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A toddler’s first spoken word of “mama” or “ball” might seem small, but for children who talk later than expected, those milestones can change the trajectory of a lifetime.

Danika Pfeiffer, Ph.D., has built her career around helping children reach those moments. As a speech-language pathologist and assistant professor for the School of Speech-Language Pathology in the Macon & Joan Brock Virginia Health Sciences Ellmer College of Health Sciences at ��������, she’s seen how quickly late talkers can make progress when they receive the right support. “I’ve worked with late talkers and preschoolers and have seen the improvements that can happen so quickly, and it’s motivating to know you can have a far-reaching impact, like on the career they can have some day,” she said. “There’s so much promise at such a young age and it’s very rewarding to have that impact.”

That dedication has already fueled several research projects in her field, and now Pfeiffer is expanding her reach as part of a national research team supported by the National Institutes of Health. The two-year study, which carries nearly $462,000 in funding, is led by Dr. Gazi Ferdousi Azad, a school psychologist at Columbia University, through the NIH TALK (Tackling Acquisition of Language in Kids) initiative. Pfeiffer’s role is supported through a subcontract to ��������, marking a significant step in her growing portfolio of federally funded research.

The project is asking a different kind of question: instead of focusing only on the barriers that keep families from early evaluations, what helps them get there?

“We are interested in late talkers - this group of children who start using spoken language later than we anticipate,” Pfeiffer explained. “I specialize in qualitative research, so I’ll be guiding how to write questions, run focus groups, and analyze transcripts.” Pfeiffer’s role is to listen closely to families and the people around them — pediatricians, speech-language pathologists, daycare workers, even friends or relatives — and uncover the moments of encouragement that led to early intervention.

The answers may be simple. A trusted pediatrician’s reassurance. A sibling’s experience. A handout in a waiting room. But those small nudges can make a big difference. “We know what prevents families — travel, money, resources — but what helps families get there? If we intervene earlier, there’s less risk of a persistent communication disorder later,” Pfeiffer said.

The project also brings together a multidisciplinary team, including a school psychologist, a pediatrician, and another speech-language pathologist focused on multilingual development. Families will be interviewed in both English and Spanish, ensuring the findings reflect the diverse experiences of children and parents nationwide. “We’re often in our silos and when we can collaborate it often benefits these kids we work with,” Pfeiffer said.

Pfeiffer hopes the results will be practical enough to be used right away. Something as simple as a social media post, a flyer in a pediatrician’s office, or professional development for educators could help more parents trust their instincts and seek evaluations earlier. And for families who may think their child will “grow out of it,” she hopes the study reinforces that the earlier the support, the greater the benefit.

“As we work on this project, we hope to find more questions than answers!” Pfeiffer said. She explained that the team hopes the guidelines can be implemented nationwide and used not only by speech-language pathologists but by all professionals who work with children.

The study has just begun and will continue over the next two years. Pfeiffer and her colleagues will share updates as the research unfolds, offering new insights into how families, educators, and healthcare providers can work together to help children find their voices earlier in life.