Should we write NLA-focused goals for gestalt language processors?

We often receive questions about goal writing for gestalt language processors if we should write specific goals for gestalt language processors, especially when those goals might be passed along to clinicians who are unfamiliar with/still learning about gestalt language development or clinicians who are in settings where you often cannot write program specific goals like schools. So, let's dive into why this approach is essential, even when a clinician isn’t trained or familiar with the Natural Language Acquisition (NLA) framework. 

What Is the Natural Language Acquisition Framework?

First off, it’s important to clarify a common misconception: the Natural Language Acquisition (NLA) framework is not a program. It’s a framework designed to describe and support the language development of gestalt language processors. Marge Blanc introduced this framework in her 2012 book Natural Language Acquisition on the Autism Spectrum: The Journey from Echolalia to Self-Generated Language. Drawing on years of clinical research, as well as the pioneering work of Barry Prizant, Ann Peters, and colleagues, Blanc developed this detailed framework to help clinicians and families understand how gestalt language processors develop language.

The NLA framework also gives us tools, like a scoring system for analyzing language samples, to better track and support language development.

Do You Need to be NLA-Trained to Implement These Goals?

The short answer? No. You don't have to be specifically NLA-trained to implement NLA-based goals or support gestalt language processors. However, you do need to be knowledgeable or open to learning about gestalt language development. A willingness to accept and engage with resources and an openness to make changes to the strategies you’re using is necessary. 

Gestalt language processors and analytic language processors require different approaches to support their language development. If you apply strategies meant for analytic language processors to a gestalt language processor in early stages, this can result in them being stuck in the early stages. On the other hand, using the right strategies with gestalt language processors, helps them move through the stages of language development.

How Do NLA-Focused Goals Differ from “Traditional” Speech Goals?

Traditional speech goals often target skills like grammar, wh-questions, labeling, or expansion. While these may be good strategies for analytic language processors, they’re not appropriate for gestalt language processors, especially in the early stages.

For instance, “traditional” goals often focus on:

• Expanding utterances
• Accuracy (like "80% accuracy" or "during structured activities")
• Imitation or prompt-based cues (e.g., "Given visual cues")
• Increasing vocabulary 
• Answering and asking wh-questions (who, what, where, when, why) 

These goals do not meet a gestalt language processor who is in the early stages of gestalt language development where they’re at but instead try to rush them to where people think they should be when they’re looking at them as disordered analytic language processors. This can result in frustration and/or lead to them being "stuck" in the early stages of gestalt language development.

When working with gestalt language processors, we want to focus on:

• Child-led activities rather than adult-directed tasks.
• Natural language modeling that’s appropriate for the stage of language development the child is in.
• Encouraging spontaneous language rather than taught or imitated language.
• Writing goals that reflect where the child is in their language development, not where we think they should be.

Goal Writing for Gestalt Language Processors

Goal writing for gestalt language processors involves understanding where they are in their language development. This means carefully taking spontaneous language samples and figuring out which stage they are mainly in.

• Stage 1: The goal is for the gestalt language processor to increase the amount and variety of gestalts. 
• Stage 2: The goal is for the gestalt language processor to mitigate (mix and match) partial gestalts or trim down longer gestalts.
• Stage 3: The goal is for the gestalt language processor to isolate single words and eventually combine them into two-word noun combinations (noun + noun, noun + adjective/location/modifier) 
• Stages 4-6: We base these goals on tools like Developmental Sentence Types and Developmental Sentence Scoring (created by Laura Lee). At this stage, we can also start focusing on more “other” language goals such as asking and answering wh-questions, problem-solving, neurodiversity-affirming social communication and narrative development.

If you are working in a school setting and are being told you cannot write NLA-focused goals, we recommend taking our Original Meaningful Speech Course for SLP/SLPAs. We recently added a new two-hour bonus module taught by Meaningful Speech team members Katelyn Kelps and Kierstin Barth. The module covers assessment, report and goal writing, service delivery, collaboration, education and more and applies to gestalt language processors in the school setting from preschool to high school.

Looking for an NLA-Trained speech-language pathologist?

We have a registry of clinicians who have taken our courses, shown understanding of gestalt language development and the Natural Language Acquisition framework by passing our final written exam, and are accepting private clients (this does not apply to school clinicians). You can find a speech-language pathologist near you in-person or virtually HERE. 

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. 
6. Want to learn more about starting a niche private practice? Watch our 1-hour webinar on starting a niche private practice hosted by Alex Zachos and Jess Teixeira from the Meaningful Speech team HERE.