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 2 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 BCBA/SLP 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 may be best to 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.
Gestalt Language Processing (GLP) is a concept that refers to a particular way of acquiring language, where individuals, often children with autism, 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.
Gestalt Language Processing suggests that some children memorize and use multi-word phrases or scripts they hear in their environment, which can later be broken down and recombined to form novel sentences. The Natural Language Acquisition (NLA) framework outlines a six-stage process for how these children progress from using these scripts to more flexible and functional language use.
These stages describe how children move from using large chunks of language to developing more flexible and spontaneous language use.
So, if you have a child or client who is presenting as a GLP, should you use these steps? Let’s get into some research and things I have learned.
What we do know is that when a child is scripting, is that 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.
After reviewing the critical review by Sari Risen, and now new information by Tiffany Hutchins in 2024, it is clear that 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.
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 those with autism.
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 observed that the evidence supporting distinct language processing styles in children with autism 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 joined me on the podcast some time ago to help explain to me what gestalt language processing was, more about Barb Leblanc, the 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 Behaviour 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.
