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Understanding Gestalt Language Processing: A Guide for Parents and Professionals

  • Gestalt Language Processing (GLP) is when children learn language in chunks rather than single words. Recognizing scripting and echolalia as meaningful communication helps parents and professionals use these scripts as clues to the child’s interests and needs, forming a foundation for developing functional language skills.
  • There is no reliable way to determine if a child is a gestalt or analytic language processor. Categorizing a child strictly into one model may not be helpful. Instead, focusing on the child’s individual communication patterns and needs is more beneficial for their language development.
  • Despite theories suggesting different teaching methods for GLP, limited evidence supports the need for a distinct approach. Effective strategies like honoring scripts, modeling functional language, using visual supports, and engaging in preferred activities help language development in all children, including those with GLP patterns.

If you are on social media, you have likely heard the term Gestalt Language Processing. It may seem like a newer term, but linguists began using it in the 1970s and 80s.

I had not heard of it until around two years ago from posts and questions from members about if their kids were Gestalt Language Processors—would my approach work? So, I began learning more about it, beginning with my interview with Sari Risen, a CCC-SLP and BCBA who joined us on the show to discuss Gestalt Language Processing.

Scroll down to the bottom of this page to listen to that full recording. But today, I am going over some new research and a new critical review of the research to share what Gestalt Language Processing is, how theory says we may best teach kids presenting as these types of learners, and if this is the best approach.

So, don’t miss this episode for lots of information to help your child or clients who may be Gestalt Language Processors.

What is Gestalt Language Processing?

Gestalt Language Processing (GLP) is a concept that refers to a particular way of acquiring language, where individuals, often autistic children, learn and use language in large chunks or “gestalts” rather than single words. I would say many of my clients, and even my son, love to script and do seem to form these gestalts easily.

This contrasts with the analytic language acquisition style, where language is learned word by word and then combined into phrases and sentences.

What Are the Two Models of Language Development? Analytic vs. Gestalt Language Processing

Language development in children typically follows one of two models: Analytic Language Processing and Gestalt Language Processing. Understanding these models can help parents, educators, and therapists tailor their approaches to support language acquisition effectively.

Analytic Language Processing

In analytic language processing, also known as the bottom-up approach, a child learns language by understanding and using single words first. They gradually combine these words to form phrases and sentences. This is the most common pattern seen in language development among typically developing children. Analytical language processors focus on the individual components of language, such as phonemes and morphemes, building up to more complex structures.

Gestalt Language Processing

Conversely, gestalt language learners, or gestalt language processors, acquire language in chunks or “gestalts.” Instead of starting with single words, they memorize and use multi-word phrases or scripts they hear in their environment. Over time, these chunks can be broken down and recombined to form new, original sentences. This top-down approach is often observed in autistic individuals and children with language delays.

Understanding whether a child is an analytical language processor or a gestalt language processor can inform the strategies used to support their language development. However, as we’ll explore, determining this isn’t always straightforward.

Gestalt Language Processing and Autism

Gestalt Language Processing is particularly relevant in the context of autism. Autistic individuals often exhibit echolalia—repeating words or phrases they have heard before. This repetition is not mere mimicry but can be a way for the child to communicate or make sense of language.

Many autistic children are gestalt language learners who rely on scripts and echolalic phrases as part of their communication repertoire. These scripts can offer valuable insights into their interests, needs, and emotional states. For example, a child might recite lines from a favorite TV show to express happiness or comfort.

Understanding the relationship between GLP and autism can help professionals develop more effective communication strategies that honor the child’s current language use while guiding them toward more functional and flexible language skills.

Stages of Teaching: Gestalt Language Processing

As I mentioned, there is a theorized 6-stage process for teaching Gestalt Language Processors. I will get into the research on this shortly. The six-stage process for gestalt language processors, according to the Natural Language Acquisition (NLA) framework, involves:

  1. Echolalia: Using memorized chunks or scripts from their environment.
  2. Mitigated Echolalia: Slightly changing these scripts.
  3. Intermediate Stage: Combining chunks to create new, yet still somewhat formulaic, utterances.
  4. Pre-Sentence Level: Beginning to generate novel sentences but still heavily reliant on learned phrases.
  5. Sentence Level: Producing original sentences with more flexibility.
  6. Complex Language: Using language in a fully flexible, functional manner similar to typical language development.

These stages describe how children move from using large chunks of language to developing more flexible and spontaneous language use.

Gestalt Language Processing Stages
The theorized stages of gestalt. There is little research to suggest that this approach is beneficial.

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Sensory Regulation, Motor Planning, and Dyspraxia in Gestalt Language Processing

While exploring GLP, some have raised questions about its relationship to sensory regulation, motor planning, and dyspraxia. Dyspraxia, or developmental coordination disorder, affects a child’s ability to plan and coordinate motor tasks, which can include speech production.

Some theories suggest that difficulties in motor planning could influence how a child learns language, possibly making them more inclined toward gestalt language processing due to challenges in producing individual phonemes or words. Sensory regulation issues, common in autistic individuals, might also affect language acquisition patterns.

However, it’s important to note that the research linking GLP directly to sensory and motor planning difficulties is limited. While these factors may play a role in some children’s language development, more studies are needed to establish a clear connection.

How to Know if a Child is a Gestalt Language Processor

Many people, if the child is scripting and has a lot of echolalia phrases, may assume a child is a gestalt language processor. Tiffany Hutchins reviewed the research for this critical review in 2024. They found there is no assessment to accurately tell us if a child is a gestalt language processor or a child who learns with a more analytic approach.

What we do know is that when a child is scripting, these scripts are functional to them and should be honored and used as clues for what language we need to teach and what children are trying to say.

Scripts can be considered clues for what motivates your child or even a way to communicate based on the original context of the script. I share an example of my son Lucas and a common script of his as a child, “Arthur’s Tooth,” and the way it helped him communicate pain.

So ultimately, there is no research at the time of this recording to accurately help us know if a child is a GLP or not.

Do Gestalt Language Processors Need a Different Language Learning Model?

After reviewing the critical review by Sari Risen, and now new information by Tiffany Hutchins in 2024, there is no research to support that we should be teaching kids using the 6 stages for gestalt language processing.

In fact, I have had many clients through the years, and my own son, who have likely learned this way and have thrived using my verbal behavior approach to language acquisition.

For example, Michelle’s daughter went from just two words to short phrases and conversational very quickly with my approach, and it is outlined in this white paper.

Gestalt Language Processing and Augmentative and Alternative Communication (AAC)

Gestalt language learners may benefit from Augmentative and Alternative Communication (AAC) systems. AAC includes methods like picture boards, sign language, or speech-generating devices to support or replace spoken language.

For some autistic individuals and gestalt language processors, AAC can provide a visual and consistent means to communicate, which may complement their use of scripts and chunks. Incorporating AAC can help bridge the gap between echolalic speech and functional communication, offering another avenue to develop language skills.

Speech-language pathologists (CCC-SLPs) often incorporate AAC strategies when working with children who have complex communication needs, including those who are gestalt language learners.

How to Encourage Functional Language

Whether a child is an analytic or gestalt language processor, the goal is to support the development of functional and flexible language. Here are some strategies to encourage functional language in gestalt language learners:

  • Honor the Child’s Gestalts: Acknowledge and respond to the scripts and echolalic phrases your child uses. This validates their communication attempts and builds rapport.
  • Model Functional Language: Provide models of simple, functional language that the child can use in various contexts. Even if the child uses scripts, hearing functional language can help them begin to break down and understand language components.
  • Use Visual Supports: Incorporate visual aids, gestures, or AAC devices to reinforce language concepts and provide alternative means of communication.
  • Engage in Preferred Activities: Use activities and topics that interest the child to motivate communication and language use.
  • Avoid Overloading with Language: Keep language input clear and concise to avoid overwhelming the child, especially if they have sensory processing difficulties.

How to Support Gestalt Language Processors

Supporting gestalt language processors involves understanding their unique way of learning language and adapting strategies accordingly:

  • Work with Professionals: Collaborate with speech-language pathologists and other professionals experienced in GLP to develop a tailored intervention plan.
  • Be Patient and Observant: Pay attention to the contexts in which the child uses certain scripts to understand their meanings and functions.
  • Encourage Breakdown of Gestalts: Gently guide the child to deconstruct their scripts into smaller units, easing the transition toward more flexible language use.
  • Promote Social Interaction: Provide opportunities for the child to interact with peers and adults in natural settings to practice and expand their language skills.

What I Have Learned about Gestalt Language Processing

Through my review of critical studies on Gestalt Language Processing (GLP) and Natural Language Acquisition (NLA), I gained several insights. First, I learned that GLP, though new to me, has roots in the 1970s and 1980s. This historical context helped me understand the ongoing debates about language acquisition in children, especially autistic individuals.

Second, I found that there is no concrete assessment method to determine if a child uses a gestalt language processing style versus an analytic one. This lack of precise diagnostic tools calls into question the validity of categorizing children strictly into these language learning styles.

Third, while some elements of the NLA framework align with my Verbal Behavior Approach, such as engaging children with preferred activities and using an animated tone, other elements diverge significantly. For instance, the NLA’s emphasis on avoiding modeling single words in early stages contradicts my approach, which has seen success with single-word modeling. For example, teaching my son to request specific items like “ducks” was effective.

Fourth, I saw that the evidence supporting distinct language processing styles in autistic individuals is scant. The critical reviews I examined did not substantiate the claim that some children inherently require different teaching methodologies based on GLP. Even typically developing children use some chunks and scripts when they are learning to talk, like how my son used to say, “Please do not feed the ducks.”

Finally, I realized the importance of integrating preferred GLP strategies within a broader, evidence-based framework. While understanding children’s use of scripts and chunks is beneficial, strategies must be grounded in robust research to ensure the development of functional and flexible language skills. For instance, avoiding carrier phrases and focusing on single words has proven effective in my practice.

Sari Risen on the Turn Autism Around ® Podcast

Sari joined me on the podcast some time ago to help explain to me what gestalt language processing was, more about Marge Blanc, a leader of research in the space, and all about presuming competence when it comes to communicating.

Sari Risen is a speech-language pathologist as well as a Board-Certified Behavior Analyst (i.e., a practitioner of applied behavior analysis). She has had extensive experience working with individuals with complex communication needs, including individuals with autism spectrum disorders and individuals with intellectual disabilities.

Having conducted her Master’s thesis in the area of augmentative and alternative communication (AAC), Sari has always had a strong interest in this area and continues to have a strong focus on serving individuals with AAC needs within her practice.

Sari’s training and experience in the area of communication disorders also include a focus on improving speech clarity by addressing motor speech disorders and helping non-speaking children develop the use of spoken language.

In the area of language development, Sari focuses on helping learners develop the language skills they need to thrive in the environments that are important to them and their families with applied behavior analysis guiding her selection of strategies.

Sari also has experience in addressing feeding concerns in children with food selectivity and oral motor concerns. She also conducts assessment and treatment to address maladaptive behavior.

Early in her career, Sari worked as a speech-language pathologist at the Geneva Centre for Autism in Toronto, Canada, serving as a member of a team that provided consultation and training to parents and professionals regarding communication and maladaptive behavior for preschool children.

In 2012, she opened her own private practice, Action Potential Services, in which she and her team provide speech-language pathology and applied behavior analysis services, focusing primarily on serving individuals with neurodevelopmental disorders as well as toddlers with severe language delays and children with feeding difficulties.

Sari is a mom to her almost 2-and-a-half-year-old daughter. Along with her clients, her daughter serves as a wonderful teacher for Sari, helping her to learn about the complex and fascinating area of language and social development.

Gestalt Language Processing Frequently Asked Questions

Gestalt Language Processing is a way some individuals, often autistic children, acquire language by learning and using large chunks or “gestalts” of language rather than single words. These chunks are often scripts or phrases they’ve heard in their environment, which they may use to communicate needs, interests, or emotions.

In Analytic Language Processing, children learn language by understanding and using single words first, gradually combining them into phrases and sentences. Conversely, Gestalt Language Processors start with memorized multi-word phrases or scripts and later break them down into smaller units to create new sentences. Essentially, analytic is a bottom-up approach, while gestalt is a top-down approach to language acquisition.

Yes, many autistic individuals are gestalt language learners. They often show echolalia, repeating words or phrases they’ve heard, which is a hallmark of GLP. These repeated scripts can offer valuable insights into their thoughts and can be used as a foundation for developing more flexible language skills.

Currently, there is no reliable assessment to definitively figure out if a child is a gestalt or analytic language processor. While scripting and echolalia are signs of GLP, they are not exclusive to it. It’s important to honor the child’s communication attempts and focus on their individual language development needs rather than strictly categorizing them.

There is limited research supporting the need for a distinct teaching model specifically for GLP. Effective language development strategies—such as honoring the child’s scripts, modeling functional language, using visual supports, and engaging in preferred activities—are beneficial for all children, including those exhibiting GLP patterns. Tailoring interventions to the child’s unique needs is more important than adhering to a specific GLP-focused method.

You can support your child by:

  • Acknowledging and responding to their scripts and echolalic phrases to validate their communication.
  • Modeling simple, functional language they can use in various contexts.
  • Using visual aids or AAC devices to reinforce language concepts.
  • Engaging them in activities they enjoy to motivate
  • Keeping language input clear and concise to prevent overwhelm.

AAC tools, such as picture boards or speech-generating devices, can be beneficial for gestalt language learners by providing visual and consistent means to communicate. They can complement the use of scripts and help bridge the gap between echolalic speech and functional communication, supporting the development of more flexible language skills.

Gestalt Language Processing Resources & Related Articles

Have you heard about gestalt language processors and wondered if your child or client might be one? Is it even a real thing, and if so, do they need a special approach to teaching? Today, I’m covering everything I’ve learned about gestalt language processing, including the five things I wish I had known two years ago when I first heard the term. Over the past few years—mostly on Instagram and TikTok—parents and professionals began posting about GLP and a framework called Natural Language Acquisition (NLA). NLA describes six stages of learning that, according to its proponents, explain how GLPs acquire language. I first heard about this in 2022, when autism spaces became inundated with the idea that if your child is a GLP, they need a totally different approach. Because I’m a behavior analyst who’s worked with thousands of kids directly and trained millions around the world using a verbal behavior approach (applying ABA principles to teach language, reduce problem behaviors, and address skills like eating, sleeping, and potty training), I began getting many questions about GLP. People asked me: Is scripting related? Is delayed echolalia the same thing? Does my child need a different teaching framework? So today I’ll share the five things I wish I had known earlier. My perspective comes from three angles: as a mom to my son Lucas (now 28), as a BCBA with over 20 years of experience, and as someone who’s reviewed the research and critiques of GLP/NLA. In preparation for this video, I reviewed two critical reviews: one by SLP/BCBA Sarai Riesen (2023) and another published in 2024 in the Journal of Autism and Developmental Language Impairments. My Early Experience with Scripts When Lucas was about two, we’d visit a museum with signs that read Please do not feed the ducks. Lucas, who was also hyperlexic, loved the signs and the ducks. My husband added “quack quack” when reading the sign aloud. Later, Lucas would wake up in the night and say, Please do not feed up quack quack. At the time, I saw this as a positive—a full sentence! In reality, it was scripting: repeating chunks he’d memorized. If I’d known then what I know now, I would have used those scripts as clues. We could have worked on articulation (feed, ducks, quack), added pictures of ducks into matching programs, and built functional language around his interests. Scripts aren’t bad—they can be springboards. Five Things I’ve Learned About GLP 1. GLP is not new. Although I first heard the term in 2022, GLP was described back in the 1970s–80s. The idea is that some children (often autistic) acquire language in chunks (gestalts) rather than one word at a time. However, the critical reviews—and my decades of experience—don’t support the idea of two separate learning styles. Even typically developing children use scripts like To infinity and beyond! 2. There’s no reliable way to assess GLP. Some claim 50–75% of autistic individuals are GLPs. But there’s no valid assessment tool to determine if a child is learning language via GLP, analytic processing, or a mix. Current evidence doesn’t support a clear division. 3. Some GLP strategies overlap with best practices. NLA encourages engaging learners with preferred activities, using physical play, being animated and fun, observing interests, and focusing on happiness—all things I emphasize too. My top three goals are for learners to be as safe, independent, and happy as possible. 4. But many NLA recommendations can backfire. For example, in Stage 1, NLA discourages modeling single words. Instead, it pushes teaching scripts and carrier phrases (It’s a…, Let’s…). In my experience, this often creates more scripting and rote responding while slowing functional language growth. I’ve seen problems firsthand: a child labeling pictures with It’s a cat, it’s a bed… it’s a Faith when shown her own photo. The carrier phrase caused conditional discrimination errors. Similarly, pushing two-word phrases before a child has a strong base of spontaneous one-word vocabulary often backfires. My approach is to solidify hundreds of single words first, then let combinations emerge naturally. 5. Evidence does not support GLP as requiring a separate teaching framework. Many families come to my courses having been told their child is a GLP. What I know: my behavioral, child-friendly approach works for children with scripting, echolalia, and minimal speech. It improves expressive and receptive language, imitation, social skills, eating, sleeping, toileting, and more—all while reducing problem behaviors. While many autistic children could be described as using “gestalts,” there’s no evidence they need a completely separate system of instruction. Instead, we can use their scripts as clues, while building language carefully from single words upward. Carrier phrases and premature sentence-building often do more harm than good. If you’re unsure where to start, I recommend my free 10-minute digital assessment—the Barbera Early Childhood Assessment (BECA)—to map out strengths and needs. You can find it at marybarbera.com/assessment . In summary: two critical reviews of GLP/NLA suggest the framework is not evidence-based. But we can agree on some core principles: look at what motivates a child, keep therapy fun, and focus on safety, independence, and happiness. For more resources, including my interview with Sarai Riesen and links to research, visit marybarbera.com/293 .

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About the Author

Dr. Mary Barbera, RN, BCBA-D is a best-selling author, award-winning speaker, and Board Certified Behavior Analyst with a Ph.D. in leadership. As both an autism mom and professional, Mary brings over 25 years of experience helping thousands of parents and professionals around the world. She is the creator of the Turn Autism Around® approach and author of The Verbal Behavior Approach and Turn Autism Around: An Action Guide for Parents of Young Children with Early Signs of Autism. Through her books, online courses, and podcast, Mary empowers families to increase talking, reduce tantrums, and improve life skills in young children with autism or signs of autism.