What Comes Before Stage 1 of Gestalt Language Development?

 A common question we receive is, "What comes before Stage 1 of gestalt language development?" Specifically, many parents and professionals wonder how to best support very young children (early intervention age) or minimally/non-speaking gestalt language processors. The short answer: there is no pre-Stage 1. Additionally, there are no prerequisite skills required before supporting a child in Stage 1.

Moving Away from the Term "Preverbal"

The term "preverbal" is commonly used to describe the stage before a child learns to speak. Many speech-language pathologists (SLPs) consider skills like imitation, joint attention, gestures, and general vocalizations as "preverbal" prerequisites to speech. However, we now understand that these skills often present differently (not less) in neurodivergent children.

This is why it’s crucial to avoid viewing these abilities through a neurotypical lens. They should not be targeted for intervention with the goal of aligning with neurotypical norms. Furthermore, none of these are prerequisites to speech. Instead of focusing on “preverbal” skills, we should acknowledge that all gestalt language processors, regardless of their verbal abilities, begin at Stage 1.

What Does Stage 1 Look Like for Minimally or Non-Speaking Children?

For young children, minimally speaking children, or non-speaking children who are gestalt language processors, language development begins in Stage 1: Delayed Echolalia. This stage can look different depending on the child. While some children who use mouth words may use delayed echolalia in the form of YouTube scripts or movie lines (just some examples), non-speaking children may demonstrate echolalia in more subtle ways.

Stages of Gestalt Language Development (Blanc, 2012) 

Stage 1: Delayed Echolalia

Gestalt language processors begin with delayed echolalia—using whole gestalts, single-word gestalts, and/or intonationally defined strings of language from people, media, songs, or books.

Example: "There's a monster at the end of the book!"

Stage 2: Mix and Match (Trimming Down Partial Gestalts)

In this stage, children begin to mitigate their larger gestalts into smaller chunks and mix/match parts of different gestalts to form semi-unique utterances.

Example 1: "There's a monster + under there" → "There's a monster under there." Example 2: "There's a monster."

Stage 3: Single Words and Two-Word Combinations

Children break down their gestalts further into single-word units and begin combining words in novel ways.

Example: "monster," "scary monster," "red monster."

Stages 4-6: Developing Grammar and Complex Sentences

Children start creating original phrases and sentences.

• Stage 4: Beginning grammar (e.g., "The monster goed under.")

• Stage 5: More advanced grammar (e.g., "The monster can't get out.")

• Stage 6: Complex sentences (e.g., "Shouldn’t he have come out from under the bed by now?")

Signs of a Gestalt Language Processor (Speaking, Non-Speaking, Minimally Speaking or Very Young)

All of these are signs your child might be developing language in longer units or "chunks" and not word by word (like analytic language processors). They may be a gestalt language processor.

• They can sing songs but don't have any "words."  Gestalt language processors are often very musical. They pick up on intonation first so song melodies can naturally become first gestalts!
  
  
• The minimal amount of speech the child has is single words that have been taught and "jargon." Children in Stage 1 of gestalt language development may communicate using a mix of unintelligible strings of language and many single words. These single words are “stuck”, meaning they are unable to combine these single words with other words to expand their utterances.
  
  
• They are not easily understood but their "sounds" or "jargon" have rich intonation if you listen closely. Many gestalt language processors are trying to communicate long strings of language which can be difficult for young children and/or children have not yet developed the muscle coordination required for these long strings of language.
  
  
• If using AAC the child is not making progress despite intensive modeling of a robust system with authentic exchanges. Unfortunately, AAC systems are not yet developed with gestalt language processors in mind. Although, there are ways you can customize current systems to grow with gestalt language processors through the stages. 
  
  
• The child studies and replays media clips (videos, songs, TV shows, movies). For example, they may replay the theme song or intro of a TV show repeatedly instead of watching the show. They may be more drawn to the melody and intonation of this part of the video and not as interested in watching the show.
• Echopraxia. Echopraxia 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 Thinking (Whole-to-Part Thinking). 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 Thinking 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. 

Supporting Minimally Speaking or Non-Speaking Gestalt Language Processors

1. Acknowledge Their Communication

   • Even if their speech sounds like jargon, acknowledge it with a head nod, smile, or by repeating it back.

   • Example:

     • Child: "Wachgado!"

     • Adult: Smiles, nods, and repeats: "Wachgado!"

2. Be a Detective

   • Listen for repeated intonation patterns and compare them to media the child enjoys.

   • Example: If a child watches specific clips from Bluey repeatedly, parents can listen closely for any matches with the child's utterances.

3. Introduce a Robust AAC System

   • AAC has no prerequisites and does not hinder speech development. Research shows it actually supports spoken language growth.

4. Model New Potential Gestalts Using Speech and AAC

   • Instead of modifying an AAC system to fit a word-by-word approach, add gestalts the child already uses and new ones you model.

   • Embed these in relevant categories based on motor planning and context.

Regardless of a child’s use of mouth words or intelligibility, all gestalt language processors need more gestalts. The key is to naturally model new potential gestalts in play and everyday life. There is no pre-stage—just the beginning of their unique journey through the stages of gestalt language development.