, PhD (MSS), Rinad Beidas, PhD (MSS), Megan Roberts, PhD, CCC-SLP (Communication Sciences and Disorders), Adriana Weisleder, PhD (Communication Sciences and Disorders) at Northwestern University and JD Smith, PhD at the University of Utah (Population Health Sciences).

What are the aims of the project? 

Language delays are very common in early childhood; between 10% and 20% of children learn to talk later than expected. Research shows that many children with language delays also struggle with irritable behaviors like severe and frequent temper tantrums. This is not surprising as children who struggle to communicate may also be more prone to acting out in frustration. Fortunately, early language intervention implemented by a speech-language pathologist (SLP) is an effective way to help children learn to communicate and reduce the risk of later language challenges. SLPs have significant training and expertise in early language development, but few report having received training in evidence-based mental health strategies that may be critical to working with children with dual challenges. The goal of this project will be to work alongside SLPs and families to identify socioemotional strategies that could help make language intervention sessions more successful and enjoyable!

What are your next steps?

Our research team will be launching a two-part research study this spring. First, we will be interviewing and leading focus groups with community partners - clinicians and caregivers - about challenges they perceive in this area. We will ask about their experience with children’s language and irritability, strategies that may be helpful to support communication during times of frustration, and anticipated barriers to implementing strategies in intervention sessions. We will then create an online training with selected socioemotional support strategies that will be tailored for early language intervention. The second phase of the research project will be pilot testing these strategies in early intervention sessions, to see how feasible they are in the real world.

What do you hope will come out of this funded research?

Research can often be siloed by discipline, but we know this is not how children’s development works. Ultimately, I hope that this work will improve the effectiveness of language intervention for children with socioemotional challenges, helping them to better navigate the world. I also hope that this study will be an avenue for interprofessional education, providing SLPs with free and accessible training in evidence-based socioemotional support strategies, increasing their confidence in working with children with dual challenges.