At-home and community based speech-language services in the greater Battle Creek/Kalamazoo areas. Virtual services across MI, OH, PA and beyond!

White father with a white toddler boy in a city center.

Therapeutic Approaches

Decoding Gestalt Language: A Natural Acquisition Approach

Patricia Masello

In the world of language acquisition, the spotlight often falls on analytic language learning—the gradual progression from single words to phrases and sentences. However, there exists another way – Gestalt Language Acquisition, where language is learned in larger units right from the start.

Understanding Gestalt Language Acquisition:

Unlike analytic language learners, gestalt language processors start big! Rather than breaking down language into isolated words, they absorb it in chunks. Imagine a child overhearing, “Wow, that’s a fast red car!”—a gestalt language learner might adopt this entire phrase, making their language acquisition different than what many people are used to.

For many children on the autism spectrum, gestalt language learning is can be common. It’s a developmental type of language learning that, when embraced, can pave the way for efficient gains in self-generated language skills!

Echolalia and Scripting: Unveiling Communication Pathways:

Echolalia, the repetition of utterances, (commonly called “scripting) is a communication tool in gestalt language learning. Whether immediate or delayed, echolalia communicates and deserves acknowledgment. It’s not about discouraging it but building upon it to boost progress toward self-generated language.

Scripting, a form of delayed echolalia, is a child’s way of expressing their feelings, needs, or wants. Caregivers can play a crucial role by acknowledging and expanding upon these scripted phrases, turning them into meaningful communication.

Natural Language Acquisition Stages:

Understanding the stages of natural language acquisition helps us appreciate the evolving journey of gestalt language learners:

  • Stage 1 – Echolalia: Basic repetition of phrases.
  • Stage 2 – Mitigated Gestalts: Combining partial gestalts to form phrases.
  • Stage 3 – Single Words: Transitioning to using single words from isolated phrases.
  • Stages 4/5/6 – Grammar & Complex Sentences: Developing original sentences and more complex language structures.

Speech Therapy for Gestalt Language Learners:

Speech therapy for gestalt language learners aims to support them towards self-generated language through careful and consistent observation, close collaboration with caregivers, and constant adaptation! The key is natural and engaging contexts, often incorporating the child’s interests. Patience, consistency, and detective work from caregivers are essential for successful intervention.

4 Tips for Responding to Echolalia and Gestalt Language:

  1. Respond: Acknowledge and smile in response to echolalia.
  2. Don’t Take it Literally: Understand that the meaning may differ for the child.
  3. Avoid Replacement Language: Embrace the child’s attempts and model your language.
  4. Be a Detective: Uncover the true meaning behind scripted phrases to target self-generated language.

Conclusion:

Gestalt language learning enriches our understanding of language acquisition. By recognizing and supporting gestalt language processors, we contribute to their unique linguistic development. Embracing diversity in language acquisition opens doors to more inclusive and effective communication for all!

If you’re in West Michigan, or anywhere else, NOW is here to support your journey. 🌈🙌

Interested in personalized support for you or your loved one? Get in touch! 😀

Check out our LinkTree for more helpful links! 

#gestaltlanguage #glp #aac #neurodiversity #autism #nowspeechtherapy #mom #dad #parent #michigan #westmichigan #ohio #privatepracticeslp #speechtherapy #SLP #speechlanguage #speechlanguagetherapy #inpersontherapy #hybridtherapy #teletherapy #telehealth #aphasia #congition #executivefunction #pediatrictherapy #birthtofive #earlyintervention #kids

References:

Peters, A. 1983, 2002. The Units of Language Acquisition. Cambridge: Cambridge University Press. http://www.ling.hawaii.edu/faculty/ann

Prizant, B. 1983. “Language Acquisition and Communicative Behavior in Autism: Toward an Understanding of the ‘Whole’ of It.” Journal of Speech and Hearing Disorders 48:296–307.

Prizant, B., and P. Rydell. 1984. “An Analysis of the Functions of Delayed Echolalia in Autistic Children.” Journal of Speech and Hearing Research 27:183–92.

Wetherby A. 1986. “Ontogeny of Communicative Functions in Autism.” Journal of Autism and Developmental Disorders 16 (3): 295–316.

Rydell, P., and B. Prizant. 1995. “Assessment and Intervention Strategies for Children Who Use Echolalia.” In Teaching Children with Autism: Methods to Increase Communication and Socialization, edited by K. Quill: 105-129. Albany, NY: Delmar Publishers.

Stiegler, L. 2015. “Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?,” American Journal of Speech Language Pathology: 1-13.

Zachos, A. (n.d.). Meaningful speech- echolalia education. Meaningful Speech- Echolalia Education. Retrieved May 1, 2022, from https://www.meaningfulspeech.com/