Early Intervention & Gestalt Language Processors

Identifying a child as a gestalt language processor (GLP) is important when early intervention is going to be provided. If we don't, we may take an analytic approach to therapy, using strategies such as expansion, increasing vocabulary and wh-questions. These strategies are not appropriate for gestalt language processors in the early stages and may slow down a GLP’s language development and keep them “stuck” in these early stages. So while early intervention is important, it is not one size fits all. If we approach all children as delayed or disordered analytic language processors, early intervention may not be supporting their language development.

Signs a child is a gestalt language processor

• Rich intonation. Gestalt language processors have been called “intonation babies”. This is because they are attracted to the high emotion and intonation of utterances. With children who use rich intonation, it may be difficult to understand what they’re trying to say, but the intonation they’re using gives it away. If you tune in, it may sound like a line from their favorite TV show, a song or a sentence from a favorite book you always read together. 
• Long gestalts/scripts. They repeat long scripts/gestalts they may have heard from videos, books, movies. TV shows, YouTube videos, communicative partners, etc. after a delay. It’s a chunk of language that doesn’t move and is said in the same way each time. These can be said in or out of context.
• Example: “Jumping up and down in muddy puddles!”  They say this every time they want to play outside. This comes from their favorite show, Peppa Pig.  
• “Stuck” single words. They are using single words with limited spontaneous use of words across contexts. The single words they have aren’t being combined with other words to create self-generated phrases and sentences. These single words often hold a much larger meaning than the word itself. 
  • For example: The word “dog” is used to refer to all pets. It isn’t used outside of labeling dogs/pets, and it isn’t being combined or expanded on with other words (ex: big dog, brown dog)

• Long strings of unintelligible language. The child may sound like they’re saying something familiar, you may even recognize where their language is coming from due to the intonation, but they are mostly unintelligible. 
• Echopraxia. This is echolalia with movements, not speech. Echopraxia is very common amongst gestalt language processors and autistic individuals. It is similar to delayed echolalia because it’s used to communicate a gestalt through movements that encompasses a larger meaning, often a full experience. Echopraxia just like echolalia communicates.
• For example: Echopraxia can be as simple as making the same sad face as a character in a show in order to communicate the gestalt from the show. It can be as complicated as acting out a full scene from a youtube clip using their arms, legs, and face. 
• Gestalt cognitive processing. The child is a whole-to-part thinker. Their experiences are held primarily as episodic memories. They conceptualize events as whole routines derived from past experience(s) of them. We have an entire bonus module by Autistic speech-language pathologist Rachel Dorsey, on Gestalt Cognitive Processing in our original course.
  • For example, a child conceptualizes “speech therapy” sessions based on the first experience they had with speech therapy. Speech therapy = SLP picks them up from class, they go to the room at the end of the hall to the right, they play with cars, trucks, read a book and get a sticker, then the SLP walks me back to class. This is how speech therapy should always go in order for it to be speech therapy. Sometimes GLPs struggle when there are deviations from these routines due to their strong episodic memory and gestalt thinking style. 

• Listening (and learning) from scenes/bytes of media or audio clips. The child may rewatch the same videos and replay the same parts of those videos. They may even use parts of videos to communicate. 
• They are very musical. They are drawn to songs and song melodies, they might not be speaking yet but can hum and/or sing songs. Songs are often first gestalts, especially for non-speaking or minimally speaking gestalt language processors. 

What if I’m still unsure whether a child is a gestalt or analytic processor?

Some of the signs that a child may be a gestalt language processor, are also very typical for all children under the age of 2.5 years old such as echolalia, long strings of unintelligible language with intonation, and single words. Therefore, if you’re still not sure whether a child is a gestalt or analytic language processor, we always recommend using strategies meant for gestalt language processors. This is because analytic language processors will take what they need (single words) and gestalt language processors will get the whole phrase language models they need. All children can benefit from natural language modeling and child-led therapy. These strategies include…

• Modeling whole phrases from the child’s perspective or a joint perspective (e.g. “We did it!” vs. “you did it!”)
• Eliminating questions and using declarative language, commenting and narrating (e.g. Instead of “What color is it?”, you might model “It’s so pretty!”)
• Use child-led therapy. Follow the child’s lead instead of an adult-directed agenda.
• Acknowledge ALL communication. Even if it’s unintelligible or you’re unsure of the meaning.
• Eliminate rewards and sensory breaks and instead incorporate sensory supports and interests into therapy.
• Model language without expectation (avoid prompts like “say ____”)
• Use music in early language development
• Consider robust AAC if the child can benefit. 

We always recommend using these strategies when you’re unsure because analytic language processors will take what they need (single words) and gestalt language processors will get the whole phrase language models they need. All children can benefit from natural language modeling and child-led therapy.

Want to learn more in-depth information about how to support gestalt language processors?

1. There are many free podcasts, webinars and articles to get you started. A comprehensive list of resources can also be found on our website. We just released a new FREE masterclass on echolalia and child-led therapy that is perfect for anyone starting their learning journey or on the fence about purchasing our courses! 
2. Consider taking the Meaningful Speech course to learn more about how your child or client processes language, how you can help support them from echolalia to self-generated (original flexible) language, child-led therapy, and neurodiversity-affirming practices. Looking for something shorter? We have a 1-hour introductory course perfect for extended family, daycare or school staff.
3. Consider taking our AAC + Gestalt Language Processing course. It will teach you how to identify, evaluate and support gestalt language processors who use AAC or who you think might benefit from AAC.
4. Look for a speech-language pathologist (SLP) who "gets it" and can help you in supporting your child's language development. Check out our registry for SLPs who understand gestalt language processing and child-led therapy.
5. Are you a school-based or private practice clinician looking for intake forms for new clients/students or creative visual reminder posters for your space? Check out the Meaningful Speech Marketplace.