Gestalt Language Processing Stages

Gestalt Language Processing: You’ve heard the term, maybe seen it on my social media…but what does it mean?

Gestalt language processing means that a child learns language in longer strings that are related to emotional context. “Gestalt” means whole. These children learn whole phrases to communicate.

For example “I think you need a hug” may be a script that a child learns during a moment they are sad or hurt, when an adult offers comfort.

So, the child later uses “I think you need a hug” to indicate they want adult interaction or help with a problem rather than literally asking for a hug.

When a child applies a whole script like this it is considered “delayed echolalia” and is considered a stage 1 gestalt. Please note that “delayed” here refers to the time it is used vs delayed in terms of development.

Barry Prizant research: https://barryprizant.com/resources/downloads/echolalia-articles/ suggested that echolalia may serve as a an alternative route to language development.

This work was further researched by Marge Blanc (see book) and has been reported on by speech therapists and families working with children who use echolalia and are therefore, gestalt language processors (GLPs).

Blanc described 6 stages of gestalt language development that work towards independent language use. These stages apply to both speaking and non-speaking children and can be used alongside certain AAC systems.

Pre-verbal / non-speaking

You may notice your child doing the following;

- They enjoy repeating rhymes & patterns 

- They have build their own way of sorting & organising and do not accept changes to their system

- Not being able to complete an activity of their choosing can be distressing

- They are highly aroused by colourful & bright shows and choose to watch them over and over again

- They hum or whistle recognisable tunes

Voice Quality: limited recognisable words. Intonation of babble or rhythms are recognisable.

What you can do at this stage: join them in the enjoyment of their chosen systems and rhymes. Use sing-song like phrases to initiate an action or to give instructions, making it predictable and the same every time. Use phrases from their favourite shows as meaningful instructions when out and about (giving real life context to these)

 Use AAC apps like GRID that are set up for gestalt language processors. Model use of this at all stages.

Stage 1: Echolalia

At this stage your child is learning (and using) full scripts or “gestalts”. These could be from everyday language e.g. “I think you need a hug” or from media they enjoy e.g. “to infinity and beyond!”

This is often referred to as “delayed echolalia” in a time-frame sense. That is it is not immediately repeated, rather it is heard, stored and repeated at a later time.

At this stage there is an underlying meaning to the gestalt that means the words cannot be taken literally. The grammar is often maintained and might lead adults to think the child has expressive language skills beyond their actual skills level/what they understand (which can lead to frustration and confusion for all involved).

It is important that your child has gestalts across the full range of communication functions + a wide variety. These gestalts also need be easily broken down and mixed and matched (thinking towards future development and stage 2+).

For example, “let’s go home” could mean “I want to go home/I want to leave/I want to go out in the car”. The underlying meaning is usually linked to the experience the child heard the phrase…

This example is easier to break apart into meaningful “chunks” to use in later stages as it is everyday language vs something that can from media (a show, song or book) that is harder to break down into easily recombined “chunks” and clearly get the child’s point across.

 VOICE QUALITY: highly intonational, sing-song, accents which are non-native to the speak may

be  maintained, recognisable words mixed with babble repeating the same intonation to the original. 

What you can do at this stage: Join them in their repeats, learn the underlying meanings of the phrases to them and use these too. Model changing one word in the learnt phrases to adapt or add more context to the phrases; ie instead of “great cup of coffee” you say “great cup of juice” when offering them a drink.

Stage 2: Mitagation

This is when children begin to break apart full scripts into “chunks” e.g.

“let’s go home now” = “let’s go” +”home now”

“that’s so fun” = “that’s so” + “fun”

“I wanna eat cookies” = “I wanna” + “eat cookies”

At stage 2 children also learn to recombine these “chunks” and mix and match:

“I wanna” + “home now” = “I wanna home now”

OR

“Let’s go” + “eat cookies” = “Let’s go eat cookies”

VOICE Quality: high intonation, sing-song, some gaps for thinking time between “chunks”

What you can do to support at this stage: Learn context behind each phrase or chunk. Model and use their chunks to give instructions or communicate with them.

 

Stage 3: Isolated single words and 2 word combinations

Now children will have separated out singe words and the smallest unit of meaning.

In our example “I wanna eat cookies” this would look like “I” + “wanna” + “eat” + “cookies”

A request for cookies might look like “Cookies”

Combinations at this stage are referential; this means they refer to something so are:

noun + noun= “mumma cookie”

pronoun + noun= “I cookie”

adjective + noun= “big cookie”

verb + noun = “want cookie”

 

What you can do to support at this stage: Honour as many requests and communication attempts as you can, repeating what they say back to them before offering the desired item. Use their chosen words to instruct too, as well as modelling more easily understood alternatives alongside. Ie instead of “big cookie” maybe they want a particular biscuit so you might answer with “I want chocolate biscuit”

Stage 4-6: Sentence Grammar Develops

This is where GLP language acquisition begins to look more like the progression that traditional communication milestones describe. It can seem like a “regression” if the GLP is not identified as a GLP as the child seems to go from full and complete sentences (at stage 1) to sentences and phrases with grammatical errors.

These errors are actually the “hallmark of stage 4” and beginning grammar e.g. “Mummy cookied me”. This shift demonstrates the child is now self-generating their language rather than using scripted language.  

Important note on sensory regulation and impact on script use. It is likely that GLPs, no matter how far progressed will use stage 1 and 2 scripts when dysregulated.

What you can do to support at this stage: Model actual fully formed sentences, alongside showing you understand and honour however they request or communicate too. Do not hold back a desired item until they repeat or ask using correct language, simply model it and give it anyway. Reduce demands on them to change, whilst modelling. This eases anxiety and pressure whilst offering opportunities to develop skills.

You can find more information on my social media accounts; @sensoryclass or speak to your Speech & Language Therapist if you feel your child could benefit from support in this way.

Download my Core Word Teaching programme specifically designed to support speech & literacy skills to Gestalt Language Processors and AAC users: https://sensoryclassroom.org/collections/sensory-stories/speech+

 

 

Download our easy to understand poster on this information here: https://sensoryclassroom.org/products/free-glp-stages-poster