Communication skills are vital to children's success whether it be in school, socially among their peers, and in life as they grow into adults. However, not all children develop language skills at the same pace or in the same way. Many children use scripts and echolalia to express their thoughts, wants, and needs. However, to the unfamiliar (and many times familiar) person, it is difficult to discern what they are trying to communicate. This very frequently leads to frustration for both the child and the parent or communication partner. So...how can we help our kids? Well, that's where Gestalt Language Processing can come into play but we must first understand how language development works.
At a Glance
Gestalt: "an organized whole that is perceived as more than the sum of its parts."
Echolalia: repeating words and sentences that they have heard from those around them, songs, TV, movies, etc.
Analytic Language Processing: When a person develops language by starting with smaller units, like single words, and use those smaller units to create phrases and sentences, and eventually conversation.
Gestalt Language Processing: When a person develops language by learning whole phrases and/or scripts then breaks it down into smaller units as they learn the meaning of single words.
**Image from The Informed SLP**
Natural Language Acquisition, or how one learns language, is split into two types: Gestalt Language Processing & Analytic Language Development. Many of us developed language under the Analytic Language Development framework. This is where a child learns language in single words and progresses towards using these words to build phrases, then sentences, and eventually conversations. It is a bottom to top approach. We may even call this the "traditional" way in which can people develop language. Children learn the meaning and function of a word and then how that words fits into a sentence ("Is it a noun?"; Does that go before or after a verb?"). If we think of this like a jigsaw puzzle, it would be like taking each puzzle piece and putting them together to form the puzzle.
The other framework in which people can develop language is Gestalt Language Processing. This is where a child learns chunks of language that they repeat, or what is also known as a "gestalt". Echolalia is referred to as the repetition of words and phrases that seemingly have "no meaning". (I would encourage you to consider that many times this is the only means for a child to communicate and very well may have meaning and intention behind it.) Sometimes children use the gestalt for specific emotions or during a certain activities. After learning chunks of language, they may begin to understand the meaning and function of words that make up that gestalt. They can break down the gestalts and rearrange words and segments around to better suit the context as they understand syntactical and grammatical rules better. Their language may also have an emphasis on intonation. This is top to bottom framework. If we think of this like a jigsaw puzzle, this would be like someone taking a completed puzzle and slowly taking it apart to find the smaller puzzle pieces.
The tricky part is people don't develop language in only one camp, it is a mix of both. Some lean heavier in GLP than ALP or vice versa. All children can demonstrate scripting. Many autistic children are GLP but its not a framework that all autistic children develop language. Echolalia is also a characteristic that all children demonstrate in their language progression.
Staging
There are 4-6 stages of GLP depending on who you speak with. Children can move between these stages and do not necessarily graduate from one stage to the other.
Research conducted by Barry M. Prizant (1992) four fluid stages of gestalt language acquisition in his subjects whereas research done more recently by Marge Blanc (2005) described 6 stages of GLP.
Echolalia; use of whole memorized phrases (Language Gestalts)
Mitigated echolalia; breaking up the phrases (Partial Scripts/Gestalts) and recombining them.
Isolated words and beginning word combinations
Original Phrases and beginning grammar
Original sentences with complex grammar
Original sentences with advanced and complete grammar
The Key
Meeting your child where they are at is the key to providing support, reassurance, and language growth for your child. Maybe your child only scripts "When You Feel So Mad that You Want to Roar" song when they are upset. This would be an opportunity to verbalize "I feel so mad" for them to imitate. Using this phrase is taking part of the lyrics for this song that your child already knows and changing just 1-2 units to reflect something they can say or hear that is more accurate. You could also adjust the lyrics to reflect the current situation and sing along with them. For example, "When you feel so mad because its time to go, take a deep breath and count to 4". Responding to the script with understanding is reassuring and helps your child understand that you understood their message. For example, "I hear you. You feel so mad when I tell you it's time to clean up". You are filling in the blanks for them and providing a model for more accurate phrases and vocabulary.
There is no right or wrong way for a child to develop language. By focusing on how your child acquires language naturally, you are more capable of helping your child develop skills they need to communicate their wants and needs. Instead of expecting your child to meet you where you are at in communication, you are meeting them where they are at and helping build steps for them to understanding language. Contact us at Loud Mouth Speech Therapy today to learn more about how we can help your child.
Helpful Links and Resources about Gestalt Language Processing (GLP)
Blanc, M., & Lyon, J. G. (2012). Natural language acquisition on the Autism Spectrum: The journey from echolalia to self-generated language. Communication Development Center.
Wetherby, A. M., & Prizant, B. M. (1992). Profiling young children’s communicative competence. In S. F. Warren & J. E. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 217–253). Paul H. Brookes Publishing.
Comments