Gestalt language processing is an approach to understanding how some individuals, particularly children, acquire and use language. It is not a diagnosis, program, or intervention. Rather, it is a way of describing typical language development in neurotypical and neurodivergent children.
This approach is based on the concept that these individuals perceive language in ‘wholes’ or meaningful units, rather than in the linear, sequential manner that is typically emphasized in traditional language learning. This means that children learn phrases or groups of words as whole pieces, repeating them with a rhythmic, song-like tone.
What is Gestalt Language Processing?
Gestalt language processing means understanding language as a whole, not just its parts. These individuals, often children, are called gestalt language processors. They often repeat phrases or sentences heard in conversation, a behavior known as echolalia, as a stepping stone to language development. Echolalia, the repetition of words or phrases spoken by others, plays a pivotal role in their language development. It is now recognized as a normal stage in language development with various purposes like practicing language or taking turns.
Key Characteristics of Gestalt Language Processors
- Frequent repetition of phrases or sentences from familiar sources, such as TV shows or conversations, sometimes out of context.
- Use of memorized chunks of language in place of spontaneous word generation.
- Progression from reciting large chunks of learned language to breaking them down into smaller components used more flexibly.
- Rich intonation or prosody paired with intelligible or jargoned speech.
Stages of Gestalt Language Processing
Gestalt language processing involves several stages, each of which is crucial to understanding and producing language. These stages form a continuum from initial mimicking to independent language use.
- Delayed Echolalia: Children begin with memorized chunks of speech, which they reproduce as delayed echolalia in relevant contexts. For example, a child might say, “See you next time,” after a conversation, mimicking a phrase previously modeled by a parent.
- Trimming Down Stage: They start to modify or trim these chunks to better fit the current situation or their communicative intent. For instance, they may shorten “See you next time” to “See you.”
- Breakdown Stage: Original gestalt chunks are broken into smaller units that can be recombined in novel ways, similar to telegraphic speech. This stage marks a dramatic shift from echolalia to self-generated language.
- Beginning Grammar Stage: Emergence of pre-sentence grammar in novel phrases. Now, the child may say, “I will see you next time.”
- Advanced Stage: Further development of early grammar in first sentences.
- Final stage: More complex sentences and grammar development.
Role of Echolalia in Language Development
Echolalia serves as a bridge to meaningful communication and understanding complex language patterns. It helps children learn the rhythm, intonation, and structure of the language, setting the stage for more refined and flexible language use in the future.
Functional Echolalia
Children engage in functional echolalia when they repeat phrases and sentences to communicate a want or need, regardless of the original intent. For example, saying “Do you want a cookie?” every time they desire a cookie, because they heard someone use this phrase in a similar context. This type of echolalia serves specific functions:
- Requesting: Repeating a phrase to indicate a desire for something.
- Affirming: Repeating what was said to affirm it.
- Information seeking: Using a previously heard questions to ask for information.
- Social scripting: Replicating lines from social interactions to engage in conversation.
Supporting Gestalt Language Processing
Specialized strategies that match their unique learning patterns are essential. Here are some educational and therapeutic approaches:
Educational Strategies
When supporting gestalt language processors educationally, it’s important to have a clear understanding of visual and context-based learning. Here are some tools educators can utilize:
- Visual Supports: Use visual schedules and storyboards that outline tasks or stories to provide a clear structure.
- Environmental Structuring: Create a predictable environment to assist in making sense of their surroundings, thereby reducing anxiety.
- Modeling and Role-Playing: Demonstrate conversations or social scenarios to provide concrete examples of language use.
- Technology Aids: Utilize apps and software that support pattern recognition and sequence learning.
Therapeutic Approaches
- Meaningful Repetition: Practice echolalia in a structured way to transform it into functional communication.
- Social Stories: Use social stories to explain social situations and expected behaviors in a narrative format.
- Minimize Asking Questions: Provide leading examples instead of asking questions, such as saying, “I wonder what this is?”
- Affirmation: Honor speaking intents with simple commentary like, “Wow!” even if the message is not fully understood.
Creating Supportive Home Environments
Family and caregivers play a crucial role in fostering an atmosphere where gestalt language processors can thrive. Consistent routines and language usage at home can greatly benefit a child’s understanding and communication. Here are some ways caregivers can model, respond, and expand communication in natural routines and settings:
| MODEL | RESPOND | EXPAND | AVOID |
|---|---|---|---|
| Clear, concise language | Nod head or smile | Add words to create phrases | Asking questions |
| Familiar songs and stories | Repeat expressions | Use high-frequency words | Saying “Tell me..” |
| Predictable play scripts | Comment | Take turns talking | Long, complex language |
If you are looking for more specific details on supporting your GLP at home, then the Boho Speechie has an eBook for purchase on Teachers Pay Teachers with 10, easy to implement tips.
Communicative Intent
Communicative intent refers to using gestures, facial expressions, words, and/or writing to convey a message. When modeling language, it is important to use a variety of communicative intents to include the following:
- Requesting object, action, continuance, termination: Want ball, Open it, Do more, All done
- Rejecting: Don’t want it
- Commenting: Oh no!
- Asking for assistance: Need help
- Calling attention: Mommy!
Modeling and expanding your child’s communication helps develop a well-rounded use of a variety of communicative intents.
Gestalt Language Processing (GLP) Correlation to Play Development
The image above shows the correlation between language and play development in gestalt language processors (GLPs). The chart illustrates the stages of gestalt language processing alongside corresponding types of play development.
- Language Development: Phases of GLP from echolalia to increased sentence complexity.
- Play Development: Progression from solo play (re-enacting, sensory motor, people play) to parallel play, cooperative play, and advanced cooperative and imaginative play.
Key points from the chart:
- Language and Play Development: These are directly correlated.
- Multiple Phases: A GLP can present in multiple phases simultaneously.
- Play Goals and Expectations: These should align with the current phase of language development, evolving as language skills develop.
AAC & Gestalt Language Processing
Your child may benefit from Augmentative and Alternative Communication (AAC), a research based approach to increasing overall expression and comprehension. These supports can range from low tech options like PECS or high tech approaches such as speech generating devices (SGD). Selection is based on team assessment to include at a minimum, caregivers, educators, and speech pathologists.
AAC is especially beneficial when gestalt language learners approach higher stages. High tech AAC offers audio reinforcement paired with visuals to build expressive and receptive grammar usage. Talk with your child’s special education team about AAC options to best support your child’s communication development.
Frequently Asked Questions
What strategies are used in the treatment of gestalt language processors?
Treatment strategies often involve breaking down the memorized language chunks into smaller, comprehensible units and slowly building up the individual’s ability to understand and use language flexibly. This can include the use of scripting, employing visual supports, and interactive communication exercises.
What are the goals of intervention for individuals with gestalt language processing styles?
Intervention goals typically focus on increasing the individual’s understanding of language, promoting spontaneous language use, and supporting the development of conversational skills to help them communicate more effectively in various social contexts.
What techniques are effective for teaching individuals who learn through gestalt language processing?
Effective teaching strategies include modeling short phrases, emphasizing contextual language usage, and providing opportunities for repetitive practice in varying scenarios. Visual supports and role-playing can also aid in reinforcing the application of language skills in appropriate contexts.
By understanding these key concepts and strategies, caregivers can better support their children’s communication development and advocate for effective language learning interventions.
Nanette Cote is an ASHA certified speech pathologist, published author, and private practice business owner with 30 years experience.
