How To Support Gestalt Language Processor

There are two ways that children learn and develop language. Most typically developing children are analytic language processors. This means that they learn language in more of a typical, sequential order. For example, they learn single words first. Then, they start combine two words before moving on to short phrases and sentences. This is what we are most familiar with.

The other style of language development is gestalt language development. Children who fall into this style of language development start speaking in “chunks” of language. This often starts with echolalia (stage 1). Echolalia is when repeats what another person has said.

There are two types of echolalia:

• Immediate echolalia refers to utterances that are repeated immediately or after a brief delay.
• Delayed echolalia refers to utterances that are repeated after a significant delay (Prizant & Rydell 1984). Echolalia is prevalent among individuals with ASD who are verbal and may remain as part of their verbal behavior for some time.

In stage 2, the child mitigates by mixing and matching shorter segments from chunks. For example, if a child keeps repeating “ Let’s go play” and “ Want some water” during stage 1, in stage 2 they may break down these two chunks and say, “Let’s go some water”.

At stage 3, they would be able to single out words, understand that words can stand alone, and would try combining them with other words.  Self-generated language will be developing at 

stage 4, the child will be moving beyond the words they pick up from others and forming their original sentences and language.

In stage 5, the child will make sense and usage of simple grammar in communication and at 
stage 6, the child will make sense and usage of complex grammar in communication.

The initial Echolalia may seem meaningless. But for Gestalt Language Processors, it is a real attempt to communicate. Our failure to acknowledge that attempt might frustrate them. This may even discourage them from attempting to communicate at all.

Tips To Support A Gestalt Language Processor:

The overall goal of speech therapy for Gestalt Language Processors is to enable them to use a self-generated language. Hence, these tips are most effective when interacting with a child in a natural and engaging context. So, use playtime or an interactive activity while applying these tips.

You can support their development of language by:

• Acknowledge your child’s scripting. Scripts are often tied with emotions. 
• Respond using words or phrases to comment on the intention of the child’s speech. Further, do not focus on the literal meaning of what the child said. E.g., If a child says “wheels on the bus” every time you go outside, say “Yes, going outside”.

• Utilize pronouns while speaking. E.g., say, “I want to go play football”.

• Identify the situations and context in which they echo or use scripted phrases. In other words, if a child says “wheels on the bus” whenever he/she or anyone else prepares to go outside, it means the child is using this phrase to say “go outside”. Similarly, identify specific contexts and scripts your child is saying.

• Use core words while communicating. So, instead of saying “Ram’s new shoes are amazing”, simplify it and say “I love the shoes” or “I love it”. This is easier for your child to pick up and speak.

• Provide easy phrases and repeat them often at home during playtime. Children learn chunks of speech they hear. E.g.: Say “My toy” “Come here” “Go there” or any core words often at home.

• Treat their scripted language or echolalia as communication attempts and reinforce it.

• Use high-frequency words and phrases at home often during interaction time.

• Expand your child’s words into sentences. E.g., If they say “come come” to call someone, say “Papa come here”.

• Observe and comment on what your child says or does.

• Modeling functional gestalt instead of asking questions (which will often be repeated back to you). A good structure for modeled gestalts includes: “It’s…,” “Let’s…,” and “I’m…” statements.

• Always take conversational turns with your child.

• Tuning into/creating melody when modeling language for your child.

What not to do?

• Do not ignore their attempts to communicate.

• Avoid or reduce asking questions.

• Do not use long and complex sentences. In other words, use simple, easy functional phrases.

• Do not take their echolalia as literal meaning.

• Don’t force them to use only verbal mode to communicate. If they use gestures or AAC, acknowledge their attempts.

• Do not focus on teaching grammar or expect perfect grammar from your child.

• Do not rush them to respond to your comments.

• Avoid focusing on their faults.