Are You Teaching Language or Supporting Language Development?

When supporting autistic children, there’s a crucial distinction that professionals and parents need to understand: Are we teaching language or supporting language development? The difference between these approaches can impact a child’s ability to develop flexible, self-generated, self-motivated language, which is the ultimate goal.

The Problem with Teaching Language

Traditional speech-language therapy often focuses on teaching language through structured activities, such as:

• Using sentence strips
  • An adult uses a cloze procedure strategy where the words in the phrase are the same, except for the ending. The child finishes the rote phrase with a word of their own. Some examples: 
    I want _____. 
    I need _____. 
    I see ______. 
• Prompting with phonemes, words, or phrases
  • Adult: "It’s a…" (pointing to dog) 
  • Child: "dog"
• Encouraging memorization of phrases to answer questions
  • Adult: “Who's ready for school?!’... “I am!’ 
    Child: “I am!” *anytime the parent asks this question*
• Drilling and practicing words or phrases
  • Adult: “ABCD”... “Your turn. ABCD”
    Child: ABCD
• Adult-directed and chosen activities
  • The adult plans the activities and the child is expected to engage in the adult-directed plans.

These programs “work” until they don’t. Many kids are excellent at memorizing language and it shows short term gains. Eventually the adults in their lives realize they don’t have flexible, self-generated, self-motivated language. 

The Importance of Supporting Language Development

Instead of direct language instruction, most autistic and neurodivergent children need language support that fosters natural language acquisition. This includes:

• Modeling language without requiring immediate repetition
• Narrating, commenting, and using declarative language
• Allowing for silence, which often results in spontaneous language
• Accepting multi-modal communication (gestures, AAC, body language)
• Following the child’s lead in interactions

True gestalts—the first stage of a gestalt language processor’s development—are acquired spontaneously from the environment. There is no need to prompt or cue them to repeat phrases. Instead, the best way to support a gestalt language processor is by modeling language during natural interactions without expectation.

 Why Direct Teaching Falls Short

Many language programs on the market follow a one-size-fits-all approach, prioritizing direct teaching over natural language development. While these methods may appear effective in the short term, they fail to support a child in the long run because the language is not acquired naturally. They are not true gestalts. Children may memorize the taught language, but they will be unable to use it in self-generated, flexible ways. 

Our goal should not be rote memorization but rather authentic, self-generated language that supports a child's ability to express themselves meaningfully.

How to Make the Shift

The change starts with us, not the child. We must rethink how we approach language development and the strategies we use. Instead of teaching language, we must focus on supporting each child’s unique language journey. 

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.