Questions & Gestalt Language Processors

There are various reasons a gestalt language processor may ask questions. We want to make sure that we always acknowledge all communication, but we also do not want to take all questions literally. We want to make sure that we are looking deeper into why the child is asking the question and considering the stage of gestalt language development they’re in. The following are things to consider when a gestalt language processor is asking questions. 

Question Gestalts

When a child is in the early stages of gestalt language development (Stages 1 & 2), they are mainly using language that they've picked up from media, communication partners, etc. This means that their language is not self-generated. They are using language verbatim if they are in Stage 1 (gestalts) or they are mitigating partial gestalts or trimming down longer gestalts if they’re in Stage 2. For this reason, their questions are likely gestalts or mitigations. They're using language from the context in which it was derived to communicate a message from that experience. Their question is likely not literal. We want to make sure that we do the detective work to determine the true meaning the child is communicating with the question.

Unable to access self-generated language

The child may be in the later stages of gestalt language development, however, they are asking questions because they’re unable to access their self-generated language. This can be due to many reasons but the most common include: dysregulation, illness, fatigue and/or burnout. During these times, a child may use language that is easier to access, which is often language from the earlier stages. For example, a gestalt they may have from stage 1 might be “where’s the milk?!”. They previously used this in stage 1 to communicate they were thirsty. They are now in the later stages (4+) but they begin using this because they are unable to access their self-generated language to communicate the message. Sometimes using gestalts from earlier stages is less cognitively taxing for a GLP that may be dysregulated, emotional or ill.

They like the way it sounds/self-regulation

Many children in the later stages continue to use language from the early stages from time to time. This may be because they simply like the way their gestalts sound or they enjoy mitigating their early gestalts. They may also use them as a way to self-regulate during times of dysregulation to get sensory input. This may include questions from stage 1 or stage 2. 

They are trying to connect, converse or comment 

Although asking a GLP questions is not recommended when a child is in the early stages, many people are still unaware of gestalt language development and therefore, most adults are taught to use questions as a form of connection with children. This can result in the child being asked many questions by most adults in their life. They also may be asked questions as a way to prompt language during compliance-based therapies, or traditional (analytic) language therapy. Children often pick up on this and may begin asking questions as a way to connect and converse with those around them too. 

To ease anxiety and/or create predictability

The child might be asking questions to get clarity on something they’re unsure about or to gain information about something that they are not clear on. They may also ask questions they know the answer to because they want to create predictability and they know the response from the communication partner will likely be the same each time. For example, the student during your speech session may ask the following question many times, “What is your name?” You know the child knows your name because you have been supporting them for a couple years now and they have referred to you by name many times. However, they may be asking this question as a way to gain some predictability. There are many things that have happened during the school day that have been unpredictable and this is something that they know is predictable and creates a sense of comfort for the child. 

What can you do? 

• Acknowledge all communication. Acknowledge their gestalts and accept them as communication. You can acknowledge them by smiling, nodding your head, repeating it back to them, or saying “yea” or “ok”. Do this even if you can’t understand the script or it’s been labeled as jargon. 
• Don’t take the question literally. Remember, the question is likely not literal. They're using language either verbatim from the context in which it was derived to communicate a message from that experience.  
• Try to eliminate questioning as much as possible as a form of connection and interaction. Try using declarative language instead. Comment, narrate, and pause. Most gestalt language processors aren't ready to answer questions reliably until they’re self-generating language (Stages 3-4+). Using declarative language will provide more natural language models for the child.  

• Do the “detective work” to figure out what they might be trying to communicate with the question. Take note of the question and explore where the language may have come from. When we figure out the message a child is trying to communicate, we can better support their language development.  

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.